3D Resources for Visually Impaired Students

1
Miguel Ángel Aires Borrás
Miguel Ángel Aires Borrás
2
Cleyton Fernandes Ferrarini
Cleyton Fernandes Ferrarini
3
Plínio Cesar Marins
Plínio Cesar Marins
4
Andréa Regina Martins Fontes
Andréa Regina Martins Fontes
5
Patrícia Saltorato
Patrícia Saltorato
6
Camila Barros de Miranda Moram
Camila Barros de Miranda Moram
1 a Department of Production Engineering, Federal University of São Carlo

Send Message

To: Author

GJHSS Volume 23 Issue G2

Article Fingerprint

ReserarchID

25XKV

3D Resources for Visually Impaired Students Banner
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu

Summery-This paper analyzes the process of development of three-dimensional didactic resources created and tested with visually impaired students from Brazilian public schools which involved designers, teachers, and students collaboratively. The importance of interaction among the areas of Engineering, Design, and Education was also analyzed. The central results were the creation or adaptation of effective didactic resources as intermediary objects to help teachers, and visually impaired students in the teaching-learning process within the areas of Arts, Nature Sciences, and Mathematics. This paper points out the importance of collaborative activities involving users and designers along the process of assistive products development, measured with Rasch Analysis and through verbalizations of students, teachers, and designers.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

Miguel Ángel Aires Borrás. 2026. \u201c3D Resources for Visually Impaired Students\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 23 (GJHSS Volume 23 Issue G2): .

Download Citation

Visual Aid for Students in Research.
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification: DDC Code: 425.62 LCC Code: PE1301
Version of record

v1.2

Issue date

March 28, 2023

Language

English

Experiance in AR

The methods for personal identification and authentication are no exception.

Read in 3D

The methods for personal identification and authentication are no exception.

Article Matrices
Total Views: 1262
Total Downloads: 27
2026 Trends
Research Identity (RIN)
Related Research

Published Article

Summery-This paper analyzes the process of development of three-dimensional didactic resources created and tested with visually impaired students from Brazilian public schools which involved designers, teachers, and students collaboratively. The importance of interaction among the areas of Engineering, Design, and Education was also analyzed. The central results were the creation or adaptation of effective didactic resources as intermediary objects to help teachers, and visually impaired students in the teaching-learning process within the areas of Arts, Nature Sciences, and Mathematics. This paper points out the importance of collaborative activities involving users and designers along the process of assistive products development, measured with Rasch Analysis and through verbalizations of students, teachers, and designers.

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]
×

This Page is Under Development

We are currently updating this article page for a better experience.

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

Quote and Order Details

Contact Person

Invoice Address

Notes or Comments

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

3D Resources for Visually Impaired Students

Miguel Ángel Aires Borrás
Miguel Ángel Aires Borrás a Department of Production Engineering, Federal University of São Carlo
Cleyton Fernandes Ferrarini
Cleyton Fernandes Ferrarini
Plínio Cesar Marins
Plínio Cesar Marins
Andréa Regina Martins Fontes
Andréa Regina Martins Fontes
Patrícia Saltorato
Patrícia Saltorato
Camila Barros de Miranda Moram
Camila Barros de Miranda Moram

Research Journals