A foundation for the design of braille learning technology for adults

Traditionally, braille learning methodology relies heavily on braille on paper and focuses primarily on teaching children. This paper explores the current state of adult braille learning in Austria, including the use of technology in the learning process, to inform the design of effective braille learning technology for adults.

Semi-structured expert interviews were conducted with nine individuals, four of them teaching braille to adults, four of them having learned braille as adults, and one person who falls into both categories. Thematic Analysis was used to derive and describe the themes that arose during these interviews.

Nine themes were identified: organisational frameworks, motivation to learn braille, prerequisites for effective braille learning (mostly daily training, which can also improve tactile acuity), learning order and progress (order of character introduction is considered to be of little importance), ideal finger movement and posture (support for this topic is currently absent in self-directed learning tools), contracted braille (some teachers introduce simple contractions early on), equipment (typically just paper and typewriters, specialised learning hardware does not yet provide a clear benefit), use of residual vision (can be beneficial or distracting), and group dynamics (peers can boost motivation even without shared classes).