Construction of cognitive maps of unknown spaces using a multi-sensory virtual environment for people who are blind

An investigation into the effectiveness of using acoustic touch to assist people who are blind

Wearable smart glasses are an emerging technology gaining popularity in the assistive technologies industry. Smart glasses aids typically leverage computer vision and other sensory information to translate the wearer's surrounding into computer-synthesized speech. In this work, we explored the potential of a new technique known as "acoustic touch" to provide a wearable spatial audio solution for assisting people who are blind in finding objects. In contrast to traditional systems, this technique uses smart glasses to sonify objects into distinct sound auditory icons when the object enters the device's field of view. We developed a wearable Foveated Audio Device to study the efficacy and usability of using acoustic touch to search, memorize, and reach items. Our evaluation study involved 14 participants, 7 blind or low-visioned and 7 blindfolded sighted (as a control group) participants. We compared the wearable device to two idealized conditions, a verbal clock face description and a sequential audio presentation through external speakers. We found that the wearable device can effectively aid the recognition and reaching of an object. We also observed that the device does not significantly increase the user's cognitive workload. These promising results suggest that acoustic touch can provide a wearable and effective method of sensory augmentation.

Exploiting the haptic and audio channels to improve orientation and mobility apps for the visually impaired

Orientation and mobility apps for visually impaired people are well known to be effective in improving the quality of life for this target group. A mobile application that guides a visually impaired person step-by-step through a physical space is a valuable aid, but it does not provide an overview of a complex environment "at a glance," as a traditional hard-copy tactile map does. The aim of this study is to investigate whether a smartphone GPS map, enriched with haptic and audio hints, can facilitate cognitive mapping for visually impaired users. Encouraged by a preliminary study conducted in co-operation with two visually impaired volunteers, we designed and developed an Android prototype for exploration of an urban area. Our goal was to provide an affordable, portable and versatile solution to help users increase awareness of an environment through the positions of its landmarks and points of interest. Vibro-tactile and audio hints were linked to the coordinates on the map via the GeoJSON data format and were issued exploiting the text-to-speech and vibration features of the mobile device, as they were displayed through the operating system's APIs. Test sessions and interviews with visually impaired users produced encouraging results. Results, to be verified by more extensive testing, overall confirm the validity of our approach and are in line with results found in the literature.

Submission Template for ACM Papers

The results presented here were obtained from an experimental study of blind people's experiences on two routes with very different characteristics. They are intended to answer three research questions on how blind people identify environmental features while travelling and use environmental information to form spatial representations, and the implications for the design of electronic travel aids to better support mental mapping of space. The results include detailed discussions of the mainly tactile and auditory information used by blind people to identify objects, as well as the different combinations of sensory information used in forming mental maps, the approaches participants used to do this, and the sensory modalities involved. They also provide a categorisation of the main features in participants’ descriptions of the two routes. The answers to the three questions include a discussion of the relationship between the sensory information used in route descriptions and mental maps, and the implications of the results for the design of electronic travel aids to support mental mapping, including suggestions for new types of aids and guidelines for aid design.

Cognitive map formation supported by auditory, haptic, and multimodal information in persons with blindness

For efficient navigation, the brain needs to adequately represent the environment in a cognitive map. In this review, we sought to give an overview of literature about cognitive map formation based on non-visual modalities in persons with blindness (PWBs) and sighted persons. The review is focused on the auditory and haptic modalities, including research that combines multiple modalities and real-world navigation. Furthermore, we addressed implications of route and survey representations. Taking together, PWBs as well as sighted persons can build up cognitive maps based on non-visual modalities, although the accuracy sometime somewhat differs between PWBs and sighted persons. We provide some speculations on how to deploy information from different modalities to support cognitive map formation. Furthermore, PWBs and sighted persons seem to be able to construct route as well as survey representations. PWBs can experience difficulties building up a survey representation, but this is not always the case, and research suggests that they can acquire this ability with sufficient spatial information or training. We discuss possible explanations of these inconsistencies.

