3D PHONETIC ALPHABET FOR INDIVIDUALS WITH VISUAL IMPAIRMENT: DESIGN AND EVALUATION OF BRAILLE-SUPPORTED TACTILE MATERIAL
Yıl 2026,
Cilt: 10 Sayı: 1
,
11
-
23
,
30.04.2026
Efekan Ünsal
,
Yasemin Kahyaoğlu Erdoğmuş
Öz
The study aimed to design, produce, and evaluate a Braille-supported 3D phonetic material to enhance phonetics instruction for individuals with visual impairments. Using the ADDIE model, the material was developed based on needs analysis interviews, expert input, and tactile design optimisation. Data were collected through rubric-based evaluations by 22 field experts and semi-structured interviews with 8 participants with visual impairments. Results showed that experts rated the material highly in terms of effectiveness, quality, and tactile conceptualization. Participants reported that the material concretised abstract phonetic concepts, enhanced motivation, and improved accessibility. Suggestions were put forward to enhance tactile spacing and develop versions for users with low vision. The study concluded that 3D printing could produce durable, accessible phonetic materials to enhance the learning experience. Future research could investigate different study groups, target learning frameworks, and various modes of audio support to optimise learning outcomes for students with visual impairment.
Etik Beyan
The research proposal was approved by the Institutional Review Board of Dokuz Eylül University. (IRB: E-10042736-659-1285476).
Proje Numarası
TÜBİTAK 2209-A 1919B012463659
Teşekkür
We would like to express our sincere gratitude to TÜBİTAK (The Scientific and Technological Research Council of Türkiye) for funding and supporting this research. We thank all participants for their voluntary support.
Kaynakça
-
1. Hardison, D.M., Phonological literacy in L2 learning and teacher training. In John M. Levis, Alene Moyer (Eds.), Social dynamics in second language Accent, Pages 195-218., De Gruyter, 2014.
-
2. Priya, M.L.S., Kumar, P., “Teaching phonetics to enhance pronunciation in an ESL classroom”, Journal of Critical Reviews, Vol. 7, Issue 2, Pages 669–672, 2020
-
3. Tran, T. M. P., & Pho, P. D., “A case study of how visually impaired learners acquire language”, Ethical Lingua: Journal of Language Teaching and Literature, Vol. 7, Issue 1, Pages 1–10, 2020.
-
4. Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S., “Tactile materials in practice: Understanding the experiences of teachers of the visually impaired”, ACM Transactions on Accessible Computing (TACCESS), Vol. 15, Issue 3, Pages 1–34, 2022.
-
5. Köroğlu, A., “Görme engelliler sınıf öğretmenlerinin görme engelliler ilkokullarında öğrenim gören öğrencilerin eğitimine ilişkin görüşleri”, Yüksek Lisans Tezi, [Unpublished master’s thesis], Necmettin Erbakan University, Konya, 2022.
-
6. Başaran, S., “Teaching English to visually impaired students in Turkey: A case study”, Energy Education Science and Technology Part B: Social and Educational Studies, Vol. 2, Pages 217–226, 2012.
-
7. Ed-dali, R. “Non-sighted learners’ experiences towards phonology and phonetics teaching methods in higher education: an exploration of efficiency, access and performance”, Cogent Education, Vol. 11, Issue 1, Pages 1-17, 2024,
-
8. Aslan, C., Doğuş, M., & Şafak, P., “Yetişkin görme engelli bireylerin Braille yazıyı kullanma durumları”, Türk Eğitim Bilimleri Dergisi, Vol. 20, Issue 2, Pages 498–516, 2022.
-
9. Shi, L., Lawson, H. M., Zhang, Z., & Azenkot, S., “Designing interactive 3D printed models with teachers of the visually impaired”, Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI ’19), ACM, Glasgow, Scotland, UK, Pages 1–14, 2019.
-
10. Stone, B. W., Kay, D., Reynolds, A., & Brown, D., “3D Printing and Service Learning: Accessible Open Educational Resources for Students with Visual Impairment”, International Journal of Teaching and Learning in Higher Education, Vol. 32, Issue 2, Pages 336–346, 2020.
