Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches

Abstract

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation.

Wayfinding in Healthcare Facilities: Contributions from Environmental Psychology

“…In looking at the literature, there is a considerable emphasis on devices using auditory and/or haptic feedback that serve those with cognitive and/or sensory impairments [50,51,52,53] and less emphasis on those without such challenges. Legge et al [52] present a Digital Sign System (DSS) providing location sensing by using digital signs (tags) that are detected by a reader held by the user.…”

Cognitive rehabilitation based on working brain reflexes using computer games over iPad

“…There are also some videogames designed to improve other skills such as the navigation skills on blind people [15] [16][17] [18] III. METHODOLOGY…”

Physical exploration of a virtual reality environment: Effects on spatiotemporal associative recognition of episodic memory

“…VR may be a suitable candidate, as neural correlates activated by VR seem largely similar to those underlying reallife situations (e.g., see Aronov & Tank, 2014;Mellet et al, 2010;Plank, Snider, Kaestner, Halgren, & Poizner, 2015; but for differences, see: Aghajan et al, 2015). Moreover, information learned in VR transfers to, and can be reliably assessed in, real-life environments (Connors, Chrastil, Sánchez, & Merabet, 2014;Lloyd, Persaud, & Powell, 2009). Relevantly, our VR environment appears a suitable approach to an ecologically valid environment due to the high relative fidelity of sensory immersion (e.g., HD visuals, background sound, light conditions) in our VR design.…”