Nurinsyirah Najihah Izharruzzahir, Khairina Iqlima Batrisyia Khairil Anuar, Fadzidah Mohd Idris, Nurhidaya Mohamad Jan, Siti Munirah Mohd, Mohd Shaiful Sajab and Hatika Kaco*
*corresponding author: hatikakaco@usim.edu.my

Abstract
Visual impairment and blindness are significant global health issues that severely impact the lives of affected individuals and those around them. These individuals encounter unique challenges in their daily routines and learning processes, which sighted people do not experience. Despite these obstacles, visually impaired individuals rely heavily on their tactile and auditory senses to perceive and understand their surroundings. Tactile sensory input is especially beneficial in conveying environmental and visual information to those who are visually impaired or blind. Therefore, a sensory-based activity module was developed to improve tactile sensitivity in learning Braille. This module consisted of four game stations: rice play, sand play, playdough, and finger paint. The participants’ tactile sensitivity was tested on their index and middle fingers, which are primarily used in reading Braille, both before and after engaging with the games. Specifically, the right middle finger exhibited an enhancement of up to 83%, the right index finger showed a 60% improvement, the left middle finger demonstrated a 71% increase, and the left index finger displayed a remarkable improvement of 298%. During the analysis of the module’s effectiveness, it was discovered that an overwhelming 94% of the participants expressed great interest and found it highly impactful and over 70% of the participants successfully followed the game instructions
and indirectly developed soft skills at each station. Additionally, there was a notable improvement in finger sensitivity, as measured by the two-point discriminator test. This interactive and enjoyable game-based learning approach is ideal for both blind and sighted players. It offers visually
impaired individuals a practical method for learning Braille, enhancing their tactile sensitivity, and making the learning process more engaging and
effective. The sensory play module not only supports the educational needs of visually impaired learners but also fosters an inclusive environment for all players.


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Afiqah Umairah Faizal Azli, Nur Allesya Hana Khairul Anhar, Hatika Kaco,*, Mohd Shaiful Sajab, Fadzidah Mohd Idris, Nurhidaya Mohamad Jan, Siti Munirah Mohd
*corresponding author: hatikakaco@usim.edu.my

Abstract
Worldwide, visual impairment and blindness stand as prevalent health challenges, exerting substantial effects on individuals and the communities they belong to. These conditions pose significant disabilities for visually impaired individuals and their immediate surroundings. Children with visual impairments encounter numerous challenges in their daily lives and learning, unlike their sighted counterparts. Nevertheless, despite these obstacles, they depend significantly on their tactile and auditory senses to glean information from their surroundings. Meanwhile, mathematics poses a unique challenge for students, as its abstract concepts can be difficult to visualize, potentially diminishing interest in the subject. Recognizing the potential of 3D printing technology to enhance visualization and interaction with three-dimensional models, this study aims to develop a module that combines mathematics in Braille with 3D printed models. The goal is to facilitate a more accessible and engaging learning experience for visually impaired children, fostering a deeper understanding of mathematical concepts. The module incorporates tactile games designed to improve focus and study habits, thereby addressing the specific needs of visually impaired learners. The module comprises 3 games as 3in1 Geoboard: Numerical Jumble, Pinpoint Placer and Geo Art. The game tools employed in this module underwent 3D design through computer-aided design (CAD) software, integrating Braille code within mathematical constructs tailored to the requirements of visually impaired children and their mathematics curriculum. Subsequently, the 3D model was transformed into a tangible object using a 3D printer. These printed objects served as educational tools within the development of an integrated module encompassing both 4IR elements and Braille components. Instructions for the game were seamlessly integrated to facilitate straightforward delivery of module content by educators. Therefore, adopting a game-based learning module approach not only proves effective for individuals who are blind but also provides visually impaired children with a practical avenue to learn Braille and enhance their understanding of mathematical concepts. This educational approach holds particular significance for visually impaired children in their daily lives while greatly revolutionize educator-coordinated learning of mathematics through engaging education for the framework of 10-10 MySTIE Socio-economic drivers.

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Mohd Shaiful Sajab*, Mohd Shahbudin Mastar@Masdar, Nor Yuliana Yuhana, Shuhaida Harun, Masli Irwan Rosli, Rosiah Rohani
corresponding author: mohdshaiful@ukm.edu.my

Abstract
Despite the essential role of 3D printing technology in sustainable industrial development, most of the local university is yet to be fully equipped with the suitable instrumentation in providing a facility to researcher, academics and student. This complication was highly associated with the limited knowledge of additive manufacturing. Besides, the working scopes of 3D printing technology in chemical engineering not merely involving with basic digital design, but to the extend of complex high-end products, which requires a highly skilled chemical engineering student. Thus, the 3D printing technique can provide a complex structure which capable to enhance chemical engineering student visualization. Therefore, the purposes of this study are to study and accommodate a prototyping facility by fabricating a digital design and up to a complex prototyping industrial design. These combination techniques offered a precise prototyping model for process instrumentation analysis and design overview. Additionally, with the ease of projecting educational materials, academics will be able to enhance the visual, auditory, and kinesthetic approaches in a classroom activity. Moreover, the potential of this technology as a viable route to the fourth industrial revolution will be a key starting point in establishing translational research and expanding the pool of talent at the university level.

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