-
11. Brule, E., Bailly, G., Brock, A., Valentin, F., Denis, G., & Jouffrais, C. "MapSense: multi-sensory interactive maps for children living with visual impairments." Proceedings of the 2016 CHI conference on human factors in computing systems. Pages 445 - 457, 2016.
-
12. Weinberg, M., “What’s the Deal with Copyright and 3D Printing?”, Public Knowledge, 2013 https://michaelweinberg.org/docs/WhatstheDealwithCopyright_%20Finalversion2.pdf, [Erişim: 21 Temmuz 2025].
-
13. Agarwal, A., Jeeawoody, S., & Yamane, M., “3D-Printed teaching aids for students with visual impairments: Final report”, Stanford University, ENGR 110 Perspectives in Assistive Technology, 2014.
-
14. Lozano, O. R., “PRINT3D, a service-learning project for improving visually impaired accessibility through educational 3D printing”, Journal of Pre-College Engineering Education Research, Vol. 12, Issue 1, Article 5, 2022.
-
15. Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M., “Contribution of 3D modelling and printing to learning in primary schools: A case study with visually impaired students from an inclusive biology classroom”, Journal of Biological Education, Vol. 58, Issue 4, Pages 795–811, 2024.
16. Awang, A., Abdul Rani, I. F., & Eng Hock, K., “Global trends in Braille literacy and assistive technologies: A bibliometric analysis (1985–2024)”, British Journal of Visual Impairment, Vol. 43, Issue 1, Pages 1–14, 2025.
-
17. Kelly, S. M., & Smith, D. W., “The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research”, Journal of Visual Impairment & Blindness, Vol. 105, Issue 2, Pages 73–83, 2011.
-
18. Reiser, R. A., & Dempsey, J. V. (Eds.), Trends and Issues in Instructional Design and Technology, Page 408, Pearson, Boston, 2012.
-
19. Ding, Y., & Toran, H., “Application of ADDIE as an instructional design model in the teaching and rehabilitation of children with autism: A review”, International Journal of Learning, Teaching and Educational Research, Vol. 24, Issue 1, Pages 87–115, 2025.
-
20. Qaisar, S., Bashir, R., & Ashraf, S., “Developing science concepts of students with visual impairment through ADDIE instructional design model versus conventional teaching”, Annals of Human and Social Sciences, Vol. 4, Issue 3, Pages 884–895, 2023.
-
21. Yoong, S. M., “Applying the ADDIE model to design and develop an instrument for dyscalculia”, SEAMEO Journal, Vol. 1, Pages 55–70, 2022.
-
22. Branch, R. M., “Instructional Design: The ADDIE Approach.” Springer, 2009.
-
23. Çelik, A., Özdemir, S. Tinkering learning in classroom: an instructional rubric for evaluating 3D printed prototype performance. Int J Technol Des Educ 30, 459–478, 2020.
-
24. Çüm, S., Demir, E. K., Demir, T., & Kahyaoğlu Erdoğmuş, Y., “GRAFFAIN: Mini-Guide[Preprint], 2025.
-
25. Kasch, H., "Experimental Studies of the Affordances of Assistive Multimodal Learning Designs: Universal Design for Learning in Modern Language Classrooms." Journal of the International Society for Teacher Education, Vol. 23, Issue 2, Pages 93-107, 2019.
3D PHONETIC ALPHABET FOR INDIVIDUALS WITH VISUAL IMPAIRMENT: DESIGN AND EVALUATION OF BRAILLE-SUPPORTED TACTILE MATERIAL
Yıl 2026,
Cilt: 10 Sayı: 1
,
11
-
23
,
30.04.2026
Efekan Ünsal
,
Yasemin Kahyaoğlu Erdoğmuş
Öz
The study aimed to design, produce, and evaluate a Braille-supported 3D phonetic material to enhance phonetics instruction for individuals with visual impairments. Using the ADDIE model, the material was developed based on needs analysis interviews, expert input, and tactile design optimisation. Data were collected through rubric-based evaluations by 22 field experts and semi-structured interviews with 8 participants with visual impairments. Results showed that experts rated the material highly in terms of effectiveness, quality, and tactile conceptualization. Participants reported that the material concretised abstract phonetic concepts, enhanced motivation, and improved accessibility. Suggestions were put forward to enhance tactile spacing and develop versions for users with low vision. The study concluded that 3D printing could produce durable, accessible phonetic materials to enhance the learning experience. Future research could investigate different study groups, target learning frameworks, and various modes of audio support to optimise learning outcomes for students with visual impairment.
