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A number of studies have proposed interactive applications for blind people. One line of research is the use of interactive interfaces based on sound to enhance cognition in blind children. Even though these studies have emphasized learning and cognition, there is still a shortage of applications to assist the development and use of memory in these...
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Diverse studies using computer applications have been implemented to improve the learning of children with visual disabilities. A growing line of research uses audio-based interactive interfaces to enhance learning and cognition in these children. The development of short-term memory and mathematics learning through virtual environments has not bee...
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Citations
... Similarly, Yuan and Folmer [30] explored haptics for teaching music. The shift from visually oriented teaching to audio is also a key topic that has been explored [31] as well as tangible interaction for learning logic [32]. ...
Purpose:
Access to appropriate assistive technology is a challenge worldwide and especially in low GDP-per-capita countries. Nepal is one example of a country with several coinciding challenges: some claim having a high rate of blindness in the general population, a low-GDP-per capita and some studies claim it has a low literacy rate, especially in rural areas. Without appropriate assistive technology, some disabled youth may not get full access to education.
Methods:
To gain insight into assistive technology use in rural Nepal, five blind teenagers in a mixed secondary school with disabled and non-disabled students in rural Nepal were interviewed about their daily smartphone use.
Results:
The results show that all the participants used screen readers on donated smartphones. None of the participants had received formal training in using smartphone screen readers and therefore lacked knowledge about basic and essential operational aspects of the devices as well as misguided expectations about the technology.
Conclusions:
One implication of the findings is that smartphone accessibility features training material needs to be made easily available to schools and all disabled youth worldwide, as smartphones are increasingly becoming available in low-income remote regions with low literacy rates. The built-in accessibility features of smartphones promise disabled youth a non-stigmatizing platform for social participation and access to the information society. Implications for Rehabilitation The built-in accessibility features of smartphones provide disabled youth a non-stigmatizing practical platform for social participation and access to education. Training material on how to use smartphone accessibility features needs to be made easily available to schools and all disabled youth worldwide.
... This research is fundamentally rooted in the seminal works of psychologists interested in the structure of human memory [3,4,21], and provides the necessary insight into how those characteristics of human cognition impact the design and development of effective auditory interfaces. In particular, research into the functional independence of memories resulting from visual and aural stimuli has revealed the robustness of aural perception and memory, and suggests that aural memory supports improved recall [23,24,25]. ...
... Research has also shown a surprising human capacity for training of abilities related to aural perception and memory [23,24], and links between the various parameters of sound (especially timbre) and cognitive abilities. Specifically, Sanchez et al. designed and evaluated an application, AudioMemory, which supports the rehearsal of phoneme and grapheme discrimination (i.e., the differentiation of the atomic units of spoken and written language), and short-term memory [24]. ...
... Research has also shown a surprising human capacity for training of abilities related to aural perception and memory [23,24], and links between the various parameters of sound (especially timbre) and cognitive abilities. Specifically, Sanchez et al. designed and evaluated an application, AudioMemory, which supports the rehearsal of phoneme and grapheme discrimination (i.e., the differentiation of the atomic units of spoken and written language), and short-term memory [24]. Results suggest that both domain knowledge and general capacity for aural memory, is improved by use of the researchers' sound-based interfaces. ...
In this paper, we describe a novel approach to support the traditional PIN-based user authentication process, through the selection of a sequence of abstract sounds. We conducted two studies as part of the research. The first study examined the user’s ability to discriminate between sounds. Results highlighted the benefits of timbre as a differentiator. We also found manipulations of pitch, rhythm, and spatial position further compliment a capacity for discerning between sounds. Using findings from the first study, we conducted a second study that examined the usability of a sound-based authentication interface, AudioAuth. Insights gained from the research, including methodological lessons, offer guidance to interface designers interested in exploiting the potential of abstract sounds to support the user authentication workflows.
... A work that targets the users having visual impairments is AudioMemory [13]. It helps to improve users' memory by using audio cues. ...
... In another study [16] the authors focused on describing the learning effects of teaching mathematics while keeping in view the different factors including memorizing ability of students. The study [16] focuses on the sighted users while the study [13] highlights the participation of only blind children. Whereas AVTMT emphasizes on blind, sighted and deaf people with different age groups. ...