Mental 3D Visualization: Building Surgical Resilience for Performing High-Risk Procedures

OBJECTIVE

Psychological resilience has been studied in several demanding professions, including the military and competitive sports, yet specific strategies for managing stress are not commonly addressed during surgical training. The objective of this study was to investigate how surgeons view performance under pressure during high-risk surgical steps.

DESIGN

Using constructivist grounded theory, we conducted 12 individual semi-structured interviews with a theoretical sample teaching surgeons, representing 10 different specialties and a range of experience. We drew on Luthar's concept of resilience as positive adaptation, an active and flexible process in which critical choices are made in stressful situations. We asked about both protective and vulnerability factors contributing to resilience in high-risk surgery. We coded transcripts, transforming each category of codes into a visual schematic highlighting our findings related to performance under pressure and resilience, which we transformed into a conceptual model.

SETTING

Truman Medical Center, Kansas City, MO, tertiary hospital.

PARTICIPANTS

Twelve teaching surgeons from 10 different surgical specialties.

RESULTS

Mental 3D visualization is necessary for proper preoperative planning, enacting contingency plans in the face of intra-operative challenges, and managing emotions during high-risk surgery. Each of these factors informs staying calm under pressure and is necessary for building long-term surgical resilience. Negotiating challenges in high-risk surgery is contingent upon adapting to risk developed over time through surgical experience, mental 3D visualization, intentionality, and self-reflection.

CONCLUSIONS

Mental 3D visualization informs processes for staying calm under pressure and is essential for building long-term surgical resilience. We recommend that residency curricula offer progressive education on mental 3D visualization and foster intraoperative environments that promote adapting to risk.

Survey on Psychological Well-Being and Quality of Life in Visually Impaired Individuals: Dancesport vs. Other Sound Input-Based Sports

Sport practice has the widely demonstrated potential of promoting well-being and physical/mental health, especially in disabled individuals. Nowadays, visually impaired people can participate in several sports commonly adapted and played substituting visual input with auditory or tactile ones. By integrating movement and music, dance can simultaneously promote physical and emotional involvement and enhances vicarious sense recruitment. On these premises, we performed a survey to assess the psychological well-being (PWB) and quality of life (QoL) in visually impaired athletes, comparing dancesport vs other sound input-based sports. Twenty-one visually impaired dancers and twenty-seven visually impaired athletes practicing adapted baseball, showdown, blind futsal, or blind tennis completed a structured self-report survey including the Italian version of PWB-18 scale and the Short Form-12 (SF-12) questionnaire. Dancers reported significantly higher scores in PWB-18 autonomy, environmental mastery, and self-acceptance along with a higher PWB total score than the other athlete group. Similarly, the SF-12 questionnaire results demonstrated significantly higher scores in both physical and mental QoL of visually impaired dancers compared with other athletes. In conclusion, our findings suggest that, given its peculiarities, the practice of dancesport may have a stronger positive impact on PWB and QoL of visually impaired individuals than other sound input-based sports.

Enabling visually impaired people to learn three-dimensional tactile graphics with a 3DOF haptic mouse

Background

In this work, we present a novel sensory substitution system that enables to learn three dimensional digital information via touch when vision is unavailable. The system is based on a mouse-shaped device, designed to jointly perceive, with one finger only, local tactile height and inclination cues of arbitrary scalar fields. The device hosts a tactile actuator with three degrees of freedom: elevation, roll and pitch. The actuator approximates the tactile interaction with a plane tangential to the contact point between the finger and the field. Spatial information can therefore be mentally constructed by integrating local and global tactile cues: the actuator provides local cues, whereas proprioception associated with the mouse motion provides the global cues.

Methods

The efficacy of the system is measured by a virtual/real object-matching task. Twenty-four gender and age-matched participants (one blind and one blindfolded sighted group) matched a tactile dictionary of virtual objects with their 3D-printed solid version. The exploration of the virtual objects happened in three conditions, i.e., with isolated or combined height and inclination cues. We investigated the performance and the mental cost of approximating virtual objects in these tactile conditions.

