Design and Implement an Interactive IoT based Tamil Braille keypad for

visually impaired school children

Dr.S.Suganthi
Assistant Professor
Department of Computer Science
G.Venkataswamy Naidu College,Kovilpatti
[email protected]
Abstract

Mastering Braille is essential for individuals facing visual impairments as it equips

them with the skills needed to read, write, and communicate effectively. Despite the
availability of various educational tools for Braille, the Tamil Braille system lacks
contemporary and interactive alternatives, mainly relying on traditional tools such as Braille
blocks. This paper introduces an innovative educational system that incorporates a tangible
and interactive interface, specifically designed to aid visually impaired children in learning
Tamil Braille letters and numbers. The system seamlessly integrates a tactile Braille keypad
with an educational website, effectively combining physical and digital learning
environments. The tactile Braille keypad, developed using IoT technology, communicates
with the educational open-source toolkit. A usability test was conducted to evaluate the
system's user-friendliness, revealing that the interactive Braille keypad, when used alongside
the educational open-source toolkit, significantly improves learning outcomes for blind
children. This groundbreaking system has the potential to transform Tamil Braille education,
making it more engaging and accessible for visually impaired students. A user study with
blind children was conducted to assess the proposed system's effectiveness, and the findings
indicate that the proposed keypad not only fosters intrinsic motivation for Braille learning but
also empowers children to independently interact with Braille characters, mitigating
challenges associated with Braille reading acquisition. The suggested system serves as a
valuable supplement to traditional educational programs, offering children the flexibility to
explore and engage with Braille characters at their own pace. Additionally, an open-source
toolkit is provided to facilitate the integration of the Braille keypad in educational settings
and by researchers. This toolkit allows for customization to meet individual learning
requirements, making the Braille keypad a versatile and accessible tool for educators and
researchers in the field of visual impairment education.

1. Introduction

Literacy serves as the cornerstone of formal education, playing a pivotal role in

various facets of life such as education and communication. It forms the basis for learning,
enabling individuals to access information, acquire new skills, and actively participate in the
educational process. Proficient literacy skills empower individuals to comprehend textbooks,
take notes, and complete assignments, fostering success in academic endeavors. Moreover,
literacy facilitates independence, reducing reliance on others for basic tasks like form filling
and understanding critical information. Learning to read and write during childhood
development is a crucial milestone, laying the groundwork for a lifetime of learning and
personal growth.

In the context of literacy, it is essential to acknowledge the rights of individuals with

disabilities, such as those who are blind or have low vision. The Braille system, devised by
Louis Braille in 1824, is a vital tool that enables visually impaired individuals to access
written information, read books, and engage in written communication. By incorporating
Braille, inclusivity is promoted, ensuring everyone has the opportunity to learn and
communicate effectively. Literacy, therefore, emerges not only as a valuable skill but as a
fundamental human right, opening doors to education, independence, and communication.
Striving for equal access to literacy tools and resources becomes imperative to ensure
individuals, irrespective of their abilities, can lead fulfilling lives.

Transitioning to the discussion of Braille, its inventor Louis Braille, who himself was
blind, developed this tactile reading and writing system with the aim of providing enhanced
accessibility for blind and visually impaired individuals. Braille's invention in 1824 marked a
significant leap forward in enabling these individuals to read and write more efficiently.
Named after its inventor, Braille serves as a representation of various languages, with each
Braille character corresponding to specific letters, numbers, punctuation marks, or even
whole words or contractions.

The basic Braille cell consists of six dots arranged in a 2x3 matrix within two vertical
columns. Numerically identified as 1 to 6, these dots represent different elements such as
alphabetical letters, numbers, symbols, consonants, vowels, diacritical marks, or abbreviated
suffixes. The tactile configuration of dots in a Braille cell gives each symbol a distinctive
shape that can be read through touch. The reading direction in Braille is from left to right,
despite the embossing occurring from right to left within the cell. Barriers between individual
Braille cells aid in distinguishing them and ensure accurate reading.

