Learning building layouts with non-geometric visual information: the effects of visual impairment and age

Comparing Map Learning between Touchscreen-Based Visual and Haptic Displays: A Behavioral Evaluation with Blind and Sighted Users

The ubiquity of multimodal smart devices affords new opportunities for eyes-free applications for conveying graphical information to both sighted and visually impaired users. Using previously established haptic design guidelines for generic rendering of graphical content on touchscreen interfaces, the current study evaluates the learning and mental representation of digital maps, representing a key real-world translational eyes-free application. Two experiments involving 12 blind participants and 16 sighted participants compared cognitive map development and test performance on a range of spatio-behavioral tasks across three information-matched learning-mode conditions: (1) our prototype vibro-audio map (VAM), (2) traditional hardcopy-tactile maps, and (3) visual maps. Results demonstrated that when perceptual parameters of the stimuli were matched between modalities during haptic and visual map learning, test performance was highly similar (functionally equivalent) between the learning modes and participant groups. These results suggest equivalent cognitive map formation between both blind and sighted users and between maps learned from different sensory inputs, providing compelling evidence supporting the development of amodal spatial representations in the brain. The practical implications of these results include empirical evidence supporting a growing interest in the efficacy of multisensory interfaces as a primary interaction style for people both with and without vision. Findings challenge the long-held assumption that blind people exhibit deficits on global spatial tasks compared to their sighted peers, with results also providing empirical support for the methodological use of sighted participants in studies pertaining to technologies primarily aimed at supporting blind users.

Use of an Indoor Navigation System by Sighted and Blind Travelers

This article first reviews the pros and cons of current accessible indoor navigation systems and then describes a study using commercial smart devices to navigate routes through a complex building. Our interest was in comparing performance when using real-time narrative descriptions (system-aided condition) vs. a memory-based condition where the same narrative information was only provided to users from the route's origin. We tested two groups of blind and visually impaired (BVI) users, including people above and below 60 years of age, as well as a third sighted control group. Evaluating older BVI participants is important, as the majority of vision loss is age-related, yet navigation performance using access technology is rarely studied with this demographic. Behavioral results demonstrated that access to real-time (system-aided) information led to better navigation accuracy and greater confidence by blind users compared to the information-matched memory condition. Performance for blind participants over 60 years old was nearly identical with their younger peers—an important outcome supporting the efficacy of using navigational technologies by this fast-growing population. Route completion accuracy and requests for assistance did not reliably differ between blind and sighted participants when using the system, suggesting that access to narrative route information led to functionally equivalent navigation behavior, irrespective of visual status. Survey results revealed strong user support for real-time information and provided important guidance for future interface refinements.

Environmental Information Required by Individuals with Visual Impairments Who Use Orientation and Mobility Aids to Navigate Campuses

Introduction:

This study investigated the user requirements of individuals with visual impairments regarding the information to be included in orientation and mobility (O&M) aids in order for optimally useful audio-tactile maps of campuses to be developed. In addition, this study aimed at investigating the importance (usefulness) that individuals with visual impairments attribute to environmental information of campuses.

Methods:

The researchers listed 213 pieces of environmental information concerning campuses and address them in survey by conducting a respective questionnaire. Participants were asked to evaluate the information, regarding the importance or usefulness of the information in regard to safety, location of services, and orientation and wayfinding during movement. Through convenience sampling 115 adults (aged from 18 to 64 years) with visual impairments from four countries (Greece, Cyprus, Turkey, and Germany) took part in the research.

Results:

Pieces of environmental information, sorted in descending order starting with the most useful ones, have been listed. A repeated measures analysis of variance yielded a significant main effect for the type of information (safety, location of services, and wayfinding and orientation): F(2, 228) = 70.868, p < .001.

Discussion:

This study resulted in the specification of the most significant or useful information that should be included in O&M aids of campuses for individuals with visual impairments.

Implications for practitioners:

The results of this study will hold the interest of developers of O&M aids, O&M practitioners, rehabilitation teachers, and instructors who design and construct O&M aids. Moreover, the context for appropriately designed tactile or audio-tactile maps for campuses is provided, and campuses around the world could rely on this study for the creation of a valuable accessibility aid.

