See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/367512723

The science learning model for students with visual impairment: A literature
review

Conference Paper in AIP Conference Proceedings · January 2023

DOI: 10.1063/5.0105999

CITATIONS READS
0 402

4 authors:

Ediyanto Ediyanto Sokunrith Pov

State University of Malang Hiroshima University
87 PUBLICATIONS 270 CITATIONS 14 PUBLICATIONS 28 CITATIONS

SEE PROFILE SEE PROFILE

Umi Safiul Ummah Rizqi Fajar Pradipta

State University of Malang State University of Malang
16 PUBLICATIONS 55 CITATIONS 49 PUBLICATIONS 255 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Sokunrith Pov on 18 March 2023.

The user has requested enhancement of the downloaded file.

The science learning model for students with
visual impairment: A literature review
Cite as: AIP Conference Proceedings 2540, 110018 (2023); https://doi.org/10.1063/5.0105999
Published Online: 27 January 2023

Ediyanto, Sokunrith Pov, Umi Safiul Ummah, et al.

AIP Conference Proceedings 2540, 110018 (2023); https://doi.org/10.1063/5.0105999 2540, 110018

© 2023 Author(s).
 The Science Learning Model for Students with Visual
Impairment: A Literature Review
Ediyanto1, a), Sokunrith Pov2, b), Umi Safiul Ummah1, c), Rizqi Fajar Pradipta1, d)
1
Department of Special Education, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia
2
Office of Research and Policy Analysis, Department of Policy, Ministry of Education, Youth and Sport of
Cambodia, Phnom Penh, Cambodia

a)
corresponding author: ediyanto.fip@um.ac.id
b)
sokunrithp@gmail.com
c)
umi.safiul.fip@um.ac.id
d)
rizki.fajar.fip@um.ac.id

Abstract. The students with visual impairment can understand and learn science concepts through appropriate
supporting tools and learning models. Both students with and without visual impairment can learn a science concept if
it is presented in a real-world context. Although students with visual impairment have limitations in obtaining
information through their visual sense, they have the same range of cognitive abilities as students without visual
impairment. The current study aims to provide an overview of various learning models in science learning that can
effectively and efficiently improve visually impaired students’ understanding of science concepts. This paper reviewed
previous studies by selecting, categorizing and analyzing the articles extracted from databases of ERIC, respectively.
According to a large body of literature, it has been found that the best learning models that can be applied to students
with visual impairment are the Problem-Based Learning (PBL) and Sonified Learning (SL) models. These learning
models are based on the student-centered approach and can be combined with supporting assistive media such as audio-
based in form of computer and mobile learning games. Learning models with appropriate media integration have been
found to improve conceptual understanding and learning outcomes of students with visual impairment in both special
and inclusive schools.

Keyword: Science Learning, Student with Visual Impairment, Learning Models, Problem-Based Learning, Sonified
Learning

INTRODUCTIONS

In the cognitive abilities of students with visual impairments, they have the same level as sighted students [1].
They also have a good hearing level to understand concepts. Despite vision loss, visually impaired students can
best obtain cognitive information from haptic and auditory senses.
According to Science for All, all students, including students with visual impairments, should properly access
science learning [2] [3] [4]. Science learning can impact science on society and environment [5] and consistency
with the stage of cognitive development connected to scientific knowledge. Students with visual impairments can
study with good learning models to get the maximum impact of science learning. Betts & Cross [6] found that
teachers can communicate biological diagrams well to students with visual impairments with a student-centered
approach. In addition, the right assistive technology can also help them learn science well [7].
Based on the explanation above, students with visual impairments can learn well. They can learn well if they
use the proper learning method. In connection with this issue, it is essential to examine the research results on
science learning models for students with visual impairments in the current study. In addition, it is also discussed
supporting assistive media in science learning.

The 3rd International Conference on Science, Mathematics, Environment, and Education

AIP Conf. Proc. 2540, 110018-1–110018-5; https://doi.org/10.1063/5.0105999
Published by AIP Publishing. 978-0-7354-4309-9/$30.00

110018-1
 METHODS

According to the systematic literature review methods for the current study, we use research that has been
conducted by Ediyanto, Atika, Hayashida, & Kawai [4]. A literature review is carried out by sorting and selecting
peer-reviewed journal articles published from 2011 to 2021. The steps used in this study are selecting keywords
according to the research questions related to the learning model and media toward students with visual
impairment. The literature review (systematic review) in the current study has three steps: selection, analysis, and
categorization of the articles.

