Multi-sensory virtual environment for supporting blind persons' acquisition of spatial cognitive mapping, orientation, and mobility skills (2000)

Mental mapping of spaces, and of the possible paths for navigating through these spaces, is essential for the development of efficient orientation and mobility skills. The work reported here is based on the assumption that the supply of appropriate spatial information through compensatory channels (conceptual and perceptual), may contribute to the blind people’s spatial performance. We developed a multi-sensory virtual environment simulating real-life spaces. This virtual environment comprises developer / teacher mode and learning mode. 1. RATIONALE The ability to navigate space independently, safely and efficiently is a combined product of motor, sensory and cognitive skills. This ability has direct influence in the individuals’ quality of life. Mental mapping of spaces, and of the possible paths for navigating through these spaces, is essential for the development of efficient orientation and mobility skills. Most of the information required for this mental mapping is visual information (Lynch, 1960). Blind people lack this crucial information, thus facing great difficulties (a) in generating efficient mental maps of spaces, and therefore (b) in navigating efficiently within these spaces. A result of this deficit in navigational capability is that many blind people become passive persons, depending on others for continuous aid (Foulke, 1971). More then 30% of the blind do not mobilize independently outdoors (Clark-Carter, Heyes & Howarth, 1986). The work reported here is based on the assumption that the supply of appropriate spatial information through compensatory sensorial channels, as an alternative to the (impaired) visual channel, may contribute to the mental mapping of spaces and consequently, to blind people’s spatial performance. Research on blind people’s mobility in known and unknown spaces (Dodds, Armstrong & Shingledecker, 1981; Golledge, Klatzky & Loomis, 1996; Ungar, Blades & Spencer, 1996), indicates that support for the acquisition of spatial mapping and orientation skills should be supplied at two main levels: perceptual and conceptual levels. At the perceptual level, the deficiency in the visual channel should be compensated with information perceived via other senses. Touch and hearing become powerful information suppliers about known as well as unknown environments. In addition, haptic information appears to be essential for appropriate spatial performance. Haptics is defined in the Webster dictionary (1993), as “of, or relating to the sense of touch”. Fritz, Way & Barner (1996) define haptics as “ tactile refers to the sense of touch, while the broader haptics encompasses touch as well as kinaesthetic information, or a sense of position, motion and force.” Haptic information is commonly supplied by the cane for low-resolution scanning of the immediate surroundings, by palms and fingers for fine recognition of objects’ form, textures, and location, and by the legs regarding surface information. The auditory channel supplies complementary information about events, the presence of other people (or machines or animals) in the environment, materials which objects are made of, or estimates of distances within a space (Hill, Rieser, Hill, Halpin & Halpin, 1993). At the conceptual level, the focus is on appropriate strategies for an efficient mapping of the space and the generation of navigation paths. Research indicates two main scanning strategies used by people: route and map strategies. Route strategies are based in linear (therefore sequential) recognition of spatial features. Map strategies, considered to be more efficient than the former, are holistic in nature, comprising multiple perspectives of the target space (Fletcher, 1980; Kitchin & Jacobson, 1997). Research shows that blind people use mainly route strategies while recognizing and navigating new spaces (Fletcher, 1980).