Advertisement

3D Virtual Environments for the Rehabilitation of the Blind

  • Julio Villane
  • Jaime Sánchez
Part of the Lecture Notes in Computer Science book series (LNCS, volume 5616)

Abstract

The accretion of orientation and mobility skills in blind people is fundamental for the development of an independent life. To these ends, activities oriented towards reinforcing this line of knowledge require direct interactions with spaces in real places, and the assistance of an educator or a companion as well. The objective of this study was to design, implement and evaluate 3D virtual environments in order to evaluate orientation and mobility learning in an unfamiliar environment based on the use of such environments. The procedure was provided by a learning stage in which the user learned to move about in the virtual environments, followed by an interaction stage in which he/she traveled virtually through the environments, to then travel the virtual environments that had been navigated virtually in the real world. To simulate the virtual surroundings, Unreal Engine was used, which is a gaming engine that allows for the construction of scenarios through a graphic editor. The results obtained show that the users were able to run the established route without any difficulties, for which reason it can be established that it is possible to produce mental models of real places through virtual interactions guided only by auditory cues.

Keywords

Virtual Reality Virtual Environment Mobility Learning Cardinal Point Unfamiliar Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Rizzo, A.: Expose, Distract, Motivate and Measure: Virtual Reality Games for Health. In: Sánchez, E.J. (ed.) Nuevas Ideas en Informática Educativa, vol. 2, pp. 1–4. © LOM Ediciones (2006) ISBN 956-310-430-7 Google Scholar
  2. 2.
    Sánchez, J., Sáenz, M.: 3D sound interactive environments for blind children problem solving skills. Behaviour & Information Technology 25(4), 367–378 (2006a)CrossRefGoogle Scholar
  3. 3.
    Lumbreras, M., Sánchez, J.: Interactive 3D sound hyperstories for blind children. In: Proceedings of the ACM-CHI 1999, Pittsburgh, USA, pp. 318–325 (1999)Google Scholar
  4. 4.
    Unreal Technology, http://www.unrealtechnology.com/ (last accessed, April 2007)
  5. 5.
    Epic Games, http://www.epicgames.com/ (last accessed, April 2007)
  6. 6.
    Eriksson, Y., Gärdenfors, D.: Computer games for children with visual impairments. In: Proceedings of the 5th International conference on Disability, Virtual Reality and Associated Technologies, September 20-22, pp. 79–86. New College, Oxford (2004)Google Scholar
  7. 7.
    Loge, K., Cram, A., Inman, D.: Teaching Orientation and Mobility Skills to Blind Children Using Computer Generated 3-D Sound Environments. In: Proc. ICAD 2000, Atlanta, GA, USA, April 2000, pp. 1–5 (2000)Google Scholar
  8. 8.
    Sánchez, J., Sáenz, M.: Developing Mathematics Skills through Audio Interfaces. In: Proceedings of 11th International Conference on Human-Computer Interaction, HCI 2005, Las Vegas, Nevada, USA, July 22-27 (2005)Google Scholar
  9. 9.
    Hounsell, M., Kemczinski, A., Gasparini, I.: Scoring Strategies for an Instructionist-Driven Education-Oriented Virtual Environments. Global Congress on Engineering and Technology Education 1, 499–503 (2005)Google Scholar
  10. 10.
    Furness, T., Winn, W., Yu, R.: VR and Learning: The Impact of Three Dimensional Immersive Virtual Environments on Modern Pedagogy. HITL Report, Washington University, pp. 97–105 (1997)Google Scholar
  11. 11.
    Rizzo, A.S.: State of the Art in Virtual Rehabilitation. CyberPsychology and Behavior 9(2), 113 (2006)CrossRefGoogle Scholar
  12. 12.
    Amemiya, T., Yamashita, J., Hirota, K., Hirose, M.: Virtual leading blocks for the deaf-blind: a real-time way-finder by verbal-nonverbal hybrid interface and high-density RFID tag space. In: Proceedings of IEEE Virtual Reality, pp. 165–287 (2004)Google Scholar
  13. 13.
    Sánchez, J.: A model to design interactive learning environments for children with visual disabilities. Journal Education and Information Technologies 12(3), 149–163 (2007)CrossRefGoogle Scholar
  14. 14.
    Roussou, M.: Virtual reality and Interactive Theaters: Learning by Doing and Learning through Play: an Exploration of interactivity in Virtual Environments for Children. Computers in Entertainment (CIE), Section: Virtual reality and interactive theaters 2(1), 10 (2004)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2009

Authors and Affiliations

  • Julio Villane
    • 1
  • Jaime Sánchez
    • 1
  1. 1.Department of Computer ScienceUniversity of ChileSantiagoChile

Personalised recommendations