Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli ītēchcopa Nuoran Chen, Yilin Niu and Siming Jin

Tlanāhuatīlli Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli ītēchcopa Nuoran Chen, Yilin Niu and Siming Jin cē cencā mahuizzō tēmacēhualōni īpan huēyi 2026 Mahuizolli A' Design Award Bronse īpan Temachtiloliztli, Temachtilizpalehuilli ihuan Nemachtiloliztlahtolpamitl Tlachihchihualiztli Nēhuilīztli Tlamantli.

BronseTemachtiloliztli· 2026

Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli

īpal Nuoran Chen, Yilin Niu and Siming Jin

Tlanāhuatīlli: Nuoran Chen

Mahuizolli A' Design Award Bronse Tēmacēhualōni īpan Temachtiloliztli Tlamantli

6,726

Tlaneltīlīlli Tēmacēhualōni

Xictlaneltilia Tēmacēhualli ītēchcopa #177478

Xiquitta A' Design Award ītechcopa Āmatl Tēmachiyōtīliztli Tlamachiōtl

Tlapalli

Tlanēxtilistli

Ītechcopa Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli

Tactilelink ce tlamachtiliztli tlatecpanalli ica tlamatocaliztli tlahcuilolli inpampa momachtianimeh tlen ixpopoyomeh ihuan tlen amo cualli tlachiah. In yehuecauh tlamachtiliztli campa in temachtiani quimatoca imma in momachtiani, quitzacuilia in momachtiani iyocatiliz ihuan monequi miec temachtianimeh tlen tlamatinimeh, tlen amo miequeh cateh. Tactilelink quicentilia ce tablet itepancuauh tlen omochiuh ica 3D tepoztlachihualiztli, tlahcuilolli tlen moquetza ica tlaxelolli imachiyo circuitos ihuan software tlen tequiti ipan miec plataformas. In caquiztli tlayacanaliztli quiyacana cecen momachtiani ihcuan ce tlatlalilli, ipampa in caquiztli itlaquetzaliz ihuan ichicahualiz mopatla ica quezqui hueca ca in mapilli. In temachtianimeh huelih quintlachiliah miequeh momachtianimeh zan cepan ihuan quichihuah caquiztli tlahtolmelahualiztli inic in momachtianimeh moyocatiliztica quittazqueh zatepan tlamachtiliztli.

Tēixīmachōtiliztli

Ītechcopa Mahuizolli A' Design Award Bronse

Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli ca in quicuic in Mahuizolli A' Design Award Bronse, hueyi tlamahuizoliztli tlen momaca in cualli tlachihualli in motenehua ipampa yancuic tlamantli, tlamatiliztli ihuan ixtlamatiliztli. In quicuicah Bronse ca tlachihualli in quipia toltecayotl ihuan quinextia in cenca miac nemiliztli ihuan tlamatiliztli intlachihuanime. Ca quinequi in Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli ca tlazohtli tlamantli, mahuiztic ihuan cualli. Ni dizayno in quicuic Bronse quipia cualli toltecayotl ihuan quitta in tlen tepiton. Tactilelink Tlamachtiliztli Tlatecpanalli ica Tlamatocaliztli Tlahcuilolli quipaquiltia in tlacah ihuan quitlamahuiztiltia in intlanequiliz.

Tlanēxtilistli Ītēixpan

Āmatl Tlanextīliztli

Tlapōhualli, tēquitqueh īwan tēchmachilīztli ōquinmaca in tlanēxtīlīlli.

Cē Zan Ītēchcopa: Tactilelink is an affordable tactile graphic education system for blind and visually impaired students. Traditional hand-over-hand instruction limits students' independence and strains an already scarce specialist workforce. SoundPath lets a single instructor guide multiple students at once through sonification and voiceover annotations, making tactile graphic learning accessible, scalable, and independent.
Huēyiliztli īhuān Tlacualtepēhualli: The physical components include a 3D-printed tablet frame (290 × 226 × 7 mm) and several tactile graphics of Arduino diagrams (279.4 × 215.9 mm). The digital component is cross-platform software that works as both a tablet app and a desktop web app, creating a flexible teaching system.
Tōcāitl: Accessibility, Tactile graphic, Education system, Inclusive education, Blind Arduino
Tlachīhualiztli Māchiyōtl: Tactilelink is built with simplicity, affordability, and accessibility in mind. For student’s system, it combines 3D-printed tablet frames with software optimized for common educational tablets, ensuring easy setup and scalability. It uses sonification to guide students in exploring and learning raised-line graphics. For instructor’s system, it’s an one-step, AI empowered software help they instruct multiple students easily, reducing their workload, expanding the educational capacity to more underserved blind students.
Tlanāhuatīlli Nētēcahuilīztli: The hardest part was shifting from designer to facilitator. Co-design challenged us to suspend our assumptions, especially as sighted designers. We wrongly assumed blind users would prefer vibration cues over sound. In reality, sonification was less fatiguing and more effective. This required overcoming internal bias, embracing user knowledge, and adapting to insights often overlooked due to our own perspective.
Tlatēmōliztli: This research is user-centered design. Our goal was to create an affordable system for teaching tactile graphics to visually impaired students. We observed Blind Arduino sessions and collaborated with the East Bay Center for the Blind, then used co-design workshops, Wizard of Oz prototyping, and usability testing with teachers and students. Results showed sonification on existing hardware best supported group learning, offering insights that impact education, accessibility, and inclusive design.
Tēyōllālīliztli: The idea came from observing an Arduino class at the East Bay Center for the Blind, where one instructor had to physically guide each student's hands through circuit diagrams one by one. With nearly 5,000 specialist teachers short across the U.S., this one-on-one model is unsustainable. Inspired by sonification, we use continuous pitch changes to guide students to target components independently, enabling one teacher to instruct multiple students simultaneously, in person or remotely.
Tēquitl Cāhuitl: This project started in August 2024 and finished in December 2024.
Tēquitl Ōhuitl: During class, the instructor taps a selected component on the tactile graphic for students to explore. Students navigate to the component following sonification guidance: the pitch and intensity of the sound shift based on how close their finger is to the target. Teacher can observes their progress on their interface to provide real-time support. After class, teachers could use the software to create detailed audio annotation and design the component-learning sequence, publishing it to student’s device. Students could review the knowledge independently without teacher’s presence by following the sonification guidance.
Calpolli Tlācah: Nuoran Chen
Yilin Niu
Siming (Susie) Jin