No abstract

Exploration of unknown spaces is essential for the development of efficient orientation and mobility skills. Most of the information required for the exploration is gathered through the visual channel. People who are blind lack this crucial information, facing in consequence difficulties in mapping as well as navigating spaces. This study is based on the assumption that the supply of appropriate spatial information through compensatory sensorial channels may contribute to the spatial performance of people who are blind. The main goals of this study were (a) the development of a haptic virtual environment enabling people who are blind to explore unknown spaces and (b) the study of the exploration process of these spaces by people who are blind. Participants were 31 people who are blind: 21 in the experimental group exploring a new space using a multi-sensory virtual environment, and 10 in the control group directly exploring the real new space. The results of the study showed that the participants in the experimental group mastered the navigation of the unknown virtual space in a short time. Significant differences were found concerning the use of exploration strategies, methods, and processes by participants working with the multi-sensory virtual environment, in comparison with those working in the real space.

No abstract

No abstract

This paper presents the integration of a virtual environment (BlindAid) in an orientation and mobility rehabilitation program as a training aid for people who are blind. BlindAid allows the users to interact with different virtual structures and objects through auditory and haptic feedback. This research explores if and how use of the BlindAid in conjunction with a rehabilitation program can help people who are blind train themselves in familiar and unfamiliar spaces. The study, focused on nine participants who were congenitally, adventitiously, and newly blind, during their orientation and mobility rehabilitation program at the Carroll Center for the Blind (Newton, Massachusetts, USA). The research was implemented using virtual environment (VE) exploration tasks and orientation tasks in virtual environments and real spaces. The methodology encompassed both qualitative and quantitative methods, including interviews, a questionnaire, videotape recording, and user computer logs. The results demonstrated that the BlindAid training gave participants additional time to explore the virtual environment systematically. Secondly, it helped elucidate several issues concerning the potential strengths of the BlindAid system as a training aid for orientation and mobility for both adults and teenagers who are congenitally, adventitiously, and newly blind.