Etik Beyan
The research proposal was approved by the Institutional Review Board of Dokuz Eylül University. (IRB: E-10042736-659-1285476).
Proje Numarası
TÜBİTAK 2209-A 1919B012463659
Teşekkür
We would like to express our sincere gratitude to TÜBİTAK (The Scientific and Technological Research Council of Türkiye) for funding and supporting this research. We thank all participants for their voluntary support.
Kaynakça
-
1. Hardison, D.M., Phonological literacy in L2 learning and teacher training. In John M. Levis, Alene Moyer (Eds.), Social dynamics in second language Accent, Pages 195-218., De Gruyter, 2014.
-
2. Priya, M.L.S., Kumar, P., “Teaching phonetics to enhance pronunciation in an ESL classroom”, Journal of Critical Reviews, Vol. 7, Issue 2, Pages 669–672, 2020
-
3. Tran, T. M. P., & Pho, P. D., “A case study of how visually impaired learners acquire language”, Ethical Lingua: Journal of Language Teaching and Literature, Vol. 7, Issue 1, Pages 1–10, 2020.
-
4. Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S., “Tactile materials in practice: Understanding the experiences of teachers of the visually impaired”, ACM Transactions on Accessible Computing (TACCESS), Vol. 15, Issue 3, Pages 1–34, 2022.
-
5. Köroğlu, A., “Görme engelliler sınıf öğretmenlerinin görme engelliler ilkokullarında öğrenim gören öğrencilerin eğitimine ilişkin görüşleri”, Yüksek Lisans Tezi, [Unpublished master’s thesis], Necmettin Erbakan University, Konya, 2022.
-
6. Başaran, S., “Teaching English to visually impaired students in Turkey: A case study”, Energy Education Science and Technology Part B: Social and Educational Studies, Vol. 2, Pages 217–226, 2012.
-
7. Ed-dali, R. “Non-sighted learners’ experiences towards phonology and phonetics teaching methods in higher education: an exploration of efficiency, access and performance”, Cogent Education, Vol. 11, Issue 1, Pages 1-17, 2024,
-
8. Aslan, C., Doğuş, M., & Şafak, P., “Yetişkin görme engelli bireylerin Braille yazıyı kullanma durumları”, Türk Eğitim Bilimleri Dergisi, Vol. 20, Issue 2, Pages 498–516, 2022.
-
9. Shi, L., Lawson, H. M., Zhang, Z., & Azenkot, S., “Designing interactive 3D printed models with teachers of the visually impaired”, Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI ’19), ACM, Glasgow, Scotland, UK, Pages 1–14, 2019.
-
10. Stone, B. W., Kay, D., Reynolds, A., & Brown, D., “3D Printing and Service Learning: Accessible Open Educational Resources for Students with Visual Impairment”, International Journal of Teaching and Learning in Higher Education, Vol. 32, Issue 2, Pages 336–346, 2020.
-
11. Brule, E., Bailly, G., Brock, A., Valentin, F., Denis, G., & Jouffrais, C. "MapSense: multi-sensory interactive maps for children living with visual impairments." Proceedings of the 2016 CHI conference on human factors in computing systems. Pages 445 - 457, 2016.
-
12. Weinberg, M., “What’s the Deal with Copyright and 3D Printing?”, Public Knowledge, 2013 https://michaelweinberg.org/docs/WhatstheDealwithCopyright_%20Finalversion2.pdf, [Erişim: 21 Temmuz 2025].
-
13. Agarwal, A., Jeeawoody, S., & Yamane, M., “3D-Printed teaching aids for students with visual impairments: Final report”, Stanford University, ENGR 110 Perspectives in Assistive Technology, 2014.
-
14. Lozano, O. R., “PRINT3D, a service-learning project for improving visually impaired accessibility through educational 3D printing”, Journal of Pre-College Engineering Education Research, Vol. 12, Issue 1, Article 5, 2022.
