| 徐佳,林子翔,高卉,禤宇明.视障儿童触视觉融合认知图形设计研究[J].包装工程,2023,44(4):255-261, 335. |
| 视障儿童触视觉融合认知图形设计研究 |
| Cognitive Graphic Design of Tactile Visual Fusion in Visually Impaired Children |
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| DOI：10.19554/j.cnki.1001-3563.2023.04.031 |
| 中文关键词: 感觉融合 触摸图形 视障儿童 CAT同感评估 |
| 英文关键词: sensory fusion tactile graphics visually impaired children CAT empathy assessment |
| 基金项目:广东省教育科学“十三五”规划2020年度研究项目(2020GXJK339) |
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| 中文摘要: |
| 目的 针对视障儿童群体认知渠道受限、感觉通道缺失导致的图形图像认知困难的问题，设计帮助他们加深理解对象，提高认知水平，增加学习趣味的辅助认知图形工具。方法 通过融合多种感觉信息的方法提高触摸图形的信息量，基于盲人的V-T-M图像认知模式，采用结构化问卷调查、结构化设计流程，对小学教材中的主要内容对象进行触视觉融合图形设计，并采用CAT同感评估技术评估设计效果。结果 设计了适用于小学视障儿童学习使用的视觉与触觉融合系列图形，显著改善了视障儿童对课文对象的认知清晰度，同时增加了他们的理解程度、想象力、学习兴趣和美感体验。结论 基于触视觉融合的图形设计在一定程度上满足了视障儿童的图形认知需求，明显改善了视障儿童对课堂学习内容的认知效果。 |
| 英文摘要: |
| The work aims to design an auxiliary cognitive graphics tool to solve the problem of graphics and image cognitive difficulties caused by limited cognitive channels and lack of sensory channels in visually impaired children, to help them deepen their understanding of objects, improve their cognitive level and increase their learning interest.The amount of information of tactile graphics was improved by combining many kinds of sensory information. Based on the V-T-M graphic cognitive model of the blind, structured questionnaire survey and structured design flow were adopted to design the visual and tactile fusion graphics of the main content objects in primary school textbooks. And CAT empathy evaluation technology was used to evaluate the design effect.A series of visual and tactile fusion graphics suitable for visually impaired children in primary schools were designed, which significantly improved the cognitive clarity of the text objects of visually impaired children. At the same time, it increased their understanding, imagination, learning interest and aesthetic experience. The graphic design based on visual and tactile fusion meets the graphic cognitive needs of visually impaired children to a certain extent, and significantly improves the cognitive effect of visually impaired children on classroom learning content. |
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