An Introduction to 3D User Interface Design

3D user interface design is a critical component of any virtual environment (VE) application. In this paper, we present a broad overview of three-dimensional (3D) interaction and user interfaces. We discuss the effect of common VE hardware devices on user interaction, as well as interaction techniques for generic 3D tasks and the use of traditional two-dimensional interaction styles in 3D environments. We divide most user interaction tasks into three categories: navigation, selection/manipulation, and system control. Throughout the paper, our focus is on presenting not only the available techniques, but also practical guidelines for 3D interaction design and widely held myths. Finally, we briefly discuss two approaches to 3D interaction design, and some example applications with complex 3D interaction requirements. We also present an annotated online bibliography as a reference companion to this article

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

Principles and Guidelines for Advancement of Touchscreen-Based Non-visual Access to 2D Spatial Information

Graphical materials such as graphs and maps are often inaccessible to millions of blind and visually-impaired (BVI) people, which negatively impacts their educational prospects, ability to travel, and vocational opportunities. To address this longstanding issue, a three-phase research program was conducted that builds on and extends previous work establishing touchscreen-based haptic cuing as a viable alternative for conveying digital graphics to BVI users. Although promising, this approach poses unique challenges that can only be addressed by schematizing the underlying graphical information based on perceptual and spatio-cognitive characteristics pertinent to touchscreen-based haptic access. Towards this end, this dissertation empirically identified a set of design parameters and guidelines through a logical progression of seven experiments. Phase I investigated perceptual characteristics related to touchscreen-based graphical access using vibrotactile stimuli, with results establishing three core perceptual guidelines: (1) a minimum line width of 1mm should be maintained for accurate line-detection (Exp-1), (2) a minimum interline gap of 4mm should be used for accurate discrimination of parallel vibrotactile lines (Exp-2), and (3) a minimum angular separation of 4mm should be used for accurate discrimination of oriented vibrotactile lines (Exp-3). Building on these parameters, Phase II studied the core spatio-cognitive characteristics pertinent to touchscreen-based non-visual learning of graphical information, with results leading to the specification of three design guidelines: (1) a minimum width of 4mm should be used for supporting tasks that require tracing of vibrotactile lines and judging their orientation (Exp-4), (2) a minimum width of 4mm should be maintained for accurate line tracing and learning of complex spatial path patterns (Exp-5), and (3) vibrotactile feedback should be used as a guiding cue to support the most accurate line tracing performance (Exp-6). Finally, Phase III demonstrated that schematizing line-based maps based on these design guidelines leads to development of an accurate cognitive map. Results from Experiment-7 provide theoretical evidence in support of learning from vision and touch as leading to the development of functionally equivalent amodal spatial representations in memory. Findings from all seven experiments contribute to new theories of haptic information processing that can guide the development of new touchscreen-based non-visual graphical access solutions

