ExamVoice: Innovative Solutions for Improving Exam Accessibility for Blind and Visually Impaired Students in Saudi Arabia

Abstract

Ensuring equitable educational opportunities for blind and visually impaired (BVI) students in Saudi Arabian higher education remains challenging despite legislative and institutional efforts. This paper proposes a system to assist BVI students independently during exams, aiming to create an inclusive exam environment that minimizes distractions and facilitates their participation alongside peers. Key contributions include the development of a secure platform, ensuring exam confidentiality, and fostering confidence and active engagement among BVI individuals. The study highlights the importance of integrating innovative assistive technologies and implementing rigorous policies to overcome systemic barriers and improve support mechanisms for BVI students in educational settings.

1. Introduction

In most countries, including the Kingdom of Saudi Arabia (KSA), it is mandatory for higher education institutions to offer proper assistance to students with disabilities, ensuring they receive equal educational opportunities as their non-disabled peers [1]. Saudi Arabian universities have admitted students with disabilities since the mid-1980s [2]. The government has implemented several policy actions to support the development of high education opportunities for people with disabilities, including the first Legislation on Disability (LD) in 1987 and the signing of the Convention on the Rights of Persons with Disabilities (CRPD) in 2008 [3,4,5,6,7]. However, these policies and legislative provisions have not been fully implemented, leading to a lack of special education services for students with disabilities in higher education institutions, which KSA is working to improve [2,7].

The disability centers in Saudi universities play a crucial role in providing essential services to support students with disabilities, especially those who are BVI. These services include BrailleSense devices, assistive technology training, and specialized transportation [2]. To meet the special educational requirements of these students, the government has tripled the disability stipend to an average of SAR 6000 [2]. Despite these efforts, BVI students still face challenges during exams, particularly in securing readers/scribes, highlighting the urgent need for a more inclusive and supportive system [2]. The lack of available computer-based assessment tools can lead to significant psychological stress, especially when relying on unresponsive or absent volunteers who have been assigned to administer exams [2].

It is important to emphasize the importance of uniform policies in promoting inclusivity. Although the Disability Center may assign a separate hall for BVI students to take exams, this approach can unintentionally lead to exclusion [2]. BVI students can participate in exams alongside their peers. However, university policies restrict BVI students from taking their smart devices, like BrailleSense, to the examination hall [2]. As a result, students have to bring a reader, which may limit their independence and cause noise or distraction for other students [2]. Although some instructors may make accommodations by rescheduling exams or allowing students to take exams without a reader or scribe, there is a need for more consistent and supportive standardized policies [2].

Traditional examination methods, such as using paper and pencil, are still more prevalent than computer-based alternatives [2,8]. However, there is a noticeable shift towards integrating assistive technologies, especially in normative examinations [2,8]. These exams involve assessing handwritten corrections for multiple-choice test answers extracted from scanned answer sheets. This reflects a broader movement within academia to leverage advanced technologies to make the examination process more efficient and accessible. Providing reliable and consistent support for BVI students is crucial to ensuring equal opportunities. The underutilization of available technological advancements is a significant barrier to the academic success of blind students. Nevertheless, by leveraging technology and utilizing existing, albeit limited, resources, we can create a more inclusive and supportive system for them [1,9].

Various solutions have been proposed worldwide to enhance exam accessibility for visually impaired students. In India, researchers recommend a robust application with an interactive online assessment interface. This system enables examiners to conduct assessments efficiently using simple voice commands. It also incorporates a text-to-speech synthesizer that reads aloud text displayed on screens, including web pages and documents. The authors suggest future enhancements, such as adding authentication features and improving speech-to-text conversion techniques [10]. At the University of Macedonia, a web-based examination system has been developed to facilitate access for visually impaired students from any computer with internet connectivity. Blind users require only screen reading software, while low-vision students can access information through reading, listening, or a combination of both methods [11]. In Turkey, researchers have created an audio-based computerized adaptive testing software called SesliTest, specifically designed for secondary school students with visual impairments [12]. They also developed an online voice-assisted exam system (OVAES) based on the universal design model (UDM). This system allows participants to perform online assessments independently, using biometric data on customizable online pages without needing assistance [13]. Similarly, researchers in Sri Lanka have developed a voice-operated online examination system that enables students to take exams remotely. This system utilizes speech synthesis to present questions verbally, while speech recognition converts students’ spoken responses into text. Responses are stored in a database for future reference, and scores are calculated immediately upon submission. Proposed future enhancements include incorporating noise-filtering techniques to improve command performance and integrating fingerprint sensors, facial recognition methods, and other advanced technologies to prevent misconduct and enhance system security [14]. Together, these innovations reflect a global commitment to creating more inclusive educational environments for visually impaired students, ensuring they have equal opportunities to demonstrate their knowledge and skills.

