Academic Edi o s: Ahmed
Bawa Kuyini, Maxwel Pep ah Opoku,
Ajay Kuma Das and William Nke sia
Recei ed: 5 July 2025
Re ised: 16 Augus 2025
Accep ed: 19 Augus 2025
Published: 26 Augus 2025
Ci a ion: Iba a-Cab e a, M. J.,
Gama a Chipa, R. W., Rojas En iquez,
H., Mamani-Coaqui a, Y., Huillcen
Baca, H. A., & Calde on Vilca, D.
(2025). Design and E alua ion o a
Mul isenso y Tangible Game De ice
o Inclusi e P e-B aille Li e acy.
Educa ion Sciences,15(9), 1110.
h ps://doi.o g/10.3390/
educsci15091110
Copy igh : © 2025 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
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(h ps://c ea i ecommons.o g/
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A icle
Design and E alua ion o a Mul isenso y Tangible Game De ice
o Inclusi e P e-B aille Li e acy
Manuel J. Iba a-Cab e a 1,* , Roel Waldi y Gama a Chipa 2, Hesme alda Rojas En iquez 1,
Yona an Mamani-Coaqui a 1, He win Alayn Huillcen Baca 3and Da id Calde on Vilca 4
1In o ma ics and Sys ems Academic Depa men , Uni e sidad Nacional Micaela Bas idas de Apu ímac,
Abancay 03001, Pe u; h [email p o ec ed] (H.R.E.); [email p o ec ed] (Y.M.-C.)
2In o ma ics and Sys ems Enginee ing School, Uni e sidad Nacional Micaela Bas idas de Apu ímac,
Abancay 03001, Pe u; [email p o ec ed]
3Academic Depa men o Enginee ing and Compu e Technology, Uni e sidad Nacional Jose Ma ia
A guedas, Andahuaylas 03701, Pe u; [email p o ec ed]
4Depa amen o de Ingenie ía de So wa e, Uni e sidad Nacional Mayo de San Ma cos, Lima 15081, Pe u;
[email p o ec ed]
*Co espondence: [email p o ec ed]
Abs ac
This pape p esen s he design and e alua ion o a mul isenso y angible game de ice aimed
a p omo ing p e-B aille li e acy in child en wi h a ying isual abili ies, including hose
who a e blind, pa ially sigh ed, and sigh ed. The p o o ype in eg a es ac ile, audi o y,
and isual elemen s o p o ide an inclusi e and engaging lea ning expe ience. The de ice
combines educa ional con en wi h game-based lea ning, allowing use s o in e ac wi h
B aille cha ac e s h ough ouch while ecei ing audi o y eedback and isual cues. A
ocus g oup e alua ion was conduc ed o assess he p o o ype’s e ec i eness, engagemen ,
and educa ional alue. Resul s indica ed ha he de ice success ully cap u ed use s’
a en ion, wi h 83% ecognizing i s po en ial as a aluable educa ional ool o eaching
p e-B aille li e acy, 92% o pa icipan s epo ing high engagemen , and 75% o pa icipan s
ag eeing wi h he se ious game app oach. Feedback also highligh ed a eas o imp o emen ,
including he need o clea e ac ile di e en ia ion and mo e adap i e lea ning ea u es.
This s udy demons a es he po en ial o combining mul isenso y eedback and se ious
gaming o enhance li e acy educa ion in child en wi h isual impai men s and p o ides
insigh s in o he u he de elopmen o inclusi e educa ional echnologies.
Keywo ds: B aille; mul isenso y; inclusi e; game; de ice; lea ning; li e acy; se ious game
1. In oduc ion
Wo ldwide, app oxima ely 2.2 billion indi iduals expe ience nea o dis ance ision
impai men . In a leas 1 billion cases, ision impai men may ha e been a e ed o emains
unadd essed (WHO,2023). These limi a ions signi ican ly impac na iga ion, sa e y, and
he execu ion o daily asks. Acco ding o s udies, he WHO es ima es ha he numbe o
people wi h isual impai men (p esen ing ision) is 285 million. O hese, 246 million ha e
low ision and 39 million a e es ima ed o be blind (WHO,2025). Adap i e game design is
a dynamic gami ica ion app oach ha changes some elemen s o he game, such as game
di icul y, eedback, challenges, and he le e aging o senso y and spa ial p edic abili y
(Dong e al.,2022). In addi ion, adap i e lea ning is impo an because i allows ins uc ion
o be pe sonalized o each s uden ’s needs and pace. This no only imp o es con en
Educ. Sci. 2025,15, 1110 h ps://doi.o g/10.3390/educsci15091110
Educ. Sci. 2025,15, 1110 2 o 18
comp ehension and e en ion bu also op imizes lea ning ime by ocusing on he a eas
whe e s uden s need he mos suppo . I also os e s mo i a ion and engagemen by
o e ing a mo e ele an and accessible educa ional expe ience (Wang e al.,2023).
