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Abstract

This study consisted of designing a mobile technology to identify the position and orientation of people who are blind in closed environments, such as a school, building or home, identifying the necessary infrastructure based on criteria of usability, reliability and accessibility, in order for PocketPC device interface developers to be able to define the technology to be used at an early stage. The technology consisted of using PocketPC devices with a data collecting application and another for the representation of space. We evaluated its usability, accessibility, reliability, efficiency, and availability. The results of the usability evaluation assured us that the interface designed and developed is usable for users who are blind, which is reaffirmed through the accessibility evaluation. The reliability, efficiency and availability evaluations of the system show that a user who is blind can use the system confidently, because it provides correct information for more independent navigation.
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Studies in Health Technology and Informatics
Volume 154, 2010
Annua l Rev ie w of Cy berthe ra py and Te lem edicine 2010 -
Adva nced T echnologies in Behavioral, Social and
Neuroscie nces
Edited by Brenda K. Wiederhold, Giuseppe Riva, Sun I. Kim
ISBN 978-1-60750-560-0
DOI: 10.3233/978-1-60750-561-7-165
Indoor Orientation and Mobility for Learners Who
are Blind 165 - 170
Mauricio Sáenz, Jaime Sánchez
AB STRACT
This study consisted of designing a mobile technology to identify
the position and orientation of people who are blind in closed
environments, such as a school, building or home, identifying the
necessary infrastructure based on criteria of usability, reliability
and accessibility, in order for Po cketPC device interface deve lopers
to be able to de fine the technology to be used at an early stage.
The technology consisted of using PocketPC devices with a data
collecting application and another for the representation of space.
We evaluated its usability, accessibility, reliability, efficie ncy, and
availability. The results of the usability evaluation assured us that
the interface de signed and de veloped is usable for users who are
blind, which is reaffirmed through the accessibility e valuation. The
reliability, efficiency and availability evaluations of the system show
that a user who is blind can use the system confidently, because it
provides correct information for more independent nav igation.
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... The combination of virtual environments and video games represents a potentially exciting and novel opportunity to motivate learning and supplement traditional training strategies (Shaffer et al., 2005;Deubel, 2006;Dede, 2009;Spence and Feng, 2010;Bavelier et al., 2011). In the case of blindness, interaction through non-visual virtual environments have been used as a means to teach important concepts and subject material (such as problem solving in science and mathematics) as well as interacting with complex spatial constructs that might otherwise be difficult to learn through more traditional didactic means (Sánchez and Lumbreras, 1998;Lahav, 2006;Sánchez and Saenz, 2006;Sánchez and Maureira, 2007;Sánchez et al., 2009;Afonso et al., 2010;Saenz and Sánchez, 2010;Lahav et al., 2012;Lange et al., 2012;Merabet et al., 2012) With the specific goal of promoting navigation skills in individuals who are blind, we have developed Audio-based Environment Simulator (AbES). This software represents a virtual rendering of an existing physical building that can be explored using audio cues alone. ...
... It would be an intriguing possibility if game based learning approaches could also assist in the development of higher level knowledge and spatial skills beyond the environment explored directly that could ultimately promote greater independence and way finding skills in general. Accounts of children who are blind and who played exploratory video games have documented improved spatial and abstract reasoning as well as social interactions and self-confidence (Sánchez and Lumbreras, 1999;Sánchez and Saenz, 2006;Saenz and Sánchez, 2010). Demonstrating a causal link between video game play and improved general spatial and navigational skills awaits carefully controlled longitudinal studies (i.e., pre-post evaluations) incorporating more developed assessments and metrics of spatial and navigation abilities. ...
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... A person who has a visual disability is clearly at a disadvantage compared with a sighted person, due to the fact that he must cope with a world that has been designed and constructed for (and by) people who can see (1) . ...
... In terms of rehabilitation and training for the blind, the use of virtual environments and game based learning strategies have been investigated in a number of studies (for applications including navigation and other forms of cognitive development such as short term memory and math skills; see Sánchez and Baloian, 2005;Sánchez and Maureira, 2007;Merabet and Sánchez, 2009;Afonso et al., 2010;Saenz and Sánchez, 2010;Lahav et al., 2011). Similar approaches have also been pursued for individuals with cognitive disabilities (Strickland, 1997;Salem et al., 2012) as well as for physical rehabilitation (Cho et al., 2012). ...
... In terms of rehabilitation and training for the blind, the use of virtual environments and game based learning strategies have been investigated in a number of studies (for applications including navigation and other forms of cognitive development such as short term memory and math skills; see Sánchez and Baloian, 2005;Sánchez and Maureira, 2007;Merabet and Sánchez, 2009;Afonso et al., 2010;Saenz and Sánchez, 2010;Lahav et al., 2011). Similar approaches have also been pursued for individuals with cognitive disabilities (Strickland, 1997;Salem et al., 2012) as well as for physical rehabilitation (Cho et al., 2012). ...
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... A person who has a visual disability is clearly at a disadvan- tage compared with a sighted person, due to the fact that he must cope with a world that has been designed and construct- ed for (and by) people who can see (1) . ...
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