This paper presents an innovative solution to assist BVI students in taking exams independently by designing and developing the ExamVoice system with the following features:

• Cost-effective and automated.
• Allows blind and sighted students to take exams together in an environment with minimal distractions, promoting inclusivity.
• Ensures the privacy and confidentiality of examinations, allowing the instructor to retain complete control over the entire examination process.
• Promotes confidence-building among BVI individuals, encouraging active and inclusive participation in various exam scenarios.

The paper is structured as follows: It starts with an introduction and literature review, followed by the methodology, which includes requirements and analysis. Next, it covers the application design, comprising UML diagrams, and then the implementation details. Subsequently, a performance evaluation is conducted, and the paper concludes with findings and suggestions for future work.

2. Background Literature Review

Assessment practices for BVI students have evolved significantly and are driven by technological advancements and a commitment to inclusive education. While traditional assessment methods provide a structured approach, they often overlook the diverse learning needs of BVI students, particularly in critical areas such as comprehension and analytical thinking. In contrast, assistive technologies offer innovative solutions that enhance accessibility and engagement during assessments. Tools like audio assessments, computer-based testing, and refreshable Braille displays like BrailleSense enable BVI students to leverage their unique strengths, fostering a more equitable and effective evaluation process.

Figure 1 presents the structure of this section, categorizing assessment methods and technologies according to their types based on current practices and examination procedures [2,15,16,17]. This section explores traditional assessment methods (such as Braille and reader-assisted exams) and assistive technologies (including audio exams, computer-based exams, and refreshable Braille display exams). It further discusses the implications of these methods and technologies for educational equity and effectiveness.

2.1. Traditional Approach

Traditional examination methods are essential for educational assessment but can be challenging for blind students. This section examines two fundamental approaches—Braille and Readers exams—highlighting current practices, methods, benefits, and limitations.

2.1.1. Brille Exam

The Brille exam is a crucial assessment tool for BVI students, particularly in how they respond to traditional questions formatted in Braille. These exams typically feature a range of question types, including multiple-choice and short-answer formats, all presented in Braille, allowing students to read and respond using tactile methods. The primary tool BVI students utilize during these assessments is a Braille embosser or a slate and stylus, enabling them to independently produce and review Braille text [15,18,19,20,21,22].

Responding to traditional questions in a Brille exam requires students to engage in several cognitive processes. First, they must accurately read the Braille text, necessitating a solid foundation in Braille literacy. This involves recognizing Braille characters and efficiently navigating the format to understand the context of the questions [15,18,19]. The tactile nature of Braille enables students to physically engage with the material, which can enhance their connection to the text and is particularly helpful for improving comprehension and retention.

However, BVI students may need help answering traditional questions in Brille exams. One significant challenge is the potential for slower reading speeds than sighted peers, which can impact their overall performance, especially in time-constrained environments [9,15,23,24]. Additionally, depending solely on Braille can present difficulties for students with different levels of proficiency in Braille literacy [20,24]. Students with less experience may require assistance with the complexities of Braille reading, which can lead to frustration and possible inaccuracies in their responses [20]. Moreover, reading Braille for extended periods can be physically demanding and may affect stamina and concentration during lengthy assessments [9,20].

2.1.2. Readers Exam

This type utilizes human readers to assist BVI students during assessments, facilitating access to written content that may otherwise be inaccessible. This approach involves trained readers who verbally present exam questions and materials, allowing students to focus on comprehension and critical thinking rather than the mechanical aspects of reading [2,15,18,23].

One significant advantage of using human readers is the personalized support they provide. This interaction can help students process information more effectively, as the reader can clarify questions, modulate their tone for emphasis, and adjust the pace of delivery based on the student’s needs [2,15,16,18]. Additionally, the dynamic nature of a human reader allows for immediate feedback and clarification, which can enhance comprehension and retention of material [2,16]. Research has shown that this mode of assessment can lead to higher engagement levels and greater satisfaction among BVI students, as they feel more supported during the examination process [2,15,23]. However, there are notable disadvantages to the Readers exam format. One primary concern is the potential for variability in reader effectiveness. Differences in the reader’s skills, familiarity with the subject matter, and communication style can lead to inconsistency in how information is presented [2,15,18,23]. Such variability may affect the student’s performance, as reliance on a human reader introduces an element of subjectivity that can complicate assessment outcomes [2,18]. Additionally, there may be challenges related to privacy and independence, as some students may feel uncomfortable or hindered by the presence of a reader during assessments, impacting their overall experience and performance [2,18,23].

