Can a Human-Centered Design Activity Improve the Quality of Low Vision Simulations?

Abstract

Technology and Engineering educators engage their students with everchanging design activities. One recent trend in problem solving classes are low vision simulations. They can take many forms from blindfolds to low vision goggles and have been used in elementary to high school classes. Unfortunately, many teachers are misinformed about the risks of these simulations when performed poorly. For example, low vision simulations are likely to create and reinforce stereotypes and misconceptions about the abilities of a person with disabilities. In addition, they represent an incomplete viewpoint of someone with a disability. In an effort to diminish the negative effects and maximize possible positive outcomes our research analyzes the effects of a reimagined low vision simulation in conjunction with a human centered design project.