shapeCAD: An Accessible 3D Modelling Workflow for the Blind and Visually-Impaired Via 2.5D Shape Displays

Siu, Alexa F.; Kim, Son H.; Miele, Joshua A.; Follmer, Sean

doi:10.1145/3308561.3353782

Cited by 60 publications

(20 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The tools involved in a project produced with laser cutters allow participants (subjects) to build upon existing skills and transcription standards they use day-to-day for other accessible documents, as well as handicrafts. This partly explains why laser cutters were their tool of preference, including for 2.5D or 3D objects (e.g., 2.5D maps, moving pictures [28,36,47]) which previous research focused on 3D printing. Beyond the impact of tools on the design process, the range of materials available for laser cutting provides a richer tactile experience, which professionals identified as an important concern (rule) given the resources necessary for laser cuting projects.…”

Section: Discussionmentioning

confidence: 99%

“…One approach is to design task-specific tools enabling members of children's communities to create tactile media. For instance, scholars have proposed a variety of tools for creating interactive media [24,46,55] or tangible editors for 3D printed maps [47]. Others have instead focused on understanding how to support collaboration with domain experts (e.g., transcribers), technical experts (e.g., makers with knowledge of CAD modelling, programmers [23]) and other stakeholders such as family members [51].…”

Section: Digital Fabrication For Blind or Visually Impaired Childrenmentioning

confidence: 99%

“…Following on collaboration, future HCI research might want to focus on developing more robust, easy to customise and self-contained ways to add an interactive audio overlay to representations when explored by several learners. [42,47]) and direct modeling tools (e.g., with Lego [35]). None of these tools were available to the participants in our study but their approach to the design of complex representations and the repeated technical issues with 3D printing (section 5) suggest this approach might miss the mark.…”

Section: Other Interactive Prototypesmentioning

confidence: 99%

“…Investigation of practices as they are undertaken (e.g., [6,22]) often span a year or less. Research-based modelling tools for supporting the creation of 3D printed accessible tactile media (e.g., tactile moving pictures [36] or maps [47]) are not evaluated in the field over time.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

Brulé

Bailly²

2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

Fig. 1. Although digital fabrication did not replace traditional techniques for producing accessible tactile media, laser cutting was promptly adopted for creating educational tools and accessories such as [a] this conversion table with braille cubes, replacing some tactile transcription and this accessible square; or [b] representations of concepts with rich textures, here a puzzle circulatory system. 3D printing has a narrower range of applications: while professionals adopt it for some manipulable representations of space, such as [c] a model of a street block, printed complex 3D representations are not often needed, less agreeable to manipulate, and examples such as [d] tactile globes could not be designed or printed internally. Finally, electronic prototyping platforms can augment representations or teaching tools to support students' engagement, like [e] interactive tactile books using a Lilypad controller. However, interactive projects are difficult to maintain, require skilled volunteers and remain at the periphery of practices.Disability professionals could use digital fabrication tools to provide customised assistive technologies or accessible media beneficial to the education of Blind or visually impaired youth. However, there is little documentation of long-term practices with these tools by professionals in this field, limiting our ability to support their work. We report on such practices in a French organisation, providing disability educational services and using digital fabrication since 2013, for six years. We trace how professionals defined how digital fabrication could and should be used through a range of projects, based on pedagogical uses and the constraints in creation, production and maintenance. We outline new research perspectives going beyond 3D printers and its promises of automation to embrace hybrid approaches currently supported by laser cutters, the learning and documentation process, and the production of accessible tactile media at a regional or national scale.CCS Concepts: • Human-centered computing → Empirical studies in accessibility; Accessibility; Empirical studies in collaborative and social computing; Field studies; • Social and professional topics → People with disabilities.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Digital Fabrication For Blind or Visually Impaired Childrenmentioning

confidence: 99%

Section: Other Interactive Prototypesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

Brulé

Bailly²

2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…Other work looks to leverage the advantages of technologies, like the white cane, with which some people with disabilities are already familiar in order navigate virtual content [58,64,71]. Prior work has also considered how to make other 3D applications, such as games [3,19] or CAD software [56,57], accessible through similar techniques. In our work, we instead consider AR, which difers in that it is a combination of real and virtual content.…”

Section: Making Applications Accessiblementioning

confidence: 99%

Making Mobile Augmented Reality Applications Accessible

Herskovitz

White

et al. 2020

Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility

View full text Add to dashboard Cite

Augmented Reality (AR) technology creates new immersive experiences in entertainment, games, education, retail, and social media. AR content is often primarily visual and it is challenging to enable access to it non-visually due to the mix of virtual and real-world content. In this paper, we identify common constituent tasks in AR by analyzing existing mobile AR applications for iOS, and characterize the design space of tasks that require accessible alternatives. For each of the major task categories, we create prototype accessible alternatives that we evaluate in a study with 10 blind participants to explore their perceptions of accessible AR. Our study demonstrates that these prototypes make AR possible to use for blind users and reveals a number of insights to move forward. We believe our work sets forth not only exemplars for developers to create accessible AR applications, but also a roadmap for future research to make AR comprehensively accessible. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI); Accessibility technologies; Mixed / augmented reality.

show abstract

Accessibility of Linked-Node Diagrams on Collaborative Whiteboards for Screen Reader Users: Challenges and Opportunities

Fan

Glazko

Follmer

2022

Understanding Innovation

View full text Add to dashboard Cite

shapeCAD: An Accessible 3D Modelling Workflow for the Blind and Visually-Impaired Via 2.5D Shape Displays

Cited by 60 publications

References 41 publications

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

”Beyond 3D printers”: Understanding Long-Term Digital Fabrication Practices for the Education of Visually Impaired or Blind Youth

Making Mobile Augmented Reality Applications Accessible

Accessibility of Linked-Node Diagrams on Collaborative Whiteboards for Screen Reader Users: Challenges and Opportunities

Contact Info

Product

Resources

About