Results

In both groups, elevation and inclination cues were sufficient to recognize the tactile dictionary, but their combination worked at best. The presence of elevation decreased a subjective estimate of mental effort. Interestingly, only visually impaired participants were aware of their performance and were able to predict it.

Conclusions

The proposed technology could facilitate the learning of science, engineering and mathematics in absence of vision, being also an industrial low-cost solution to make graphical user interfaces accessible for people with vision loss.

Echolocation as a Means for People with Visual Impairment (PVI) to Acquire Spatial Knowledge of Virtual Space

In virtual environments, spatial information is communicated visually. This prevents people with visual impairment (PVI) from accessing such spaces. In this article, we investigate whether echolocation could be used as a tool to convey spatial information by answering the following research questions: What features of virtual space can be perceived by PVI through the use of echolocation? How does active echolocation support PVI in acquiring spatial knowledge of a virtual space? And what are PVI’s opinions regarding the use of echolocation to acquire landmark and survey knowledge of virtual space? To answer these questions, we conducted a two-part within-subjects experiment with 12 people who were blind or had a visual impairment and found that size and materials of rooms and 90-degree turns were detectable through echolocation, participants preferred using echoes derived from footsteps rather than from artificial sound pulses, and echolocation supported the acquisition of mental maps of a virtual space. Ultimately, we propose that appropriately designed echolocation in virtual environments improves understanding of spatial information and access to digital games for PVI.

Virtual Haptic Perception as an Educational Assistive Technology: A Case Study in Inclusive Education

The traditional educational process of blind people is a complex practice that relies on the haptic perception (tactile perception) of physical models. However, physical models may be costly, inaccessible or may require a large storage space. To overcome these difficulties, in this article a virtual haptic perception approach to support the teaching and learning process of blind people is proposed. The proposed approach combines the use of virtual reality and haptic technologies. The research aim is to objectively evaluate the feasibility and effectiveness of using virtual haptic perception in the education of blind children. For this purpose, an experimental methodology was defined and used to teach maths, in particular fundamental three-dimensional (3D) shapes, to blind children. The results are analysed in terms of the participants' ability to explore and recognize virtual objects, and the knowledge gain after the virtual perception learning period. From this analysis it is concluded that haptic virtual perception is a valid and effective assistive technology for the education of blind children.

Two Decades of Touchable and Walkable Virtual Reality for Blind and Visually Impaired People: A High-Level Taxonomy

Although most readers associate the term virtual reality (VR) with visually appealing entertainment content, this technology also promises to be helpful to disadvantaged people like blind or visually impaired people. While overcoming physical objects’ and spaces’ limitations, virtual objects and environments that can be spatially explored have a particular benefit. To give readers a complete, clear and concise overview of current and past publications on touchable and walkable audio supplemented VR applications for blind and visually impaired users, this survey paper presents a high-level taxonomy to cluster the work done up to now from the perspective of technology, interaction and application. In this respect, we introduced a classification into small-, medium- and large-scale virtual environments to cluster and characterize related work. Our comprehensive table shows that especially grounded force feedback devices for haptic feedback (‘small scale’) were strongly researched in different applications scenarios and mainly from an exocentric perspective, but there are also increasingly physically (‘medium scale’) or avatar-walkable (‘large scale’) egocentric audio-haptic virtual environments. In this respect, novel and widespread interfaces such as smartphones or nowadays consumer grade VR components represent a promising potential for further improvements. Our survey paper provides a database on related work to foster the creation process of new ideas and approaches for both technical and methodological aspects.

X-Road

Orientation and Mobility (O8M) classes teach people with visual impairments how to navigate the world; for instance, how to cross a road. Yet, this training can be difficult and dangerous due to conditions such as traffic and weather. Virtual Reality (VR) can overcome these challenges by providing interactive controlled environments. However, most existing VR tools rely on visual feedback, which limits their use with students with visual impairment. In a collaborative design approach with O8M instructors, we designed an affordable and accessible VR system for O8M classes, called X-Road. Using a smartphone and a Bespoke headmount, X-Road provides both visual and audio feedback and allows users to move in space as in the real world. In a study with 13 students with visual impairments, X-Road proved to be an effective alternative to teaching and learning classical O8M tasks, and both students and instructors were enthusiastic about this technology. We conclude with design recommendations for inclusive VR systems.