The potential of virtual reality for spatial navigation research across the adult lifespan

Older adults often experience serious problems in spatial navigation, and alterations in underlying brain structures are among the first indicators for a progression to neurodegenerative diseases. Studies investigating the neural mechanisms of spatial navigation and its changes across the adult lifespan are increasingly using virtual reality (VR) paradigms. VR offers major benefits in terms of ecological validity, experimental control and options to track behavioral responses. However, navigation in the real world differs from navigation in VR in several aspects. In addition, the importance of body-based or visual cues for navigation varies between animal species. Incongruences between sensory and motor input in VR might consequently affect their performance to a different degree. After discussing the specifics of using VR in spatial navigation research across species, we outline several challenges when investigating age-related deficits in spatial navigation with the help of VR. In addition, we discuss ways to reduce their impact, together with the possibilities VR offers for improving navigational abilities in older adults.

Disability-aware adaptive and personalised learning for students with multiple disabilities

Purpose

The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs.

Design/methodology/approach

The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students.

Findings

It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs.

Practical implications

This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities.

Social implications

This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions.

Originality/value

So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities.

Individuals with severely impaired vision can learn useful orientation and mobility skills in virtual streets and can use them to improve real street safety

Virtual reality has great potential in training road safety skills to individuals with low vision but the feasibility of such training has not been demonstrated. We tested the hypotheses that low vision individuals could learn useful skills in virtual streets and could apply them to improve real street safety. Twelve participants, whose vision was too poor to use the pedestrian signals were taught by a certified orientation and mobility specialist to determine the safest time to cross the street using the visual and auditory signals made by the start of previously stopped cars at a traffic-light controlled street intersection. Four participants were trained in real streets and eight in virtual streets presented on 3 projection screens. The crossing timing of all participants was evaluated in real streets before and after training. The participants were instructed to say “GO” at the time when they felt the safest to cross the street. A safety score was derived to quantify the GO calls based on its occurrence in the pedestrian phase (when the pedestrian sign did not show DON’T WALK). Before training, > 50% of the GO calls from all participants fell in the DON’T WALK phase of the traffic cycle and thus were totally unsafe. 20% of the GO calls fell in the latter half of the pedestrian phase. These calls were unsafe because one initiated crossing this late might not have sufficient time to walk across the street. After training, 90% of the GO calls fell in the early half of the pedestrian phase. These calls were safer because one initiated crossing in the pedestrian phase and had at least half of the pedestrian phase for walking across. Similar safety changes occurred in both virtual street and real street trained participants. An ANOVA showed a significant increase of the safety scores after training and there was no difference in this safety improvement between the virtual street and real street trained participants. This study demonstrated that virtual reality-based orientation and mobility training could be as efficient as real street training in improving street safety in individuals with severely impaired vision.

SPATIAL UPDATING OF HAPTIC ARRAYS ACROSS THE LIFE SPAN

Background/Study Context: Aging research addressing spatial learning, representation, and action is almost exclusively based on vision as the input source. Much less is known about how spatial abilities from nonvisual inputs, particularly from haptic information, may change during life-span spatial development. This research studied whether learning and updating of haptic target configurations differs as a function of age.

METHODS

Three groups of participants, ranging from 20 to 80 years old, felt four-target table-top circular arrays and then performed several tasks to assess life-span haptic spatial cognition. Measures evaluated included egocentric pointing, allocentric pointing, and array reconstruction after physical or imagined spatial updating.

RESULTS

All measures revealed reliable differences between the oldest and youngest participant groups. The age effect for egocentric pointing contrasts with previous findings showing preserved egocentric spatial abilities. Error performance on allocentric pointing and map reconstruction tasks showing a clear age effect, with the oldest participants exhibiting the greatest error, is in line with other studies in the visual domain. Postupdating performance sharply declined with age but did not reliably differ between physical and imagined updating.

CONCLUSION

Results suggest that there is a general trend for age-related degradation of spatial abilities after haptic learning, with the greatest declines manifesting in all measures in people over 60 years of age. Results are interpreted in terms of a spatial aging effect on mental transformations of three-dimensional representations of space in working memory.

Indoor Spatial Updating With Impaired Vision

Purpose

Spatial updating is the ability to keep track of position and orientation while moving through an environment. We asked how normally sighted and visually impaired subjects compare in spatial updating and in estimating room dimensions.

Methods

Groups of 32 normally sighted, 16 low-vision, and 16 blind subjects estimated the dimensions of six rectangular rooms. Updating was assessed by guiding the subjects along three-segment paths in the rooms. At the end of each path, they estimated the distance and direction to the starting location, and to a designated target. Spatial updating was tested in five conditions ranging from free viewing to full auditory and visual deprivation.

Results

The normally sighted and low-vision groups did not differ in their accuracy for judging room dimensions. Correlations between estimated size and physical size were high. Accuracy of low-vision performance was not correlated with acuity, contrast sensitivity, or field status. Accuracy was lower for the blind subjects. The three groups were very similar in spatial-updating performance, and exhibited only weak dependence on the nature of the viewing conditions.

