Abstract—Low-vision children need engaging technology to
explore learning materials regardless of visual impairment,
which usually restricts their access to innovative learning tools.
Understanding and learning fractions in Mathematics could be
challenging for them as it requires conceptualization and
visualization of the divisional concept. Having considered their
ability to visualize the learning content, this study introduced a
mobile 4-Dimensional Augmented Reality with the inclusion of
affective attributes, which are feeling, thought, emotion, and
action, known as Affective 4-Dimensional Augmented Reality
Mathematics for Low Vision (ARM4LV). Before the apps are
introduced to the targeted users, this study conducts a heuristic
evaluation to extract comments and suggestions from the
perspective of experts and validate the prototype. The heuristic
evaluation is based on Nielsen and Molich’s 10 Heuristics with
nine principles and engaged with six experts. They were
involved in two phases of evaluation sessions. Results revealed
that all experts strongly agreed that the prototype is usable and
applicable to low vision needs with the overall mean score being
4.7. However, it still requires some improvement and
further explored in the future.
Index Terms—Augmented reality, affective design, assistive technology, user-centered design approach, heuristic evaluation, visual impairement.
Nurulnadwan Aziz is with Universiti Teknologi MARA, Cawangan Terengganu, Malaysia.
Siti Zulaiha is with Universiti Teknologi MARA, Cawangan Perlis, Malaysia (e-mail: email@example.com).
Sariya Binsaleh is with Prince of Songkla University, Pattani Campus, Thailand (e-mail: firstname.lastname@example.org).
Wan Wan Rahzihan Zulnasyreeq Wan A Rahman is with RPA Revolution Enterprise Malaysia (email@example.com).
Cite: Nurulnadwan Aziz*, Siti Zulaiha Ahmad, Sariya Binsaleh, and Wan Wan Rahzihan Zulnasyreeq Wan A Rahman, "Heuristic Evaluation on Affective 4-Dimensional Augmented Reality Mathematics for Children with Low Vision," International Journal of Information and Education Technology vol. 13, no. 2, pp. 313-319, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).