User Study: Generative AI-based scientific writing assistant for students with visual impairments

Abstract

This paper investigates the potential of AI-based writing assistants to help students with visual impairments in writing scientific texts. In a user study, ten visually impaired students tested a prototype for a multimodal Writing Assistant application, built on GPT-4, which specifically aids in the scientific writing process by providing templates, answering questions about the text, and providing automated editing and formatting. Their interactions with the prototype were compared with their usual writing process to identify factors that facilitate the writing task of visually impaired users. Results indicate a unified tool was most beneficial to improve the writing process. Leaving the user in control of options and informed on changes was also identified as good practice. University support and guidance appear as conditional to the adoption of such tools.

Keywords: AI writing assistant, visually-impaired students, higher education, scientific writing

DOI: 10.54941/ahfe1004615