Impact of TextVision Application and Raised-Lines Paper on Learning Outcomes among Visually Impaired Learners in University of Ilorin, Nigeria

Abstract

This study addresses the critical challenges faced by visually impaired students at the University of Ilorin in accessing printed texts and completing writing tasks independently. Guided by the Social Model of Disability and theories of technology acceptance, self-determination, and inclusive education, the research developed and evaluated two assistive tools: the TextVision App (utilising OCR and text-to-speech) and the Raised Lines Paper. Using a mixed-methods design, the population of the study consists of all visually impaired learners during the 2025/2026 academic session, totaling 62. Purposive sampling techniques were used to sample 21 students. The study implemented a tailored four-week training intervention, assessing usability and impact through surveys, standardised tests, and interviews. Findings revealed significant pre-existing barriers, including dependence on peers and high costs. Post-intervention results demonstrated high usability and effectiveness, with statistically significant improvements in academic performance, reading and writing skills, and self-reported confidence. The study concludes that these affordable, scalable tools empower learners by dismantling social barriers and fostering autonomy. It recommends institutionalizing these technologies, integrating inclusive policies, and establishing structured training programmes to embed sustainable, equitable support systems within the university's educational framework.