Cognitive load plays a critical role in influencing learning effectiveness, visually impaired persons being no exception. Also, the cognitive load is individualistic and hence in order to select and deliver learning materials effectively, it is imperative to model the working memory capacity of individual learners. The N-back task is a widely used tool to evaluate working memory. However, the tool is not suitable for use by visually impaired persons (VIP) due to the problem of accessibility. This work introduces an enhanced, gamified N-back application designed specifically for VIPs, offering three difficulty levels of cognitive tasks—low, moderate, and high—to provide a graduated cognitive challenge. Grounded in principles of emotional design, the gamification approach aims to boost learner engagement, motivation, and task persistence while enabling more accurate cognitive load assessment. The application incorporates a spatial N-back working memory task alongside wearable biosensors for measuring galvanic skin response (GSR), providing objective data to complement self-reported measures. Usability and learner experience were evaluated using the System Usability Scale (SUS), confirming the application’s accessibility and ease of use. Preliminary findings indicate that the proposed approach can support differentiated cognitive load measurement in VIP learners and may help forecast task performance in high-pressure educational contexts by leveraging data collected in lower-stress conditions. This innovation highlights the potential of inclusive educational technologies to advance both research and practice in cognitive load management and accessible learning design.

Keywords: Cognitive load, N-back game, Visually impaired students, SUS score, Gamification.