Drawxi

Because it requires communicating complex ideas through pictures and drawings. Conducting user interviews with 20 visually impaired participants revealed the lack of tools to demonstrate learning. This hinders positive experience with instructors and sighted classmates. Hence, visually impaired students feel discouraged, and their generative capabilities remain undervalued.

"My job requires me to make course material accessible in the University. But majority learning happens in the classroom. I wish students and instructors could create accessible content collectively."

-Principal Accessibility Consultant

Let's say Emma wants to clarify the concept of magnetic poles with her instructor. She connects the Drawxi board to her laptop using a USB connection.

Emma presses the rectangle button on the top left of the Drawxi board. This triggers basic shapes mode.

She double taps on the board to mark the starting point. Using the vibrating starting point as a reference, she draws the length and breadth of the rectangle.

Emma sends her instructor the URL and passcode for collaborating remotely. After authentication, her instructor can view the diagram on Drawxi Canvas.

Emma double taps on the Drawxi board to mark the starting point and triggers freehand drawing mode.

Using the vibrating starting point as a reference, Emma draws a label. The drawing ends when she lifts her finger.

Her instructor can view the label on Drawxi Canvas after a few seconds.

Emma's instructor updates the diagram by using the edit buttons to undo the changes and draws a new diagram.

Emma receives a notification after her instructor saves the changes on Drawxi canvas. Emma clicks on the OK button on the top to refresh the frame.

Through haptic feedback, Emma perceives the changes by using her fingers. By default Drawxi is in the explore mode for users to perceive the changes.

Visually impaired users rely on devices that leverage multi-sensory interactions to compensate for the visual deficit. But, multi-sensory devices are expensive and bulky.

Looking through the user's perspective demonstrated that lack of affordable, portable, and collaborative tools impede communication. Thus, the generative capabilities of visually impaired students remain undiscovered, discouraging them from pursuing STEM education.

John is struggling at school because of the gap in communicating his ideas at school.

John is wondering if he should invest in an expensive device or use the money to pay fees.

John wishes there was an affordable device to support his education in STEM.

At the end of each class, Alan has to pack all his things before moving to the next class.

In case he is going alone, he has to figure out a way to reach his next class.

Then he has to unpack all his things before the instructor begins the lecture.

The instructor has shared all the required tactile class material with Laura.

During the class, the instructor makes some changes while explaining a doubt.

But, Laura could not follow the clarification because her tactile class material does not have the changes.

It revealed that users frequently rely on tactile artifacts to perceive graphical information. They have a structure based mental-model (3D) instead of a survey like mental-model (2D). Hence, graphical information should be available in 2D and 3D formats.

Line quality with pen-type tools is better, but users felt less confident due to lack of touch.

Users felt more confident while drawing with fingers because they had a better sense of space.

Drawing with pen and fingers was difficult for users with limited finger movements.

Users rely on custom workarounds to communicate complex ideas. For e.g. an excel sheet or drawing a stick figure.

We conducted co-design workshops with 10 visually impaired participants. We kickstarted participant brainstorming with "What if" cards, then formed teams with both sighted and visually impaired participants. Each team used materials like clay, popsicle sticks, stickers, stencils, etc.

The concept uses a magnetic pen to raise the metal balls when users draw.
Pros: Tactile feedback, erasable.
Cons: Low accuracy of drawing, difficult to maintain.

Users will use a pressure sensor-enabled cover to interact with electronic devices for drawing.
Pros: Affordable, compatible with many devices.
Cons: not easy to maintain, fragile.

It has a panel on the left for drawing and right panel for perceiving shapes via pin matrix.
Pros: Less confusing.
Cons: Poor use of real estate, restrictive.

It uses haptic feedback to help users draw and perceive drawings. Plus, buttons on the top accessible from left or right hand.
Pros: More space for drawing, less confusion.
Cons: Requires many haptic actuators.

Our team performed usability testing with three participants by creating prototypes via laser cutting soft cardboard material. My role was planning the test, and performing the usability study.

Participants preferred the (200 mm * 160 mm) size for the product. They felt they could easily carry it in their handbags or purses.

Participants used their non-dominant hand to keep track of the drawing space, hence, the device size should be suitable for palms.

Participants felt less confident using a pen-type device and preferred drawing with their fingers. Enabling tactile interactions.

We tested various gridlines and dotted surfaces. Participants preferred a flat smooth surface, allowing smooth experience.

I learned that we can optimize meetings by keeping them short and goal-oriented. It is better to make decisions quickly and fail fast.

Participatory design is central for accessible designs. Designing with the users eliminates faulty premises, ensuring confidence in the design. Besides, it is easy to develop empathy, trust, and cultivate humility.  

Design is not a straightforward process, and it can be difficult to visualize the final results. It is vital to trust the process and keep moving ahead one step at a time.