## 2 Background Literature Review
### Current Gaps in Assistive Technologies for BVI Students in Saudi Arabia  
Assistive technologies can significantly enhance education for students with visual impairments. However, their integration has critical gaps, particularly in online examinations. While screen readers and self-voicing systems are effective [36; 37], challenges persist with voice recognition systems [38] and keyboard tools with voice guidance [39], which limit inclusivity. In contrast, hardware-based systems [40] and voice-operated tools (VOT) [41] offer promising solutions. Developing inclusive computer-based tests (CBT) is essential, but current designs often prioritize typical students, overlooking the specific needs of BVI individuals. Traditional exam formats in Saudi Arabia often rely on paper and pencil with reader or scribe support [2; 8], presenting accessibility challenges. In Saudi universities, disability centers provide two exam options for students with disabilities, each presenting distinct challenges. One option involves a separate exam hall where assistive technology or readers can be utilized. However, the presence of multiple readers can create distracting overlapping sounds, undermining the exam experience [2]. Additionally, this segregated approach isolates disabled students from their peers, contradicting the principles of inclusivity [2]. The alternative option is to allow readers within the main exam hall, but this setup often violates university regulations against personal smart devices, like BrailleSense, leading to potential noise distractions for other students [2]. Implementing computer-based testing (CBT) systems adds another layer of complexity to the logistical challenges related to resource allocation. This is particularly relevant considering the number of BVI students compared to the total student population. For instance, at King Saud University, there are 180 BVI students out of 70,000 [2]. A potential solution is to include BVI students in regular exam settings without special accommodations, taking advantage of their lower presence in larger classes. This approach addresses resource constraints while promoting inclusivity, a moral imperative, without compromising the examination experience for any group of students [2]. The challenge intensifies when considering the 0.1 (BVI student): 40 (non-BVI students) ratio in extensive courses. Reserving labs, computers, and examiners becomes resource-intensive, particularly during concurrent examinations across multiple courses. Under these conditions, BVI students could participate in exams alongside their peers, utilizing the proposed method without needing a scribe, given their reduced likelihood of enrolling in specific courses [2]. Concerns about noise levels also arise when CBT incorporates voice-to-text functionality, especially in larger groups. This could disproportionately affect BVI and sighted students, complicating the inclusive education framework [2]. Such factors highlight the urgent need for a nuanced and adaptable approach to effectively address the logistical challenges of implementing CBT systems within an inclusive educational context. Multiple-Choice Questions (MCQs) for BVI and Sighted Students  
In Saudi Arabian universities, high-enrollment courses such as Thaqafa and Searah (required for a BS. degree)often utilize MCQs as the primary assessment method. These courses focus on theoretical content, making MCQs effective for evaluating comprehension among diverse students, including BVI and sighted students. For BVI students, MCQs offer several key advantages. Their structured format reduces ambiguity and enhances clarity, which is crucial for students using assistive technologies. This approach minimizes cognitive load, enabling BVI students to concentrate on demonstrating their understanding rather than struggling with more complex question types, such as essays [16]. Additionally, MCQs can be easily adapted for auditory presentations,ensuring accessibility without the stress of lengthy written responses [42].