Audible Beacons and Wearables in Schools

Freeman, Euan; Wilson, Graham; Brewster, Stephen; Baud-Bovy, Gabriel; Magnusson, Charlotte; Caltenco, Héctor

doi:10.1145/3025453.3025518

Cited by 39 publications

(5 citation statements)

References 26 publications

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“…In applications like these, where the time or length of speech does not make a significant difference, the audio-based systems are less cognitively demanding and serve the purpose. Studies have found that audible beacons and wearables can be a great way to enhance the independent movement and playing of young VI children (Freeman et al, 2017). This study identifies ways to integrate environmental sound with the sound of wearables that also helps in proximity estimation between objects.…”

Section: Overviewmentioning

confidence: 99%

Feedback Mechanism for Blind and Visually Impaired: A Review

Bastola,

Gluck,

Brinkley

2023

Proceedings of the Human Factors and Ergonomics Society Annual

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The present study examines feedback mechanisms (FMs) to facilitate communication between the blind and visually impaired (BVI) and their surroundings or devices. Although previous research has led to the development of numerous accessible technologies for aiding BVI individuals in various scenarios, the widespread usage of these technologies has been limited by a lack of user acceptance. This is often due to the high associated cost and difficulty in processing information intuitively, causing a high cognitive load, resulting in the system being mostly unusable. The core of these issues lie within the FMs opted for the intended application. To address these issues, this literature review scrutinizes unique literature with various implementations of FMs, which are then classified based on their cognitive load requirements, associated cost, and applicable scenarios, thereby assisting in making informed decisions for optimal design.

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Section: Overviewmentioning

confidence: 99%

Feedback Mechanism for Blind and Visually Impaired: A Review

Bastola,

Gluck,

Brinkley

2023

Proceedings of the Human Factors and Ergonomics Society Annual

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“…The approach of mainstream education for visionimpaired students instead of special schools [20] is accompanied by persistent issues in participation [21,22] and limited chances for collaboration and social interaction [23,24]. The design of assistive learning technologies usually concentrates exclusively on the needs of vision-impaired students, thereby disturbing inclusive learning experiences for their sighted peers [25].…”

Section: Educational Robotics and Human-robot Interaction Role In Inc...mentioning

confidence: 99%

Leveraging Robotics to Enhance Accessibility and Engagement in Mathematics Education for Vision-Impaired Students

Al Omoush,

Mehigan

2023

2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA)

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There is potential to use robotics in education to revolutionize teaching and learning in mathematics. This is particularly relevant for vision-impaired students, who face different challenges when accessing mathematical content. Educational robotics can potentially enhance accessibility, motivation, and engagement in mathematics for students through enjoyable and novel interactions. Students commonly experience positive interactions with educational robots during learning activities, which influences their learning motivation. Recent studies show that students with disabilities face issues related to classroom participation, lack of collaborative learning, reduced social engagement, and potential for isolation. Digital-based learning technologies have transformed how vision-impaired students engage with and learn mathematics. Leveraging robotics in mathematics teaching and learning through personalised guidelines offers considerable benefits for vision-impaired students, including enhanced engagement, multimodal learning opportunities, and improved collaboration and communication skills, which enhances the opportunities for inclusive classroom experiences. This paper outlines the role of educational robotics in inclusive education. It examines the challenges and benefits of using educational robotics in mathematics for vision-impaired students. The importance of human-robot interaction (HRI) in steering the design and functionality of educational robots and their potential use within the classroom to facilitate learning is also highlighted.

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“…A solution to enhance spatial awareness is in using auditory cues. For example Freeman et al used remote audio devices to improve orientation and navigation for VI, where the indicative audio would be played at fixed locations as 'reference sounds' [14]. It is furthermore observed that spatial awareness training that is done in simulated environments such as VR is directly transferable to real life [15].…”

Section: Related Workmentioning

confidence: 99%

Toward inclusivity: Virtual reality museums for the visually impaired

Zaal

Salah

Hürst

2022

2022 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR)

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The access to virtual reality museums mostly relies on the visual sense, making it difficult if not impossible for visually impaired people to partake in the experience. We present a between-subjects study exploring if narrations and spatialized 'reference' audio combined with haptic feedback can be a sufficient replacement for the traditional use of vision in a virtual reality art museum. Our pilot study compares two implementations: A standard 'sighted' version that provides visual artifacts along with related acoustic narratives, a 'visually impaired' version with modified narratives and enhanced audio and haptics that was tested by visually impaired participants, as well as 'blindfolded' sighted individuals. Auditory and haptic feedback in the latter version were used to steer visitors towards specific virtual objects. Although the experiences of the visually impaired were obviously not statistically equivalent to the nonimpaired group, results show that our method enabled them to experience the virtual reality museum adequately and find objects faster due to the additional auditory and haptic feedback.

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Audible Beacons and Wearables in Schools

Cited by 39 publications

References 26 publications

Feedback Mechanism for Blind and Visually Impaired: A Review

Feedback Mechanism for Blind and Visually Impaired: A Review

Leveraging Robotics to Enhance Accessibility and Engagement in Mathematics Education for Vision-Impaired Students

Toward inclusivity: Virtual reality museums for the visually impaired

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