Haptic identification of raised-line drawings: high visuospatial imagers outperform low visuospatial imagers

Mental Rotation Skill Shapes Haptic Exploration Strategies

Haptic exploration strategies have been traditionally studied focusing on hand movements and neglecting how objects are moved in space. However, in daily life situations touch and movement cannot be disentangled. Furthermore, the relation between object manipulation as well as performance in haptic tasks and spatial skill is still little understood. In this study, we used iCube, a sensorized cube recording its orientation in space as well as the location of the points of contact on its faces. Participants had to explore the cube faces where little pins were positioned in varying number and count the number of pins on the faces with either even or odd number of pins. At the end of this task, they also completed a standard visual mental rotation test (MRT). Results showed that higher MRT scores were associated with better performance in the task with iCube both in term of accuracy and exploration speed and exploration strategies associated with better performance were identified. High performers tended to rotate the cube so that the explored face had the same spatial orientation (i.e., they preferentially explored the upward face and rotated iCube to explore the next face in the same orientation). They also explored less often twice the same face and were faster and more systematic in moving from one face to the next. These findings indicate that iCube could be used to infer subjects' spatial skill in a more natural and unobtrusive fashion than with standard MRTs.

Constituent Elements Affecting the Recognition of Tactile Graphics

Introduction: Many tactile graphics designed for individuals with visual impairments consider single factors. According to the results of our previous study, there may be interactions among scale, representation, and complexity factors. We conducted this integrative study with these three factors. Additionally, for the representation factor, we introduced a new level that mixed the two common levels (line drawing, (LD), and texture picture, (TP)), into a textured-line drawing, (TLD). Methods: We included 18 participants with congenital blindness. They were asked to identify and name tactile graphics. The design of tactile graphics involved three factors, each at different levels, including scale (large, medium, and small), representation (TP, LD, and TLD), and complexity (easy and complex). We recorded the identification time and accuracy and conducted three-way analysis of variance to investigate interactions. Results: The identification time for small-scale graphics was shorter than that for large-scale graphics. The accuracy for small-scale graphics was higher than medium-scale graphics. Under the TLD mode, the accuracy for small and medium-scale graphics was higher than that for large-scale graphics. For medium-scale graphics, TLD performed better than LD. Discussion: Because the sizes of small-scale graphics were similar to those of actual objects, they were easy to identify. If the TLD mode is used for medium-scale graphics, the components in the operation area can be completely presented, which is helpful for identification. However, if large-scale graphics are used under the TLD mode, the operation area is relatively small and difficult to identify. Implications for Practitioners: It is recommended to present objects at 1:1 under the small-scale. Under the medium-scale, the operation area can be presented by closed plains, while non-operation areas can be presented using lines. Under the large-scale, it is recommended to reduce the size of the graphics to an extent where both hands can be used to explore.

Exploring 3D miniatures with action simulations by finger gestures: Study of a new embodied design for blind and sighted children

Tactile books for blind children generally contain tactile illustrations referring to a visual world that can be difficult to understand. This study investigates an innovative way to present content to be explored by touch. Following embodied approaches and evidence about the advantages of manipulations in tactile processing, we examined 3D miniatures that children explored using their middle and index fingers to simulate leg movements. This “Action simulations by finger gestures–ASFG” procedure has a symbolic relevance in the context of blindness. The aim of the present study was to show how the ASFG procedure facilitates the identification of objects by blind and sighted children. Experiment 1 examined the identification of 3D miniatures of action objects (e.g. the toboggan, trampoline) by 8 early blind and 15 sighted children, aged 7 to 12, who explored with the ASFG procedure. Results revealed that objects were very well identified by the two groups of children. Results confirmed hypotheses that ASFG procedures are relevant in the identification process regardless of the visual status of subjects. Experiment (control) 2 studied identification of tactile pictures of same action objects by 8 different early blind and 15 sighted children, aged 7 to 12. Results confirmed that almost all objects obtained lower recognition scores in tactile pictures than in 3D miniatures by both groups and showed surprisingly higher scores in blind children than in sighted children. Taken together, our study provides evidence of the contribution of sensorimotor simulation in the identification of objects by touch and brings innovative solutions in book design for blind people. Moreover, it means that only the ASFG procedure has a very inclusive potential to be relevant for a larger number of subjects, regardless of their visual skills.

