Breaking Barriers: A Multi-Sensory Journey for Visually Impaired Children

Abstract

This study investigates the impact of assistive technological tools on learning outcomes and user experience among visually impaired children in Hangzhou, Zhejiang, China, focusing on the mediating role of perceived satisfaction. The research explores the dynamics between different sensory organs' functions with assistive technological tools and their subsequent effects on visually impaired children's learning and experience. A quantitative research approach was employed, using a survey distributed to 98 visually impaired children from a special daycare and learning center, and data analysis was conducted through partial least squares structural equation modeling (PLS-SEM). The findings reveal that assistive technological tools significantly influence learning outcomes and user experience, highlighting the critical role of active participation and engagement in the assistive learning environment. In addition, perceived satisfaction mediated the relationship between assistive technological tools and user experience but not between assistive technological tools and learning outcomes. This study contributes to understanding how technological advancement can be optimized to enhance disability experiences and outcomes, providing valuable insights for educators, policymakers, and stakeholders around disabilities. The research highlights the importance of fostering engaging learning environments that support learning, personal growth, and exploring new knowledge and information for individuals with disabilities.