Furthermore, logistical issues can arise, such as the need for trained readers and the resources required to ensure their availability during exams. This can lead to increased costs and complexity in exam administration [2,15,18,23].

In summary, while the Readers exam offers significant benefits in terms of personalized support and improved comprehension for BVI students, it also presents challenges that necessitate careful consideration. As educational practices evolve, it is important to explore blended assessment methods that combine human support with technology to create a fairer and more effective assessment process for all students.

Educators and assessment designers are increasingly advocating for more flexible assessment methods that accommodate different learning styles and cognitive processes to mitigate these challenges. This may include using assistive technologies, such as audio assessments or computer-based testing, which can provide alternative avenues for students to demonstrate their knowledge and skills [2,15,18,19,20,23]. By expanding assessment formats, educational systems can promote a more inclusive and equitable approach, ensuring that BVI students have the opportunity to succeed academically.

2.2. Assistive Technology in Assessments for BVI Students

Assistive technology is vital for making educational assessments accessible to blind and visually impaired (BVI) students. This section reviews how audio exams, computer-based exams, and Braille displays (e.g., BrailleSense) exams enhance fairness and effectiveness in assessments, emphasizing their role in promoting equity and inclusivity [17,20,25].

2.2.1. Audio Assessments

Audio assessments have become pivotal tools in assistive technology for BVI students, enabling them to engage with exam content through auditory formats. This approach empowers students to navigate assessments independently, utilizing their auditory processing skills to demonstrate comprehension [15,17,18,19,21,22,26]. Recent studies indicate that audio-based evaluations can enhance learning outcomes by tapping into the strengths of auditory learners and fostering greater engagement [15,17,26].

Existing tools leverage audio assessments to support BVI students effectively. Text-to-speech software converts written material into spoken words, facilitating easier access to exam content [17,21]. Applications like VoiceOver [27] and TalkBack [28] provide auditory feedback on device interactions, enhancing accessibility across various platforms. Additionally, audio assessment platforms allow BVI students to receive questions and instructions audibly, creating a more user-friendly assessment experience. This approach fosters engagement and reduces cognitive load, enabling students to focus on comprehension rather than navigating Braille or tactile methods, ultimately improving performance and reducing anxiety [15,21,26].

While audio assessments offer notable advantages for blind and BVI students, they also present challenges related to inclusivity and potential distractions. Multiple-choice questions (MCQs) can be effectively delivered audibly, allowing BVI students to listen and select answers independently. However, the clarity and pacing of audio delivery are critical factors, as miscommunication can lead to incorrect answers [17,18,29].

Short-answer and long-answer questions introduce more significant complexities. Although audio can facilitate comprehension of the question, students may struggle to articulate nuanced responses without visual aids or external assistance. This limitation can hinder their ability to effectively convey detailed arguments or analyses [18,26,29]. Additionally, reliance on audio might limit interaction; students need help to quickly review or modify their answers as they would in traditional formats [21,26,29].

Moreover, audio assessments raise concerns about inclusivity within examination environments. These assessments are often used in conjunction with other assistive technologies [18,21,26,29]. However, the noise generated by these solutions—audio playback and answering methods—can potentially distract other students, affecting their concentration [2,18,21,26,29]. This issue becomes particularly pronounced in shared examination spaces that include visually impaired and non-visually impaired students and employ diverse assessment methods. It is essential to balance accessibility with a conducive testing environment [2,18,21,26,29].

Technical issues, like audio malfunctions, might worsen these challenges and have a more significant impact on students during critical assessment times [18]. Therefore, it is essential to provide immediate technical support and establish explicit provisions for handling equipment malfunctions. Thus, while audio assessments can enhance accessibility, addressing their limitations and ensuring a supportive, inclusive environment for all students is crucial.

