Mobile location-based games to support orientation &amp; mobility training for visually impaired students

Regal, Georg; Mattheiss, Elke; Sellitsch, David; Tscheligi, Manfred

doi:10.1145/3229434.3229472

Cited by 12 publications

(12 citation statements)

References 23 publications

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“…In the other game, the task was to draw the figure of a house, created by physical movement of the player and scanned by GPS technology, in one stroke. Using LBG to support orientation and mobility training for visually impaired students was investigated in [15]. They implemented a prototype for a scavenger hunt-like mobile game.…”

Section: Data Extraction and Data Analysismentioning

confidence: 99%

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Literature Review of Location-Based Mobile Games in Education: Challenges, Impacts and Opportunities

Ribeiro

Silva

et al. 2021

Informatics

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With the universal use of mobile computing devices, there has been a notable increase in the number of mobile applications developed for educational purposes. Gamification strategies offer a new set of tools to educators and, combined with the location services provided by those devices, allow the creation of innovative location-based mobile learning experiences. In this literature review, we conduct an analysis of educational mobile location-based games. The review includes articles published from January of 2010 to October of 2020, and from 127 records screened, 26 articles were analysed in full-text form. This analysis allowed us to answer the following six predefined research questions: Who are the target audiences for location-based games? In which subjects are location-based games most used? Which strategies are implemented with mobile devices to improve the student’s learning process? What are the main impacts of location-based games on students’ learning? What are the main challenges to the development of location-based games for education? What future tendencies and research opportunities can be identified from the analysis of the current state of the art?

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Section: Data Extraction and Data Analysismentioning

confidence: 99%

“…[14] Introduce students to underlying concepts of informatics. [15] Support orientation and mobility training for visually impaired students. [16] Support outdoor learning activities about history and geography as part of the curriculum for elementary schools.…”

Section: Studymentioning

confidence: 99%

Literature Review of Location-Based Mobile Games in Education: Challenges, Impacts and Opportunities

Ribeiro

Silva

et al. 2021

Informatics

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“…For example, researchers started to document some of the barriers visually impaired students face in higher education (Bishop & Rhind, 2011;Lieberman et al, 2002;Vojtech, 2016). Other studies focus on efforts to support the learning of visually-impaired students (Eligi & Mwantimwa, 2017;Pino & Viladot, 2019;Quirke et al, 2018;Regal et al, 2018). In South Africa, a few studies focused on various support systems which are available to disabled students in higher education, such as Disability Units and lecturers.…”

Section: B Literature Reviewmentioning

confidence: 99%

There Is More Than Meets the Eye: Success Stories of a Visual Impaired Student and Lecturer

Delport

2021

INKLUSI

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Although Higher Education Institutions have come a long way in including students with disabilities, many students still experience exclusion or "otherness" among their abled peers. Currently, there is a gap in research where the focus is on the abilities and success stories of such individuals rather than their disabilities, the barriers they face, or the adjustments made to meet their needs. This research aims to share the success stories of a visually impaired student and his visually impaired lecturer at a South African University. Semi-structured, in-depth individual interviews were used as collection instruments where after the data was analyzed. The appreciation for friends outweighed the physical barriers. Through perseverance and hard work, the disabled student proved her teacher wrong by successfully entering university and completing her Ph.D.. Both participants looked beyond their limitations and realized their capabilities.[Meskipun usaha untuk mewujudkan perguruan tinggi inklusif sudah dilakukan sejauh ini, tetapi banyak mahasiswa difabel yang masih merasakan ‘keberbedaan’ dirinya dari mahasiswa lain. Inklusi penyandang disabilitas harus mengarah pada peningkatan partisipasi dalam tatanan yang menghasilkan siswa, teman, atau guru terbaik. Saat ini, ada kesenjangan dalam penelitian yang fokusnya adalah pada kemampuan dan kisah sukses individu tersebut daripada disabilitas mereka, hambatan yang mereka hadapi, atau penyesuaian yang dilakukan untuk memenuhi kebutuhan mereka. Penelitian ini bertujuan untuk berbagi kisah sukses seorang mahasiswa tunanetra sekaligus dosen tunanetranya di Universitas Afrika Selatan. Melalui ketekunan dan kerja keras, para difabel dalam tulisan ini membuktikan apa yang dianggap tidak mungkin. Kedua subyek melampaui keterbatasan mereka dan menyadari kemampuan mereka.]

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“…The system enables bipedalism and a virtual white cane through vibration on a hand controller, while navigating in large spaces. Regal et al [56] created location-based indoor games to make O&M classes more entertaining in order to increase motivation and learning. Students could either navigate by physically moving in the real world, which was equipped with NFC tags to trigger text-to-speech information, or by using a keyboard in a virtual world to trigger the tags with the "space" key.…”

Section: Accessible Virtual Reality For People With Visual Impairmentsmentioning

confidence: 99%

X-Road

Thévin¹,

Briant²,

Brock

2020

ACM Trans. Access. Comput.

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Orientation and Mobility (O&M) classes teach people with visual impairments how to navigate the world, for instance how to cross a road. Yet, this training can be difficult and dangerous due to conditions such as traffic and weather. Virtual Reality (VR) can overcome these challenges by providing interactive controlled environments. However, most existing VR tools rely on visual feedback, which limits their use with students with visual impairment. In a collaborative design approach with O&M instructors, we designed an affordable and accessible VR system for O&M classes, called X-Road. Using a smartphone and a bespoke headmount, X-Road provides both visual and audio feedback and allows users to move in space, as in the real world. In a study with 13 students with visual impairments, X-Road proved to be an effective alternative to teaching and learning classical O&M tasks, and both students and instructors were enthusiastic about this technology. We conclude with design recommendations for inclusive VR systems. CCS Concepts: • Human-centered computing → Virtual reality; Accessibility systems and tools; Participatory design;

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Mobile location-based games to support orientation & mobility training for visually impaired students

Cited by 12 publications

References 23 publications

Literature Review of Location-Based Mobile Games in Education: Challenges, Impacts and Opportunities

Literature Review of Location-Based Mobile Games in Education: Challenges, Impacts and Opportunities

There Is More Than Meets the Eye: Success Stories of a Visual Impaired Student and Lecturer

X-Road

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