Evaluation of multimodal graphs for blind people

Yu, Wai; Brewster, Stephen

doi:10.1007/s10209-002-0042-6

Cited by 95 publications

(57 citation statements)

References 12 publications

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“…Some of them reported experiences related to teaching computing topics, such as objectorientation, graphs, and the UML, to visually impaired learners [21,25,[30][31][32][33]. Other studies focused on haptic and multimodal interaction with computing diagrams for individuals with visual impairment [34][35][36][37][38][39]. Yet, other studies covered textual and audio-based interfaces to convey the content of computing diagrams to individuals with visual impairment [40][41][42][43][44][45][46][47].…”

Section: Inclusion Of Visually Impaired Learners In the Computing Fieldmentioning

confidence: 99%

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

et al. 2018

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Background: Individuals with visual impairment face varied challenges when attending education programs in many fields and levels. In computing education programs, the frequent required use of charts, graphs, and diagrams poses additional challenges to their inclusion. In order to inform and to establish appropriate action plans for a more inclusive scenario, it is important to gather information from the parties involved. In this context, this work presents the practices of educators and the perceptions of visually impaired learners regarding such inclusion. Methods: The practice and perceptions were gathered from a survey with 56 computing educators and with 19 visually impaired learners who have attended computing education programs. Results and discussion:The results suggest educators have limited access to knowledge related to the inclusion of visually impaired learners in lectures and feel unprepared to this scenario. On the other hand, visually impaired learners do not feel included in computing education programs.

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Section: Inclusion Of Visually Impaired Learners In the Computing Fieldmentioning

confidence: 99%

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

et al. 2018

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“…A broader analysis, that also included networks or images was done by Panëels and Roberts [2010]. Most of these systems used external haptic interfaces or devices, e.g., the PHANToM (e.g., Massie and Salisbury [1994]; McGookin and Brewster [2007]; Yu and Brewster [2003]). Apart from simpler approaches, such as the corkboard construction technique (see Figure 4.15-left), representing data for the visually impaired, researchers recently started to experiment with 3D printing technologies.…”

Section: Examples For Physicalizationsmentioning

confidence: 99%

Exploring the Potential of Physical Visualizations

Stusak¹

2015

Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction

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The goal of an external representation of abstract data is to provide insights and convey information about the structure of the underlying data, therefore helping people execute tasks and solve problems more effectively. Apart from the popular and well-studied digital visualization of abstract data there are other scarcely studied perceptual channels to represent data such as taste, sound or haptic. My thesis focuses on the latter and explores in which ways human knowledge and ability to sense and interact with the physical non-digital world can be used to enhance the way in which people analyze and explore abstract data. Emerging technological progress in digital fabrication allow an easy, fast and inexpensive production of physical objects. Machines such as laser cutters and 3D printers enable an accurate fabrication of physical visualizations with different form factors as well as materials. This creates, for the first time, the opportunity to study the potential of physical visualizations in a broad range.The thesis starts with the description of six prototypes of physical visualizations from static examples to digitally augmented variations to interactive artifacts. Based on these explorations, three promising areas of potential for physical visualizations were identified and investigated in more detail: perception & memorability, communication & collaboration, and motivation & self-reflection.The results of two studies in the area of information recall showed that participants who used a physical bar chart retained more information compared to the digital counterpart. Particularly facts about maximum and minimum values were be remembered more efficiently, when they were perceived from a physical visualization.Two explorative studies dealt with the potential of physical visualizations regarding communication and collaboration. The observations revealed the importance on the design and aesthetic of physical visualizations and indicated a great potential for their utilization by audiences with less interest in technology. The results also exposed the current limitations of physical visualizations, especially in contrast to their well-researched digital counterparts.In the area of motivation we present the design and evaluation of the Activity Sculptures project. We conducted a field study, in which we investigated physical visualizations of personal running activity. It was discovered that these sculptures generated curiosity and experimentation regarding the personal running behavior as well as evoked social dynamics such as discussions and competition.Based on the findings of the aforementioned studies this thesis concludes with two theoretical contributions on the design and potential of physical visualizations. On the one hand, it proposes a conceptual framework for material representations of personal data by describing a production and consumption lens. The goal is to encourage artists and designers working in the field of personal informatics to harness the interactive capabilities af...

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“…Results from this project showed that blind people were able to apprehend visualisations such as bar charts and line graphs presented using force-feedback devices, and answer questions regarding the data presented. A multimodal representation using audio and haptic cues was the most beneficial representation [14].…”

Section: Force-feedbackmentioning

confidence: 99%

Tac-tiles

Wall

Brewster

2006

Proceedings of the 4th Nordic Conference on Human-Computer Interaction: Changing Roles

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Tac-tiles is an accessible interface that allows visually impaired users to browse graphical information using tactile and audio feedback. The system uses a graphics tablet which is augmented with a tangible overlay tile to guide user exploration. Dynamic feedback is provided by a tactile pin-array at the fingertips, and through speech/non-speech audio cues. In designing the system, we seek to preserve the affordances and metaphors of traditional, low-tech teaching media for the blind, and combine this with the benefits of a digital representation. Traditional tangible media allow rapid, non-sequential access to data, promote easy and unambiguous access to resources such as axes and gridlines, allow the use of external memory, and preserve visual conventions, thus promoting collaboration with sighted colleagues. A prototype system was evaluated with visually impaired users, and recommendations for multimodal design were derived.

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Evaluation of multimodal graphs for blind people

Cited by 95 publications

References 12 publications

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

Exploring the Potential of Physical Visualizations

Tac-tiles

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