BrailleBlocks: Computational Braille Toys for Collaborative Learning

Gadiraju, Vinitha; Muehlbradt, Annika; Kane, Shaun K.

doi:10.1145/3313831.3376295

Cited by 14 publications

(3 citation statements)

References 12 publications

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“…Studies have found that different methods of tactile gameplay were effective in teaching BLV youth a variety of programming concepts [1,47,50]. Others have found that tabletop games can aid parents in teaching their children Braille [34]. Regal et al 's [73] work presented a different approach of novel accessible game creation using a game-agnostic approach; they discussed the potential for tabletop game creation toolkits to aid children with visual impairments create their own movement-based games.…”

Section: Tabletop Gaming Accessibilitymentioning

confidence: 99%

Understanding Tabletop Games Accessibility: Exploring Board and Card Gaming Experiences of People who are Blind and Low Vision

Bolesnikov

Kang

Girouard

2022

Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction

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Gaming accessibility research for blind or low vision (BLV) communities largely focuses on digital games. There is a need for designers to understand BLV's experience with tabletop games that involve the player's physical interaction. In this study, we investigate BLV individuals' experience with the accessibility of tabletop games. We conducted semi-structured interviews with 15 BLV participants and found four themes that uncovered participants' tabletop gaming experiences: (1) properties of inaccessible games, (2) outcomes of inaccessible games, (3) properties of accessible games, and (4) outcomes of accessible games. Our findings demonstrate a richness and variety in BLV individuals' tabletop gaming experiences. By providing discussions on the state of tabletop game interactivity and design recommendations, our work assists the creation of accessible tangible games that make use of digital information and physical forms by affording designers the opportunity to understand how inaccessible interactions in tabletop games affect BLV populations. CCS CONCEPTS• Human-centered computing → Accessibility; Accessibility; Empirical studies in accessibility; Accessibility design and evaluation methods.

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Section: Tabletop Gaming Accessibilitymentioning

confidence: 99%

Understanding Tabletop Games Accessibility: Exploring Board and Card Gaming Experiences of People who are Blind and Low Vision

Bolesnikov

Kang

Girouard

2022

Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction

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“…Electronic Braille Blocks [17] is a set of tangible blocks with embossed Braille letters for young blind children to learn and reinforce Braille letter recognition by providing auditory feedback. Similarly, Gadiraju et al [18] developed Braille-Blocks -a set of tangible blocks and pegs that children use to compose words using the blocks.…”

Section: Accessible Tuis For Learningmentioning

confidence: 99%

Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators

Pires

Bakała

Perilli

et al. 2022

International Journal of Child-Computer Interaction

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“…In recent years, the effectiveness of TUIs for learning abstract concepts, especially for children, coupled with the importance of touch as a sensory substitution modality for the VI has particularly sparked interest in investigating the use of TUIs for the education of VI children, resulting in several TUI-based solutions being proposed for teaching various concepts to VI children, such as Braille letters and words [29,[41][42][43][44], Braille numbers and mathematical operations [45][46][47][48][49][50], computational thinking [51] and programming skills [52][53][54][55].…”

Section: Related Workmentioning

confidence: 99%

Tac-Trace: A Tangible User Interface-Based Solution for Teaching Shape Concepts to Visually Impaired Children

et al. 2022

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A novel, low-cost, Arabic language tangible user interface (TUI)-based solution for teaching and reinforcing the concepts of planar shapes and their relationships to visually impaired (VI) children is presented. The solution employs a computer vision-based system to track tagged 3D-printed objects which children can manipulate to receive audio instructions and feedback in the context of various activities for learning progressively difficult shape concepts in a systematic manner. A graphical user interface (GUI) is also provided for the teachers to create and manage student accounts, track their students' individual progress and download and print the templates and models of the tangible tokens along with their barcodes. The aim is to provide an engaging, accessible solution that would mitigate the demands on the time, efforts and financial resources of the teachers while allowing children to autonomously learn and review shape concepts at their own pace. By utilizing off-the-shelf components for setting up the TUI and providing templates and CAD models for generating the tangible tokens, we have endeavored to make the system affordable and easily reproducible. The system has been developed in consultation with teachers for VI children to ensure its compliance with current teaching and classroom practices. Initial evaluations of the system with VI children and teachers have validated its potential and yielded valuable design recommendations which would not only inform the design of future iterations of our system but also benefit other researchers seeking to build similar systems.

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BrailleBlocks: Computational Braille Toys for Collaborative Learning

Cited by 14 publications

References 12 publications

Understanding Tabletop Games Accessibility: Exploring Board and Card Gaming Experiences of People who are Blind and Low Vision

Understanding Tabletop Games Accessibility: Exploring Board and Card Gaming Experiences of People who are Blind and Low Vision

Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators

Tac-Trace: A Tangible User Interface-Based Solution for Teaching Shape Concepts to Visually Impaired Children

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