Experience as it is experienced: multisensory assistive technology for visually impaired children’s language learning

PURPOSE: To evaluate whether a tactile-audio Chinese language book can function as an educational assistive technology for children with visual impairment by improving access to curriculum content, supporting comprehension, and enhancing user engagement. MATERIALS AND METHODS: A mixed-methods case study was conducted across four phases: needs assessment, iterative product development, user testing, and implementation. Quantitative data included a questionnaire completed by 36 teachers from schools and organisations serving learners with visual impairment across nine Chinese provinces, and a repeated-measures comparison involving 12 visually impaired children (VIC) who used Braille-only materials, tactile graphics, and tactile-audio books. Qualitative data included field notes, design records, and semi-structured interviews with teachers, VIC, designers, and production partners. RESULTS: Teachers reported a substantial shortage of accessible graphic learning materials, with 97% identifying insufficient provision and 91.67% reporting inadequate standardisation. In student testing, the tactile-audio book outperformed Braille-only and tactile-only materials on learning cognition, graphic cognition, and learning interest. Qualitative findings showed that integrated tactile and audio cues improved recognisability, reduced uncertainty during exploration, and increased willingness to participate. Implementation data further indicated that product benefit depended on production quality, teacher mediation, audio access, and institutional support. CONCLUSIONS: The findings support the classification of tactile-audio curriculum books as educational assistive technology rather than supplementary teaching aids alone. Their value lies not only in the product itself, but also in the surrounding service system that enables selection, production, teacher use, and classroom integration.