2.2.2. Computer-Based Exams

Computer-based exams have revolutionized assessment methodologies for BVI students, providing enhanced flexibility in question formats and real-time feedback. These digital platforms support multimedia integration, significantly increasing engagement and accessibility [2,13,15,17,21,22,29]. Research indicates that BVI students often perform better in computer-based environments, where the cognitive load associated with navigating tactile or auditory materials is minimized compared to traditional formats [15,17,21,22,29,30]. This adaptability promotes inclusivity and encourages a more interactive assessment experience. However, challenges such as software malfunctions and connectivity issues can hinder accessibility [8,18]. While computer-based technology is advanced, it is often costly to accommodate many students and requires specialized expertise to operate effectively and provide adequate support [22]. Additionally, noise and distractions in the testing environment can affect the focus, impacting BVI students and their peers [2,31].

Multiple-choice questions (MCQs) can be effectively adapted for computer-based assessments, allowing answers to be selected via keyboard inputs or voice commands [17,29]. This structure facilitates answer selection and provides immediate feedback, which is crucial for learning. Clarity in audio delivery is essential to prevent misunderstandings [2,18,32]. Short and long-answer questions present additional challenges, as BVI students may struggle to articulate complex ideas without visual aids, affecting their performance [18]. Thus, carefully considering the testing environment and format is essential to ensuring that all students have an equitable assessment experience, regardless of ability [1,2].

In conclusion, while computer-based exams provide promising benefits for BVI students, including enhanced accessibility and engagement, addressing technological challenges and inclusivity issues is crucial. Instructors and technologists must collaborate to design assessments that accommodate diverse needs, ensuring a fair testing experience for all students.

2.2.3. Refreshable Braille Display

The BrailleSense device—a standard refreshable Braille display used by BVI students in KSA [2]—offers significant benefits by integrating Braille literacy with digital functionalities [2,15,20,21,22,29]. It supports essential academic tasks such as note-taking and research, which are crucial for academic success [2,15,20]. Research indicates that Braille displays can enhance independent learning and increase engagement in educational settings [25]. However, notable limitations can impact its effectiveness in educational settings despite its strengths.

One of the primary challenges associated with BrailleSense is the increased cognitive load it demands from users. While the device supports various assessment formats, such as short answers and essays, BVI students may find BrailleSense taxing during timed assessments. The need to read and interpret Braille while simultaneously formulating responses may hinder performance, especially under pressure [16,21]. This complexity may discourage some students from fully engaging with their assessments.

Inclusivity is another concern, as the reliance on specialized devices like BrailleSense can inadvertently create disparities among BVI students. For instance, students who need access to BrailleSense or similar technology may face significant assessment barriers, leading to inequities in educational outcomes. Additionally, using BrailleSense can result in distractions, both for the user and other students, particularly in environments where the tactile nature of the device might draw attention [33].

Furthermore, BrailleSense may not effectively support certain question types, such as those requiring complex formatting or diagrams, which are not easily translatable into Braille. This limitation can restrict the scope of assessments and fail to capture the full range of a student’s knowledge and skills [34].

Other issues, such as software compatibility, the high cost, and the need for specialized training, can limit the effective use and broader adoption of Braille displays [2,15,23].

In summary, while BrailleSense (HIMS, Inc., Incheon, Korea) is a valuable tool for BVI students, it is essential to address these limitations to foster a genuinely inclusive educational environment. Efforts should focus on ensuring equitable access to technology and designing assessments that consider the unique needs of all learners.

Table 1. Benefits and limitations of traditional and assistive technologies.

