EMPOWERING BLIND STUDENTS WITH HIGH-QUALITY TACTILE GRAPHICS FOR STEM EDUCATION
DOI:
https://doi.org/10.35631/IJIREV.825010Keywords:
Blind Student, Cognitive Load, Inclusive Education, Tactile Graphics, Visual ImpairmentsAbstract
This study explores the essential features and design strategies required to produce high-quality graphics that effectively support blind students in Science, Technology, Engineering and Mathematics (STEM) education. This study involved individual semi-structured interviews with 19 blind students aged 14 to 17 years, enrolled at a secondary school for visually impaired students in Malaysia, in 2024. Each interview, lasting between 30 and 45 minutes, was meant to address the exact design flaws and cognitive obstacles that occurred during the exploration of STEM tactile graphics. Data were collected through audio recordings that were later transcribed verbatim. A systematic thematic analysis by Atlas.ti software allows identifications of key themes. Every student (100%) indicated an absence of access to assistive tools tailored for tactile graphic exploration, while also demonstrating the urgency for such resources. Furthermore, 84.2% emphasized substantial obstacles in the exploration of tactile graphics, especially regarding gridlines. These challenges became worse when gridlines were excessively small, overlapping with other components, or appeared like braille dot labels, leading to increased confusion. These findings reveal the urgency for improved tactile design. The framework developed in this study is important for informing the development of high-quality tactile graphics so that a systematic approach can be developed to address design deficiencies and cognitive challenges faced by blind students. In addition, clear and identifiable textures and systematic guidance such as step-by-step navigation are of great importance in making it better understood and more accessible. This framework enhances STEM Mathematics accessibility and promotes independent learning among blind students.
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