Dynamic multimodal drawing in school: Exploring technology support of drawing skills development in children with visual impairments

Abstract

BACKGROUND: Technology is widely used in school to assist students with visual impairments. Drawing with traditional methods is still difficult for those users. In this paper, we present and discuss an evaluation of a haptic and sound interactive drawing program (HIPP). OBJECTIVE: The aim of the st udy was to identify what aspects of the technological aid support the drawing skill development in children with visual impairment. METHODS: Interviews, observations and video recordings of use situations were used for data gathering. Our analysis is based on cultural-historical activity theory, and examines the mediation between the child and the object of their activity, their drawings, as well as the roles of teachers, classmates, assistants, and family. RESULTS: The haptic and audio drawing program supports the steps (doodling, interpretation, planning, and more intentional drawing) observed in visually-acquired drawing, although possible improvements have also been identified. Observations of the drawing program in use showed that its mix of dynamic multimodal interaction and a stable drawing feedback, enable visually impaired students and sighted teachers to jointly access a shared representation. CONCLUSIONS: Successful long-term use, together with the presented results of our analysis show how multimodal dynamic and stable interaction can successfully support drawing activities.