Approaches	Assessment Method	Current Practices	Benefits	Limitations	References
Traditional Approach	Braille Exam	Use Braille formats for written assessments like (Braille embosser, slate, and stylus).	○ Promotes tactile engagement. ○ Improves comprehension. ○ Supports multiple question types. ○ Fosters independence with Braille tools.	○ Slower reading speeds compared to sighted peers. ○ Varying levels of Braille proficiency. ○ Physical demands of reading Braille for long periods. ○ Potential for frustration and inaccuracies for less experienced users.	[15,18,19,20,21,22].
	Readers Exam	Human readers assistance.	○ Facilitates access to written content. ○ Personalized support and interaction. ○ Immediate feedback and clarification. ○ Focus on comprehension and critical thinking.	○ Variability in reader effectiveness. ○ Subjectivity can complicate assessment outcomes. ○ Privacy and independence concerns. ○ Logistical challenges. ○ High costs.	[2,15,16,18,23]
Assistive Technologies	Audio Assessments	Auditory delivery of questions and instructions like (Text-to-speech software and audio platforms).	○ Engages students through auditory formats. ○ Supports independent navigation. ○ Reduces cognitive load. ○ User-friendly experience.	○ Audio clarity and pacing affect accuracy. ○ Potential distractions in shared environments. ○ Technical issues may arise.	[15,17,18,21,26,27,29]
	Computer-Based Exams	Digital platforms supporting multimedia integration.	○ Enhanced flexibility in question formats. ○ Real-time feedback. ○ Increased engagement and accessibility. ○ Reduced cognitive load.	○ Requires specialized expertise. ○ Causes distractions in testing environments. ○ Potential difficulty in articulating complex ideas. ○ High costs for accommodating students. ○ Technical issues may arise.	[2,8,13,15,17,18,22,29,30,31,32]
	Refreshable Braille Display	Use of devices like BrailleSense for assessments.	○ Integrates Braille literacy with digital functionalities. ○ Supports note-taking and research. ○ Enhances independent learning and engagement.	○ Increased cognitive load during timed assessments. ○ Varying levels of technological proficiency. ○ Causes distractions in the testing environment. ○ Limited support for complex question types. ○ Software compatibility. ○ High costs.	[2,15,20,21,22,23,29,33,34]

summarizes key aspects of traditional and assistive technologies, highlighting related benefits and limitations.

2.3. Emerging Trends and Future Directions

Recent trends in educational assessment highlight the importance of inclusive practices and the transformative potential of technology. Emerging strategies advocate for blended assessment models that incorporate elements of both traditional and assistive technologies, offering a comprehensive evaluation of student capabilities [18,35]. Future research should focus on establishing best practices for implementing these blended assessments, ensuring that they are tailored to the unique needs of BVI students. Additionally, continuous professional development for educators is essential to effectively utilizing these technologies and methodologies within assessment contexts [18].

2.4. Current Gaps in Assistive Technologies for BVI Students in Saudi Arabia

Assistive technologies can significantly enhance education for students with visual impairments. However, their integration has critical gaps, particularly in online examinations. While screen readers and self-voicing systems are effective [36,37], challenges persist with voice recognition systems [38] and keyboard tools with voice guidance [39], which limit inclusivity. In contrast, hardware-based systems [40] and voice-operated tools (VOT) [41] offer promising solutions.

Developing inclusive computer-based tests (CBT) is essential, but current designs often prioritize typical students, overlooking the specific needs of BVI individuals. Traditional exam formats in Saudi Arabia often rely on paper and pencil with reader or scribe support [2,8], presenting accessibility challenges.

In Saudi universities, disability centers provide two exam options for students with disabilities, each presenting distinct challenges. One option involves a separate exam hall where assistive technology or readers can be utilized. However, the presence of multiple readers can create distracting overlapping sounds, undermining the exam experience [2]. Additionally, this segregated approach isolates disabled students from their peers, contradicting the principles of inclusivity [2]. The alternative option is to allow readers within the main exam hall, but this setup often violates university regulations against personal smart devices, like BrailleSense, leading to potential noise distractions for other students [2].

Implementing computer-based testing (CBT) systems adds another layer of complexity to the logistical challenges related to resource allocation. This is particularly relevant considering the number of BVI students compared to the total student population. For instance, at King Saud University, there are 180 BVI students out of 70,000 [2]. A potential solution is to include BVI students in regular exam settings without special accommodations, taking advantage of their lower presence in larger classes. This approach addresses resource constraints while promoting inclusivity, a moral imperative, without compromising the examination experience for any group of students [2].

The challenge intensifies when considering the 0.1 (BVI student): 40 (non-BVI students) ratio in extensive courses. Reserving labs, computers, and examiners becomes resource-intensive, particularly during concurrent examinations across multiple courses. Under these conditions, BVI students could participate in exams alongside their peers, utilizing the proposed method without needing a scribe, given their reduced likelihood of enrolling in specific courses [2].

Concerns about noise levels also arise when CBT incorporates voice-to-text functionality, especially in larger groups. This could disproportionately affect BVI and sighted students, complicating the inclusive education framework [2]. Such factors highlight the urgent need for a nuanced and adaptable approach to effectively address the logistical challenges of implementing CBT systems within an inclusive educational context.