The inclusion o people wi h isual impai men s in educa ional en i onmen s con in-
ues o be a global challenge, especially o li e acy acquisi ion p ocesses ha equi e ac ile
and cogni i e adap a ion (WHO,2020). B aille, he ac ile eading and w i ing sys em
de eloped in he 19 h cen u y, emains an essen ial ool o blind indi iduals o access
in o ma ion and pa icipa e in socie y. Howe e , adi ional me hods o eaching B aille
o en lack engagemen , mul isenso y s imuli, and inclusi e design ha allows bo h isually
impai ed and sigh ed indi iduals o pa icipa e in a sha ed lea ning expe ience (A diansah
& Okazaki,2024;Gómez e al.,2017;Jaimes e al.,2021).
Recen ad ances in angible use in e aces (TUIs), se ious games, and uni e sal design
p inciples ha e opened new possibili ies o c ea ing lea ning en i onmen s ha a e bo h
accessible and inclusi e (Lang e al.,2023;Pa il & Raghani,2025). Mul isenso y de ices,
hose ha in eg a e ac ile, isual, and audi o y eedback, can signi ican ly enhance he
lea ning expe ience o use s wi h a ying le els o isual abili y (Dong e al.,2022;Hahn
e al.,2019). In his con ex , game-based lea ning eme ges as a powe ul s a egy o inc ease
mo i a ion, ein o ce memo y, and p omo e social in e ac ion ac oss di e se use g oups
(He sh & Lepo ini,2018;Kazachine e al.,2023;O hman e al.,2023).
The main esea ch ques ion is as ollows: How can a angible mul isenso y de ice
in eg a ing ac ile, audi o y, and isual s imuli enhance lea ning and in e ac ion wi h
p e-B aille concep s o blind child en? The speci ic esea ch ques ions a e as ollows:
(1) How does he in eg a ion o ac ile, audi o y, and isual s imuli in a mul isenso y de ice
imp o e he pe cep ion and e en ion o B aille pa e ns in blind child en? (2) Wha a e
he pe cep ions and e alua ions o eache s ega ding he e ec i eness o a mul isenso y
de ice in eaching p e-B aille o child en wi h and wi hou ision?
Despi e ad ancemen s in assis i e echnologies o he li e acy o blind and isually
impai ed indi iduals, a gap pe sis s in he design o de ices ha in eg a e mul iple senso y
modali ies o p e-B aille ins uc ion. Cu en app oaches p ima ily ocus on isual o
audi o y de ices sepa a ely, which limi s accessibili y and pa icipan s’ ull in e ac ion wi h
educa ional con en .
The objec i e o his s udy was o design and e alua e a angible mul isenso y de ice
ha in eg a es ac ile, audi o y, and isual s imuli, p omo ing an inclusi e app oach o
p e-B aille ins uc ion o blind child en. The pu pose o his de ice is o acili a e lea ning
and in e ac ion wi h he undamen al concep s o B aille in an accessible and engaging
manne . The speci ic objec i es a e as ollows: (1) o design and implemen a de ice ha
combines mul isenso y s imuli o enhance he pe cep ion and e en ion o B aille pa e ns
and (2) o ob ain eedback om eache s on he e ec i eness o he de ice o eaching
p e-B aille o child en wi h and wi hou isual impai men s.
