An investigation into virtual objects learning by using haptic interface for visually impaired children

Children play, touch, see and listen in order to build the foundation for later learning stage of solving problems and understanding themselves within the world surrounding them. However, visually impaired children have limited opportunities in learning new things compared to normal sighted children who have one of the important senses of a human being. Children gain knowledge through learning, playing, touching, seeing, listening and interacting with things that they are interested in. For visually impaired children, learning is different from normal sighted children in that they cannot go out and play with things without guidance and they are not able to see the picture or video of the things or objects like normal children are. A computer simulated virtual reality environment can provide better opportunities for visually impaired children especially in learning the shapes of new objects. An application utilizing the force feedback technology, i.e. Haptic technology, together with the aid of audio has been developed in this research project. Seven different objects are modelled to create haptic shapes for this application which allows visually impaired users to have a better learning environment and assists them in learning the shapes of different objects and also memorizing the shapes of different objects together with the name. The created application is deployed in a fully equipped computer with a stylus based haptic device and a set of speakers. The new architecture can provide an alternative learning environment for visually impaired children especially in learning the shapes of new objects. Based on the findings of this research, as 79% of the users agreed that virtual reality learning is useful in learning the shapes of new objects, the new architecture creates a significant contribution in a novel research area and assists visually impaired children in continuing their learning process

Weaving Lighthouses and Stitching Stories: Blind and Visually Impaired People Designing E-textiles

We describe our experience of working with blind and visually impaired people to create interactive art objects that are personal to them, through a participatory making process using electronic textiles (e-textiles) and hands-on crafting techniques. The research addresses both the practical considerations about how to structure hands-on making workshops in a way which is accessible to participants of varying experience and abilities, and how effective the approach was in enabling participants to tell their own stories and feel in control of the design and making process. The results of our analysis is the offering of insights in how to run e-textile making sessions in such a way for them to be more accessible and inclusive to a wider community of participants

Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction

In this review, we discuss how specific sensory channels can mediate the learning of properties of the environment. In recent years, schools have increasingly been using multisensory technology for teaching. However, it still needs to be sufficiently grounded in neuroscientific and pedagogical evidence. Researchers have recently renewed understanding around the role of communication between sensory modalities during development. In the current review, we outline four principles that will aid technological development based on theoretical models of multisensory development and embodiment to foster in-depth, perceptual, and conceptual learning of mathematics. We also discuss how a multidisciplinary approach offers a unique contribution to development of new practical solutions for learning in school. Scientists, engineers, and pedagogical experts offer their interdisciplinary points of view on this topic. At the end of the review, we present our results, showing that one can use multiple sensory inputs and sensorimotor associations in multisensory technology to improve the discrimination of angles, but also possibly for educational purposes. Finally, we present an application, the ‘RobotAngle’ developed for primary (i.e., elementary) school children, which uses sounds and body movements to learn about angles

MapSense: multi-sensory interactive maps for children living with visual impairments

We report on the design process leading to the creation of MapSense, a multi-sensory interactive map for visually impaired children. We conducted a formative study in a specialized institute to understand children’s educational needs, their context of care and their preferences regarding interactive technologies. The findings (1) outline the needs for tools and methods to help children to acquire spatial skills and (2) provide four design guidelines for educational assistive technologies. Based on these findings and an iterative process, we designed and deployed MapSense in the institute during two days. It enables collaborations between children with a broad range of impairments, proposes reflective and ludic scenarios and allows caretakers to customize it as they wish. A field experiment reveals that both children and caretakers considered the system successful and empowering

MapSense: Design and Field Study of Interactive Maps for Children Living with Visual Impairments

We report on the design process leading to the creation of MapSense, a multi-sensory interactive map for visually impaired children. We conducted a formative study in a specialized institute to understand children’s educational needs, their context of care and their preferences regarding interactive technologies. The findings (1) outline the needs for tools and methods to help children to acquire spatial skills and (2) provide four design guidelines for educational assistive technologies. Based on these findings and an iterative process, we designed and deployed MapSense in the institute during two days. It enables collaborations between children with a broad range of impairments, proposes reflective and ludic scenarios and allows caretakers to customize it as they wish. A field experiment reveals that both children and caretakers considered the system successful and empowering

Virtual Reality for the Visually Impaired

This thesis aims to illuminate and describe how there are problems with the development of virtual reality regarding visually impaired people. After discussing the reasons how and why this is a problem, this thesis will provide some possible solutions to develop virtual reality into a more user accessible technology, specifically for the visually impaired. As the popularity of virtual reality increases in digital culture, especially with Facebook announcing their development of Metaverse, there is a need for a future virtual reality environment that everyone can use. And it is in these early stages of development, that the need to address the problem of inaccessibility arises. As virtual reality is a relatively new medium in digital culture, the research on its use by visually impaired people has significant gaps. And as relatively few researchers are exploring this topic, my research will hopefully lead to more activity in this important area. Therefore, my research questions aim to address the current limitations of virtual reality, filling in some of the most significant gaps in this research area. My thesis will do this by conducting interviews and surveys to gather data that can further support and identify the crucial limitations of the visually impaired experience while trying to use virtual reality technology. The findings in this thesis will further address the problem, creating a possible solution and emphasizing the importance of user accessibility for the visually impaired in the future development of virtual reality. If digital companies and developers address this problem now, we can have a future where visually impaired people are treated more equally, with technologies developed specifically for them to experience virtual worlds.Master's Thesis in Digital CultureDIKULT350MAHF-DIKU

Computer Entertainment Technologies for the Visually Impaired: An Overview

Over the last years, works related to accessible technologies have increased both in number and in quality. This work presents a series of articles which explore different trends in the field of accessible video games for the blind or visually impaired. Reviewed articles are distributed in four categories covering the following subjects: (1) video game design and architecture, (2) video game adaptations, (3) accessible games as learning tools or treatments and (4) navigation and interaction in virtual environments. Current trends in accessible game design are also analysed, and data is presented regarding keyword use and thematic evolution over time. As a conclusion, a relative stagnation in the field of human-computer interaction for the blind is detected. However, as the video game industry is becoming increasingly interested in accessibility, new research opportunities are starting to appear

Improving immersive experiences for visitors with sensory impairments to the aquarium of the pacific

This case study describes the development of a mid-air haptic solution to enhance the immersive experience of visitors who are deaf, blind or wheelchair users to the Aquarium of the Pacific's movie theatre. During the project we found that adding a sense of touch, using an innovative ultrasound technology, to an immersive experience can improve the sense of engagement users have with the content, and can help to improve agreement with the topics presented. We present guidelines on the design of haptic sensations. By describing how this project took place within the tight timelines of a commercial deployment, we hope to encourage more organisations to do similar work

A comparison of three materials used for tactile symbols to communicate colour to children and young people with visual impairments

A series of 14 tactile symbols were developed to represent different colours and shades for children and young people who are blind or have visual impairment. A study compared three different methods for representing the symbols: (1) embroidered thread, (2) heated ‘swell’ paper, and (3) representation in plastic using Additive Manufacturing (AM; three-dimensional printing). The results show that for all three materials, the recognition of particular symbols varied between 2.40 and 3.95 s. The average times for the three materials across all colours were 2.26 s for AM material, 3.20 s for swell paper, and 4.03 s for embroidered symbols. These findings can be explained by the fact that the AM material (polylactide) is firmer and more easily perceived tactually than the other two materials. While AM plastic offers a potentially useful means to communicate colours for appropriate objects, traditional media are still important in certain contexts