This paper presents a computer game which consists of multiple tiles at three different levels. When users click on each tile, it flips or un-flips. Each tile, upon flipping, reveals a different patterns e.g. audio, image or text. The system matches those patterns. If two flipped tiles have same pattern, they disappear otherwise they un-flip. This research work 1) examines the effects of audio, visual and text patterns on sighted, deaf, and blind users 2) analyzes the working of human's memory depending upon the appearance of audio, visual and text patterns and 3) calculates the performance of each user based on the number of previous interactions made with the game. The total number of clicks and the time taken to finish the game was recorded. The results of the four experiments indicate that different types of users behave differently when presented with specific type of information (audio, visual and text).
... AudioMemorice (Sánchez & Flores, 2004): Videojuego basado en el juego de salón, Memorice. El objetivo principal es la estimulación del uso de la memoria de corto plazo. ...
During the last decade, a pioneering work on sound-based virtual environments for developing cognition and learning in blind users has been developed. This article describes this innovative work in detail, namely qualitative and quantitative research about learning and cognition using 3D sound interactive virtual environments and cognitive tasks with blind users. Research demonstrates the benefit of a sound-based virtual environment and specific cognitive tasks for the learning and cognition in blind children. Spatial sound can help to improve and rehearse memory, haptic perception, tempo-spatial cognitive structures, mobility and orientation, mathematics and science learning, and problem solving. A relevant and critical result of this research has been the transfer of virtual learning to real life learning situations. All of this has lead us to confirm the hypothesis that sound-based virtual environments can be used to construct meaning and develop the intellect of blind users.
environments can be used to construct meaning and develop the intellect of blind users.
... In their workshop, Frohlich and Pucher [8] state, " Some pioneering projects have presented promising design ideas and informal usability evaluations of auditory systems, in which a systematic integration of sound and speech played a significant role. " Studies strongly suggest that sound can be a powerful prompt for memory [13]. In some performed with BVI students [6] their performance was superior to that of sighted students, perhaps due to a relative lack of acoustic acuity in sighted children [12]. ...
Acoustic-based computer interactivity offers great potential [1], particularly with blind and visually impaired users [2].
At Indiana University’s School of Informatics at IUPUI, we have developed an innovative educational approach relying on “audemes,”
short, nonverbal sound symbols made up of 2-5 individual sounds lasting 3-7 seconds - like expanded “earcons”[3] - to encode
and prompt memory. To illustrate: An audeme for “American Civil War” includes a 3-second snippet of the song Dixie partially overlapped by a snippet of Battle Hymn of the Republic, followed by battle sounds, together lasting 5 seconds. Our focus on non-verbal sound explores the mnemonic impact of metaphoric
rather than literal signification. Working for a year with BVI students, we found audemes improved encoding and long-term
memory of verbal educational content, even after five months, and engaged the students in stimulating ways.
... Studies strongly suggest that sound can be a powerful prompt for memory [13]. In some performed with BVI students [6] their performance was superior to that of sighted students, perhaps due to a relative lack of acoustic acuity in sighted children [12]. ...
... Relevant data from these studies are helping to map the role that spatial sound can play in the cognitive development of blind children. Researchers are progressively accepting the hypothesis that computerdelivered spatial sound has a critical impact on the cognitive development of blind children (Baldis, 2001;Cernuzzi, Paniagua, & Chenú, 2004;Lahav & Mioduser, 2004;McCrindle & Symons, 2000;Sánchez & Flores, 2004Sánchez, Flores, & Sáenz, 2005;Winberg & Helltrom, 2000). Interfaces without visual cues for blind children have been critical for exploring the auditory means for enhanced cognition. ...
... They have assisted the development of tempo-spatial skills (Sánchez & Lumbreras, 1999), haptic perception, and abstract memory (Sánchez et al., 2003). The development and practice of short-term memory skills has also been attained during interactions with virtual environments (Sánchez & Flores, 2004). Based on this research, a game based on the board game Memory was designed (Sánchez & Flores, 2004). ...
... The development and practice of short-term memory skills has also been attained during interactions with virtual environments (Sánchez & Flores, 2004). Based on this research, a game based on the board game Memory was designed (Sánchez & Flores, 2004). By considering the specific needs of blind children and their level of psychological development, educational topics were also included in order to go beyond entertainment and sociability and to delve more deeply into their learning. ...
