## 5 Discussion and Conclusions  
The results indicate an increase in user satisfaction and a reduction in exercise load (see Table 2). The detailed findings regarding the adaptation for the sense of touch revealed the need to adjust the activation area for approximately 15% of the students and gesture time intervals for approximately 10% of the students. The results related to the navigation modes demonstrated their significant impact on the average time to reach all objects, as specified by the author of the exercise, to complete a given stage. The feedback loop for the sense of touch enables personalized selection of image presentation parameters, such as the primitive perception field and time intervals in the recognized two- and three-tap gestures. The feedback loop for the sense of hearing enables an adaptation of the length of theoretical descriptions based on the user's current knowledge. Additionally, it helps avoid fatigue and controls the level of cognitive saturation, which in turn increases user satisfaction and reduces exercise load (as indicated by the SUS and NASA TLX test results). One more advantage of the mechanism for detecting overlapping objects is the ability to explore more complexly structured images. The feedback loop, which incorporates both the sense of touch and hearing, enables an effective substitution of sight by combining and synchronizing two sources of cognitive stimuli. Blind individuals are often unable to access structural information in the same way as sighted individuals. As a result, their access to technical materials is restricted, which leads to potential educational and social exclusion. This highlights the necessity of developing alternative methods for presenting structural information, such as the one presented in this paper. The designing, implementation, and evaluation of the proposed method occurred at a center specializing in the education of students with blindness. The results obtained confirmed the effectiveness of the proposed approach. We believe that this achievement could contribute to the development of actual systems that support multimodal education for blind students. A significant contribution of this study is the development of an alternative method for presenting structural information contained in technical images. The addition of support for the sense of touch and hearing through feedback mechanisms enables a personalized adaptation of the image presentation. Additionally, we introduced useful mechanisms for detecting objects located beneath the currently explored object and specific navigation modes for exploring tactile drawings. It should be noted that there are limitations to the proposed approach and evaluation. First, the method was evaluated only in one center, specifically the central educational center for blind students in Poland. Second, the scope of the developed exercises was limited to mathematical exercises and did not include other types of technical images, such as diagrams, maps, and other types of graphs. Future work on the method will involve developing a wider range of exercises, including exercises in several national languages, and evaluating the method for a larger group of centers that specialize in the education of students with blindness. Additionally, we also plan to extend the evaluation to inclusive classrooms. This will allow for a more comprehensive assessment of the method's potential impact in real-world educational settings and its ability to facilitate inclusive learning environments. The results of this evaluation also provide insights into the feasibility of implementing the presented method in mainstream education systems. Conceptualization, M.M. and D.S. ; methodology, M.M. and M.K. ; software, M.M. and M.K. ; validation, P.B., D.S. ; formal analysis, M.M. ; investigation, M.K. ; resources, M.M. and M.K. ; data curation, M.J. and M.M. ; writing--original draft preparation, M.M. and D.S. ; writing--review and editing, P.B., M.K. and M.M. ; visualization, M.M. ; supervision, M.M. ; project administration, M.M.