Selection, Analysis, Categorizations of the Articles

Articles search started using ERIC databases respectively for peer-reviewed or journal articles from 2011 to
2021. With titles appropriated with a term of “learning model for a student with visual impairments.” In the
beginning, a total of 86 articles were available. According to the selected keywords, only articles are available in
a full-text form to reduce the best articles to review. Then in the limit again with the article publishing year since
2011. Therefore, articles that match keywords and search restrictions found as many as 26 articles based on this
search. In addition, due to the lack of discussion in accordance with this research, it was decided to add three
articles in 2008, 2009, and 2010 as reinforcement.
In the second phase, articles that are selected need to pre-assessment by skimming read. Skimming read aims
to see whether the article is in accordance with this study. In addition, an article that focuses on learning models
on visual impairment students is needed. We excluded from the corpus articles that did not mention science
education (biology, physics, and chemistry) or students with visual impairment. We also mention in term
keywords, such as “teaching and learning.” Finally, the article founded that eight articles were identified for
thorough analysis according to the purposes of the current study. Therefore, we divided the results into two
criteria, namely 1) learning models toward students with visual impairments and 2) learning media toward students
with visual impairments.

RESULTS AND DISCUSSIONS

Teaching science to students with visual impairment requires special strategies and methods. Therefore special
tools or learning methods are needed to support these teaching and learning activities. Various learning media and
methods were developed to make it easier to teach students with visual impairments to learn science lessons, and
these various developments have a positive impact on the learning outcomes of blind students [8] [9] [10] [11].
One of the learning media developed to assist students with visual impairments in learning science is the
Labyrinth Game media. This media is designed to provide concepts for students with visual impairments and
apply them to a maze game using a problem-solving learning model. Based on his research results, the Labyrinth
Game learning media using a problem-solving learning model has a positive impact on students with visual
impairments in learning lessons. However, it still requires guidance and direction from the teacher [8].
Another tool developed to assist students with visual impairments in the learning process in Freire et al [9] is
whiteboard software. The software provides opportunities for students with visual impairments to participate in
hands-on learning sessions with whiteboard software. With accessible descriptions, students can navigate through
elements and explore class content using a screen reader. The software developed has a positive impact on students
with visual impairments in using graphic content. The research results conducted on the use of such software have
shown that the development of this software can be very effective and can be a starting point for providing students
with visual impairments with things they were not previously able to do. The applied proof of concept has shown
that many further possibilities can be explored to improve the interaction of visually impaired users with
educational content on whiteboards and pedagogical approaches.
Another study conducted by Lahav, et al. [11] developed a Sonified learning method. This method has the
basic idea of creating a method to transfer the knowledge of students with visual impairments who have weak
visual modalities and improve their learning abilities by using other modalities, one of which is the Sonified
learning method. The results of this study indicate that all students in the study acquired scientific knowledge, and

110018-2
a statistically significant difference was found for the two study groups with an increase in pre-and post-tests. In
this study, the participants were able to integrate five streams of hearing simultaneously. In another study, Lahav,
Chagab, & Talis, [10], the sonified learning method was developed with the help of computer-based media. The
aim is to examine the primary needs of students with visual impairments, namely the ability to access science
curriculum content. The findings in this study were that students with visual impairments completed all curricular
assignments; scientific conceptual knowledge and its system of reasoning become more specific and aligned with
scientific knowledge. In its application, there is a tendency to have an impact on the accessibility of learning
materials, especially in science education for students with visual impairments, as equal access to an equal learning
environment.
The latest research by Lahav, Hagab, Levy, & Talis [12] related to the Sonified learning method. In previous
studies, computer-based media was developed by adding audio media. This study aims to improve understanding
of the learning process of blind people by transforming visual information into sonified information through
learning interactions with dynamic complex systems. This study is the first result about the blind who can access
dynamic information in an exploratory science learning environment. The sonified learning model facilitates key
access to challenging science concepts, including complex phenomena. The findings show advantages in studying
science content; participants are able to collect and construct knowledge through L2C interactions. Thus, there
are potential long-term practical benefits in science education for students with visual impairments, facilitating
their inclusion in general K-12 programs.