3D Pen Tactile Pictures Generated by Individuals with Visual Impairments

Introduction:

Individuals with visual impairments acquire information about objects through touch and by use of auxiliary tactile pictures. The current study introduced a new three-dimensional (3D) printing pen technology as a research tool to allow individuals with visual impairments to convert tactile experiences to convex tactile pictures.

Methods:

Participants with visual impairments used a 3D pen to draw pictures of daily necessities. The actions and time related to the entire drawing activity were recorded on video.

Results:

We noted three behaviors during the use of 3D pen: drawing, touching the trace lines, and finding location points. The object-depiction angle, component-completeness description, and drawing-line presentation differed between subjects with congenital and those with acquired blindness.

Discussion:

Individuals with congenital blindness depicted objects mainly from an operational angle, and those with acquired blindness from the angle of the object when laid flat. When the components of an object were relatively complex, the subjects with congenital blindness only drew local features in contact with their bodies and with continuous line segments, and those with acquired blindness used discontinuous line segments. Participants were satisfied that the 3D printing pen could touch the drawing path in time and that they could use the “piling” feature to create positioning marks or planar expressions.

Implications for practitioners:

Students can be instructed to use 3D pens to draw (lines, planes, and objects) to enhance the communication between teachers and students and improve teaching efficiency. Regarding the design of tactile pictures, the parts that come in contact with the body during object use can be considered the reference features of the pictures. For large pictures, attention should be paid to the size ratio between the outline and components. For small pictures, one should consider how the operational feature details should be shown at approximately the original size.

"Aha"ptics: Enjoying an Aesthetic Aha During Haptic Exploration

Perceptual insight, like recognizing hidden figures, increases the appreciation of visually perceived objects. We examined this Aesthetic Aha paradigm in the haptic domain. Participants were thinking aloud during haptic exploration of 11 visually nonaccessible panels. They explored them again evaluating them on liking, pleasingness, complexity, and interestingness. Afterwards they rated photographs of the panels on the same variables. Haptic pleasingness was predictable by the strength of insight (Aha!) during free exploration and the material feel. Liking was increased when complexity was high in addition. Pleasingness and interest were negatively related to each other but predicted liking in a combined model. Personality and explorative strategies were considered, for example, strength of insight was increased for ambiguity-tolerant people, and people with high need for closure explored more globally. Evaluations of haptic and visual explorations correlated significantly, and in both modalities, complexity correlated more strongly with interest than with liking. Our study transfers the Aesthetic Aha effect to the haptic domain and reveals slight differences in its hedonic quality with a potentially higher relevance of pleasingness. We suggest that revealing a (meaningful) structure during exploration-visually or haptically-can enhance positive affect and interest hereby benefits from an increased level of complexity.

The Effect of Programmable Tactile Displays on Spatial Learning Skills in Children and Adolescents of Different Visual Disability

Vision loss has severe impacts on physical, social and emotional well-being. The education of blind children poses issues as many scholar disciplines (e.g., geometry, mathematics) are normally taught by heavily relying on vision. Touch-based assistive technologies are potential tools to provide graphical contents to blind users, improving learning possibilities and social inclusion. Raised-lines drawings are still the golden standard, but stimuli cannot be reconfigured or adapted and the blind person constantly requires assistance. Although much research concerns technological development, little work concerned the assessment of programmable tactile graphics, in educative and rehabilitative contexts. Here we designed, on programmable tactile displays, tests aimed at assessing spatial memory skills and shapes recognition abilities. Tests involved a group of blind and a group of low vision children and adolescents in a four-week longitudinal schedule. After establishing subject-specific difficulty levels, we observed a significant enhancement of performance across sessions and for both groups. Learning effects were comparable to raised paper control tests: however, our setup required minimal external assistance. Overall, our results demonstrate that programmable maps are an effective way to display graphical contents in educative/rehabilitative contexts. They can be at least as effective as traditional paper tests yet providing superior flexibility and versatility.