-
15. Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M., “Contribution of 3D modelling and printing to learning in primary schools: A case study with visually impaired students from an inclusive biology classroom”, Journal of Biological Education, Vol. 58, Issue 4, Pages 795–811, 2024.
16. Awang, A., Abdul Rani, I. F., & Eng Hock, K., “Global trends in Braille literacy and assistive technologies: A bibliometric analysis (1985–2024)”, British Journal of Visual Impairment, Vol. 43, Issue 1, Pages 1–14, 2025.
-
17. Kelly, S. M., & Smith, D. W., “The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research”, Journal of Visual Impairment & Blindness, Vol. 105, Issue 2, Pages 73–83, 2011.
-
18. Reiser, R. A., & Dempsey, J. V. (Eds.), Trends and Issues in Instructional Design and Technology, Page 408, Pearson, Boston, 2012.
-
19. Ding, Y., & Toran, H., “Application of ADDIE as an instructional design model in the teaching and rehabilitation of children with autism: A review”, International Journal of Learning, Teaching and Educational Research, Vol. 24, Issue 1, Pages 87–115, 2025.
-
20. Qaisar, S., Bashir, R., & Ashraf, S., “Developing science concepts of students with visual impairment through ADDIE instructional design model versus conventional teaching”, Annals of Human and Social Sciences, Vol. 4, Issue 3, Pages 884–895, 2023.
-
21. Yoong, S. M., “Applying the ADDIE model to design and develop an instrument for dyscalculia”, SEAMEO Journal, Vol. 1, Pages 55–70, 2022.
-
22. Branch, R. M., “Instructional Design: The ADDIE Approach.” Springer, 2009.
-
23. Çelik, A., Özdemir, S. Tinkering learning in classroom: an instructional rubric for evaluating 3D printed prototype performance. Int J Technol Des Educ 30, 459–478, 2020.
-
24. Çüm, S., Demir, E. K., Demir, T., & Kahyaoğlu Erdoğmuş, Y., “GRAFFAIN: Mini-Guide[Preprint], 2025.
-
25. Kasch, H., "Experimental Studies of the Affordances of Assistive Multimodal Learning Designs: Universal Design for Learning in Modern Language Classrooms." Journal of the International Society for Teacher Education, Vol. 23, Issue 2, Pages 93-107, 2019.
Yıl 2026,
Cilt: 10 Sayı: 1
,
11
-
23
,
30.04.2026
Efekan Ünsal
,
Yasemin Kahyaoğlu Erdoğmuş
Proje Numarası
TÜBİTAK 2209-A 1919B012463659
Kaynakça
-
1. Hardison, D.M., Phonological literacy in L2 learning and teacher training. In John M. Levis, Alene Moyer (Eds.), Social dynamics in second language Accent, Pages 195-218., De Gruyter, 2014.
-
2. Priya, M.L.S., Kumar, P., “Teaching phonetics to enhance pronunciation in an ESL classroom”, Journal of Critical Reviews, Vol. 7, Issue 2, Pages 669–672, 2020
-
3. Tran, T. M. P., & Pho, P. D., “A case study of how visually impaired learners acquire language”, Ethical Lingua: Journal of Language Teaching and Literature, Vol. 7, Issue 1, Pages 1–10, 2020.
-
4. Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S., “Tactile materials in practice: Understanding the experiences of teachers of the visually impaired”, ACM Transactions on Accessible Computing (TACCESS), Vol. 15, Issue 3, Pages 1–34, 2022.
-
5. Köroğlu, A., “Görme engelliler sınıf öğretmenlerinin görme engelliler ilkokullarında öğrenim gören öğrencilerin eğitimine ilişkin görüşleri”, Yüksek Lisans Tezi, [Unpublished master’s thesis], Necmettin Erbakan University, Konya, 2022.
-
6. Başaran, S., “Teaching English to visually impaired students in Turkey: A case study”, Energy Education Science and Technology Part B: Social and Educational Studies, Vol. 2, Pages 217–226, 2012.
