Read-Aloud Maths

A textbook full of formulas and its loudspeaker output to listeners that jog, that bike, that drive, that rest, that listen behind sunglasses. Generated by OpenAI's chatbot. This survey aims to understand how mathematical content can be effectively converted into speech and used for learning. Your responses will help improve accessibility and learning experiences.

Data is collected on a server of the IU in Europe programmed by us, on a virtual machine where only the project team has access. All answers are anonymized before being analyzed.

SECTION 1: background

Q1. What is your role?

Student
Teacher
Parent
Other

Q2. In which field are you studying/teaching?

Student at IU International University of Applied Sciences

Programme:
Other:

Q3. Do you have any visual impairment?

No
Yes, mild (e.g. corrected vision such as glasses or contact lenses)
Yes, moderate (reduced vision, difficulties reading standard text)
Yes, severe (very limited vision)
Yes, entirely blind
Other:

SECTION 2: Familiarity with Mathematics

Q4. How familiar are you with the following topics?

Not familiar at all				Very familiar
Multiplication, division, addition, subtraction

Polynomials & fractions:

Functions, derivatives & integrals:

Matrices & vectors:

Geometry:

Physics:

Chemistry:

Statistics & probability:

Logic & set theory:

SECTION 3: Use of Read-Aloud Tools

Q5. How often do you use read-aloud (text-to-speech) functions in average?

More than once per day
Daily
Weekly
Monthly
Rarely (less than once per month)
Never

Q6. Which read-aloud tools do you use? (several choices possible)

Windows integrated text-to-speech
macOS integrated text-to-speech
iOS text-to-speech
Android text-to-speech
NVDA
JAWS
SuperNova
Orca
eSpeak
Mozilla text-to-speech
WhisperSpeech and other open-source neural engines
NotebookLM and other “automatic summary” engines
Other

SECTION 4: General Audio Usage

Q7. Which audio formats do you use for learning? (several choices possible)

Audiobooks
Read-aloud course materials without formulas
Read-aloud course materials with formulas
Lecture videos
Podcasts
Language learning apps (e.g. Duolingo, Babbel)
NotebookLM
Read-aloud articles in scientific literature
Read-aloud student works (case-studies, workbooks, bachelor-works…)
Other
I do not use audio: Why?

SECTION 5: Usage Situations

Q8. In which situations do you use audio? (several choices possible)

While using public transportation
While exercising
While doing household tasks
While driving
When tired / low concentration
While relaxing
To review content
As a reminder
Because it is necessary (accessibility reasons)
Other:

SECTION 6: Understanding Mathematical Audio

Q9. When using read-aloud, does the read-aloud tool express mathematical formulas?

Yes
No
I don't know

SECTION 7: Improvement

Q13. What would improve your understanding of spoken mathematical text with formulas? (several choices possible)

Slower speech
Repetition options
Pauses / structuring
Intonation
Explanations complementary to literal reading
In addition to the read-aloud, displaying and highlighting the content
Customizing the read-aloud functions to my personal listening preferences
Other:

SECTION 8: Participation

Q14. Would you be willing to participate in experiments of read-aloud maths?

Yes
Maybe
No

Q15. What kind of voice do you prefer for audio playback?

Q16. Which type of content would you prefer to learn via audio?

SECTION 9: Feedback

Q17. Do you have any wishes, suggestions, or comments?

	very difficult			very easy

Read-Aloud Maths – Survey