Presenters
Raiza Kadheeja, National Center of Assistive Technology, IIT Delhi, India; Dr. Piyush Chanana; PVM Rao.
Abstract
Children with visual impairment in India often encounter barriers in learning mathematics because many foundational concepts are taught through visual representations and diagrams, noticed in the textbooks made for K-12 education. This research explores the design and development of tangible STEM learning products that make mathematics accessible through multisensory interaction and hands-on exploration. The study presents two educational interventions: SymSym, an inclusive symmetry kit, and Turn-ado: a multi-concept tactile learning board, designed for visually impaired learners from Grade 5 and above.
A user-centred and iterative design methodology was adopted, combining material exploration, rapid prototyping, and repeated user testing with visually impaired learners and special educators.
For SymSym, more than six prototypes and material explorations were conducted to evaluate tactile feedback, durability, and manufacturability. Materials investigated included paper weights ranging from 130 GSM to 250 GSM, in both laminated and unlaminated finishes, leading to the selection of 250 GSM unlaminated textured paper.
For Turn-ado, five major prototypes were developed, progressing from thermoformed sheets and foam models to functional 3D-printed and laser-cut systems using magnetic assemblies, PLA, and MDF components.
The products underwent three rounds of user testing and were evaluated with the participation of ten special educators, whose feedback informed successive
iterations and validated the pedagogical effectiveness of the interventions. The findings demonstrated that tactile, modular, and self-correcting interactions significantly improved learners’ understanding of mathematical concepts such as line symmetry, rotational symmetry, angles, fractions, directions, and clock reading while reducing cognitive load and supporting independent learning. The current status of both the projects have gone for manufacturing 100 units each for further user validation all over India.
The research highlights the critical role of material experimentation and iterative prototyping in developing accessible educational products. It further demonstrates that well-designed tangible learning tools can bridge gaps in STEM education for visually impaired learners while being suitable for scalable manufacturing and classroom implementation.
Presenter Biography
Raiza Kadheeja, Product Designer · National Center of Assistive Technology, IIT Delhi, India
Raiza Kadheeja has been designing products for children for more than four years, with a particular interest in tangible learning tools. She now works at the National Center of Assistive Technology at IIT Delhi. Her aim is to get useful products into the hands of children who need them as soon as possible. Outside that work, she also creates children’s illustrations and animations.