Abstract
Most educational technology for children is built around visual interfaces, which excludes the many children worldwide who live with visual impairment -- an estimated 1.4 million children are blind and many more have low vision. We present Kutti AI, a voice-first learning companion designed so that audio is the primary and sufficient interface: children learn curriculum concepts through spoken conversation, respond by speaking, and receive spoken feedback, with no reliance on visual elements. The system contributes three practical mechanisms for accessible, adaptive learning on commodity mobile hardware: (1) a multi-signal struggle-detection engine that combines response-latency analysis, wrong-attempt tracking, and keyword-based hesitation detection to decide, in real time, when to offer hints or simplify a question; (2) a multi-layered cross-language answer-matching pipeline that combines language-aware translation/transliteration, Levenshtein-based fuzzy matching, and text normalization so that children are not penalized for code-switching or pronunciation variation; and (3) an offline-first speech pipeline using an on-device automatic speech recognition (ASR) model, enabling use in low-connectivity settings common in underserved communities. We describe the architecture, the interaction flow, and the design decisions that prioritize accessibility, and we report qualitative observations from a hackathon prototype supporting English and Tamil. We discuss lessons learned and outline a path toward formal evaluation with target users. Kutti AI illustrates how a small, carefully-engineered voice-first system can lower both accessibility and financial barriers to early education.
Abstract (translated)
URL
https://arxiv.org/abs/2607.22377