This pape p esen s he design and e alua ion o a mul isenso y, angible game de ice
in ended o suppo B aille li e acy in an inclusi e educa ional con ex . The p oposed
de ice allows blind, pa ially sigh ed, and sigh ed use s o engage wi h B aille con en
h ough a game-based in e ace. I ea u es six physical B aille do s, a command con ol,
and colo ed ac ile bu ons wi h p in ed B aille labels. The sys em is connec ed o a
compu e om which a eache assigns asks and moni o s p og ess. Unlike adi ional
B aille eaching ools, his p o o ype was concep ualized o use no only by blind lea ne s
bu by anyone in e es ed in lea ning B aille, he eby p omo ing awa eness and empa hy in
sigh ed popula ions while enhancing lea ning o he isually impai ed.
The p o o ype was e alua ed by eache s wi h expe ience in B aille ins uc ion and
isual impai men educa ion, whose eedback p o ided key insigh s in o i s usabili y,
Educ. Sci. 2025,15, 1110 3 o 18
pedagogical e ec i eness, and inclusi e design. This s udy con ibu es o he ield o
assis i e echnologies by demons a ing how angible game-based ools can b idge he
accessibili y gap and os e sha ed lea ning en i onmen s o all.
2. Backg ound
Globally, o e 253 million people a e isually impai ed, wi h app oxima ely 36 million
people classi ied as blind and 217 million people expe iencing mode a e o se e e isual
impai men (WHO,2025). Fo hese indi iduals, B aille li e acy is a undamen al skill ha
acili a es access o educa ion, employmen , and ull pa icipa ion in socie y. Howe e ,
a es o B aille li e acy emain ala mingly low, especially in de eloping coun ies, due o a
combina ion o limi ed esou ces, a lack o ained ins uc o s, and insu icien exposu e o
ac ile lea ning ools (Muni e al.,2024).
2.1. T adi ional B aille Teaching and Lea ning in De eloping Coun ies
In de eloping coun ies, access o educa ion o indi iduals wi h isual impai men s
emains a signi ican challenge, wi h B aille li e acy being one o he mos c i ical ba ie s
o educa ional pa icipa ion. Acco ding o he Wo ld Heal h O ganiza ion (WHO,2025),
app oxima ely 90% o he wo ld’s isually impai ed li e in low- and middle-income
coun ies, whe e access o educa ion and specialized lea ning esou ces is limi ed. B aille,
a ac ile w i ing sys em de eloped by Louis B aille in he 19 h cen u y, is essen ial o
blind indi iduals o gain li e acy, access in o ma ion, and pa icipa e in socie al ac i i ies.
Howe e , he adi ional B aille eaching me hods p e alen in many de eloping coun ies
o en ail o mee he g owing demand o educa ion due o a ious ac o s, including
esou ce cons ain s, a lack o ained eache s, and insu icien in as uc u e.
2.1.1. Limi ed Access o B aille Teaching Resou ces
In many de eloping coun ies, he a ailabili y o B aille ex books, B aille ypew i e s,
and B aille line and lea ning esou ces emains se e ely limi ed. In many coun ies whe e
public educa ion sys ems a e unde unded, he p oduc ion o B aille esou ces is expensi e
and o en inadequa e. In Pe u, acco ding o esea ch by Á alos-Gómez and O daya-Díaz
(2021), eache s iden i ied he de iciencies o public schools in Pe u because he school
adminis a ion does no eques he necessa y ma e ials om he Educa ion Minis y, and
only some schools ha e he sla e and punch equipmen needed o each B aille. These
ma e ials a e o en in sho supply o some schools.
Thus, on many occasions, he eache s make hei own eaching ma e ials o each
B aille Li e acy using ecycled ma e ials; o example, Figu e 1shows he ep esen a ion
o he le e “a” wi h an egg ca on and a disposable bo le cap, and Figu e 2shows he
ep esen a ion o he le e “b” wi h a ca on and disposable bo le caps.
O he schools ecei e educa ional ma e ials om he Minis y o Educa ion, such as a
sla e and a punch de ice. The di icul y wi h his ype o ma e ial is ha i is oo small o a
i s - ime lea ne , and he o he p oblem is ha i is w i en one way and ead ano he ( he
pape mus be u ned o e ). Figu e 3shows he ule and pencil sha pene .
