Virtual Reality Systems as an Orientation Aid for People Who Are Blind to Acquire New Spatial Information.

This research aims to examine the impact of virtual environments interface on the exploration process, construction of cognitive maps, and performance of orientation tasks in real spaces by users who are blind. The study compared interaction with identical spaces using different systems: BlindAid, Virtual Cane, and real space. These two virtual systems include user-interface action commands that convey unique abilities and activities to users who are blind and that operate only in these VR systems and not in real space (e.g., teleporting the user's avatar or pointing at a virtual object to receive information). This research included 15 participants who are blind, divided into three groups: a control group and two experimental groups. Varied tasks (exploration and orientation) were used in two virtual environments and in real spaces, with both qualitative and quantitative methodologies. The results show that the participants were able to explore, construct a cognitive map, and perform orientation tasks. Participants in both virtual systems used these action commands during their exploration process: all participants used the teleport action command to move their avatar to the starting point and all Virtual Cane participants explored the environment mainly by using the look-around mode, which enabled them to collect spatial information in a way that influenced their ability to construct a cognitive map based on a map model.

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.

Perception of sonified representations of complex systems by people who are blind.

This research focused on examining the sonification properties that can lead people who are blind to distinguish and to identify different sounds. This research included 10 participants, all of whom were examined individually. They listened to a sonified scenario, which was generated by an agent-based NetLogo computer model of a gas particle in a container. The participants identified the different sounds as opposed to examining their ability to identify the value of the sounds or to understand the scientific phenomena as a result of hearing the model scenario. This research found that, in regard to complexity levels, the participants were able to identify stimuli that included up to four sounds. The analyses reveal that in the second trial the participants displayed heightened ability. The long-term practical benefits of this research may well influence program developers in education and rehabilitation for people who are blind. A learning environment based on sonified feedback can address a central need among people who are blind, providing equal access to learning environments equivalent to those available to sighted users and allowing independent interaction with exploratory materials and control of the learning process.

Interference in geometry among people who are blind.

BACKGROUND: Geometry, a central branch of mathematics, is challenging for schoolchildren. Studies have shown that, when comparing perimeters of geometrical shapes, many sighted participants experience interference from the area variable, possibly stemming from the visual differences between the geometrical shapes. Accordingly, we hypothesized that such interference would not be observed in participants who are blind, who use the tactile modality to detect the properties of shapes. METHODS: Thirty participants, 15 who are blind and 15 with sight, explored pairs of geometrical shapes tactilely or visually, respectively, and compared areas and perimeters. RESULTS AND CONCLUSIONS: Surprisingly, accuracy and response time findings suggested that the two groups had a similar pattern of performance, and hence that area also interferes in comparison of perimeters among people who are blind.

Virtual environment navigation with look-around mode to explore new real spaces by people who are blind.

BACKGROUND: This paper examines the ability of people who are blind to construct a mental map and perform orientation tasks in real space by using Nintendo Wii technologies to explore virtual environments. The participant explores new spaces through haptic and auditory feedback triggered by pointing or walking in the virtual environments and later constructs a mental map, which can be used to navigate in real space. METHODS: The study included 10 participants who were congenitally or adventitiously blind, divided into experimental and control groups. The research was implemented by using virtual environments exploration and orientation tasks in real spaces, using both qualitative and quantitative methods in its methodology. RESULTS: The results show that the mode of exploration afforded to the experimental group is radically new in orientation and mobility training; as a result 60% of the experimental participants constructed mental maps that were based on map model, compared with only 30% of the control group participants. CONCLUSIONS: Using technology that enabled them to explore and to collect spatial information in a way that does not exist in real space influenced the ability of the experimental group to construct a mental map based on the map model. Implications for rehabilitation The virtual cane system for the first time enables people who are blind to explore and collect spatial information via the look-around mode in addition to the walk-around mode. People who are blind prefer to use look-around mode to explore new spaces, as opposed to the walking mode. Although the look-around mode requires users to establish a complex collecting and processing procedure for the spatial data, people who are blind using this mode are able to construct a mental map as a map model. For people who are blind (as for the sighted) construction of a mental map based on map model offers more flexibility in choosing a walking path in a real space, accounting for changes that occur in the space.

Using virtual environment to improve spatial perception by people who are blind.

Mental mapping of spaces, and of the possible paths for navigating these spaces, is essential for the development of efficient orientation and mobility skills. Visual ability is a crucial component to effective mental mapping. People who are blind consequently find it difficult to generate useful mental maps of spaces and navigate competently within them. The research studies reported in this paper assume that the supply of appropriate spatial information through compensatory sensorial channels as an alternative to the visual channel may contribute to the anticipatory mental mapping of unknown spaces and consequently may improve spatial performance for people who are blind.

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].