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For Peer Review Impact of Adaptive Concept Mapping on Conceptual Understanding of Science Among Students with Visual Impairment: A Quasi-Experimental Study Journal: Journal of Visual Impairment & Blindness Manuscript ID Draft Manuscript Type: Article Keywords: concept mapping, visual impairment, conceptual understanding, inclusive science education, tactile diagrams, quasi-experimental design Abstract: Introduction: Students with visual impairment face challenges in science learning because many instructional materials rely on visual representations. This study examined the impact of adaptive tactile–audio concept mapping on conceptual understanding of force, pressure, and magnetism. Methods: A pretest–posttest control-group quasi-experimental design was employed with 16 Class VIII students with visual impairment (8 experimental, 8 control). The experimental group received instruction using adaptive tactile–audio concept maps, while the control group received conventional instruction. Conceptual understanding was measured using accessible versions of the Force and Pressure Concept Inventory (FPCI) and Magnetism Concept Inventory (MCI). Results: The experimental group demonstrated greater conceptual gains than the control group on both inventories. Gain scores were higher for the experimental group on the FPCI (8.23 vs. 3.00) and MCI (6.23 vs. 2.50). Large effect sizes were observed for the FPCI (d = 1.05) and MCI (d = 0.95). Discussion: Findings suggest that adaptive tactile–audio concept mapping supports conceptual understanding by facilitating multisensory learning and meaningful integration of scientific concepts. Implications for Practitioners: Teachers may use tactile–audio concept maps to improve accessibility, engagement, and conceptual learning in science education for students with visual impairment. Keywords: concept mapping, visual impairment, conceptual understanding, inclusive science education, tactile diagrams, quasiexperimental design https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review Impact of Adaptive Concept Mapping on Conceptual Understanding of Science Among Students with Visual Impairment: A Quasi-Experimental Study Abstract Introduction: Students with visual impairment face challenges in science learning because many instructional materials rely on visual representations. This study examined the impact of adaptive tactile–audio concept mapping on conceptual understanding of force, pressure, and magnetism. Methods: A pretest–posttest control-group quasi-experimental design was employed with 16 Class VIII students with visual impairment (8 experimental, 8 control). The experimental group received instruction using adaptive tactile–audio concept maps, while the control group received conventional instruction. Conceptual understanding was measured using accessible versions of the Force and Pressure Concept Inventory (FPCI) and Magnetism Concept Inventory (MCI). Results: The experimental group demonstrated greater conceptual gains than the control group on both inventories. Gain scores were higher for the experimental group on the FPCI (8.23 vs. 3.00) and MCI (6.23 vs. 2.50). Large effect sizes were observed for the FPCI (d = 1.05) and MCI (d = 0.95). Discussion: Findings suggest that adaptive tactile–audio concept mapping supports conceptual understanding by facilitating multisensory learning and meaningful integration of scientific concepts. Page 1 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review Implications for Practitioners: Teachers may use tactile–audio concept maps to improve accessibility, engagement, and conceptual learning in science education for students with visual impairment. Keywords: concept mapping, visual impairment, conceptual understanding, inclusive science education, tactile diagrams, quasi-experimental design Introduction Developing conceptual understanding is a fundamental goal of science education because it enables learners to explain scientific phenomena, connect related ideas, and apply knowledge to unfamiliar situations. Rather than memorising isolated facts, students must organise concepts into coherent cognitive structures that support scientific reasoning and problem solving (Ausubel, 1968; Bransford et al., 2000; National Research Council, 2012). However, misconceptions about abstract topics such as force, pressure, and magnetism frequently hinder meaningful learning, making instructional approaches that promote conceptual change particularly important (Chi, 2008; Duit & Treagust, 2003). These challenges are amplified for students with visual impairment. Science teaching depends heavily on visual representations, including diagrams, graphs, models, and demonstrations, which are often inaccessible without appropriate adaptation (Jones et al., 2006; Supalo, 2012). Although learners with visual impairment possess intellectual abilities comparable to those of their sighted peers, limited access to visual information may restrict opportunities to construct integrated conceptual knowledge unless alternative representations are provided (Ferrell, 2011; UNESCO, 2020). Inclusive education emphasises that equitable learning requires more than physical access to classrooms; it also requires accessible instructional materials and pedagogical Page 2 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review approaches that accommodate diverse sensory needs. Consequently, science educators increasingly seek instructional strategies that preserve conceptual richness while presenting scientific relationships through tactile and auditory modalities. Concept mapping has been widely recognised as an effective