In terms of developing an interactive Tamil Braille learning system with a tactile

Braille keypad, the initiative is laudable. Such a system holds numerous benefits, including
increased accessibility for individuals with visual impairments, enhanced engagement
through interactive digital tools, immediate feedback via the tactile keypad, and progress
tracking capabilities. The multisensory learning experience, combining tactile feedback with
audio cues and visual aids, proves highly effective for Braille learners. Additionally, digital
systems offer cost-effectiveness, sustainability, and the potential for customization based on
individual needs. However, careful consideration of accessibility, cost, and adequate training
and support for users is essential to maximize the benefits of the system. Collaborating with
the Braille community, educators, and experts is crucial for the development of a system that
meets the specific needs of Tamil Braille learners.

2. Design Process

Our initial inspiration for this project stemmed from prior research endeavors.
Following that, we underwent six rounds of collaborative refinement with stakeholders to
improve both our initial concept and prototype design. Figure 3 visually encapsulates these
iterations, presenting an image corresponding to each prototype or conceptual model
discussed throughout those phases.

During the first iteration, we developed two conceptual prototypes influenced by

existing works. Our primary goal was to provide automated audio feedback to users. The
initial concept, named BrailleEggs, took the form of an enlarged Braille character, allowing
users to select individual dots by placing egg-shaped objects, similar to commercially
available [6] or homemade [27] devices. For the second concept, resembling a SwingCell [7,
14], we crafted a prototype using clay and marbles.

In the subsequent iteration, we engaged in discussions about the BrailleEggs concept

and the clay prototype with two educators: one sighted (E1) and one visually impaired (E2).
Both educators specialized in teaching children with visual impairments, and we also
included a blind digital accessibility consultant and braille expert (E3). During these early
stages, we intentionally excluded children who were currently learning Braille and instead
relied on the expert insights of educational professionals.

In response to their valuable feedback, especially the suggestion to prioritize standard-

sized Braille characters and spelling words over individual characters, we formulated a
comprehensive concept for a Braille keypad.

25×40×5mm Dimensions (height×width×thickness)

Fig.1 Braille Tamil Keypad

 3. Methodology

We developed three types of wooden cards, each serving a specific purpose: Tamil
letter cards, word cards, and 3D Figurine game mode cards. The letter cards, measuring
25×40×5mm (height×width×thickness), feature a single Tamil letter accompanied by Braille
characters. The letter is presented in raised printed text above the Braille characters. Word
cards, sharing the same dimensions, showcase either a 2D relief image or a 3D figurine
representing an object. Our aim was to motivate children with these figurines, incorporating
Braille words beneath each object.

Powering up Braille Keypad

Placing 3D Figurine Card and Read

the card using Tamil Braille Letter

Choose and place Tamil Braille Letter To form the word using Braille
card to form the word Cell with tactile sensor

If the letter is wrong automatically beep Press the button you want to
sound will come learn the lesson in Grade 1,2,3

Press help button If you want to learn once again

press repeat button

Spell the next letter in speaker

Blink all the lights if the chosen
letter is correct
After successfully complete the task the
clap sound will come in speaker

Fig.2 Flow Diagram

In the Word Copy game mode, players initiate by placing a word card, representing an
object, in the initial slot of the Braille keypad. Following this, the device prompts the user to
spell out the word by sequentially inserting individual letter cards to the right. Pressing the
left-most button repeats these instructions, while pressing a button beneath any other slot
either confirms its emptiness or replays feedback associated with inserting a letter card. The
correctness of each letter is determined and indicated as either correct or incorrect. Upon
successfully completing and correctly spelling the word, the Braille keypad audibly recites
the word and plays a finishing sound.

In the Word Scramble game mode, a word is randomly selected from a list when the
game mode card is placed. Users are then instructed to arrange these letters randomly on the
box. The left-most button can be pressed to repeat these instructions as needed. Additionally,
the other buttons will indicate which letter should be placed in each specific recess if it
happens to be empty. Braille keypad informs whether a letter card is correct or not if already
played. Once all letters are correctly placed on the box, the keypad instructs arranging the
letters in the correct order. The left button repeats instructions, and other buttons read out the
letter and provide feedback, marking it as correct or incorrect. If all letters are arranged
correctly, the word is read aloud, accompanied by a finishing sound.

In the Word Riddle game mode, similar to Word Scramble, the Braille keypad
randomly selects a word with unknown letters, requiring the user to guess them. The left-
most button repeats instructions, and other buttons indicate whether the recess above is empty
or provide feedback on letter card placement. Braille keypad gives three messages when
placing a letter card: (1) indicating if the letter is not part of the word, (2) informing if the
word contains the placed letter but in the wrong position, or (3) confirming the correct
position. If placing an uppercase for lowercase or vice versa, the keypad specifies the case.
Successfully guessing and ordering all letters results in the device reading the word aloud,
followed by a finishing sound.

