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.
Graphical representations are ubiquitous in the learning and teaching of science, technology, engineering, and mathematics (STEM). However, these materials are often not accessible to the over 547,000 students in the United States with blindness and significant visual impairment, creating barriers to pursuing STEM educational and career pathways. Furthermore, even when such materials are made available to visually impaired students, access is likely through literalized modes (e.g., braille, verbal description), which is problematic as these approaches (1) do not directly convey spatial information and (2) are different from the graphic-based materials used by students without visual impairment. The purpose of this study was to design and evaluate a universally accessible system for communicating graphical representations in STEM classes. By combining a multisensory vibro-audio interface and an app running on consumer mobile hardware, the system is meant to work equally well for all students, irrespective of their visual status. We report the design of the experimental system and the results of an experiment where we compared learning performance with the system to traditional (visual or tactile) diagrams for sighted participants (n = 20) and visually impaired participants (n = 9) respectively. While the experimental multimodal diagrammatic system (MDS) did result in significant learning gains for both groups of participants, the results also revealed no statistically significant differences in the capacity for learning from graphical information across both comparison groups. Likewise, there were no statistically significant differences in the capacity for learning from graphical information between the stimuli presented through the experimental system and the traditional (visual or tactile) diagram control conditions, across either participant group. These findings suggest that both groups were able to learn graphical information from the experimental system as well as traditional diagram presentation materials. This learning modality was supported without the need for conversion of the diagrams to make them accessible for participants who required tactile materials. The system also provided additional multisensory information for sighted participants to interpret and answer questions about the diagrams. Findings are interpreted in terms of new universal design principles for producing multisensory graphical representations that would be accessible to all learners.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.