This paper aims to study the process of converting the depth information of a real scene captured in a real environment into a tactile representation through a haptic device. We developed a belt-shaped interface with a matrix of 35 (7x5) vibrotactile actuators attached to the users' abdomen. Tests demonstrated that the device can help users to perceive the movement of objects and people, as well as allow them to move in environments containing obstacles without the usage of the vision. The system was tested both with users who are blind and with blindfolded participants. The stages of building and testing the interface as well as the tests applied in this research are described.

Interactive digital technologies are currently being developed as a novel tool for education and skill development. Audiopolis is an audio and haptic based videogame designed for developing orientation and mobility (O&M) skills in people who are blind. We have evaluated the cognitive impact of videogame play on O&M skills by assessing performance on a series of behavioral tasks carried out in both indoor and outdoor virtual spaces. Our results demonstrate that the use of Audiopolis had a positive impact on the development and use of O&M skills in school-aged learners who are blind. The impact of audio and haptic information on learning is also discussed.

In this work we present the results of the cognitive impact evaluation regarding the use of Audiopolis, an audio and/or haptic-based videogame. The software has been designed, developed and evaluated for the purpose of developing orientation and mobility (O&M) skills in blind users. The videogame was evaluated through cognitive tasks performed by a sample of 12 learners. The results demonstrated that the use of Audiopolis had a positive impact on the development and use of O&M skills in school-aged blind learners.

The purpose of this study was to determine whether the use of audio and a haptic-based videogame has an impact on the development of Orientation and Mobility (O&M) skills in school-age blind learners. The video game Audio Haptic Maze (AHM) was designed, developed and its usability and cognitive impact was evaluated to determine the impact on the development of O&M skills. The results show that the interfaces used in the videogame are usable and appropiately designed, and that the haptic interface is as effective as the audio interface for O&M purposes.

The purpose of this study was to develop and evaluate a web editor to create educational role-playing (RPG) videogames for cell phones to enhance problem-solving skills and integrate science-based educational content. By using this tool the teacher designs videogames with a curricular purpose for use with students. As a result a videogame engine that utilizes the data exported from the editor to generate different educational videogames for cell phones was designed. Results of the usability evaluation indicate that there was a significant improvement between pre and post usability evaluations, which reveal that the videogame web editor for the teacher is highly usable and understandable for the end users.

This paper analyzes conditions for improving digital inclusion in Chilean rural schools, using a multidimensional definition of digital divide. Using qualitative and quantitative data, we focus on teacher's skills, access to communication, Internet connection and expectations regarding the Internet in rural schools. We obtained data from interviews and surveys applied to teachers, students, principals and technology coordinators. Results show that even if teachers are not the primary figures for transmitting ICT knowledge to students, they are gatekeepers, producing conditions for students to learn of ICT use. In addition, data contributes to understanding the new role of teachers and schools in rural areas regarding social and symbolic integration.

Autonomous navigation in the city has become a necessity for people with visual disabilities, due to the fact that they now enjoy a higher degree of social insertion. As such, several technological solutions seek to assist with this autonomy. In this work, we present a study on the effect of the use of an easy-to-access, audio-based GPS software program on navigation through open spaces, and in particular on the stimulation of orientation and mobility skills in blind people. Results show that the use of the audio-based GPS software allowed blind users to be able to get to various destinations without the need for prior information on the environment, favoring the navigation of blind people in unfamiliar contexts, stimulating the use of different orientation and mobility skills, and finally providing help to users that habitually navigate spaces in the city only in the company of other people.

This study presents the development of a videogame with two audio and haptic interfaces that allow for the stimulation of orientation and mobility skills in people who are blind through the use of virtual environments. Our idea was to test the hypothesis regarding the use of audio and haptic interfaces together, allowing for the creation of a better mental representation of a virtual environment, compared to that which results from the use of each kind of interface separately. The videogame's icon usability has been evaluated, as well as a posterior cognitive analysis of the skills acquired through its use. The preliminary usability results show that the people correctly describe the textures and shapes used in the software.

This work presents an evaluation study on the usability of a haptic device and a sound-based videogame for the development and use of orientation and mobility (O&M) skills in closed, unfamiliar spaces by blind, school-aged children. A usability evaluation was implemented for a haptic device especially designed for this project (Digital Clock Carpet) and a 3D videogame (MOVA3D), in order to redesign and improve the usability, as well as to learn of its acceptance and the degree of the user's satisfaction with the interaction with these products for O&M purposes. The results show that both the haptic device and the videogame are usable, accepted and pleasant regarding their use by blind children, and that they are ready to be used in the following stage, which will determine their impact on the development and use of O&M skills.