Multiple-Choice Questions (MCQs) for BVI and Sighted Students

In Saudi Arabian universities, high-enrollment courses such as Thaqafa and Searah (required for a BS. degree)often utilize MCQs as the primary assessment method. These courses focus on theoretical content, making MCQs effective for evaluating comprehension among diverse students, including BVI and sighted students.

For BVI students, MCQs offer several key advantages. Their structured format reduces ambiguity and enhances clarity, which is crucial for students using assistive technologies. This approach minimizes cognitive load, enabling BVI students to concentrate on demonstrating their understanding rather than struggling with more complex question types, such as essays [16]. Additionally, MCQs can be easily adapted for auditory presentations, ensuring accessibility without the stress of lengthy written responses [42]. Sighted students also benefit from using MCQs, as this format provides a straightforward and efficient way to assess knowledge in large classes. The ease of grading and the potential for immediate feedback can enhance student engagement and retention of material. Research indicates that MCQs foster active participation and can lead to improved learning outcomes [18]. By prioritizing MCQs, we can create an inclusive assessment environment that accommodates the unique needs of both BVI and sighted students while maintaining academic standards. This approach promotes fairness in evaluations and aligns with contemporary best practices in educational assessment.

3. Materials and Methods

Our methodology aims to significantly enhance exam accessibility for BVI students by integrating advanced assistive technology and specialized design features. This approach is designed to improve student autonomy and streamline exam experience.

Figure 2 and Figure 3 illustrate that the ExamVoice system operates through a coordinated process involving three key roles: the main instructor, other instructors, and BVI students.

The process starts with the main instructor using the ExamVoice system to create and record the exam content. This system involves preparing other essential materials, such as Bluetooth-enabled earphones and a customized answer sheet designed explicitly for BVI students. Once these materials are arranged, the recorded exam content, earphones, and answer sheets are either handed over to other instructors for further administration and setup or provided to BVI students, who use these resources to complete their exams with appropriate support and supervision.

Other instructors are responsible for managing the distribution of these materials and setting up the exam environment. They ensure that BVI students receive all the necessary tools for a successful exam experience, including the proper distribution and setup of earphones and answer sheets. They also oversee the application of these materials during the exam.

BVI students use the provided earphones and answer sheets to access and respond to the recorded exam questions. The Bluetooth-enabled earphones allow students to navigate the pre-recorded questions independently using voice control buttons. Crucially, BVI students take the exam in the same hall as their sighted peers, ensuring that all students face consistent testing conditions.

Overall, the ExamVoice system ensures equal access to exam content, allowing BVI students to participate in the exam process with greater independence and fairness.

3.1. Bluetooth-Enabled Earphone Device

The Bluetooth-enabled earphone system enhances exam accessibility for BVI students. The disability center provides these earphones Figure 4 upon request from the instructor. During the academic term, instructors retain the earphones to facilitate their use during exams. At the end of the term, the earphones are returned to the disability center for maintenance and preparation for future use.

The Bluetooth earphone is exclusively linked to the main instructor’s mobile device to ensure exam integrity and confidentiality. This setup restricts the earphone’s functionality to exam-related interactions only, preventing unauthorized access to exam content and eliminating the potential for cheating. Furthermore, this configuration addresses logistical challenges by enabling multiple examiners across different exam halls to supervise BVI students using standardized equipment. This ensures fairness and consistency in exam administration, benefiting students and examiners alike.

Moreover, this setup empowers the instructor to handle any connectivity or program issues promptly, as they have direct control over their device compared to the students. This capability allows instructors to provide immediate assistance and support to BVI students during exams, ensuring a smooth and uninterrupted exam experience.

3.2. Specialized Braille Answer Sheet

The specialized Braille answer sheet is critical to advancing exam accessibility for BVI students. It features Braille labels for question numbers and answers choices A, B, C, and D. Each choice is accompanied by a tactile punctured hole, enabling students to mark their responses accurately using split pins, ensuring precise selection and secure attachment, as indicated in Figure 5. This design allows students to navigate and respond to audible questions independently. Responses are recorded with split pins (Figure 6) and secured by folding flaps on the reverse side of the sheet, ensuring precise selection and secure attachment. Split pins, selected for their durability and stability, are much more effective than alternatives like magnets or stickers, which can be easily removed or repositioned, potentially affecting the correction and grading process.

