Design and Evaluation of a Spatial Learning Tool (Interactive 3D-Printed Model) for Visually Impaired Children
UX Design · Research Laboratory "Cherchons Pour Voir"
Summary
Within a research laboratory, I designed an innovative 3D model of the early childhood area at the Institute for Blind Youth. This tool is specifically designed to help visually impaired children enhance their spatial perception and understanding during guided mobility sessions with their instructors. Using an iterative and participatory approach, I worked closely with an instructor throughout the process to develop a tool perfectly tailored to their needs. User tests and interviews revealed significant improvements in the children’s spatial learning, greater engagement on their part, and a reduction in the instructor’s cognitive load during mobility sessions.
Methods
Participatory and Iterative Design, Interviews, User Testing, Scientific Research
Tools
Fusion 3D Software, 3D Printer, Paint Canister
Context
The ‘Cherchons Pour Voir’ laboratory is dedicated to research aimed at improving the lives of blind and visually impaired individuals by developing innovative assistive technologies. A doctoral student at the laboratory designed a 3D-printed interactive model representing the Bordeaux train station. This tool is intended for mobility instructors to help visually impaired individuals enhance their spatial orientation of the location through tactile exploration of the model during mobility sessions. User tests show that the model is both useful and easy to use, providing high satisfaction for both instructors and students. The students demonstrated greater engagement and improved outcomes during spatial orientation exercises after using the model, which has the added benefit of a low production cost.
Challenge
Following the success of the first prototype, the laboratory entrusted me with the design of an interactive 3D model of the early childhood areas (0-6 years) at the Institute for Blind Youth in Toulouse. This project aims to help young visually impaired children better understand their environment during mobility sessions. The design of this second prototype also seeks to validate the effectiveness of the tool in a new context and to enhance its design based on the new results obtained.
My approach
To Identify User Needs
The objective of the interactive model was to serve as a support during mobility sessions between the instructor and young visually impaired children, in order to facilitate their spatial learning of a location. To achieve this, I conducted thorough research on scientific publications regarding visual impairment and its implications. Additionally, I conducted an interview with a mobility instructor to better understand the needs and constraints related to this disability in spatial learning among young children. This exchange also allowed me to grasp the expectations of instructors during mobility sessions, enabling me to design a tool tailored to their needs.
To Design the Interactive Model
Based on the identified needs and constraints, I designed an initial prototype of the interactive model in close collaboration with the mobility instructor. This prototype, validated by the instructor, incorporated the key features planned for the final version, such as textures, colors, and represented elements. To ensure its effectiveness for visually impaired individuals, the prototype was also tested by a member of the research team who is blind. Following this feedback, I modeled the final version of the model, accurately representing the early childhood area while integrating the validated features from the tests.
To Evaluate the Interactive Model
I conducted user tests by simulating a mobility session between a young visually impaired child and an instructor to assess the effectiveness of the model in spatial learning of a location. During these tests, the instructor guided the child in recognizing the early childhood areas of the Institute for Blind Youth, an environment already partially familiar to them. Three distinct scenarios were established: in the first, the child had to find a specific place on the model; in the second, they had to move from point A to point B on the model; and in the third, the instructor designated a location that the child had to physically reach. After the tests, an interview with the child addressed several aspects such as usability, usefulness, engagement, emotional responses (both positive and negative), the fidelity of the model, and the intention to use it. Finally, a semi-structured interview was conducted with the instructor to gather their insights on expected performance, perceived effort, and their intentions for use.
Target users
Mobility Instructors
The prototype is primarily designed for mobility instructors, who are responsible for guiding young visually impaired children during mobility sessions. It is essential that the tool meets their specific needs so that they can conduct the sessions effectively. Instructors use various specialized tools, such as raised drawings, magnetic maps, and models, to teach visually impaired individuals how to navigate a particular location. These tools allow for the acquisition of spatial knowledge through tactile and auditory modalities, but this learning comes with a high cognitive cost for both the child and the instructor, as it involves integrating multiple perceptual fields.
Young Visually Impaired Children
Visual impairment encompasses a wide range of conditions, from low vision to total blindness, and significantly impacts the autonomy of affected individuals, particularly in terms of orientation and mobility. A reduced ability to navigate space can lead to social isolation, highlighting the crucial importance for a child to develop a good spatial awareness during mobility sessions with an instructor to maintain their autonomy.
Spatial learning is particularly complex for young visually impaired children (aged 0 to 6 years). Due to the level of abstraction required by maps or plans, and because their tactile sensitivity is still developing, they often struggle to differentiate elements with similar shapes or textures. Furthermore, their capacity for mental representation of spaces is still forming, complicating their understanding of environments they cannot fully touch, such as a room. Therefore, it is essential to design a simple and intuitive model that can facilitate this spatial learning without causing cognitive overload.
The Interactive Model
Final Design
Main Features
The following features were tested and validated on an initial prototype during user tests with members of the research team in visual impairment before being integrated into the final prototype. An instructor also approved these elements, ensuring that they meet educational needs and are suitable for young children.
Assembled Modules : Three independent pieces (ground floor, walkway, first floor) allow for progressive spatial learning without the complexity of verticality. Once the parts are mastered, they can be assembled to integrate verticality while facilitating the transport of the tool.
Represented Elements : Rooms, corridors, outdoor areas, inaccessible zones, elevators, stairs, sinks, coat racks, doormats, large windows, and access walkway. These elements assist the instructor and help the child better visualize the locations.
Associated Textures and Colors : Striated/green texture for inaccessible areas, rough/red for rooms, carpet for outdoor areas, white for stairs, and smooth/black for corridors and walls. These associations facilitate the child’s orientation and the instructor’s work.
Results of User Tests and Interviews
User tests revealed that using the model during mobility sessions made the mental representation and perception of verticality in locations less abstract for visually impaired children. According to the instructor, this improvement is attributed to the direct integration of sensory experiences during the manipulation of the model.
Exploring the model allowed children to exercise their capacity for mental representation and to anticipate routes, thereby facilitating the transition from an egocentric perspective to a broader overview. Compared to other spatial education tools, the interactive model proved to be more engaging and intuitive for the children while requiring less cognitive load from the instructor.
This model showed better results compared to the Bordeaux model due to its greater variety of features.
Reflection on the Project
Future Perspectives
In the future, other 3D models representing important locations for visually impaired individuals could be created to further assist them and iterate the design process to improve the tool. In the long term, if the tool’s effectiveness is confirmed, it would be interesting to integrate it into standardized spatial education tools. Its low design cost and its positive effects on spatial learning would provide an additional advantage compared to existing tools.
Lessons Learned
This project provided me with the opportunity to work in the field of applied research and innovation, which required me to follow a rigorous methodology. I also learned to design a product intended for individuals with disabilities, an experience that heightened my awareness of the specific constraints to consider when designing for this population.