The Braille keypad is a unique input device designed for system navigation and
interaction, featuring Braille dots for accessibility. It includes six Braille dot buttons, an Enter
button, and a Tap button for one-handed ease of use. The device is divided into two parts: six
numbered Braille dot buttons and two buttons for Enter and Tap commands. The design
prioritizes accessibility and ease of use. The device incorporates a Mini Arduino Leonardo
for managing keyboard commands, utilizing components like buttons, toggle-switches, USB
connector, and others. The Arduino Leonardo's built-in USB communication capability
facilitates keyboard command control.

The open-source toolkit comprises five sub-modules, including an introductory module on

the Braille cell, guidance on using the Braille keypad, and a Tamil Braille learning module.
The latter offers lessons, practice sessions, and re-learning options. During lessons, the
system displays and pronounces the letter/number, providing learners the opportunity to
respond using the Braille keypad. The system gives feedback and allows learners to progress
or revisit lessons based on their performance, enhancing the learning experience.

4. Results

All assigned tasks were successfully completed by the majority of participants, with
the exception of one individual (P1). Participant P1 faced challenges with Tasks 2 and 4,
revealing a lack of familiarity with fundamental technology concepts, such as the definition
of a laptop or a website, as well as a limited understanding of Tamil letters and numbers. To
address this, it is recommended to provide additional preparation sessions for this participant
to ensure a solid grasp of necessary technology and concepts before proceeding with further
testing.

The efficiency of the open-source toolkit was evaluated by measuring task completion
times, as shown in Table IV. Participants displayed varying completion times, with Figure 12
depicting the seconds spent on each task by each participant. Notably, participant P2
achieved the fastest completion times across all tasks, attributed to prior experience with
technology and educational websites.
 Task 4 stood out as requiring the longest completion time, likely due to its sequential
placement in relation to other tasks, necessitating multiple returns to previous task pages for
completion. Additionally, the system's effectiveness was assessed by considering user errors
and the need for assistance. Participant P1 committed errors in Tasks 2 and 4, both related to
entering URL link settings. Task 2 required a higher level of assistance on average (56%)
compared to other tasks.

In terms of user feedback, all participants found the system motivating and enjoyable
for learning via the website. The Braille keypad was unanimously considered easy to use.
However, two participants noted that the website, while user-friendly, left them somewhat
fatigued, possibly due to the novelty of the experience and the desire for successful
completion.

Furthermore, suggestions and recommendations were solicited from the children to

enhance the system. The majority recommended disabling the URL to make it unreadable by
the screen reader. Our findings and recommendations are derived from participant behaviors,
verbal feedback, comments, and suggestions collected during and after system usage. The
importance of these recommendations varies based on the frequency of user feedback and is
detailed in Table I below.

Table.1 Measures with Efficiency

Metrics Measurement
Quantitative measures Efficiency Task Completion Time
Effectiveness Number of user errors
Number of assistances required to complete each task
Qualitative measures Satisfaction Participant's opinion and their satisfaction of the system

5. Conclusion

The envisioned system seeks to elevate the Braille learning experience, placing a
special emphasis on Tamil Braille, encompassing both letters and numbers. This innovative
system introduces an interactive tactile Braille keypad, crafted not only for individuals who
are blind or visually impaired but also for sighted individuals keen on acquiring Braille skills,
especially within families with visually impaired children. Through a comprehensive
usability test, significant improvements in the learning process were unveiled. The interactive
tactile Braille keypad garnered high acceptance from blind children who actively participated
in the testing phase. We envision that this initiative will make a meaningful contribution to
our community, particularly benefiting those with visual impairments.

Our approach to developing this groundbreaking tangible learning device for blind
and visually impaired children has been guided by inclusivity and human-centered principles.
Acknowledging the crucial role of reading and spelling in academic success, our primary
objective is to motivate children to actively embrace Braille. Breaking down initial learning
barriers is essential to sustaining motivation among many children, and our research suggests
that a tangible device like the Braille keypad can effectively achieve this, maintaining
children's interest in Braille reading and spelling over an extended period.
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