Laminating Braille answer sheets significantly enhances their durability and usability, protecting them from damage and allowing for easy adjustments during exams, such as changing the pin’s location. These sheets can withstand repeated use across multiple exam sessions, ensuring long-term reliability for BVI students. Additionally, lamination is cost-effective, as its durability and reusability help control expenses. With a relatively small number of BVI students, demand for laminated sheets remains manageable, making this method far more economical than advanced systems that require substantial technology and infrastructure investments. Given the risks of damage associated with printing multiple answer sheets, lamination offers a more convenient solution.

The tactile features and robust construction of the Braille answer sheet promote independence and confidence among BVI students, allowing them to demonstrate their knowledge and skills effectively. This inclusive and cost-effective approach fosters a fair assessment environment by reducing reliance on exam assistants and minimizing potential issues such as miscommunication, errors, noise, and distractions.

Grading is conducted manually by verifying the position of the split pins. If the pin aligns with the correct choice, the answer is marked correct; otherwise, it is incorrect. The time required to grade these sheets is similar to standard answer sheets and is minimal, particularly given the small number of BVI students in each class.

3.3. Mobile Application for Exam Management

The mobile application for exam management significantly enhances accessibility for BVI students during exams. It is a centralized platform for delivering exam questions via a Bluetooth earphone system, enabling seamless navigation and interaction for students. Instructors can use the application to organize questions into structured playlists, ensuring systematic delivery and easy accessibility during exam sessions. Real-time monitoring features allow instructors to track students’ progress and provide immediate assistance as necessary. The application also archives a recorded list of questions, facilitating comprehensive review and clarification to improve future exams.

3.3.1. Functionality and Design

The mobile application designed for exam management aims to empower BVI students by facilitating independent and efficient exam-taking processes. This section outlines critical functionalities derived from a thorough system requirements analysis:

User Authentication

The application includes robust user authentication and authorization mechanisms. It allows instructors and administrators to create accounts securely, manage user roles, and authenticate credentials, ensuring secure access to exam management features.

Teacher Management

Instructors can effectively manage their courses and exam-related data within the application. This includes creating course records, organizing exam content, scheduling exams, and streamlining administrative tasks associated with exam preparation.

Question Recording

Instructors can record exam questions using audio recordings, supporting multiple-choice formats. This feature ensures BVI students can access exam questions audibly, enhancing comprehension and accessibility during exams.

Exam Navigation

The application provides intuitive navigation through exam questions using tactile buttons on connected devices. This functionality enables BVI students to quickly move between questions, review answers, and navigate back to previous questions as needed, promoting autonomy and efficiency during exams.

Exam Preparation

Instructors can initiate and prepare exams directly through the application. This includes configuring exam settings, connecting to students’ Bluetooth-enabled headphones for question delivery, and facilitating seamless communication channels for audio playback or voice recording during exams.

Data Connectivity

The application manages Bluetooth connections with compatible devices, ensuring reliable communication for audio playback and voice recording functionalities. This supports real-time interaction between instructors and students, enhancing clarity and accessibility in exam instructions and content delivery.

User Support

Comprehensive support mechanisms are integrated into the application to assist users throughout the exam process. This includes in-app help resources, frequently asked questions (FAQs), and dedicated customer service channels, ensuring prompt resolution of issues and inquiries.

3.3.2. Collaboration and Export Functionality

One of the application’s notable features is its ability to facilitate instructors’ collaboration. Exam questions can be easily exported and shared with other instructors within the system. This feature allows for collaborative content creation and sharing, ensuring consistency and quality across exams administered by different instructors. Moreover, it enables the pooling of resources and expertise among educators, enhancing exam management’s overall effectiveness and inclusivity for BVI students.

3.3.3. Implementation

The application’s user interface (UI) design was carefully created using Figma (San Francisco, CA, USA), a prototyping tool known for its intuitive design features. This allowed for the development of accessible and user-friendly UI screens designed for BVI users. Key screens within the application include:

• Main screen (Figure 7): This screen has a straightforward design with a central image that prompts users to log in or register to access exam voice services.
• Registration screen (Figure 8): This screen allows users to create new accounts by entering their name and email address and setting a password. It adheres to standard interface design principles, featuring clearly labeled input fields and a prominent “Log in” button for seamless authentication.
• Login screen (Figure 9): This screen lets users securely log into the application by entering their registered email address and password. The design maintains consistency with the registration screen for ease of use.
• Question creation screen (Figure 10): This screen empowers instructors to add new exam questions based on subject categories. It includes fields for entering the question title, options for multiple-choice answers, and functionalities for finalizing and publishing the exam content.
• Invite screen (Figure 11): This screen allows instructors to manage exam sessions by accepting exam requests, connecting with students via Bluetooth for question presentation, and facilitating the exam process.
• BVI access screen (see Figure 12): Once paired with Bluetooth earphones, BVI students can access this screen on the instructor’s device, ensuring an integrated and accessible experience throughout the exam session.

