Virtual Environment System in Support of a Traditional Orientation and Mobility Rehabilitation Program for People Who Are Blind

Lahav, Orly; Schloerb, David W.; Srinivasan, Mandayam A.

doi:10.1162/pres_a_00153

Cited by 7 publications

(3 citation statements)

References 22 publications

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“…These findings emphasize the need for such an orienting tool, particularly when it is impossible to independently explore a new environment. Analogous outcomes were discovered in other VR orientation system studies, [ 26 , 27 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 ].…”

Section: Introductionsupporting

confidence: 78%

A Training Smartphone Application for the Simulation of Outdoor Blind Pedestrian Navigation: Usability, UX Evaluation, Sentiment Analysis

Theodorou

Tsiligkos

Μηλιώνης

et al. 2022

Sensors

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Training blind and visually impaired individuals is an important but often neglected aspect of Assistive Technology solutions (ATs) that can benefit from systems utilizing multiple sensors and hardware devices. Training serves a dual purpose as it not only enables the target group to effectively utilize the ATs but, also, helps in improving their low acceptance rate. In this paper, we present the design, implementation, and validation of a smartphone-based training application. It is a form of immersive system that enables users to learn the features of an outdoor blind pedestrian navigation application and, simultaneously, to help them develop long-term Orientation and Mobility (O&M) skills. The system consists of an Android application leveraging, as data sources, an external high-accuracy GPS sensor for real-time pedestrian mobility tracking, a second custom-made device attached to traffic lights for identifying their status, and an ultra-sonic sensor for detecting near-field obstacles on the navigation path of the users. The training version running as an Android application employs route simulation with audio and haptic feedback, is functionally equivalent to the main application, and was used in the context of specially designed user-centered training sessions. A Usability and User Experience (UX) evaluation revealed the positive attitude of the users towards the training version as well as their satisfaction with the skills acquired during their training sessions (SUS = 69.1, UEQ+ = 1.53). Further confirming the positive attitude was the conduct of a Recursive Neural Network (RNN)-based sentiment analysis on user responses with a score of 3 on a scale from 0 to 4. Finally, we conclude with the lessons learned and the proposal of general design guidelines concerning the observed lack of accessibility and non-universal interfaces.

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Section: Introductionsupporting

confidence: 78%

A Training Smartphone Application for the Simulation of Outdoor Blind Pedestrian Navigation: Usability, UX Evaluation, Sentiment Analysis

Theodorou

Tsiligkos

Μηλιώνης

et al. 2022

Sensors

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“…Many age groups, including elderly, can benefit from such a safe environment. For example, VR enables blind participants [39, 40] and wheelchair users [37, 41] to practice their visuo-spatial orientation safely, without bumping into their surroundings. Similarly, elderly [42], stroke patients [43], and children [44] can practice crossing the street before doing so in real life.…”

Section: Vr Featuresmentioning

confidence: 99%

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

Bauer¹,

Andringa²

2020

Gerontology

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The number of elderly is growing rapidly, including those that struggle with cognitive decline and, consequently, activities of daily living. Developing interventions that slow down cognitive decline would greatly benefit the autonomy of these elderly, as well as their caretakers. Virtual reality (VR) is an immersive and interactive human-computer interface with real-time simulation that is suggested to be a promising tool to improve cognitive functioning. This literature review discusses the features of immersive VR, including its opportunities and limitations, that are of special relevance for improving cognition in elderly. First, the high flexibility of VR allows for personalized and safe training of potentially harmful situations and isolated aspects of tasks. Second, VR’s dynamic and real-time feedback on performance provides a labor-extensive tool for caretakers in elderly care. Third, the acquisition of high resolution data enables the exposure of subtle changes over time, relevant for detecting the nature and extent of cognitive changes in elderly, including those with dementia. Fourth, immersive VR has been related to cybersickness. Finally, VR is immersive and enables the perception and expression of emotions, motor behaviors, and multiple senses. Aged subjects are found to have sparing of emotional learning and show increased reliance on multisensory integration for learning. Moreover, they experience high levels of flow, motivation, and presence in VR setups. Despite the clear potential of immersive VR, the studies available are small scale and have not been replicated. The digital illiteracy of elderly and healthcare personnel form an additional barrier for implementation. Hence, while replication of outcomes and standardization of VR interventions is required before it can be used in standard care, VR may provide a particularly effective tool for training cognition in elderly.

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“…Virtual and augmented reality experiences can be used as part of O&M instruction to artificially simulate sensory stimuli, providing visual, auditory, or tactual feedback. In a virtual game, 60% of participants who were blind were able to use haptic and auditory feedback to enhance the effects of traditional O&M instruction and to help them construct a cognitive map (Lahav et al, 2013(Lahav et al, , 2018. In most cases, it appeared that virtual environments were not yet capable of providing adequate proprioceptive and tactual learning experiences.…”

Section: Virtual Instruction and Remote Learningmentioning

confidence: 99%

Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction

Kaiser

Fast

DeGrant

2022

British Journal of Visual Impairment

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This research explored the instructional practices and strategies used by orientation and mobility (O&M) specialists in March and April 2020 during the COVID-19 pandemic. The Access and Engagement survey from the American Foundation for the Blind included open-ended responses from 318 O&M specialists. The authors used thematic analysis to examine the main themes regarding instructional practices consistent throughout the responses. This article focused on the themes of collaboration between families and professionals and the creative instructional strategies used for adaptive O&M lessons. Parents took on a more active role and professionals found creative ways to make instruction useful in most cases. There were fundamental changes to the content and structure of O&M lessons when they were moved from in-person to online instruction. Creative and collaborative practices were used to adapt for the absence of the travel environment. Virtual instruction in O&M will continue to be used in certain circumstances when in-person services are not possible, but we need to better explore how to ensure it is safe and effective.

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Virtual Environment System in Support of a Traditional Orientation and Mobility Rehabilitation Program for People Who Are Blind

Cited by 7 publications

References 22 publications

A Training Smartphone Application for the Simulation of Outdoor Blind Pedestrian Navigation: Usability, UX Evaluation, Sentiment Analysis

A Training Smartphone Application for the Simulation of Outdoor Blind Pedestrian Navigation: Usability, UX Evaluation, Sentiment Analysis

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction

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