Audio-based virtual environments have been increasingly used to foster cognitive and learning skills. A number of studies have also highlighted that the use of technology can help learners to develop effective skills such as motivation and self-esteem. This study presents the design and usability of 3D interactive environments for children with visual disabilities to help them solve problems in Chilean geography and culture. We introduce AudioChile, a virtual environment that can be navigated through 3D sound to enhance spatiality and immersion throughout the environment. 3D sound is used to orientate, avoid obstacles, and identify the positions of various characters and objects within the environment. We have found during the usability evaluation that sound can be fundamental for attention and motivation purposes during interaction. Learners identified and clearly discriminated environmental sounds to solve everyday problems, spatial orientation, and laterality.

In this paper, a theoretical‐empirical model is developed for modelling the accuracy of a grid digital elevation model (DEM) linearly constructed from scattered sample data. The theoretical component integrates sample data accuracy in the model by means of the error‐propagation theory. The empirical component seeks to model what is known as information loss, i.e. the sum of the error due purely to sampling the continuous terrain surface with a finite grid interval and the interpolation error. For this purpose, randomly spaced data points, supposed to be free of error, were converted into regularly gridded data points using triangulation with linear interpolation. Original sample data were collected with a 2×2 m sampling interval from eight different morphologies, from flat terrain to highly rugged terrain, applying digital photogrammetric methods to large‐scale aerial stereo imagery (1 : 5000). The DEM root mean square error was calculated by the true validation method over several sets of check points, obtaining the different sampling densities tested in this work. Several empirical models are calibrated and validated with the experimental data set by modelling the DEM accuracy by combining two variables such as sampling density and a descriptive attribute of terrain morphology. These empirical models presented a morphology based on the product of two potential functions, one related to the terrain roughness and another related to the sampling density. The terrain descriptors tested were average terrain slope, standard deviation of terrain slope, standard deviation of unitary vectors perpendicular to the topographic surface (SDUV), standard deviation of the difference in height between adjacent samples in the grid DEM (SDHD), and roughness estimation by first‐, second‐, or third‐degree surface fitting error. The values obtained for those terrain descriptors were reasonably independent from the number and spatial distribution of the sample data. The models based on descriptors SDHD, SDUV, and standard deviation of slope provided a good fitting to the data observed (R 2>0.94) in the calibration phase, model SDHD being the one that yielded the best results in validation. Therefore, it would be possible to establish a priori the optimum grid size required to generate or store a DEM of a particular accuracy, with the saving in computing time and file size that this would mean for the digital flow of the mapping information in GIS.

Audio-based virtual environments have been increasingly used to foster cognitive and learning skills. A number of studies have also highlighted that the use of technology can help learners to develop affective skills such as motivation and self-esteem. This study presents the design and usability of 3D interactive environments for children with visual disabilities to help them to solve problems related with the Chilean geography and culture. We introduce AudioChile, a virtual environment that can be navigated through 3D sound to enhance spatiality and immersion throughout the environment. 3D sound is used to orientate, avoid obstacles, and identify the position of diverse personages and objects within the environment. We have found during usability evaluation that sound can be fundamental for attention and motivation purposes during interaction. Learners identified and differentiated clearly environmental sounds to solve everyday problems, spatial orientation, and laterality.

A number of studies have proposed interactive applications for blind people. One line of research is the use of interactive interfaces based on sound to enhance cognition in blind children. Even though these studies have emphasized learning and cognition, there is still a shortage of applications to assist the development and use of memory in these children. This study presents the design, development, and usability of AudioMemory, a virtual environment based on audio to develop and use short-term memory. AudioMemory was developed by and for blind children. They participated in the design and usability tested the software during and after development. We also introduce AudioMath, an instance of AudioMemory to assist mathematics learning in children with visual disabilities. Our results evidenced that sound can be a powerful interface to develop and enhance memory and mathematics learning in blind children.

Interactive multimedia learning systems are not suitable for people with disabilities. They tend to propose interfaces which are not accessible for learners with vision or auditory disabilities. Modeling techniques are necessary to map real world experiences to virtual worlds by using 3D auditory representations of objects for blind people and visual representations for deaf people. In this paper we describe common aspects and differences in the process of modeling the real world for applications involving tests and evaluations of cognitive tasks with people with reduced visual or auditory cues. To validate our concepts, we examine two existing systems using them as examples: AudioDoom and Whisper. AudioDoom allows blind children to explore and interact with virtual worlds created with spatial sound. Whisper implements a workplace to help people with impaired auditory abilities to recognize speech errors. The new common model considers not only the representation of the real world as proposed by the system but also the modeling of the learner's knowledge about the virtual world. This can be used by the tutoring system to enable the learner to receive relevant feedback. Finally, we analyze the most important characteristics in developing systems by comparing and evaluating them and proposing some recommendations and guidelines.

Interactive software is currently used for learning and entertainment purposes. This type of software is not very common among blind children because most computer games and electronic toys do not have appropriate interfaces to be accessible without visual cues.