TABLE 1. The Research that focuses on Learning Model and Media for the student with visual impairments
Author(s) Learning Assistive Findings
Methods Media
Riza, L., S., et Problem Solving Labyrinth Labyrinth Game learning media has a positive impact on
al. (2020) Learning Game blind children.
Freire, A., P., Software x The software developed makes a positive impact for
et al. (2010) Prototype students with visual impairments in using graphic
content
x Provide opportunities for students with visual
impairments to participate in hands-on learning
sessions with whiteboard software
Lahav, O., et Sonified The results showed that all study participants acquired
al. (2018) learning scientific knowledge; Statistically significant differences
were found for the two study groups between the pre-and
post-tests.
Lahav, O., Sonified Computer- Students with visual impairments complete all curricular
Chagab, N., & learning Based Media assignments; scientific conceptual knowledge and its
Talis, V. reasoning system become more specific and aligned with
(2016) scientific knowledge.
Sanchez, J., et Audio-Based x Audio-based interactive multimedia software media
al. (2014) Interactive to be used independently by students with visual
Software impairments to study science.
x The interactive multimedia software media attracts,
motivates, challenges, and stimulates the interaction
of students with visual impairments.
Lahav, O., Sonified Computer- x The sonified learning model facilitates key access to
Hagab, N., learning model-based science challenging concepts, including complex
Levy, S., T., & audio phenomena.
Talis, V. x Findings show advantages in studying science
(2019) content; participants can collect and construct
knowledge through L2C interactions.
x There are possible long-term practical benefits in
science education for students with visual
impairments, facilitating their inclusion in general K-
12 programs.

110018-3
 Author(s) Learning Assistive Findings
Methods Media
Sanchez, J., & Mobile Learning audio-based x Blind people can learn the concept of genetics and
Aguayo, F. technology create ways of collaboration between them through
(2008) mobile devices.
x Audio-based technology coupled with ad-hoc
methodologies can play a role in the integration of
schools for blind users.
x Mobile games can be a powerful tool for science
learning between blind and visually impaired students
in integrated school learning settings.
Sanchez, J., & Audio-Based x Visually impaired students find the software
Elias, M. Games interesting, challenging, and encouraging as a science
(2009) learning tool.
x AudioLink provides an opportunity for students with
visual impairments to interact freely and
independently at their own pace.
x With this media, students with visual impairments can
develop scientific thinking skills to identify problems,
build strategies to solve them,

Other audio-based media were also developed by Sanchez et al. [13]. In its development, audio-based media
is packaged in the form of software to facilitate its use. In its development, audio-based interactive multimedia
software for blind children is used to support science learning. This audio-based interactive multimedia software
can be used independently by students with visual impairments to study science. In its application, this media is
considered attractive, motivating, challenging, and stimulating the interaction of students with visual impairments.
With this software, blind children can use and understand games with increasing complexity. They can solve
problems with a higher level of difficulty and explore a bigger world than previous experiences. It is provided at
least the same opportunities for blind children as other children.
Sanchez & Aguayo [14] developed and evaluated Audio Game that uses mobile and audio-based technology
to help interact between blind children and normal children and help them learn. Biology and become more
socially integrated. The visually impaired can learn the concept of genetics and create ways of collaboration
between them through mobile devices. Audio-based technology coupled with ad-hoc methodologies can play a
role in the integration of schools for blind users. Mobile games can be a powerful tool for science learning among
blind and visually impaired students in integrated school learning settings. Another research conducted by
Sanchez & Elias [15] in developing audio game-based learning media. This research develops AudioLink, an
interactive audio-based virtual environment for blind children to support their science learning. AudioLink is a
Role-Playing Game (RPG) for learning science concepts and scientific reasoning through audio. Students with
visual impairments find this media interesting, challenging, and encouraging as a science learning tool. AudioLink
provides an opportunity for students with visual impairments to interact freely and independently at their own
pace. Students with visual impairments can develop scientific thinking skills to identify problems and build
strategies to solve them with this media.
.
CONCLUSIONS