3.3.4. Deployment

The application’s front-end development utilizes Flutter, a robust framework renowned for its extensive widget library and declarative UI approach. This ensures a responsive and visually appealing interface across iOS and Android platforms. Concurrently, the back-end functionalities, such as user authentication, test management, and data storage, are managed by a custom-built server developed using Node.js and Express.js. This architecture enables seamless Flutter front-end and server communication through HTTP requests, ensuring efficient data flow and system reliability. Deployment involves hosting the application on a cloud platform to ensure high availability and performance during exam sessions. This cloud-based approach supports easy scalability and maintenance, facilitating future updates and enhancements to meet evolving user needs and technological advancements. Although the ExamVoice system is user-friendly, like a smartphone playlist app, instructors still require thorough training for practical use. This training will cover recording exam content accurately, managing and distributing recorded materials, and navigating the system efficiently. A key focus will be on question delivery, ensuring clear pronunciation and tone so all BVI students can understand the content regardless of proficiency. This approach will help to equip instructors with the skills needed to deploy the ExamVoice system successfully.

4. Survey Results and Discussion

We conducted a survey to evaluate exam accessibility for blind and BVI students, focusing on their experiences with current systems, impressions of a proposed system, and expectations for greater autonomy. Administered through the Gali Center at Umm Al Qura University and a WhatsApp group for special needs students across the kingdom, the survey offered valuable insights into existing challenges and potential improvements.

Participants highlighted several issues with current exam methods, including heavy reliance on external assistance, difficulty accessing materials independently, and disruptions caused by audio in computer-based exams, which affected question flow and time management. They also stressed the need for a quiet testing environment and prompt technical support.

Respondents emphasized the importance of features that allow independent access to exam content to enhance autonomy. Recommendations included integrating existing assistive technologies, streamlining setup processes, improving system responsiveness, and expanding compatibility with various exam formats. These enhancements are vital for reducing reliance on external aids and fostering inclusivity.

Feedback on the proposed system was largely positive. Students were optimistic about features like the specialized answer sheet and voice control with comprehensive audio playback, which they believe will significantly improve their ability to navigate exam questions independently. This innovation addresses existing barriers by simplifying access and resolving technical issues. Additionally, using controlled earphones removes the need for a specific testing environment.

Further suggestions included incorporating a feature to pause audio during questions to improve comprehension and offering training sessions to help students become familiar with the answer sheet. These recommendations aim to address practical challenges and ensure that students are fully prepared.

Overall, the survey highlighted the necessity for customized accessibility solutions and demonstrated how our innovative technology is poised to significantly improve the exam experience for BVI students. The feedback collected will guide future enhancements to ensure the system effectively addresses its users’ diverse needs.

5. Conclusions

This study highlights the importance of improving exam accessibility for BVI students in Saudi Arabian higher education. Despite the efforts of government policies and disability centers, challenges like dependence on external aids and limited exam accessibility continue to obstruct these students’ educational experiences. Integrating advanced assistive technologies, notably the ExamVoice system proposed in this study, presents a promising solution for addressing these barriers and promoting inclusivity within educational settings. Survey results affirm the optimism surrounding the system’s potential to empower BVI students by enhancing their ability to navigate exams independently and streamline the exam process effectively.

Artificial intelligence (AI) technologies have been widely utilized across various domains and can significantly enhance educational outcomes in this context. They can improve the communication of questions to students and optimize speech and voice recognition. Additionally, AI can analyze student responses to personalize learning experiences and deliver tailored feedback. Furthermore, AI-driven tools assist instructors in assessing individual student levels, ultimately enhancing overall educational outcomes. Looking ahead, we plan to implement automated grading systems similar to ZipGrade, which use image detection to quickly and accurately scan and grade answer sheets. This upgrade will streamline the grading process and accommodate any future increase in the number of BVI students.

Future research should continue to refine and optimize these technologies across diverse exam formats and platforms. This ongoing commitment is crucial to creating an educational environment where all students, regardless of visual impairments, can thrive academically and contribute meaningfully to their academic pursuits.