helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can a circuit simulation tool combining hardware and digital interfaces be designed for visually impaired learners?Direction: Accessibility and Assistive Technology
Blind Schools, K-12, and In/Out-of-Class Learning
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20 items
helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
What are visually impaired learners' experiences and performance when designing, simulating, and debugging circuits with IncluSim?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can IncluSim be optimized for different operating systems and assistive technology needs?lightbulbPractical problemBlind Schools, K-12, and In/Out-of-Class Learning
Visually impaired learners struggle to participate equally in electronic circuit simulation practice.helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can music learning devices be designed for preschool BLV and low-vision children?UbiComp '24NoteBlock: Prototype Design of Music Learning Experience for Blind and Low-Vision Children in Preschool Ages
helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
Can haptic and auditory interaction in music education help BLV children understand abstract pitch and rhythm concepts?UbiComp '24NoteBlock: Prototype Design of Music Learning Experience for Blind and Low-Vision Children in Preschool Ages
helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
Can modular design increase BLV children's interest and engagement in music learning?UbiComp '24NoteBlock: Prototype Design of Music Learning Experience for Blind and Low-Vision Children in Preschool Ages
lightbulbPractical problemBlind Schools, K-12, and In/Out-of-Class Learning
Preschool BLV children lack affordable music learning tools, and traditional methods do not match their needs.UbiComp '24NoteBlock: Prototype Design of Music Learning Experience for Blind and Low-Vision Children in Preschool Ages
helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can blind children learn braille more efficiently without supervision?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
Can tactile user interfaces enhance fun and independence in braille learning?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
Can standard-size braille character devices replace enlarged-character learning tools?lightbulbPractical problemBlind Schools, K-12, and In/Out-of-Class Learning
Blind children lack opportunities to learn braille independently and require adult supervision.helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can assistive technologies be designed to meet blind students' learning needs inside and outside the classroom?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can teachers combine the Expanded Core Curriculum (ECC) framework with technology when teaching blind students?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
What technology designs can better support blind students' remote learning?lightbulbPractical problemBlind Schools, K-12, and In/Out-of-Class Learning
Blind students need to develop both academic and life skills, but existing tools cannot comprehensively support them.helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
In resource-limited blind schools in India, how do teachers view the potential of digital games in educating visually impaired children?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
How can digital games be integrated with blind school curricula and teaching schedules?helpResearch questionBlind Schools, K-12, and In/Out-of-Class Learning
Under resource constraints and technical limitations, what factors influence teachers' adoption of digital games for instruction?lightbulbPractical problemBlind Schools, K-12, and In/Out-of-Class Learning
Blind schools lack technical facilities and teacher support, making it hard for visually impaired children to learn digital skills.Related papers
CHI 2025
IncluSim: An Accessible Educational Electronic Circuit Simulator for Blind and Low-Vision Learners
Aya Mouallem, Mirelys Mendez Pons, Ali Malik
CHI 2023
BrailleBuddy: A Tangible User Interface to Support Children with Visual Impairment in Learning Braille
Florian Lang, Verena Pues, Albrecht Schmidt
CHI 2021
Exploring Technology Design for Students with Vision Impairment in the Classroom and Remotely
Vinitha Gadiraju, Olwyn Doyle, Shaun Kane
CHI 2021
Teachers' Perceptions around Digital Games for Children in Low-resource Schools for the Blind
Gesu India, Vidhya Y, Aishwarya O
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