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Android platform-based educational software for visually impaired students (VIS) are widely available, but very few of them are in Bangla. Due to the lack of low-cost Bangla Braille-based technologies, VIS depends on the traditional slate and stylus to learn Braille. This study proposes a Braille-based educational software, Bangla Braille Learning Application (BBLA), that helps VIS to learn Braille more effectively. Initially, interviews were conducted to identify the main challenges that VIS are facing; and based on the identified problem, BBLA is designed. The proposed interface layout is easy to distinguish that enables VIS to interact by touching the screen on smartphone. We have designed the software in a manner by which vibration and audio feedbacks are provided to users in response to their inputs. Interfaces were developed using JAVA programming language and Android development kit. The developed interfaces were evaluated by 6 advanced learners, 3 experts and 3 teachers through questionnaires; and by 30 VIS after using BBLA. Overall, results show that all respondents rated BBLA with a score of above 4.30 out of 5 in all the usability criteria (efficiency, learnability, memorability, error and satisfaction), indicating that BBLA is an effective Bangla Braille learning platform for VIS.

Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code. [ABSTRACT FROM AUTHOR]

The introduction and evaluation of Braille-learning tools are not receiving attention despite the need for talking books and Braille reading materials. As the Braille learning tools are very limited in developing countries, newly introduced tools and technological solutions need to be properly evaluated for implementation with the required improvements. The current study evaluated a smartphone-based interactive application "mBRAILLE" for teaching early Braille-writing skills in English and Bangla. The mBRAILLE is developed to provide a cheap and affordable technology to the visually impaired (VI) students in Bangladesh. The application will help them learn Braille. A twostage evaluation was performed in Bangladesh to determine the effectiveness of the application. The first stage of evaluation was performed with five school-aged VI children and five teachers from a blind school to determine the satisfaction level of the users while interacting with the application. This evaluation focused on 5 usability criteria, namely, learnability, memorability, efficiency, error, and satisfaction. After using mBRAILLE, participants evaluated the interfaces of the application through a specific questionnaire. Evaluation results showed that mBRAILLE meets the considered usability criteria, indicating that the interaction between application and users was on a desired level of satisfaction. Additionally, teaching ability of the application was evaluated by 5 real users in the second stage of evaluation, with a positive result. Therefore, given that the application is an effective tool to learn and teach English and Bangla Braille, it can be implemented in Bangladesh to assist VI students. [ABSTRACT FROM AUTHOR]