strategy for promoting meaningful learning. Based on Ausubel's theory of meaningful learning and developed by Novak and Gowin (1984), concept maps organise knowledge hierarchically and explicitly represent relationships among concepts. Meta-analytic evidence demonstrates that concept mapping improves conceptual understanding, knowledge retention, and higher-order thinking across science disciplines (Horton et al., 1993; Nesbit & Adesope, 2006). However, conventional concept maps are primarily visual and therefore inaccessible to many learners with visual impairment. Advances in tactile graphics, Braille materials, and assistive technologies now make it possible to adapt concept mapping into tactile–audio formats. Adaptive concept maps retain the organisational principles of conventional concept maps while presenting conceptual relationships through tactile exploration supported by structured auditory guidance. Despite these developments, limited empirical research has examined whether such adaptations improve conceptual understanding among students with visual impairment, particularly within science education. The present study addresses this gap by evaluating the effectiveness of adaptive tactile–audio concept mapping for upper-primary students with visual impairment. Using a quasi-experimental pretest–posttest control-group design, the study compares adaptive concept mapping with conventional instruction using two accessible concept inventories developed for this investigation. Page 3 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review Research Question. Does adaptive tactile–audio concept mapping improve conceptual understanding of science among upper-primary students with visual impairment compared with conventional instruction? Hypothesis. Students receiving adaptive tactile–audio concept mapping will demonstrate greater conceptual understanding than students receiving conventional science instruction. Literature Review Conceptual Understanding in Science Conceptual understanding refers to learners' ability to organise, relate, and apply scientific knowledge rather than simply memorise facts. Meaningful learning occurs when new information is integrated with existing cognitive structures, enabling students to explain phenomena, solve problems, and transfer knowledge to new situations (Ausubel, 1968; Novak & Gowin, 1984). Research consistently shows that misconceptions about abstract scientific concepts persist despite instruction, highlighting the need for teaching strategies that encourage conceptual organisation and conceptual change (Driver et al., 1994; Duit & Treagust, 2003). Visual Impairment and Barriers in Science Learning Science instruction relies extensively on visual representations that communicate spatial relationships and complex processes. Without accessible alternatives, these resources create barriers for students with visual impairment (Jones et al., 2006; Supalo, 2012). Contemporary inclusive education therefore emphasises multisensory instructional approaches, including tactile graphics, Braille materials, auditory descriptions, and assistive Page 4 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review technologies, which improve access to scientific knowledge while maintaining academic rigour (CAST, 2018; Ferrell, 2011). Concept Mapping as a Pedagogical Tool Concept mapping is a well-established instructional strategy that promotes meaningful learning by organising concepts into hierarchical networks connected through labelled propositions (Novak & Gowin, 1984). Numerous studies and meta-analyses have demonstrated positive effects on conceptual understanding, knowledge retention, and problem solving (Horton et al., 1993; Nesbit & Adesope, 2006). Beyond instruction, concept maps also support assessment by revealing learners' conceptual structures and misconceptions. Adaptive Concept Mapping Traditional concept maps depend on visual perception and therefore require adaptation for learners with visual impairment. Adaptive tactile–audio concept mapping preserves the cognitive structure of conventional concept maps while presenting information through tactile exploration, Braille labels, and structured auditory guidance. These adaptations align with Universal Design for Learning principles by providing multiple means of representation and supporting meaningful engagement with scientific concepts (CAST, 2018; Meyer et al., 2014). Although accessible instructional technologies have advanced considerably, rigorous evaluations of adaptive concept mapping remain limited. Research Gap Existing research demonstrates the effectiveness of concept mapping for sighted learners and the importance of accessible instructional resources for students with visual Page 5 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review impairment. However, relatively few studies have combined these areas by examining adaptive tactile–audio concept mapping through controlled experimental designs. Furthermore, previous investigations have seldom measured learning outcomes using accessible concept inventories specifically developed for students with visual impairment. The present study addresses these theoretical and methodological gaps by evaluating adaptive tactile–audio concept mapping using a quasi-experimental design and validated accessible measures of conceptual understanding. Theoretical Framework Conceptual Framework The study integrates Ausubel's Theory of Meaningful Learning, Novak's Theory of Concept Mapping, Constructivist Learning Theory, Universal Design for Learning, and the Cognitive Theory of Multimedia Learning. Together, these perspectives explain how accessible multisensory concept