Multi-Sensory Dance: Exploring the Role of Technology in Accessible Dance Education with People who are Blind or have Low Vision and their Teachers

This thesis investigates how multi-sensory technologies support accessible dance education for people who are blind or have low vision. Through co-design with learners and teachers, the work comprises three studies: a needs analysis through surveys, interviews and focus groups; workshops exploring auditory and haptic representations; and dance workshops experimenting with an artefact. Findings show that non-visual feedback can build learner confidence, support teachers’ practices, and augment rather than replace teacher-student interaction. Outcomes include a multi-sensory artefact, design considerations and implications for adaptable feedback and shared control, and methodological guidance for co-design in embodied learning contexts, advancing inclusive participation in dance.