Use of Annie, a Self-paced Learning Device, to Facilitate Pre-braille Skill Development in Primary-grade Students with Visual Impairment
Sana Bashir Khan, Salil JandyalAbstract
Background:
Developing Braille literacy and readiness from early ages in students with visual impairment is essential for their education and growth ahead. Pre-braille skills such as tactile discrimination, fine motor coordination and auditory discrimination play a crucial role. Early intervention with assistive technology may enhance skill-building and the necessary skills; however, empirical documentation of user and teacher experiences remains limited.
Objective:
To examine the experiences of primary-grade students using Annie, a self-paced learning device, and to explore teachers’ perspectives on its role in facilitating pre-braille learning.
Methods:
A descriptive mixed-method study was conducted among 20 primary-grade students with visual impairment. Quantitative data were collected using structured response sheets evaluating perceived improvement in fine motor skills, listening skills and engagement. Qualitative teacher responses were analysed using thematic analysis. Descriptive statistics and Chi-square testing were performed.
Results:
All participating students reported improvement in fine motor skills, listening abilities and engagement while using Annie. The mean age of participants was 10.2 years (range: 7–13 years). No statistically significant association was found between duration of Annie usage and reported engagement (
Conclusion:
Annie appears to be a promising assistive learning tool supporting foundational pre-braille competencies in children with visual impairment. Further controlled studies with objective outcome measures are recommended.