2026 ASEE Annual Conference & Exposition

Electrical engineering (EE) education remains largely inaccessible to blind and low-vision (BLV) learners due to its reliance on visual representations such as circuit diagrams and simulations. Disability is a critical but often overlooked dimension of diversity in engineering education. This Engagement in Practice paper explores the co-design and evaluation of an accessible, multi-sensory circuit simulation tool developed in partnership with the BLV community through a collaboration with a nonprofit serving BLV individuals in Northern California. In particular, this study examines how the availability of an accessible engineering education tool influences the emotional and psychological engagement of BLV learners in EE.

Eight BLV participants joined a community engagement program that we organized at Stanford University over 2.5 years. The program revolved around the use of tactile circuit-building tools and an accessible digital simulator to complete introductory electrical engineering activities. Post-program mixed-methods surveys combined open- and closed-ended questions to evaluate the BLV participants. Inductive thematic analysis, through open, axial, and selective coding, identified emotional and cognitive patterns related to engagement and self-efficacy. Quantitative data from the survey were analyzed using statistical methods. Findings show that accessible, hands-on learning experiences using the tool fostered an increased self-efficacy and persistence in problem-solving, while reducing frustration and emotional barriers to participation in engineering educational activities. Participants also described a stronger sense of belonging and motivation to continue exploring STEM-related learning after engaging with and helping design the accessible simulator. Consequently, this study elucidates insight into how accessible engineering education tools for BLV learners show strong promise for promoting longer-term motivation and broadening equitable participation in STEM, particularly through transferable elements such as co-design with BLV learners, multisensory scaffolding, and attention to emotional engagement. Notably, these outcomes stem not only from the tool itself, but also from participant involvement in its iterative refinement. At the same time, elements such as tactile circuit representations remain more specific to EE contexts. This work emphasizes the importance of inclusive participatory design practices, alongside consideration for emotional and psychological outcomes, in developing accessibility-focused engineering education resources.