As a esul , s uden s wi h isual impai men s o en s uggle wi h limi ed access o
essen ial eading ma e ials, which hinde s hei abili y o de elop li e acy skills a he same
pace as hei sigh ed pee s.
Educ. Sci. 2025,15, 1110 4 o 18
Figu e 1. Ca on and bo le cap.
Figu e 2. Ca on om an egg box and bo le caps.
Figu e 3. Sla e and punch.
2.1.2. Teache T aining and A ailabili y
Ano he challenge in B aille educa ion in de eloping coun ies is he lack o adequa ely
ained eache s. E ec i e B aille ins uc ion equi es specialized knowledge and eaching
skills, which a e o en lacking in mains eam schools, pa icula ly in u al a eas. Teache
aining p og ams in many de eloping coun ies a e insu icien , wi h limi ed oppo uni ies
Educ. Sci. 2025,15, 1110 5 o 18
o eache s o acqui e he necessa y skills o each B aille e ec i ely (Hoskin e al.,2024).
Mo eo e , many eache s o he blind ha e no ecei ed adequa e aining in mode n
assis i e echnologies o inclusi e eaching me hodologies, u he compounding he
di icul y o in eg a ing B aille ins uc ion in o b oade educa ional sys ems.
2.1.3. T adi ional Ins uc ional Me hods
T adi ional B aille ins uc ion o en elies on manual, epe i i e me hods o eaching
ha ocus hea ily on memo iza ion. In such app oaches, s uden s ypically lea n B aille
h ough physical w i ing exe cises, o en using B aille sla es and punch equipmen , which
can be slow and cumbe some. These me hods, while essen ial in he absence o echno-
logical solu ions, do no engage s uden s in dynamic o in e ac i e lea ning expe iences.
Resea ch has shown ha he lack o engagemen and in e ac i e elemen s in adi ional
B aille educa ion can lead o high d opou a es and a sense o us a ion among s uden s,
which ul ima ely hampe s hei academic p og ess (Al-Smadi,2015).
Fu he mo e, adi ional B aille eaching me hods do no always conside he di e se
needs o lea ne s wi h isual impai men s. Fo example, some s uden s may also ha e
addi ional disabili ies ha equi e specialized eaching app oaches, such as hose wi h
cogni i e disabili ies o mul iple disabili ies. In hese cases, he adi ional me hods o
eaching B aille may no be lexible enough o ca e o hei unique lea ning needs, and he
lack o inclusi e, mul imodal eaching ools exace ba es his issue.
2.1.4. Ba ie s o Inclusi e Educa ion
In many de eloping coun ies, inclusi e educa ion policies a e s ill in hei in ancy,
and child en wi h disabili ies, including hose who a e blind o isually impai ed, a e o en
excluded om mains eam educa ion sys ems. Ins ead, s uden s wi h isual impai men s
may be placed in seg ega ed schools o p og ams, limi ing hei oppo uni ies o social
in e ac ion wi h sigh ed pee s and educing hei access o a comp ehensi e educa ion. The
Uni ed Na ions Con en ion on he Righ s o Pe sons wi h Disabili ies (CRPD) ad oca es o
inclusi e educa ion as a undamen al human igh (ONU,2016). Howe e , in de eloping
coun ies, implemen a ion emains challenging due o insu icien policy suppo , limi ed
unding, and cul u al a i udes ha o en ma ginalize indi iduals wi h disabili ies.
In his con ex , adi ional B aille eaching me hods con inue o p e ail, despi e hei
limi ed scope and e ec i eness in os e ing long- e m li e acy and lea ning o isually
impai ed indi iduals. To add ess hese issues, he e is a g owing need o inno a i e
solu ions ha can enhance B aille ins uc ion h ough mode n echnologies, mo e in e ac-
i e pedagogies, and inclusi e educa ion p ac ices ha conside he needs o all lea ne s,
ega dless o hei isual o cogni i e abili ies.
