## 2 Background Literature Review
### Assistive Technology in Assessments for BVI Students
#### 2.2.1 Audio Assessments  
Audio assessments have become pivotal tools in assistive technology for BVI students, enabling them to engage with exam content through auditory formats. This approach empowers students to navigate assessments independently, utilizing their auditory processing skills to demonstrate comprehension [15; 17; 18; 19; 21; 22; 26]. Recent studies indicate that audio-based evaluations can enhance learning outcomes by tapping into the strengths of auditory learners and fostering greater engagement [15; 17; 26].  
Existing tools leverage audio assessments to support BVI students effectively. Text-to-speech software converts written material into spoken words, facilitating easier access to exam content [17; 21]. Applications like VoiceOver [27] and TalkBack [28] provide auditory feedback on device interactions, enhancing accessibility across various platforms. Additionally, audio assessment platforms allow BVI students to receive questions and instructions audibly, creating a more user-friendly assessment experience. This approach fosters engagement and reduces cognitive load, enabling students to focus on comprehension rather than navigating Braille or tactile methods, ultimately improving performance and reducing anxiety [15; 21; 26].  
While audio assessments offer notable advantages for blind and BVI students, they also present challenges related to inclusivity and potential distractions. Multiple-choice questions (MCQs) can be effectively delivered audibly, allowing BVI students to listen and select answers independently. However, the clarity and pacing of audio delivery are critical factors, as miscommunication can lead to incorrect answers [17; 18; 29].  
Short-answer and long-answer questions introduce more significant complexities. Although audio can facilitate comprehension of the question, students may struggle to articulate nuanced responses without visual aids or external assistance. This limitation can hinder their ability to effectively convey detailed arguments or analyses [18; 26; 29]. Additionally, reliance on audio might limit interaction; students need help to quickly review or modify their answers as they would in traditional formats [21; 26; 29].  
Moreover, audio assessments raise concerns about inclusivity within examination environments. These assessments are often used in conjunction with other assistive technologies [18; 21; 26; 29]. However, the noise generated by these solutions--audio playback and answering methods--can potentially distract other students, affecting their concentration [2; 18; 21; 26; 29]. This issue becomes particularly pronounced in shared examination spaces that include visually impaired and non-visually impaired students and employ diverse assessment methods. It is essential to balance accessibility with a conducive testing environment [2; 18; 21; 26; 29].  
Technical issues, like audio malfunctions, might worsen these challenges and have a more significant impact on students during critical assessment times [18]. Therefore, it is essential to provide immediate technical support and establish explicit provisions for handling equipment malfunctions. Thus, while audio assessments can enhance accessibility, addressing their limitations and ensuring a supportive, inclusive environment for all students is crucial.