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

Sensory Design Guidelines: Inclusive Children’s Treatment Centres

The social model of disability recognizes that disability is caused by systematic barriers within society, not by an individual’s impairments or difference, that result in a mismatch between an individual and their social environment. An inclusive environment is where people of all differences can experience equitable participation and a sense of belonging. In Canada, over 540,000 youth have one or more disabilities with developmental and learning disabilities accounting for 60% of disabled youth (Statistics Canada, 2018). Special needs children and youth face diverse challenges in their physical, cognitive, social, language and/or behavioural development (Ontario Ministry of Children, Community and Social Services, 2020). Among school-aged children, 44.8% with one or more disabilities report a speech disorder, almost 25% have vision problems, and 8% have hearing loss (Statistics Canada, 2008; NCVH, 2011; Statistics Canada, 2016). Moreover, 5-16% of neurotypical children and over 90% of children with autism spectrum disorder experience sensory processing disorder that affect their sensory systems: auditory, visual, tactile, smell, taste, vestibular, proprioception, and interoception (Owen, et al., 2013; Chang, et al., 2014). Sensory processing disorder can result in difficulty regulating responses to sensory stimuli, difficulty with balance and motor coordination, and difficulty interpreting sensory stimuli. Environments that recognize and respond to diverse sensory needs can help positively support mental health, behaviour, social connection, concentration, motor coordination, access to information, and confidence. Childrenʼs treatment centres are integral in supporting special needs children and youth aged 0 to 19 to live at their full potential by providing specialized services, programs, and treatments. The design of these spaces can facilitate or impede the experiences, well-being, and treatment of the children that they serve. Although these treatment facilities seek to provide an inclusive environment, the diversity and complexity of special needs poses a challenge to designing spaces that provide equitable use while fostering diversity and inclusion. Current building codes and guidelines, which aim to improve access for all individuals with disabilities, place a large emphasis on physical accessibility throughout a building and its facilities. However, they fail to address less visible cognitive and sensory needs. The Sensory Design Guidelines: Inclusive Children’s Treatment Centres intends to address these challenges and propose guidelines for designing inclusive sensory environments in childrenʼs treatment centres with the goal of improving the experiences, well-being, and treatment of special needs children and youth. Specifically, through the development of a sensory environment matrix, it will address auditory, visual, tactile, olfactory, and proprioceptive design attributes within five main categories: wayfinding and navigation, public gathering spaces and amenities, recreational spaces, treatment spaces, and transitional spaces. Throughout the research process, there has been extensive consultation with children and youth, parents, therapists, staff, and architects to ensure that the voices and perspectives of both individuals with lived experiences and experts are represented in the research and development of the guidelines. In particular, the use of participatory research methods including interviews and co-design sessions provided opportunities for participants to share their experiences and imagine how future treatment centres might be designed. This research is a collaboration with Grandview Kids Children’s Treatment Centre in anticipation of the development of their new treatment centre in Ajax, Ontario, and will inform the centre’s design, serving as a demonstration plan for the design guidelines. This research is made possible with funding from Mitacs through the Mitacs Accelerate Program. The research presented here is the result of all of the participating communities and their continued dedication to supporting children and youth

WAYFINDING AID FOR THE ELDERLY WITH MEMORY DISTURBANCES

A global increase in aging population, combined with a growing number of people with dementia, creates new challenges to develop guiding technology for people with memory disturbances in their daily activities. In this study we have tested the prototype of a wayfinding aid using predefined routes. The orientation advice was given through three modalities, visual, audio and tactile signals, two of which were used at a time. Nine subjects, aged 59–90 years (with a median age of 84 years) participated in the user study at a rehabilitation unit in Pyhäjärvi, Finland. Their severity of dementia ranged between mild and severe, and walking abilities ranged from “frail to hobby skier”. In addition, two elderly persons were recruited as control subjects. In most cases, the orientation with the wayfinding aid on predefined routes succeeded, with a few misinterpretations. The most common difficulties included: straying from the defined route, finding the right door, and the attractions of real-life context like other people. The severity of dementia didn’t seem to predict success in orientation with the wayfinding aid. Using the landmarks wasn’t as successful as using “left”, “right” and “go straight on” commands as the wayfinding advice

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Finding a way: long-term care homes to support dementia

An ageing demographic has increased the number of people with dementia. Although dementia is commonly associated with memory loss, other early symptoms include difficulty with wayfinding. Dementia alters visuo-spatial perception and the processes used to interpret the physical environment. The role of the design of the physical environment for people with dementia has gained increased recognition. Despite this, design for dementia is often overlooked, focusing on issues relating to physical impairment. This paper presents the results of a PhD study and aims to examine the role of the design of the physical environment in supporting wayfinding for people with dementia living in long-term care settings in Northern Ireland. Mixed methods combined the observation of wayfinding walks and conversational style interviews to elicit perspectives and experiences of residents with dementia. The findings aim to promote well-being for those with dementia living in long-term care settings

Mental maps and the use of sensory information by blind and partially sighted people

This article aims to fill an important gap in the literature by reporting on blind and partially sighted people's use of spatial representations (mental maps) from their perspective and when travelling on real routes. The results presented here were obtained from semi-structured interviews with 100 blind and partially sighted people in five different countries. They are intended to answer three questions about the representation of space by blind and partially sighted people, how these representations are used to support travel, and the implications for the design of travel aids and orientation and mobility training. They show that blind and partially sighted people do have spatial representations and that a number of them explicitly use the term mental map. This article discusses the variety of approaches to spatial representations, including the sensory modalities used, the use of global or local representations, and the applications to support travel. The conclusions summarize the answers to the three questions and include a two-level preliminary classification of the spatial representations of blind and partially sighted people