Supporting visually impaired navigation

Quinones, Pablo-Alejandro; Greene, Tammy; Yang, Rayoung; Newman, Mark

doi:10.1145/1979742.1979822

Cited by 56 publications

(47 citation statements)

References 6 publications

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“…Past work has also explored user needs and preferences with navigation tools [9,19,26,32]. While users have a positive outlook on such technologies [9], there are still opportunities to improve their navigation by assisting them in recovery from mistakes, getting lost, navigation in unfamiliar places, and changes in the environment [26].…”

Section: Related Workmentioning

confidence: 99%

“…While users have a positive outlook on such technologies [9], there are still opportunities to improve their navigation by assisting them in recovery from mistakes, getting lost, navigation in unfamiliar places, and changes in the environment [26]. Understanding user needs is especially important because individuals who are visually impaired often depend on different information about their environments than sighted individuals [5].…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Uncovering information needs for independent spatial learning for users who are visually impaired

Banović

Franz

Truong

et al. 2013

Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility

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Sighted individuals often develop significant knowledge about their environment through what they can visually observe. In contrast, individuals who are visually impaired mostly acquire such knowledge about their environment through information that is explicitly related to them. This paper examines the practices that visually impaired individuals use to learn about their environments and the associated challenges. In the first of our two studies, we uncover four types of information needed to master and navigate the environment. We detail how individuals' context impacts their ability to learn this information, and outline requirements for independent spatial learning. In a second study, we explore how individuals learn about places and activities in their environment. Our findings show that users not only learn information to satisfy their immediate needs, but also to enable future opportunitiessomething existing technologies do not fully support. From these findings, we discuss future research and design opportunities to assist the visually impaired in independent spatial learning.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Uncovering information needs for independent spatial learning for users who are visually impaired

Banović

Franz

Truong

et al. 2013

Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility

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“…This shows that although it is very uncommon for those with visual impairments to take a new route when walking independently, half frequently experience getting lost. A 2011 study [2] of 9 Americans and 11 Koreans on the needs of the visually impaired for their walking assistance shows that one of the three main demands was to allow them to recover the ability to travel when they get lost.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Pedestrian Navigation System for the Visual Impaired

Jang¹

2018

IJGDC

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“…The challenges involved in independent mobility in unfamiliar environments pose some of the greatest barriers facing the blind and visually impaired [1,3,10]. This is true even when using traditional aids such as the White-Cane, leading to a need for both new devices and new mobility strategies.…”

Section: Introductionmentioning

confidence: 99%

Vision-deprived virtual navigation patterns using depth cues & the effect of extended sensory range

Maidenbaum

Chebat

Levy-Tzedek

et al. 2014

CHI '14 Extended Abstracts on Human Factors in Computing Systems

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How does the lack of vision affect one's path through real & virtual environments? How do these routes change when different assistive tools, such as the traditional White-Cane or new devices such as the EyeCane, are used? These questions have significant repercussions as independent Mobility poses one of the main challenges facing the blind. Here, we use a series of virtual environments and non-visual interfaces to comparatively explore the differences in intuitive navigation: when using the virtual-EyeCane, when using a virtual White-Cane, when navigating without using a device at all and finally when navigating visually. We show that using the virtual-EyeCane as a non-visual interface to virtual environments increases their accessibility, that characteristics of navigating with it are different from those of White-Cane users and from those of navigation without an assistive device, and that users of the virtual-EyeCane complete more levels successfully, taking a shorter path and with less collisions than users of the white cane or no device. Finally, we demonstrate that navigation with the virtual-EyeCane takes on patterns relatively similar to those of navigating visually.

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Supporting visually impaired navigation

Cited by 56 publications

References 6 publications

Uncovering information needs for independent spatial learning for users who are visually impaired

Uncovering information needs for independent spatial learning for users who are visually impaired

Implementation of Pedestrian Navigation System for the Visual Impaired

Vision-deprived virtual navigation patterns using depth cues & the effect of extended sensory range

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