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Matuto, Magbasa, Maglaro: Learning to read braille through play
Rhianne M Lopez1, Shane D Pinder2, T Claire Davies1
1BDAT Lab, Department of Mechanical and Materials Engineering, Queen's University, Kingston, Ontario, Canada.
Assistive Technology : the Official Journal of RESNA
|June 7, 2019
Summary
Researchers co-designed an accessible braille learning device for visually impaired children. This interactive tool aids in identifying letters and words, addressing key barriers in early literacy for children with visual impairments.
Area of Science:
- Assistive Technology
- Special Education
- Human-Computer Interaction
Background:
- Children with sensory disabilities face significant barriers to literacy.
- Existing braille reading devices present challenges in accessibility, portability, durability, usability, and function.
Purpose of the Study:
- To co-design an innovative device to assist young children with visual impairments in learning braille.
- To address the challenge of engaging visually impaired individuals in early braille literacy.
Main Methods:
- Participant questionnaires identified limitations of current reading devices.
- A weighted evaluation matrix and expert feedback informed prototype design.
- Usability testing assessed the interactive device's ease of use.
Main Results:
- The co-designed device proved easy to use and interactive for young learners.
- Identified barriers included accessibility, portability, durability, usability, and function.
- Suggestions for improvement focused on learning modes, size, weight, and cost reduction.
Conclusions:
- Co-design is advantageous for developing effective assistive technologies.
- The study provides valuable data for researchers creating devices for the visually impaired.
- The developed device represents a step towards improving braille literacy for children with visual impairments.
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