Tactile gamified activities for visually impaired, blind, and sighted children and young people
Focker, Julia, Dang Vu, Hai, Doan, Phuong, Hawes, Emma, Williams, Caitlin, Atkins, Polly and Waddington, Jonathan (2026) Tactile gamified activities for visually impaired, blind, and sighted children and young people. Journal of Visual Impairment and Blindness. ISSN 1559-1476 (In Press)
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Text (This paper has been accepted for publication in the Journal of Visual Impairment & Blindness.)
Tactile gamified activities for visually impaired, blind, and sighted children and young people.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (369kB) | Preview |
Abstract
Introduction: Tactile perception provides information about object properties and can support positive affective experiences. Well-designed tactile interactions may support accessible learning environments that promote joint participation among individuals with diverse visual abilities. Methods: In this pilot study, visually impaired, blind, and sighted children and young people interacted with fingertip-based vibrotactile stimuli varying in intensity and temporal structure. Measures of sensory sensitivity, technology use, task performance, and game experiences were collected. Games targeted low-level sensory discrimination (e.g. vibration detection) and higher-order cognitive skills, including symbolic letter recognition. Results: In participants with visual impairments and blindness, sensory sensitivity scores were correlated across auditory and tactile modalities. Across games, participants discriminated target from non-target vibrotactile signals and correctly identified final vibration sequences. Those with prior braille experience recognised braille letters and words. All participants reported enjoyment during gameplay. Discussion: These findings indicate that tactile game-based approaches may support inclusive learning and shared sensory engagement. Implications for Practitioners: Embedding tactile learning goals within game-based formats may enhance engagement and participation. Adjustable sensory parameters, such as vibration intensity and sound, may be relevant for accommodating diverse sensory needs.
| Item Type: | Article |
|---|---|
| Keywords: | visual impairment, blindness, tactile, games, sensory sensitivity |
| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 26 Jun 2026 15:05 |
| Last Modified: | 05 Oct 2026 08:32 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/18131 |
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