近年來，隨著電腦及網路科技的進步和普遍，鍵盤輸入對於文字溝通的重要性已不亞於傳統的書寫方式，使其也成為視障者一個新興處理資訊的管道。繕打中文時，視障者雖然可以透過注音等以「音」為主的輸入法使用電腦與他人交流，但因為缺乏視覺回饋及字義相關的知識，導致他們難以辨別中文同音字/詞的差異及正確地選字。這個問題對於他們在學習、人際溝通以及職場觀感上造成莫大的困擾，甚至使他們更難以融入社會。
本研究致力於改善上述視障者電腦中文輸入的問題。第一階段實驗前，首先建立一套學習模式，受試者透過觸覺凸點圖形及電腦語音報讀回饋，了解中文文字的結構分類；其次，藉由講解字義和字根的聯想法，記住嘸蝦米的拆碼原則和方法，並且透過了解中文字部首筆劃的方式，學習補根的概念。實驗教學中利用遠距通訊軟體及陪同者協助解答等方式，幫助受試者加強中文文字知識的理解及釐清學習中遇到的問題。最後，透過評量了解受試者的輸入績效，追蹤的依變數為錯字的數目、輸入的正確率與速度。第二階段的實驗為持續追蹤其中兩位兒童受試者的學習情況，並透過企業人才技能認證(TQC)實用級中文打字規範評測績效和五筆劃內(含)部首書寫，以驗證此模式能否有效提高輸入的正確率與速度。
本研究經由統計分析結果和問卷發現，受試者整體輸入的錯誤率降低、信心增強，其中兒童的學習效果和進步速度皆顯著優於成人。第二階段結果顯示在課程結束後的四個月，兩位受試者使用嘸蝦米的輸入速度已經達到甚至超越原先輸入法的水準，可見其雖然在視覺的限制下，即透過此研究之學習模式，視障者除了建立相當程度之中文心智地圖外，其在輸入的效率、效益、滿意度皆有明顯提升。

With the development of computer technology, the ability to type gradually has become an important skill in this generation, and it also provides the blind a new access to interact with others. Although the blind can type in Chinese with sound-decoded input method like Zhu Yin, they experience great difficulty in selecting the correct characters and words of the same pronunciation. Consequently, their overall learning, interpersonal interaction, and career development suffer from frequent typos, leaving them even more difficult to integrate into the society.
Therefore, this study aimed to solve the problem with a new learning model. First, the participants learned the category of Chinese character structure with the tactile pictogram designed in this study and voice feedback from the screen reader. Then, the characters’ meaning and their association with Boshiamy code were interpreted in the instructions in order to help them memorize the decoding. Furthermore, the concept of strokes was explained by the examples of Chinese components with less than five strokes. Besides, the assistive mechanisms such as the available distant-communication access and instant assistance from the accompanier were designed for solving problems encountered by the participants during the experiments. To examine their performance, the dependent variables included the number of typos, typing accuracy, and the speed at which the subjects type the characters. In the second phase, we further tracked the performance of two chosen children with the regulation of Techficiency Quotient Certification (TQC) entry level and a component writing test.
Based on the statistical analysis and questionnaire results, the participants’ accuracy and their confidence in typing Chinese characters improved. Moreover, the study revealed that the adult participants experienced limited progression due to problems adapting to the system whereas, conversely, the accuracy rate of the children was significantly enhanced. The result showed that both subjects’ typing accuracy and speed of Boshiamy were greatly improved and even surpassed those of their original methods after four months from the intensive instruction. To conclude, under the learning model, the participants not only established fundamental Chinese recognition but also enhanced efficiency, efficacy and satisfaction on typing task.

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