Exhibit Design Relating to Low Vision and Blindness Summary Report: Research on Effective Use of Tactile Exhibits with Touch Activated Audio Description for the Blind and Low Vision Audience

The Procedure

Phase I –Shape and Form

The test procedure and purpose of the study was introduced to each participant using a standardized verbal description. This introduction included a discussion of the natural variety of fish species and described the ways in which the body form and shape of each variety is related to their specific habitat and feeding characteristics. The three types of representation (raised line, bas relief, and full round) used in the testing were introduced using sample models of a pear. The participants were allowed to take as long as they wanted to explore the three different models of the pear until they felt they understood the distinction between the three model forms. The participants were encouraged to ask any questions they might have at any time during the testing.

Participants were then introduced to five fish species that were each modeled in each of the three styles of representation. Each of the five fish species represented a different specific body shape and form that related to their particular habitat and feeding characteristics. 

Phase II – Textures

The test procedure and purpose of this portion of the study was introduced to the participants using a standardized verbal description. Included in the introduction was a discussion of the natural varieties of fish coloration and the ways in which fish utilize color and color pattern to adapt to their representative habitat.

Three general patterns of fish coloration were verbally introduced to the participants (spots, stripes and counter shading). As the verbal description was read, participants were given tactile texture examples of each pattern to touch. Each of these general color patterns was divided further into different variations of each pattern (Spots - large bold spots, small random spots, and small evenly spaced spots; Stripes - horizontal stripes, vertical stripes, and wavy stripes; Countershading - even countershading, and wavy countershading).

Participants were introduced to the different types of color pattern by using a verbal description that explained how each fish would utilize its particular color pattern to blend into its environment. For instance, the stripes on a fish serve as camouflage if they live among aquatic grasses. During the verbal description participants were given sample tiles with each of the color texture patterns to explore. The sample tiles were grouped by their general characteristics; spots, stripes and countershading and represented all of the varieties discussed. Three groups of fish were modeled to represent the three general styles of fish coloration. Each group represented a different fish species. Each member of a group was modeled to represent one of the color patterns in that group. This process resulted in the development of, a total of eight (8) different color patterns.