However, an effective science education can be done by making instructional adaptations and taking into account the individual needs of the students.
Because traditional science teaching is mostly based on visual teaching. Science courses are considered to be one of the most difficult courses since they contain difficult and abstract concepts for the individual who needs special education. Given the nature of the task examined in the presented study, our findings can be used to support better designs of graphing and drawing applications, where point estimation forms an integral part of editing graphs and sketching, as well as more general applications involving pointing and target acquisition actions, such as interfaces for virtual and augmented reality (Li, Dearman & Truong, 2010 Fiannaca, Morelli & Folmer, 2013) and for audio-haptic and tangible interactions with graphed data. Also, existing work that investigated audio-haptic interaction with graphs did not explicitly address the question of support for point estimation tasks (e.g., McGookin & Brewster, 2007). Overall, the above findings contribute to research on non-visual interaction with graphs by extending relevant research with the investigation of active rather than passive point estimation tasks (e.g., Smith & Walker, 2002 Nees & Walker, 2008), i.e., where users have direct control over the auditory display as they estimate the position of a given point.
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