Presentation
TactoSketchBoard: Evaluating Tactile Stencil Design for Independent Diagrammatic Drawing by Students with Visual Impairment
SessionThursday Poster Session
DescriptionStudents with visual impairment are routinely expected to interpret diagrams, geometric forms, and spatial relationships in mainstream classrooms. Yet, they are rarely provided with tools that allow them to generate these representations independently. Diagrammatic learning is typically mediated through static tactile graphics, raised-line textbooks, or teacher-led demonstrations. While these methods support recognition of predefined content, they limit opportunities for exploratory sketching, iteration, and personal meaning-making.
For sighted students, sketching functions as a cognitive tool for thinking, testing, and communicating spatial ideas. The absence of an equivalent tactile drawing mechanism creates a gap in diagrammatic learning for SVI. Existing assistive drawing technologies are often digitally complex, costly, or poorly integrated into classroom workflows, limiting scalability.
This work addresses the following human factors question: how can tactile stencils be designed to support independent, accurate, and interpretable diagrammatic drawing for students with visual impairment across different ages and visual abilities? Rather than treating stencils as neutral aids, this study examines them as cognitive interfaces whose geometry, material properties, and orientation cues shape perception, motor interaction, and spatial interpretation, drawing on principles of embodied interaction and multisensory accessibility.
For sighted students, sketching functions as a cognitive tool for thinking, testing, and communicating spatial ideas. The absence of an equivalent tactile drawing mechanism creates a gap in diagrammatic learning for SVI. Existing assistive drawing technologies are often digitally complex, costly, or poorly integrated into classroom workflows, limiting scalability.
This work addresses the following human factors question: how can tactile stencils be designed to support independent, accurate, and interpretable diagrammatic drawing for students with visual impairment across different ages and visual abilities? Rather than treating stencils as neutral aids, this study examines them as cognitive interfaces whose geometry, material properties, and orientation cues shape perception, motor interaction, and spatial interpretation, drawing on principles of embodied interaction and multisensory accessibility.
Contributors
Event Type
Poster
TimeThursday, October 22nd5:30pm - 6:30pm PDT
Location
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