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<p>Blind children in remote mountainous areas suffer from a lack of specialized teachers and learning tools. Traditional distance education often fails to address their specific need for tactile interaction and real-time feedback. This study aims to design and empirically evaluate a collaborative remote Braille learning system to promote educational equity for visually impaired children in underserved areas. This study integrates Quality Function Deployment (QFD) and the Function-Behavior-Structure (FBS) model to bridge the gap between user needs and engineering design. Through interviews with 20 blind students, 16 parents, and 4 teachers, user needs were weighted and translated into functional specifications. Validation via the Critical Incident Technique (CIT) demonstrated that the system’s optimized structural features and real-time audio-tactile feedback loops significantly reduced the cognitive load associated with tactile decoding. This feedback mechanism enabled independent error correction, a critical capability previously unattainable in traditional remote settings. Furthermore, the supporting mobile applications successfully bridged the literacy gap for sighted parents, facilitating data-driven tutoring and continuous monitoring in home environments. This study presents a scalable, low-cost solution to advance remote Braille literacy. While QFD and the FBS model served as effective frameworks for translating complex user needs into engineering parameters, the primary contribution lies in the realization of a synchronized haptic-digital ecosystem. This approach significantly mitigates the geographic and sensory barriers faced by visually impaired children in under-resourced regions, promoting broader educational equity.</p>

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Design for educational equity: a collaborative remote Braille learning system and tactile intervention for visually impaired children

  • 期刊论文

  • 发表日期：

    2026年6月26日

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  • You-Lei Fu,
  • Renke Jin,
  • Ziyi Yang,
  • Yixuan Li,
  • Zhenyu Zhang,
  • Yinxiao Zhu,
  • Linxin Zheng

摘要

Blind children in remote mountainous areas suffer from a lack of specialized teachers and learning tools. Traditional distance education often fails to address their specific need for tactile interaction and real-time feedback. This study aims to design and empirically evaluate a collaborative remote Braille learning system to promote educational equity for visually impaired children in underserved areas. This study integrates Quality Function Deployment (QFD) and the Function-Behavior-Structure (FBS) model to bridge the gap between user needs and engineering design. Through interviews with 20 blind students, 16 parents, and 4 teachers, user needs were weighted and translated into functional specifications. Validation via the Critical Incident Technique (CIT) demonstrated that the system’s optimized structural features and real-time audio-tactile feedback loops significantly reduced the cognitive load associated with tactile decoding. This feedback mechanism enabled independent error correction, a critical capability previously unattainable in traditional remote settings. Furthermore, the supporting mobile applications successfully bridged the literacy gap for sighted parents, facilitating data-driven tutoring and continuous monitoring in home environments. This study presents a scalable, low-cost solution to advance remote Braille literacy. While QFD and the FBS model served as effective frameworks for translating complex user needs into engineering parameters, the primary contribution lies in the realization of a synchronized haptic-digital ecosystem. This approach significantly mitigates the geographic and sensory barriers faced by visually impaired children in under-resourced regions, promoting broader educational equity.