Evaluating the Impact of Braille Signage on Wayfinding System: A Phenomenological Study of Campus Accessibility for Students with Visual Impairments

Abstract

Accessibility within educational institutions poses significant challenges for students with visual impairments, particularly in navigation. This study evaluates the impact of a Braille signage wayfinding system on enhancing campus accessibility for students with visual impairments. Using a phenomenological approach, the study focused on the experiences of three (3) college students with visual impairments before and after implementing the Braille signage wayfinding system at a higher education institution in Cebu, Philippines. A semi-structured questionnaire with open-ended questions was employed to gather data, which was then analyzed using thematic analysis. The findings revealed three key themes: (1) difficulties faced when navigating without the Braille signage wayfinding system; (2) positive feedback on the Braille signage's readability and placement; and (3) overall positive impact on the students' ability to navigate independently. In theme 1, participants described challenges such as difficulty identifying rooms, encountering obstacles, and getting lost due to the absence of navigational aids. In theme 2, students highlighted the effectiveness of the Braille signage, noting the raised and clear dots, appropriate placement, and its contribution to their navigation. In theme 3, students shared how the system increased their independence, reduced anxiety, and allowed them to familiarize themselves with routes and obstacles. The study recommends adding indicators for left-side placement of Braille signage, installing markers on vacant rooms to avoid confusion, and expanding the Braille signage system campus-wide to promote a more inclusive and accessible learning environment.