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Education Sciences
Volume 15
Issue 9
10.3390/educsci15091110
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy

by
Manuel J. Ibarra-Cabrera
1,*,
Roel Waldiry Gamarra Chipa
2,
Hesmeralda Rojas Enriquez
1,
Yonatan Mamani-Coaquira
1,
Herwin Alayn Huillcen Baca
3 and
David Calderon Vilca
4
1
Informatics and Systems Academic Department, Universidad Nacional Micaela Bastidas de Apurímac, Abancay 03001, Peru
2
Informatics and Systems Engineering School, Universidad Nacional Micaela Bastidas de Apurímac, Abancay 03001, Peru
3
Academic Department of Engineering and Computer Technology, Universidad Nacional Jose Maria Arguedas, Andahuaylas 03701, Peru
4
Departamento de Ingeniería de Software, Universidad Nacional Mayor de San Marcos, Lima 15081, Peru
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(9), 1110; https://doi.org/10.3390/educsci15091110
Submission received: 5 July 2025 / Revised: 16 August 2025 / Accepted: 19 August 2025 / Published: 26 August 2025
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
Review Reports Versions Notes

Abstract

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies.
Keywords: Braille; multisensory; inclusive; game; device; learning; literacy; serious game Braille; multisensory; inclusive; game; device; learning; literacy; serious game

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MDPI and ACS Style

Ibarra-Cabrera, M.J.; Gamarra Chipa, R.W.; Rojas Enriquez, H.; Mamani-Coaquira, Y.; Huillcen Baca, H.A.; Calderon Vilca, D. Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy. Educ. Sci. 2025, 15, 1110. https://doi.org/10.3390/educsci15091110

AMA Style

Ibarra-Cabrera MJ, Gamarra Chipa RW, Rojas Enriquez H, Mamani-Coaquira Y, Huillcen Baca HA, Calderon Vilca D. Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy. Education Sciences. 2025; 15(9):1110. https://doi.org/10.3390/educsci15091110

Chicago/Turabian Style

Ibarra-Cabrera, Manuel J., Roel Waldiry Gamarra Chipa, Hesmeralda Rojas Enriquez, Yonatan Mamani-Coaquira, Herwin Alayn Huillcen Baca, and David Calderon Vilca. 2025. "Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy" Education Sciences 15, no. 9: 1110. https://doi.org/10.3390/educsci15091110

APA Style

Ibarra-Cabrera, M. J., Gamarra Chipa, R. W., Rojas Enriquez, H., Mamani-Coaquira, Y., Huillcen Baca, H. A., & Calderon Vilca, D. (2025). Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy. Education Sciences, 15(9), 1110. https://doi.org/10.3390/educsci15091110

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