-
7. Ed-dali, R. “Non-sighted learners’ experiences towards phonology and phonetics teaching methods in higher education: an exploration of efficiency, access and performance”, Cogent Education, Vol. 11, Issue 1, Pages 1-17, 2024,
-
8. Aslan, C., Doğuş, M., & Şafak, P., “Yetişkin görme engelli bireylerin Braille yazıyı kullanma durumları”, Türk Eğitim Bilimleri Dergisi, Vol. 20, Issue 2, Pages 498–516, 2022.
-
9. Shi, L., Lawson, H. M., Zhang, Z., & Azenkot, S., “Designing interactive 3D printed models with teachers of the visually impaired”, Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI ’19), ACM, Glasgow, Scotland, UK, Pages 1–14, 2019.
-
10. Stone, B. W., Kay, D., Reynolds, A., & Brown, D., “3D Printing and Service Learning: Accessible Open Educational Resources for Students with Visual Impairment”, International Journal of Teaching and Learning in Higher Education, Vol. 32, Issue 2, Pages 336–346, 2020.
-
11. Brule, E., Bailly, G., Brock, A., Valentin, F., Denis, G., & Jouffrais, C. "MapSense: multi-sensory interactive maps for children living with visual impairments." Proceedings of the 2016 CHI conference on human factors in computing systems. Pages 445 - 457, 2016.
-
12. Weinberg, M., “What’s the Deal with Copyright and 3D Printing?”, Public Knowledge, 2013 https://michaelweinberg.org/docs/WhatstheDealwithCopyright_%20Finalversion2.pdf, [Erişim: 21 Temmuz 2025].
-
13. Agarwal, A., Jeeawoody, S., & Yamane, M., “3D-Printed teaching aids for students with visual impairments: Final report”, Stanford University, ENGR 110 Perspectives in Assistive Technology, 2014.
-
14. Lozano, O. R., “PRINT3D, a service-learning project for improving visually impaired accessibility through educational 3D printing”, Journal of Pre-College Engineering Education Research, Vol. 12, Issue 1, Article 5, 2022.
-
15. Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M., “Contribution of 3D modelling and printing to learning in primary schools: A case study with visually impaired students from an inclusive biology classroom”, Journal of Biological Education, Vol. 58, Issue 4, Pages 795–811, 2024.
16. Awang, A., Abdul Rani, I. F., & Eng Hock, K., “Global trends in Braille literacy and assistive technologies: A bibliometric analysis (1985–2024)”, British Journal of Visual Impairment, Vol. 43, Issue 1, Pages 1–14, 2025.
-
17. Kelly, S. M., & Smith, D. W., “The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research”, Journal of Visual Impairment & Blindness, Vol. 105, Issue 2, Pages 73–83, 2011.
-
18. Reiser, R. A., & Dempsey, J. V. (Eds.), Trends and Issues in Instructional Design and Technology, Page 408, Pearson, Boston, 2012.
-
19. Ding, Y., & Toran, H., “Application of ADDIE as an instructional design model in the teaching and rehabilitation of children with autism: A review”, International Journal of Learning, Teaching and Educational Research, Vol. 24, Issue 1, Pages 87–115, 2025.
-
20. Qaisar, S., Bashir, R., & Ashraf, S., “Developing science concepts of students with visual impairment through ADDIE instructional design model versus conventional teaching”, Annals of Human and Social Sciences, Vol. 4, Issue 3, Pages 884–895, 2023.
-
21. Yoong, S. M., “Applying the ADDIE model to design and develop an instrument for dyscalculia”, SEAMEO Journal, Vol. 1, Pages 55–70, 2022.
-
22. Branch, R. M., “Instructional Design: The ADDIE Approach.” Springer, 2009.
-
23. Çelik, A., Özdemir, S. Tinkering learning in classroom: an instructional rubric for evaluating 3D printed prototype performance. Int J Technol Des Educ 30, 459–478, 2020.
-
24. Çüm, S., Demir, E. K., Demir, T., & Kahyaoğlu Erdoğmuş, Y., “GRAFFAIN: Mini-Guide[Preprint], 2025.
-
25. Kasch, H., "Experimental Studies of the Affordances of Assistive Multimodal Learning Designs: Universal Design for Learning in Modern Language Classrooms." Journal of the International Society for Teacher Education, Vol. 23, Issue 2, Pages 93-107, 2019.