The purpose of this paper is to review, summarize, and illustrate research work involving four audio-based games created within a user-centered design methodology through successive usability tasks and evaluations. These games were designed by considering the mental model of blind children and their styles of interaction to perceive and process data and information. The goal of these games was to enhance the cognitive development of spatial structures, memory, haptic perception, mathematical skills, navigation and orientation, and problem solving of blind children. Findings indicate significant improvements in learning and cognition from using audio-based tools specially tailored for the blind. That is, technologies for blind children, carefully tailored through user-centered design approaches, can make a significant contribution to cognitive development of these children. This paper contributes new insight into the design and implementation of audio-based virtual environments to facilitate learning and cognition in blind children.
... Relevant data from these studies are helping to map the role that spatial sound can play in the cognitive development of blind children. Researchers are progressively accepting the hypothesis that computerdelivered spatial sound has a critical impact on the cognitive development of blind children (Baldis, 2001;Cernuzzi, Paniagua, & Chenú, 2004;Lahav & Mioduser, 2004;McCrindle & Symons, 2000;Sánchez & Flores, 2004Sánchez, Flores, & Sáenz, 2005;Winberg & Helltrom, 2000). Interfaces without visual cues for blind children have been critical for exploring the auditory means for enhanced cognition. ...
... They have assisted the development of tempo-spatial skills (Sánchez & Lumbreras, 1999), haptic perception, and abstract memory (Sánchez et al., 2003). The development and practice of short-term memory skills has also been attained during interactions with virtual environments (Sánchez & Flores, 2004). Based on this research, a game based on the board game Memory was designed (Sánchez & Flores, 2004). ...
... The development and practice of short-term memory skills has also been attained during interactions with virtual environments (Sánchez & Flores, 2004). Based on this research, a game based on the board game Memory was designed (Sánchez & Flores, 2004). By considering the specific needs of blind children and their level of psychological development, educational topics were also included in order to go beyond entertainment and sociability and to delve more deeply into their learning. ...
The purpose of this paper is to review, summarize, and illustrate research work involving four audio-based games created within a user-centered design methodology through successive usability tasks and evaluations. These games were designed by considering the mental model of blind children and their styles of interaction to perceive and process data and information. The goal of these games was to enhance the cognitive development of spatial structures, memory, haptic perception, mathematical skills, navigation and orientation, and problem solving of blind children. Findings indicate significant improvements in learning and cognition from using audio-based tools specially tailored for the blind. That is, technologies for blind children, carefully tailored through user-centered design approaches, can make a significant contribution to cognitive development of these children. This paper contributes new insight into the design and implementation of audio-based virtual environments to facilitate learning and cognition in blind children.
... The ARU simulation did not have a good acceptance in our experiment, but the use of auditory menus could help not only the visual impaired users but also the illiterate. Experiments on cell phones showed that such a menu is feasible (Eiriksdottir et al., 2006) and another study performed with blind children evidenced that sound at the interface can enhance memory and learning (Sánchez and Flores, 2004). ...
One of Brazilian’s grand challenges in computer science research concerns a “Participative and universal access to knowledge for the Brazilian citizen”. In order to develop design solutions to address this challenge, we first need to understand these citizen’s abilities and the context in which they are immersed. For that, we have been conducting practices actively involving a group of representatives of the diversity of users we have in the population. This paper presents the first results of this investigation, pointing out some lessons learned so far regarding the relationship they have with Information and Communication Technology (ICT) and how they make sense of different models of interaction to accomplish a simple task related to the exercise of citizenship. Among other findings, we were able to notice how their previous experience reflects on their behavior and the benefits of using an avatar in future systems. Full Text at Springer, may require registration or fee
... In the last few years a diversity of software [4,6,7] and methodologies [5] have been developed involving blind users as the main participants, assisting them in their learning with interactive technology. Very few studies use mobile devices, focusing mainly on haptic interfaces and desktop applications [6,7]. ...
Science learning for blind people is limited. For a variety of reasons there is a very low emphasis on science learning for such users, especially those from deprived communities. We have designed, implemented and evaluated the usability of AudioNature, an audio-based interface implemented for pocketPC devices to assist with science learning in users with visual impairments. The usability and the cognitive impact of the device were evaluated. Users accepted the interface, enjoyed the interaction with AudioNature, felt motivated, and learned science. Preliminary results provided evidence that points towards gains in problem solving skills and showed that game-based learning activities facilitate the user's interaction with the software.
