Authors:
Chenyi Dai
1
;
Kojiro Hirose
2
;
Makoto Kobayashi
3
;
Shigenori Inagaki
4
and
Fusako Kusunoki
1
Affiliations:
1
Information Design Department, Tama Art University, Hachioji, Tokyo, Japan
;
2
National Museum of Ethnology, Osaka, Japan
;
3
Tsukuba University of Technology, Ibaraki, Japan
;
4
Department of Education, Rikkyo University, Toyoshima, Tokyo, Japan
Keyword(s):
Visual Impairment, Game-Based Learning, Orientation & Mobility Training, Virtual Learning Environment, Auditory Feedback, Tangible User Interface, Game Design, Location-Based Game.
Abstract:
In traditional spatial learning for the visually impaired, preliminary understanding of spatial concepts is typically formed through oral descriptions by instructors prior to actual environmental engagement. However, this method is restrictive. This study encourages users to recreate and experience environmental spatial sounds within a realm by ”Sound woods” using Orientation & Mobility Training. This enables users to engage in auditory training, focusing on ”listening and positioning” to enhance environmental spatial cognition. For the visually impaired, who often have limited opportunities to interact with sighted individuals in their daily lives, video games offer potential avenue for social engagement. Traditional video games primarily rely on visual interaction through screens, posing challenges to visually impaired individuals owing to their limited eyesight. We designed a tangible video game that provides game-based learning, fostering communication between visually impaired a
nd sighted individuals. Additionally, it provides sighted individuals the opportunity to experience space without sight, increasing empathy for the visually impaired, likely alleviating discrimination to some extent. This study underwent three rounds of testing, involving visually impaired individuals, individuals related to the visually impaired, and approximately 20 sighted participants in the workshop tests, incorporating their experiences and insights through interviews.
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