O&M Indoor Virtual Environments for People Who Are Blind

BACKGROUND: Knowing their current position in the surroundings constitutes one of the biggest challenges faced by people with visual disabilities when they move around. For them, it is difficult to be aware of the direction in which they are going, and the location of nearby objects and obstacles. In this context, obtaining relevant spatial information is always very significant to these individuals. Hence, the research in the development of assistive technologies for needs and perspectives of people who are blind has been a promising area in terms of the orientation and mobility (O&M) challenges.

OBJECTIVE: The purpose of this study is to systematically examine the literature on &M virtual environments designed to support indoor navigation to identify techniques for both developing and evaluating the usability and cognitive impact of these applications.

METHODS: A systematic literature review (SLR) was performed, considering population, intervention, outcomes, and study design as eligibility criteria. After a filtering process from 987 works retrieved from six databases, we extracted data from 51 papers, which meet the study selection criteria.

RESULTS: The analysis of the 51 papers describing 31 O&M indoor virtual environments, indicated that O&M virtual environments to support indoor navigation are usually designed for desktop, adopt spatial audio as way to support orientation, and use joystick as primary interaction device. Regarding evaluation techniques, questionnaires, interviews, user observation, and performance logs are commonly used to evaluate usability in this context. In tests involving users, the participants are usually adults aged 21–59 years, who individually spend about 90 minutes split in usually two evaluation sessions. Most papers do not report any strategies to evaluate the cognitive impact of O&M virtual environments on users’ navigational and wayfinding skills. Thirteen papers (25.49%) reported the conduction of experiments or quasi-experiments and demonstrated pieces of evidence associated with a positive cognitive impact resultant from O&M indoor virtual environments usage. Finally, only four papers (7.84%) reported the development of indoor maps editors for O&M virtual environments.

CONCLUSION: Our SLR summarizes the characteristics of 32 O&M virtual environments. It compiles state-of-the-art for indoor simulations in this domain and highlights their challenges and impacts in O&M training. Also, the absence of clear guidelines to design and evaluate O&M virtual environments and the few available computer editors of indoor maps appear as research opportunities.

Spotlights and Soundscapes

For persons with visual impairment, forming cognitive maps of unfamiliar interior spaces can be challenging. Various technical developments have converged to make it feasible, without specialized equipment, to represent a variety of useful landmark objects via spatial audio, rather than solely dispensing route information. Although such systems could be key to facilitating cognitive map formation, high-density auditory environments must be crafted carefully to avoid overloading the listener. This article recounts a set of research exercises with potential users, in which the optimization of such systems was explored. In Experiment 1, a virtual reality environment was used to rapidly prototype and adjust the auditory environment in response to participant comments. In Experiment 2, three variants of the system were evaluated in terms of their effectiveness in a real-world building. This methodology revealed a variety of optimization approaches and recommendations for designing dense mixed-reality auditory environments aimed at supporting cognitive map formation by visually impaired persons.

Impact of Learning Methods on Spatial Knowledge Acquisition

Research on the acquisition of spatial knowledge not only enriches our understanding of the theory of spatial knowledge representation but also creates practical value for the application of spatial knowledge. The aim of this study is to understand the impact of different learning methods on the acquisition of spatial knowledge, including the role of 2D maps, the difference between physical interaction and virtual interaction, and whether passive learning can replace active learning in virtual environments. One experiment was conducted, in which landmark knowledge and configurational knowledge were measured. Results indicate that 2D maps play a supporting role in acquiring both landmark knowledge and configurational knowledge. In addition, physical learning was associated with better spatial knowledge representation compared with virtual learning. An analysis of observational data in the third comparison found no significant difference between passive learning and active learning using virtual street view maps. However, with high-quality learning materials, passive learning can contribute to the acquisition of spatial knowledge more efficiently than active learning.