T adi ional B aille ins uc ion is o en manual, epe i i e, and unidimensional, elying
hea ily on embossed pape and memo iza ion me hods. While e ec i e o some lea ne s,
his app oach equen ly lacks engagemen and ails o le e age he po en ial o mode n
educa ional echnology (Nadeem e al.,2023). In ecen yea s, assis i e echnology and
game-based lea ning ha e been explo ed as p omising al e na i es o suppo B aille
ins uc ion. Se ious games and angible use in e aces (TUIs) can o e lea ne s immedia e
eedback, senso y s imula ion, and inc eased mo i a ion, which a e c i ical ac o s o
main aining a en ion and suppo ing cogni i e e en ion in s uden s wi h disabili ies
(Reisinho e al.,2021;Sanchez-Mo ales e al.,2020).
2.1.5. Ou App oach: All Means All
Despi e hese ad ances, mos B aille lea ning ools a e designed exclusi ely o blind
use s, excluding indi iduals wi h pa ial sigh and limi ing collabo a ion in inclusi e edu-
ca ional en i onmen s. This design limi a ion ein o ces sepa a ion a he han in eg a ion,
Educ. Sci. 2025,15, 1110 6 o 18
missing an oppo uni y o os e inclusi e lea ning spaces whe e bo h sigh ed and isually
impai ed indi iduals can in e ac wi h he same con en in meaning ul ways (UNESCO,
2021). Uni e sal Design o Lea ning (UDL) p inciples emphasize he impo ance o c e-
a ing ools ha a e adap able o a wide ange o use s, ega dless o senso y o cogni i e
di e ences. Educa ional echnologies g ounded in hese p inciples can b idge accessibili y
gaps and encou age empa hy, awa eness, and sha ed lea ning expe iences, so ha B aille
lea ning ools can be designed o all kinds o lea ne s, including indi iduals wi h di e en
abili ies (An oninis e al.,2020;UNESCO,2021).
Ou app oach is designed o be inclusi e and accessible o indi iduals ac oss he
spec um o isual abili ies, including blind use s, hose wi h pa ial sigh , and indi iduals
wi h no mal ision. This inclusi i y is cen al o he design and unc ionali y o he
p o o ype, which in eg a es mul iple senso y modali ies— ouch, sigh , and sound— o
accommoda e di e en lea ning needs.
2.1.6. Ou App oach: Mul isenso y S imuli
The mul isenso y app oach o educa ion, which in eg a es mul iple senso y modal-
i ies (Fuccio & Mas obe i,2018), such as ac ile, audi o y, and isual s imuli, has been
ecognized o i s abili y o enhance lea ning ou comes, pa icula ly o indi iduals wi h
senso y impai men s. By engaging a ious senses simul aneously, his app oach no only
aids in in o ma ion e en ion bu also p omo es a mo e in e ac i e and imme si e lea ning
en i onmen . Fo B aille li e acy, he mul isenso y app oach allows o he in eg a ion
o ac ile eading wi h audi o y eedback, ein o cing he lea ning p ocess and making i
mo e enjoyable and e ec i e o lea ne s o di e en abili ies. Figu e 4shows he mul isen-
so y app oach.
Figu e 4. Mul isenso y s imuli app oach.
The design o a angible game de ice inco po a ing mul isenso y eedback has he
po en ial o ans o m he way B aille li e acy is augh , making i mo e inclusi e, accessible,
and mo i a ing o a wide ange o use s, om child en o adul s wi h a ying le els o
B aille p o iciency. The de ice’s abili y o combine ac ile in e ac ion wi h audi o y cues
allows lea ne s o connec physical and audi o y eedback o he B aille cha ac e s hey a e
lea ning, os e ing a deepe , mo e in ui i e unde s anding o he B aille sys em.
2.1.7. Educa ional Game
Fu he mo e, esea ch highligh s he pedagogical bene i s o mul isenso y app oaches
o lea ne s wi h isual disabili ies. Combining ac ile, audi o y, and—when applicable—
isual eedback has been shown o imp o e concep e en ion, engagemen , and lea ne
au onomy (Pance i e al.,2024). Inco po a ing mul isenso y design in o B aille lea ning
ools no only bene i s blind lea ne s bu also o e s an en y poin o sigh ed indi iduals
Educ. Sci. 2025,15, 1110 7 o 18
o engage wi h he B aille sys em, expanding he po en ial impac o such ools ac oss
di e en communi ies (Bi zas e al.,2019).
