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Drawing Connections: Enhancing Drawing Expression with 3D-Printed Tactile Graphics and 3D-Printing Pens for Students with Visual Impairments

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Title: Drawing Connections: Enhancing Drawing Expression with 3D-Printed Tactile Graphics and 3D-Printing Pens for Students with Visual Impairments
Language: English
Authors: Hsiang-Ping Wu (ORCID 0000-0003-1833-2970)
Source: International Journal of Art & Design Education. 2026 45(2):272-287.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Freehand Drawing, Computer Peripherals, Printing, Computer Uses in Education, Art Education, Manipulative Materials, Tactile Adaptation, Graphic Arts, Students with Disabilities, Visual Impairments, Scores, Teaching Methods, Cognitive Processes
DOI: 10.1111/jade.12591
ISSN: 1476-8062
1476-8070
Abstract: Vision is vital for daily activities, aiding the interpretation of graphics. Visual impairments poses unique challenges to knowledge acquisition from visual data. Empowering students with visual impairments through diverse auxiliary assistive resources is essential for their educational and professional growth. In a study involving nine students with visual impairments, a novel approach combined 3D-printed tactile graphics and 3D-printing pens for a learning task. The study assessed their impact through pretest and post-test, drawing percentage parts. Participants' order and time for locating and tracing trajectories during drawing were recorded to examine their conversion of tactile graphics from 2D to 2.5D. Pretest data indicated an average completion of 17.5%, significantly increasing to 96.8% in the post-test. The paired sample t-test confirmed a substantial difference (t = -16.419, df = 8, p < 0.01), indicating higher post-test cognition. ARCS scores were Attention = 4.08, Relevance = 4.02, Confidence = 3.88, and Satisfaction = 4.22, with SD ranging from 0.43 to 0.48. Kendall's W test coefficient fell between 0.38 and 0.53. Students' drawing analysis revealed progression to the advanced 'connected feature' stage, showing deeper understanding and practical application. Efficiency and proficiency in locating anchor points for drawing improved. Original 3D-printed tactile graphics and drawn features allowed for assessing part characteristics before finalising the drawing area, facilitating efficient anchor point exploration and reducing drawing times. This teaching mode enables real-time trajectory creation, integrating them with tactile materials and enhancing cognitive learning for students with visual impairments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506681
Database: ERIC
FullText Text:
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  Data: Drawing Connections: Enhancing Drawing Expression with 3D-Printed Tactile Graphics and 3D-Printing Pens for Students with Visual Impairments
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/jade.12591
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– Name: Abstract
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  Data: Vision is vital for daily activities, aiding the interpretation of graphics. Visual impairments poses unique challenges to knowledge acquisition from visual data. Empowering students with visual impairments through diverse auxiliary assistive resources is essential for their educational and professional growth. In a study involving nine students with visual impairments, a novel approach combined 3D-printed tactile graphics and 3D-printing pens for a learning task. The study assessed their impact through pretest and post-test, drawing percentage parts. Participants&#39; order and time for locating and tracing trajectories during drawing were recorded to examine their conversion of tactile graphics from 2D to 2.5D. Pretest data indicated an average completion of 17.5%, significantly increasing to 96.8% in the post-test. The paired sample t-test confirmed a substantial difference (t = -16.419, df = 8, p &lt; 0.01), indicating higher post-test cognition. ARCS scores were Attention = 4.08, Relevance = 4.02, Confidence = 3.88, and Satisfaction = 4.22, with SD ranging from 0.43 to 0.48. Kendall&#39;s W test coefficient fell between 0.38 and 0.53. Students&#39; drawing analysis revealed progression to the advanced &#39;connected feature&#39; stage, showing deeper understanding and practical application. Efficiency and proficiency in locating anchor points for drawing improved. Original 3D-printed tactile graphics and drawn features allowed for assessing part characteristics before finalising the drawing area, facilitating efficient anchor point exploration and reducing drawing times. This teaching mode enables real-time trajectory creation, integrating them with tactile materials and enhancing cognitive learning for students with visual impairments.
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  Data: 2026
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        Value: 10.1111/jade.12591
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 272
    Subjects:
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Computer Peripherals
        Type: general
      – SubjectFull: Printing
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      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Manipulative Materials
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      – SubjectFull: Tactile Adaptation
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      – SubjectFull: Graphic Arts
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Visual Impairments
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      – SubjectFull: Scores
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Cognitive Processes
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    Titles:
      – TitleFull: Drawing Connections: Enhancing Drawing Expression with 3D-Printed Tactile Graphics and 3D-Printing Pens for Students with Visual Impairments
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