Spatial representation framework for better indoor navigation by people with visual impairment

Purpose

The purpose of this paper is to validate a framework for spatial representation, aka the spatial representation framework (SRF), to define spaces and building information required by people with visual impairment as a foundation of indoor maps for indoor navigation systems.

Design/methodology/approach

The SRF was first created with seven main components by a review of the relevant literature and state-of-the-art technologies shown in the preliminary study. This research comprised of two tasks: investigating problems and behaviors while accessing spaces and buildings by visually impaired people (VIP) and validating the SRF where 45 participants were recruited (30 VIP and 15 experts).

Findings

The findings revealed a list of problems and challenges were used to validate and redefine the spatial representation, which was validated by both VIP and experts. The framework subsequently consisted of 11 components categorized into five layers, each layer of which is responsible for a different function.

Research limitations/implications

This framework provides essential components required for building standard indoor maps as a foundation for indoor navigations systems for people with visual impairment.

Practical implications

This framework lays the foundation for a range of indoor-based applications by using this SRF to represent indoor spaces. Example applications include: indoor navigation by people with disabilities, robots and autonomous systems, security and surveillance, and context and spatial awareness.

Originality/value

This paper presents the validated spatial representation for indoor navigation by people with visual impairment with its details and description, methodology, results and findings of the validation of the SRF.

Audio motor training improves mobility and spatial cognition in visually impaired children

Since it has been demonstrated that spatial cognition can be affected in visually impaired children, training strategies that exploit the plasticity of the human brain should be early adopted. Here we developed and tested a new training protocol based on the reinforcement of audio-motor associations and thus supporting spatial development in visually impaired children. The study involved forty-four visually impaired children aged 6–17 years old assigned to an experimental (ABBI training) or a control (classical training) rehabilitation conditions. The experimental training group followed an intensive but entertaining rehabilitation for twelve weeks during which they performed ad-hoc developed audio-spatial exercises with the Audio Bracelet for Blind Interaction (ABBI). A battery of spatial tests administered before and after the training indicated that children significantly improved in almost all the spatial aspects considered, while the control group didn’t show any improvement. These results confirm that perceptual development in the case of blindness can be enhanced with naturally associated auditory feedbacks to body movements. Therefore the early introduction of a tailored audio-motor training could potentially prevent spatial developmental delays in visually impaired children.

Hungry Cat—A Serious Game for Conveying Spatial Information to the Visually Impaired

Navigation is done through obtaining spatial information from the environment and forming a spatial map about it. The visually impaired rely mainly on orientation and mobility training by a certified specialist to acquire spatial navigation skills. However, it is manpower intensive and costly. This research designed and developed a serious game, Hungry Cat. This game can convey spatial information of virtual rooms to children with visual impairment through game playing. An evaluation with 30 visually impaired participants was conducted by allowing them to explore each virtual room in Hungry Cat. After exploration, the food finding test, which is a game mode available in Hungry Cat, was conducted, followed by the physical wire net test to evaluate their ability in forming the spatial mental maps of the virtual rooms. The positive results of the evaluation obtained demonstrate the ability of Hungry Cat, in conveying spatial information about virtual rooms and aiding the development of spatial mental maps of these rooms through game playing.

The Importance of Visual Experience, Gender, and Emotion in the Assessment of an Assistive Tactile Mouse

Tactile maps are efficient tools to improve spatial understanding and mobility skills of visually impaired people. Their limited adaptability can be compensated with haptic devices which display graphical information, but their assessment is frequently limited to performance-based metrics only which can hide potential spatial abilities in O&M protocols. We assess a low-tech tactile mouse able to deliver three-dimensional content considering how performance, mental workload, behavior, and anxiety status vary with task difficulty and gender in congenitally blind, late blind, and sighted subjects. Results show that task difficulty coherently modulates the efficiency and difficulty to build mental maps, regardless of visual experience. Although exhibiting attitudes that were similar and gender-independent, the females had lower performance and higher cognitive load, especially when congenitally blind. All groups showed a significant decrease in anxiety after using the device. Tactile graphics with our device seems therefore to be applicable with different visual experiences, with no negative emotional consequences of mentally demanding spatial tasks. Going beyond performance-based assessment, our methodology can help with better targeting technological solutions in orientation and mobility protocols.