mapping can facilitate meaningful conceptual learning by promoting conceptual organisation, active knowledge construction, and equitable access to scientific information. Ausubel's Theory of Meaningful Learning Ausubel (1968) proposed that meaningful learning occurs when new information is consciously related to learners' existing cognitive structures rather than memorised in isolation. Adaptive tactile–audio concept mapping supports this process by enabling students with visual impairment to organise scientific concepts into coherent conceptual frameworks through accessible tactile and auditory representations. Novak's Theory of Concept Mapping Page 6 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review Novak extended Ausubel's work by representing knowledge as hierarchical networks of interconnected concepts (Novak & Gowin, 1984). Concept maps externalise conceptual relationships, making them easier to organise, evaluate, and refine. In the present study, tactile–audio concept maps preserve these pedagogical principles while making conceptual relationships accessible through alternative sensory modalities. Constructivist Learning Theory Constructivist Learning Theory views learning as an active process in which learners build knowledge by connecting new experiences with prior understanding (Piaget, 1970; Vygotsky, 1978). Effective science instruction therefore requires students to explore relationships among concepts rather than memorise isolated facts. Adaptive tactile–audio concept mapping supports this process by encouraging learners with visual impairment to actively organise, interpret, and integrate scientific concepts through multisensory experiences. By promoting active engagement, the intervention facilitates conceptual change and deeper understanding. Universal Design for Learning Universal Design for Learning (UDL) advocates designing learning environments that accommodate learner diversity through multiple means of representation, engagement, and expression (CAST, 2018; Meyer et al., 2014). Adaptive tactile–audio concept mapping reflects these principles by presenting scientific information through tactile graphics, Braille labels, and auditory guidance, thereby reducing barriers created by visually dependent instructional materials. Such adaptations enable equitable participation while maintaining academic expectations. Cognitive Theory of Multimedia Learning Page 7 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review The Cognitive Theory of Multimedia Learning proposes that meaningful learning occurs when learners process complementary information through multiple channels while avoiding cognitive overload (Mayer, 2021). Although originally developed for visual and verbal information, its principles extend to accessible multisensory instruction. In adaptive tactile–audio concept mapping, tactile exploration is integrated with auditory explanations, allowing learners to construct coherent mental representations of scientific concepts through complementary sensory inputs. Conceptual Framework of the Present Study The present study synthesises these theoretical perspectives into a unified instructional framework. Ausubel's theory explains meaningful integration of knowledge, Novak's concept mapping provides the organisational structure, Constructivist Learning Theory emphasises active knowledge construction, UDL ensures accessibility, and the Cognitive Theory of Multimedia Learning supports multisensory processing. Together, these frameworks provide the theoretical justification for using adaptive tactile–audio concept mapping to improve conceptual understanding among students with visual impairment. Method Research Design The study employed a quasi-experimental pretest–posttest control-group design to examine the effectiveness of adaptive tactile–audio concept mapping on conceptual understanding in science. Because participants were enrolled in specialised educational settings, random assignment of individual students was not feasible. Pretest and posttest assessments enabled comparison of conceptual gains between the experimental and control groups while maintaining ecological validity. Page 8 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & BlindnessFor Peer Review Participants The study involved sixteen Class VIII students with visual impairment enrolled in two specialised schools. Eight students were assigned to the experimental group and eight to the control group. Participants were selected using purposive sampling based on school enrolment, visual impairment status, and grade level. The two groups demonstrated comparable intellectual functioning and baseline conceptual understanding prior to the intervention. Instructional Intervention Experimental Group Students in the experimental group received science instruction using adaptive tactile– audio concept maps designed specifically for the topics of force, pressure, and magnetism. The concept maps incorporated raised tactile lines, Braille labels, tactile symbols, and structured auditory explanations that enabled learners to explore conceptual relationships independently. Instruction encouraged students to identify hierarchical relationships, establish meaningful conceptual links, and discuss their understanding during guided learning activities. Control Group Students in the control group received conventional classroom instruction using the existing teaching practices of their schools. Lessons followed the prescribed curriculum but did not incorporate adaptive concept mapping or comparable multisensory instructional materials. Instruments Page 9 of 29 https://mc.manuscriptcentral.com/jvib Journal of Visual Impairment & Blindness