Designing audio-tactile geometry learning environments for blind and visually impaired children

Geometry is traditionally taught through visual representations, creating barriers for blind and visually impaired children. Although recent studies have explored tactile manipulatives, tangible user interfaces, and audio feedback, design knowledge for audio–tactile geometry learning remains fragmented. This paper investigates how audio–tactile systems can support introductory geometry education for visually impaired learners. A Design and Development Research approach was adopted. First, a literature review identified six design principles: tactile-first exploration, multimodal reinforcement, active manipulation, autonomous learning, low-cost accessibility, and embedded self-verification. These principles were then implemented in a learning environment based on 3D-printed geometric manipulatives, NFC-enabled interaction, and web-based audio descriptions. Among these principles, embedded self-verification is the central and most distinctive: magnetic alignment, together with an area-support insert that fits only when a figure has been assembled correctly, turns the artifact itself into a Montessori-style control of error, acting simultaneously as guidance, feedback, and assessment without any digital sensing. The primary contribution of this paper is this notion of physically embedded self-verification for accessible geometry, demonstrated through a low-cost, platform-independent proof-of-concept; the six design principles provide the supporting framework. This paper provides a design framework and a feasible architecture for accessible geometry education that can serve as a foundation for future classroom evaluation.