The current literature study indicates that students with visual impairments have more interest in learning when
the teacher applies a student, center-based learning model. Problem Solving Learning and Sonified learning models
are the most common learning models used and positively impact students with visual impairments. However,
based on the current study, the learning model can run optimally if the teacher conducts guidance correctly. In
addition, teachers can combine learning models with computer or smartphone-based assistive media. Learning
applications that can be applied are Labyrinth Game, Audio-Based Interactive Software, Audio-Based Games, and
audio-based technology. However, the current research is limited by findings in two models in learning science
for students with visual impairments. So that in future research, it is highly recommended to conduct research that

110018-4
 expands the results of this study. In addition, it is essential to apply a suitable learning model and assistive
technology in the classroom.

REFERENCES

1. Rule, A. C., Stefanich, G. P., Boody, R. M., & Peiffer, B. Impact of adaptive materials on teachers and
their students with visual impairments in secondary science and mathematics classes. International Journal
of Science Education, 33(6), (2011), 865-887.
2. Holbrook, J. Education through science as a motivational innovation for science education for all. Science
Education International, 21(2), (2010), 80-91.
3. Atika, I. N., Ediyanto, E., & Kawai, N. Improving Deaf and Hard of Hearing Students’ Achievements
Using STS Approach: A Literature Review. International Journal of Pedagogy and Teacher Education, 2,
(2018), 13-24.
4. Ediyanto, E., Atika, I., Hayashida, M., & Kawai, N. A literature study of science process skill toward deaf
and hard of hearing students. In 1st Annual International Conference on Mathematics, Science, and
Education (ICoMSE 2017) (2017, August), pp. 190-195. Atlantis Press.
5. Torrisi-Steele, G., & Drew, S. The literature landscape of blended learning in higher education: The need
for better understanding of academic blended practice. International Journal for Academic Development,
18(4), (2013), 371-383.
6. Betts, L., R., & Cross, A. Reflections on supporting a visually impaired student complete biological
psychology module. Psychology Teaching Review, (2012), 16(1), 58-60.
7. Johnstone, C., Altman, J., Timmons, J., & Thurlow, M. Students with visual impairments and assistive
technology: Results from a cognitive interview study in five states. Minneapolis, MN: University of
Minnesota, Technology Assisted Reading Assessment (TARA). (2009).
8. Riza, L. S., Sawiji, T., Nurjanah, N., Haviluddin, H., Budiman, E., & Rosales-Pérez, A. A Labyrinth Game
for Blind Children Using Problem Solving Learning Model. International Journal of Emerging
Technologies in Learning,15(2), (2020), 58-71.
9. Freire, A. P., Linhalis, F., Bianchini, S. L., Fortes, R. P., & Maria da Graça, C. P. Revealing the
whiteboard to blind students: An inclusive approach to provide mediation in synchronous e-learning
activities. Computers & Education, 54(4), (2010), 866-876.
10. Lahav, O., Chagab, N., & Talis, V. Use of a sonification system for science learning by people who are
blind. Journal of Assistive Technologies. (2016)
11. Lahav, O., Hagab, N., El Kader, S. A., Levy, S. T., & Talis, V. Listen to the models: Sonified learning
models for people who are blind. Computers & Education, 127, (2018), 141-153.
12. Lahav, O., Hagab, N., Levy, S. T., & Talis, V. Computer-model-based audio and its influence on science
learning by people who are blind. Interactive Learning Environments, 27(5-6), (2019), 856-868.
13. Sánchez, J., de Borba Campos, M., Espinoza, M., & Merabet, L. B. Audio haptic videogaming for
developing wayfinding skills in learners who are blind. In Proceedings of the 19th international conference
on Intelligent User Interfaces (2014, February), pp. 199-208.
14. Sánchez, J., & Aguayo, F. AudioGene: Mobile learning genetics through audio by blind learners. In IFIP
World Computer Congress, TC 3, (2008, September), pp. 79-86). Springer, Boston, MA.
15. Sánchez, J., & Elías, M. Science learning in blind children through audio-based games. In Engineering the
User Interface (2009), pp. 1-16. Springer, London.

110018-5
View publication stats