| Summary: | 碩士 === 國立臺灣師範大學 === 設計學系 === 105 === Compared with developed countries such as Japan, the United States, Germany, and France, the development and popularization of tactile picture books for blind children in Taiwan has been stagnant. Therefore, this study used visual and tactile pictures as one of the content factors of universal and interactive picture books, in combination with an interactive game system, to create picture books that can be read by blind children as well as sighted children. The research objectives were to (1) develop appropriately simplified pictures for use in universal and interactive picture books, in order to enable totally blind children to learn the same graphic symbols as sighted children; and (2) use the readability, tactility, and reading-aloud capacity of universal and interactive picture books as a medium for interaction and expression to enable two-way communication between totally blind and sighted children. Through this research, we hope to enhance inspiration toward and focus on the use of tactile graphics in education for the visually impaired in Taiwan. Methods of research included literature reviews; participant observation of painting lessons for totally blind children; interviews with visually impaired students, their parents, and instructors for the visually impaired; and an analysis of existing tactile picture books. The research results were collected and the following four design criteria were formulated for universal and interactive picture books: (1) visual images and text with tactile pictures and braille are co-existing simultaneously; (2) simplified graphics; (3) topics related to daily life; (4) and complete text and meaning that could be read aloud. This study formulated the process and main points for creating universal and interactive picture books, and divided the value of universal and interactive picture books into four main aspects: (1) physiological (tactile and audio stimulation), (2) psychological (able to experience the pleasure of the presence of braille with text and graphics, eliminate asymmetric information transfer, and have control over reading), (3) learning (accrual of tactile experience and enhancement of ability, build awareness of life, establish a foundation for the graphic symbols for sighted children), and (4) social (create interaction opportunities between blind and sighted children, build bridges between teachers and students and between parents and children, and reflect reading opportunities and ubiquity of resources). We hope that the research results herein will prompt the development of subsequent relevant research and inspire more comprehensive studies on the subject.
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