In esponse o hese challenges and oppo uni ies, he p esen s udy in oduces and
e alua es a mul isenso y, game-based de ice designed o each B aille in an inclusi e
manne . This ool allows blind, low- ision, and ully sigh ed indi iduals o engage wi h he
B aille con en h ough ac ile and isual in e ac ion, p omo ing uni e sal access o li e acy.
3. Rela ed Wo k
The in e sec ion o assis i e echnology, B aille li e acy, and inclusi e educa ion has
gene a ed signi ican in e es in ecen decades. Resea che s and p ac i ione s alike ha e
explo ed a ious s a egies o imp o e B aille acquisi ion, anging om digi al e eshable
B aille displays o se ious games and angible lea ning en i onmen s. Howe e , chal-
lenges emain in c ea ing ools ha a e no only pedagogically e ec i e bu also inclusi e,
engaging, and scalable.
Se e al e o s ha e ocused on c ea ing low-cos B aille educa ion de ices. Fo
ins ance, he B ailleBuddy p oposed by Lang e al. (2023) desc ibes ha lea ning o ead
B aille is essen ial o he academic pe o mance o indi iduals wi h blindness o signi ican
isual impai men . They examine me hods o enhance ea ly B aille lea ning using angible
compu ing. Th ough a human-cen e ed, inclusi e design p ocess in ol ing in e iews, six
design i e a ions wi h p o o ypes, and eedback om expe s, s uden s, and ins uc o s, hey
de eloped B ailleBuddy, a ac ile use in e ace ha aids child en wi h isual impai men s
in lea ning B aille. They assessed B ailleBuddy in use esea ch wi h youngs e s wi h
isual impai men s. The indings indica e ha B ailleBuddy os e s in insic mo i a ion o
B aille acquisi ion and can be u ilized by youngs e s independen ly. B ailleBuddy enhances
he educa ional p og am by enabling youngs e s o engage wi h and in es iga e B aille
cha ac e s a hei own pace, he eby educing he di icul y o acqui ing B aille li e acy.
Simila ly, Moc ezuma (2023) de eloped a p ojec ha in ol es he building o a
p o o ype aimed a de eloping an expe imen al educa ional esou ce o child en wi h
isual impai men s, in acco dance wi h i s de elopmen and esea ch phases. The unc ion
and i s cons i uen pieces a e delinea ed using he p e-book o ma while simul aneously
es ablishing a connec ion wi h he alphabe and he B aille sys em om an ea ly s andpoin .
The objec i e is o child en o acqui e knowledge o colo s h ough senso y expe iences,
ac ile pe cep ion, in e p e a ion, and B aille eading o comp ehend hei su oundings.
Con e sely, he esou ce aims o in eg a ion in o he educa ional p ocess, enabling sigh ed
indi iduals o assis in child en’s lea ning by o e ing a esou ce ha inco po a es bo h
ac ile and isual eading sys ems.
Likewise, Sando al-B ingas e al. (2023) desc ibe ha se e al sub ields o science and
echnology ha e shown an in e es in aising awa eness abou he impo ance o aiding
people who ha e disabili ies. Visual pe cep ion accoun s o a signi ican po ion o he
o al in o ma ion ha is accessible o indi iduals. People who a e isually impai ed a e
se e ely impac ed as a esul o his, and hey need o look o ways and al e na i es ha
will enable hem o ob ain his in o ma ion. The cu en si ua ion is ha echnology has
made i possible o in oduce new kinds o educa ion and communica ion wi h hose who
ha e disabili ies. Fu he mo e, he e is a g owing in e es in he inco po a ion o hese
echnologies in o ins uc ional s a egies. A mobile applica ion ha in eg a es gami ica ion
ea u es ha can be used by youngs e s o lea n B aille signs is he p ima y pu pose o his
s udy. The p og am will be designed his way. Wi hin he ealm o educa ion, gami ica ion
is a signi ican end ha is u ilized as a means o mo i a ing pupils o engage in ac i i ies
o p ojec s ha hey would no no mally engage in. Posi i e conclusions can be d awn
om he p elimina y indings ha we e collec ed.
