This study addresses the limited availability of standardized and pedagogically grounded tactile learning materials for students with visual impairments by focusing on the design of 3D tactile books. The purpose is to develop evidence-based design principles through a design and development research approach. A mixed-method, iterative methodology was employed, structured around the ADDIE model and involving analysis, design, development, and evaluation phases. The study group consisted of teachers of visually impaired students and field experts selected through purposive sampling across different phases. Data were collected using semi-structured interviews and focus group discussions and analyzed through content analysis. Findings indicate that effective 3D tactile books should integrate multisensory elements, ensure durability and usability, align with learner characteristics, and support independent and collaborative learning. The developed prototype, refined through iterative cycles, demonstrated strong usability, motivational impact, and cognitive support potential. The study concludes by proposing comprehensive design principles to guide future development of accessible, scalable, and instructionally effective tactile learning materials.
Demir et al. (Sun,) studied this question.
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