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This article presents the Smart Quad, a tangible user interface (TUI) designed to enhance quadrilateral learning by integrating physical and digital educational tools. Developed through an iterative, user-centered design process, the Smart Quad is a tangible device that pairs with the PhET SimulationQuadrilateralcreating a multimodal, inclusive learning environment for geometry. We conducted a pilot study with four users with blindness or low vision (BLV) and a formal user study in two settings: a classroom study with 15 students from grades 6 to 8 and individual sessions with five students with BLV from grades 7 to 9. Our findings demonstrate the efficacy of the Smart Quad in facilitating hands-on, interactive learning experiences, particularly for students with BLV, and highlight the potential for TUIs to bridge gaps in mathematics education by supporting diverse learning needs and preferences. The results suggest that TUIs like the Smart Quad can significantly improve engagement and understanding of geometric concepts, offering a promising direction for future educational tools. 

In this paper, a learning module is introduced to teach undergraduate engineering students about the principles of haptics and inclusive design thinking through wearable technology. To that end, a novel wearable haptic (touch) device was created, referred to as the HapConnect, that contains modular vibration components for student teams to explore the use of haptics in a simple context, design and create their own versions of the device, and deploy it in a use-inspired setting. Through a series of lecture and hands-on design sessions, student teams were tasked with employing the HapConnect to navigate through a maze exclusively by the sense of touch. This paper evaluates student confidence in topics – such as haptics, human perception, wearable devices, and inclusive design – discussed throughout the module, feedback and performance of the HapConnect, and team design choices to complete their activity. Results indicate that student learning and confidence increased throughout the activity, while each team’s success in the maze was attributed to their differing design choices.