Educ. Sci. 2025,15, 1110 8 o 18
Simila ly, Hildi ch (2024) desc ibes he signi icance and bene i s o using p e-B aille
ac i i ies in a kinde ga en class oom, i espec i e o s uden s’ isual abili ies. They enqui e
abou he necessa y esou ces and suppo needed o implemen ing mo e inclusi e lessons
in he class oom, as well as how o aise awa eness o he B aille w i ing sys em. Semi-
s uc u ed in e iews and co-c ea ion sessions we e employed o collec da a, alongside he
con en ional li e a u e e iew. Thi een indi iduals engaged in he sessions. By engaging
wi h a communi y o expe s, educa o s, and pa en s, a eas o suppo and he needs
o use s we e iden i ied and in eg a ed in o he design p ocess and he explo a ion o
design op ions. The in ended p oduc p omo es inclusi e educa ion, collabo a ion, and
communica ion among s uden s o a ying abili ies. The da a indica es a obus link
be ween p e-B aille ac i i ies and kinde ga en class oom ins uc ion. P e-B aille ac i i ies
aim o enhance bila e al coo dina ion, ac ile sensi i i y, ligh ouch, dex e i y, and mobili y,
all o which a e essen ial o eading B aille, which is a ac ile w i ing sys em. The pu pose
o his de ice is o use se e al ac ile engagemen me hods in he kinde ga en class oom
ha enhance in e es in p e-B aille and he B aille w i ing sys em. This is pa icula ly
c ucial o indi iduals who subsequen ly equi e he acquisi ion o he o icial B aille code.
The in ended p oduc , a pouch ha p omo es a ious o ms o ac ile in e ac ion and an
ac i i y p omp sys em, se es as a sou ce o inspi a ion, enabling s uden s and eache s o
collabo a i ely de elop class oom ac i i ies.
Likewise, A endaño Mejçia and Villa Cajilima (2019) desc ibe he pu pose o his
a icle as p o iding pa icula s ega ding he design and implemen a ion o an in e ac i e
de ice o he pu pose o lea ning p e-B aille. Fo he pu pose o o ming le e s and
numbe s, he use has access o ex a pieces ha ep esen he poin s in elie o he B aille
sys em. These ex a pieces can be ep oduced phonologically using bu ons wi h a ying
ex u es and dis inc ph ases o each indi idual symbol. The de ice was de eloped using
open-sou ce so wa e and ha dwa e de elopmen , speci ically he Raspbe y Pi and he
Py hon p og amming language, espec i ely. The comple ed de ice possesses a hund ed
pe cen e ec i eness in ecognizing he symbols o he B aille sys em and ep oducing
hem in a phonological manne . Fu he mo e, i was alida ed by a specialis eam in he
ield o educa ion.
4. Ma e ials and Me hods
4.1. Design App oach
This s udy adop ed a use -cen e ed and inclusi e design me hodology, aimed a
de eloping and e alua ing a mul isenso y and game-based de ice o B aille li e acy ha
accommoda es use s wi h ull ision, pa ial ision, and blindness. The esea ch p ocess
ollowed h ee s ages: (1) concep ualiza ion and p o o yping o he de ice; (2) i e a i e
usabili y e inemen ; and (3) quali a i e e alua ion conduc ed wi h expe ienced educa o s
in he ield o isual disabili y and B aille ins uc ion.
4.2. Pa icipan s
The e alua ion in ol ed a o al o 12 educa o s (N = 12) wi h p o essional expe ise
in eaching B aille o s uden s wi h blindness o low ision. O hese, eigh eache s we e
a ilia ed wi h he Ilumina, Blindness and Low Vision Cen e in Mexico Ci y, Mexico, and
ou eache s we e om Pe u. All pa icipan s had a minimum o i e yea s o expe ience
in he ield o special educa ion, wi h a ocus on B aille ins uc ion and he use o assis i e
echnologies. Thei eedback was c i ical o assessing he pedagogical alue, usabili y,
and inclusi i y o he de eloped p o o ype. Figu e 5shows he eache s in ol ed in his
esea ch wo k.
Educ. Sci. 2025,15, 1110 9 o 18
Figu e 5. The eache s o he Ilumina, Blindness and Low Vision Cen e .