Conclusions

People with a wide range of low-vision conditions are able to judge room dimensions as accurately as people with normal vision. Blind subjects have difficulty in judging the dimensions of quiet rooms, but some information is available from echolocation. Vision status has little impact on performance in simple spatial updating; proprioceptive and vestibular cues are sufficient.

Age-Related Differences and Cognitive Correlates of Self-Reported and Direct Navigation Performance: The Effect of Real and Virtual Test Conditions Manipulation

The present study investigated the effect of aging on direct navigation measures and self-reported ones according to the real-virtual test manipulation. Navigation (wayfinding tasks) and spatial memory (paper-pencil tasks) performances, obtained either in real-world or in virtual-laboratory test conditions, were compared between young (n = 32) and older (n = 32) adults who had self-rated their everyday navigation behavior (SBSOD scale). Real age-related differences were observed in navigation tasks as well as in paper-pencil tasks, which investigated spatial learning relative to the distinction between survey-route knowledge. The manipulation of test conditions (real vs. virtual) did not change these age-related differences, which are mostly explained by age-related decline in both spatial abilities and executive functioning (measured with neuropsychological tests). In contrast, elderly adults did not differ from young adults in their self-reporting relative to everyday navigation, suggesting some underestimation of navigation difficulties by elderly adults. Also, spatial abilities in young participants had a mediating effect on the relations between actual and self-reported navigation performance, but not for older participants. So, it is assumed that the older adults carried out the navigation task with fewer available spatial abilities compared to young adults, resulting in inaccurate self-estimates.

Designing Haptic Assistive Technology for Individuals Who Are Blind or Visually Impaired

This paper considers issues relevant for the design and use of haptic technology for assistive devices for individuals who are blind or visually impaired in some of the major areas of importance: Braille reading, tactile graphics, orientation and mobility. We show that there is a wealth of behavioral research that is highly applicable to assistive technology design. In a few cases, conclusions from behavioral experiments have been directly applied to design with positive results. Differences in brain organization and performance capabilities between individuals who are "early blind" and "late blind" from using the same tactile/haptic accommodations, such as the use of Braille, suggest the importance of training and assessing these groups individually. Practical restrictions on device design, such as performance limitations of the technology and cost, raise questions as to which aspects of these restrictions are truly important to overcome to achieve high performance. In general, this raises the question of what it means to provide functional equivalence as opposed to sensory equivalence.

Integrated online localization and navigation for people with visual impairments using smart phones

Indoor localization and navigation systems for individuals with Visual Impairments (VIs) typically rely upon extensive augmentation of the physical space, significant computational resources, or heavy and expensive sensors; thus, few systems have been implemented on a large scale. This work describes a system able to guide people with VIs through indoor environments using inexpensive sensors, such as accelerometers and compasses, which are available in portable devices like smart phones. The method takes advantage of feedback from the human user, who confirms the presence of landmarks, something that users with VIs already do when navigating in a building. The system calculates the user's location in real time and uses it to provide audio instructions on how to reach the desired destination. Initial early experiments suggested that the accuracy of the localization depends on the type of directions and the availability of an appropriate transition model for the user. A critical parameter for the transition model is the user's step length. Consequently, this work also investigates different schemes for automatically computing the user's step length and reducing the dependence of the approach on the definition of an accurate transition model. In this way, the direction provision method is able to use the localization estimate and adapt to failed executions of paths by the users. Experiments are presented that evaluate the accuracy of the overall integrated system, which is executed online on a smart phone. Both people with VIs and blindfolded sighted people participated in the experiments, which included paths along multiple floors that required the use of stairs and elevators.

Age-related wayfinding differences in real large-scale environments: detrimental motor control effects during spatial learning are mediated by executive decline?

The aim of this study was to evaluate motor control activity (active vs. passive condition) with regards to wayfinding and spatial learning difficulties in large-scale spaces for older adults. We compared virtual reality (VR)-based wayfinding and spatial memory (survey and route knowledge) performances between 30 younger and 30 older adults. A significant effect of age was obtained on the wayfinding performances but not on the spatial memory performances. Specifically, the active condition deteriorated the survey measure in all of the participants and increased the age-related differences in the wayfinding performances. Importantly, the age-related differences in the wayfinding performances, after an active condition, were further mediated by the executive measures. All of the results relative to a detrimental effect of motor activity are discussed in terms of a dual task effect as well as executive decline associated with aging.