Is there a future for sensory substitution outside academic laboratories?

Sensory substitution devices (SSDs) have been developed with the ultimate purpose of supporting sensory deprived individuals in their daily activities. However, more than forty years after their first appearance in the scientific literature, SSDs still remain more common in research laboratories than in the daily life of people with sensory deprivation. Here, we seek to identify the reasons behind the limited diffusion of SSDs among the blind community by discussing the ergonomic, neurocognitive and psychosocial issues potentially associated with the use of these systems. We stress that these issues should be considered together when developing future devices or improving existing ones. We provide some examples of how to achieve this by adopting a multidisciplinary and participatory approach. These efforts would contribute not solely to address fundamental theoretical research questions, but also to better understand the everyday needs of blind people and eventually promote the use of SSDs outside laboratories.

Virtual Environments for People who Are Visually Impaired Integrated into an Orientation and Mobility Program

Introduction

The BlindAid, a virtual system developed for orientation and mobility (O&M) training of people who are blind or have low vision, allows interaction with different virtual components (structures and objects) via auditory and haptic feedback. This research examined if and how the BlindAid that was integrated within an O&M training program could be of help when teaching those who are blind or visually impaired to develop O&M skills.

Methods

Using qualitative and quantitative methods, this research focused on 16 participants during their O&M course, and studied virtual environment exploration and orientation tasks in virtual environments.

Results

The encouraging results of the current study indicate the potential strengths of the BlindAid system as an O&M training device for visually impaired people.

Discussion

Follow-up research evaluating transference of knowledge from virtual environments to real spaces could contribute to O&M training for people who are visually impaired.

Implications for practitioners

BlindAid could play a central role in three potential applications: a training simulator for O&M, a diagnostic tool for O&M specialists to track and observe participants’ spatial behavior, and a technique for advanced exploration of unknown spaces.

Rehabilitation Program Integrating Virtual Environment to Improve Orientation and Mobility Skills for People Who Are Blind

This paper presents the integration of a virtual environment (BlindAid) in an orientation and mobility rehabilitation program as a training aid for people who are blind. BlindAid allows the users to interact with different virtual structures and objects through auditory and haptic feedback. This research explores if and how use of the BlindAid in conjunction with a rehabilitation program can help people who are blind train themselves in familiar and unfamiliar spaces. The study, focused on nine participants who were congenitally, adventitiously, and newly blind, during their orientation and mobility rehabilitation program at the Carroll Center for the Blind (Newton, Massachusetts, USA). The research was implemented using virtual environment (VE) exploration tasks and orientation tasks in virtual environments and real spaces. The methodology encompassed both qualitative and quantitative methods, including interviews, a questionnaire, videotape recording, and user computer logs. The results demonstrated that the BlindAid training gave participants additional time to explore the virtual environment systematically. Secondly, it helped elucidate several issues concerning the potential strengths of the BlindAid system as a training aid for orientation and mobility for both adults and teenagers who are congenitally, adventitiously, and newly blind.

Audio Haptic Videogaming for Developing Wayfinding Skills in Learners Who are Blind

Interactive digital technologies are currently being developed as a novel tool for education and skill development. Audiopolis is an audio and haptic based videogame designed for developing orientation and mobility (O&M) skills in people who are blind. We have evaluated the cognitive impact of videogame play on O&M skills by assessing performance on a series of behavioral tasks carried out in both indoor and outdoor virtual spaces. Our results demonstrate that the use of Audiopolis had a positive impact on the development and use of O&M skills in school-aged learners who are blind. The impact of audio and haptic information on learning is also discussed.