4.3. P e-B aille De ice Design Desc ip ion
The design o he p o o ype is a angible B aille in e ace wi h six aised do s eplica ing
he s anda d B aille cell layou . I ea u es a command con ol panel equipped wi h
colo -coded bu ons labeled in B aille and p in ed ex o suppo bo h ully blind and
pa ially sigh ed use s. The de ice connec s ia USB o a compu e in e ace, om which
an ins uc o can assign B aille exe cises, moni o esponses, and adap asks in eal ime.
4.3.1. Game-Based Senso ial Ac i i ies
The ac i i ies in his educa ional game we e designed o p omo e p e-B aille li e acy
in an in e ac i e and mo i a ing way. To de elop a sense o ouch, 6 B aille do s a e used,
allowing s uden s o ouch he di e en B aille alphabe symbols wi h he ips o hei
inge s, os e ing ac ile comp ehension. On he o he hand, o he de elopmen o he
audi o y sense, he compu e ’s speake s emi sounds ep esen ing each owel o le e o
he B aille alphabe , which helps he s uden ein o ce he de elopmen o hei audi o y
sense. Finally, B aille code ecogni ion in ol es each B aille do ha ing a speci ic encoding
(1), (2), (3), (4), (5), and (6), as shown in Figu e 6. The e o e, as hey play, s uden s mus
associa e hese posi ions wi h he o ma ion o he owel o le e .
Figu e 6. B aille codi ica ion.
4.3.2. Game-Based So wa e In e ace
The game begins when he eache assigns an exe cise o he s uden , which can be
owels, le e s, alphabe , o cus om. Then he eache can selec he op ions o he ype
o exe cise, which can be sequen ial o andom, as well as he le el o andomness; hey
en e he s uden ’s name and click o s a he game. Le us suppose ha he owel exe cise
is selec ed (a, e, i, o, u) sequen ially and wi h e y low andomness (depending on he
playe ’s le el, his can be a ied and made mo e complex); hen, o each o he owels, he
compu e speake emi s i s espec i e sound, and on he 6-do B aille de ice, he B aille
Educ. Sci. 2025,15, 1110 16 o 18
use s’ opinions, he de ice’s capaci y o engage use s ac oss a ying le els o isual abili y
was highligh ed as one o i s s onges ea u es o be imp o ed on, os e ing an inclusi e
en i onmen o bo h isually impai ed and sigh ed child en.
Au ho Con ibu ions: Concep ualiza ion, M.J.I.-C. and R.W.G.C.; me hodology, H.R.E.; so wa e,
R.W.G.C.; alida ion, H.A.H.B., D.C.V., and Y.M.-C.; o mal analysis, D.C.V.; in es iga ion, M.J.I.-C.;
w i ing—M.J.I.-C.; w i ing— e iew and edi ing, D.C.V.; isualiza ion, H.A.H.B.; unding acquisi ion,
M.J.I.-C. All au ho s ha e ead and ag eed o he published e sion o he manusc ip .
Funding: This esea ch was unded by he Vice-Rec o a e o Resea ch a he Micaela Bas idas Na ional
Uni e si y o Apu imac; his esea ch pape is he winne o he Fi s Compe i ion o Scien i ic and
Technological Resea ch P ojec s by Resea ch G oups Funded wi h Selec ed Resou ces om he O e
canon Fee and Mining Royal ies.
Ins i u ional Re iew Boa d S a emen : The Resea ch E hics Commi ee o he Na ional Uni e si y,
Micaela Bas idas de Apu ímac, app o ed by Resolu ion N◦108-2023-CU-UNAMBA (1 June 2023).
In o med Consen S a emen : In o med consen was ob ained om all subjec s in ol ed in his s udy.
Acknowledgmen s: We would like o exp ess ou since e g a i ude o he eache s o he Ilumina,
Blindness and Low Vision Cen e in Mexico and he Pe u ian eache s o hei in aluable suppo
and collabo a ion h oughou his esea ch. Thei expe ise, esou ces, and commi men o imp o ing
he li es o indi iduals wi h isual impai men s signi ican ly con ibu ed o he design, de elopmen ,
and e alua ion o ou mul isenso y angible game de ice.
Con lic s o In e es : The e a e no con lic s o in e es o decla e.
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Disclaime /Publishe ’s No e: The s a emen s, opinions and da a con ained in all publica ions a e solely hose o he indi idual
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