Tactile exploration of virtual objects for blind and sighted people: the role of beta 1 EEG band in sensory substitution and supramodal mental mapping

The neural correlates of exploration and cognitive mapping in blindness remain elusive. The role of visuo-spatial pathways in blind vs. sighted subjects is still under debate. In this preliminary study, we investigate, as a possible estimation of the activity in the visuo-spatial pathways, the EEG patterns of blind and blindfolded-sighted subjects during the active tactile construction of cognitive maps from virtual objects compared with rest and passive tactile stimulation. Ten blind and ten matched, blindfolded-sighted subjects participated in the study. Events were defined as moments when the finger was only stimulated (passive stimulation) or the contour of a virtual object was touched (during active exploration). Event-related spectral power and coherence perturbations were evaluated within the beta 1 band (14-18 Hz). They were then related to a subjective cognitive-load estimation required by the explorations [namely, perceived levels of difficulty (PLD)]. We found complementary cues for sensory substitution and spatial processing in both groups: both blind and sighted subjects showed, while exploring, late power decreases and early power increases, potentially associated with motor programming and touch, respectively. The latter involved occipital areas only for blind subjects (long-term plasticity) and only during active exploration, thus supporting tactile-to-visual sensory substitution. In both groups, coherences emerged among the fronto-central, centro-parietal, and occipito-temporal derivations associated with visuo-spatial processing. This seems in accordance with mental map construction involving spatial processing, sensory-motor processing, and working memory. The observed involvement of the occipital regions suggests that a substitution process also occurs in sighted subjects. Only during explorations did coherence correlate positively with PLD for both groups and in derivations, which can be related to visuo-spatial processing, supporting the existence of supramodal spatial processing independently of vision capabilities.

A Virtual Environment for People Who Are Blind - A Usability Study

For most people who are blind, exploring an unknown environment can be unpleasant, uncomfortable, and unsafe. Over the past years, the use of virtual reality as a learning and rehabilitation tool for people with disabilities has been on the rise. This research is based on the hypothesis that the supply of appropriate perceptual and conceptual information through compensatory sensorial channels may assist people who are blind with anticipatory exploration. In this research we developed and tested the BlindAid system, which allows the user to explore a virtual environment. The two main goals of the research were: (a) evaluation of different modalities (haptic and audio) and navigation tools, and (b) evaluation of spatial cognitive mapping employed by people who are blind. Our research included four participants who are totally blind. The preliminary findings confirm that the system enabled participants to develop comprehensive cognitive maps by exploring the virtual environment.

Newly blind persons using virtual environment system in a traditional orientation and mobility rehabilitation program: a case study

This paper presents a virtual reality system (the BlindAid) developed for orientation and mobility training of people who are newly blind. The BlindAid allows users to interact with different virtual structures and objects via auditory and haptic feedback. This case study aims to examine if and how the BlindAid, in conjunction with a traditional rehabilitation programme, can help people who are newly blind develop new orientation and mobility methods. Follow-up research based on this study, with a large experiment and control group, could contribute to the area of orientation and mobility rehabilitation training for the newly blind. The case study research focused on A., a woman who is newly blind, for 17 virtual sessions spanning ten weeks, during the 12 weeks of her traditional orientation and mobility rehabilitation programme. The research was implemented by using virtual environment (VE) exploration and orientation tasks in VE and physical spaces. The research methodology used both qualitative and quantitative methods, including interviews, questionnaire, videotape recording, and user computer logs. The results of this study helped elucidate several issues concerning the contribution of the BlindAid system to the exploration strategies and learning processes experienced by the participant in her encounters with familiar and unfamiliar physical surroundings. [Box: see text].

Usability of a Multimodal Video Game to Improve Navigation Skills for Blind Children

This work presents an evaluative study on the usability of a haptic device together with a sound-based video game for the development and use of orientation and mobility (O&M) skills in closed, unfamiliar spaces by blind, school-aged children. A usability evaluation was implemented for a haptic device especially designed for this study (Digital Clock Carpet) and a 3D video game (MOVA3D) in order to determine the degree to which the user accepted the device, and the level of the user’s satisfaction regarding her interaction with these products for O&M purposes. In addition, a cognitive evaluation was administered. The results show that both the haptic device and the video game are usable, accepted and considered to be pleasant for use by blind children. The results also show that they are ready to be used for cognitive learning purposes. Results from a cognitive study demonstrated significant gains in tempo-spatial orientation skills of blind children when navigating in unfamiliar spaces.