CYBERPSYCHOLOGY & BEHAVIOR

Volume 11, Number 3, 2008© Mary Ann Liebert, Inc.DOI: 10.1089/cpb.2007.0110

Virtual Mobile Science Learning for Blind People

JAIME SÁNCHEZ, Ph.D. and HÉCTOR FLORES, B.E.

ABSTRACT

This study presents the design, implementation, and usability evaluation of AudioNature, anaudio-based interface implemented for pocketPC devices to assist science learning in userswith visual impairments. The usability evaluation sessions helped to redesign the interfaceand adjust it to the user’s mental model while operating a pocketPC mobile device. Users ac-cepted the interface, enjoyed the interaction with AudioNature, felt motivated, and learnedscience. Cognitive evaluations provided evidence that points toward gains in problem-solv-ing skills and showed that game-based learning activities facilitate the user’s interaction withthe software. Users showed more self-confidence when designing and elaborating action the-ories to solve the problems posed.

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INTRODUCTION

LEARNERS WITH VISUAL IMPAIRMENTS hardly learnscience by doing.2,3 Activities such as conduct-

ing laboratory experiments, where observation isone of the most important processes, are almost im-possible to cope with for blind users. The same logicapplies to onsite, out-of-classroom work designedto achieve concrete experiences in direct contactwith the environment, which most of the time isseen as too risky for learners with visual impair-ments.

The use of a mobile device in this context allowsusers to interact playfully in nonstatic places for sci-ence learning purposes.1,6,8 Thus, on the one hand, theuser can learn science while traveling or in waitingcontexts, and on the other hand, the mobile deviceprovides a learning tool to be used in school activi-ties outside the classroom, such as in a park or zoo.6

In the last few years, a diversity of software andmethodologies4,5,7 have been developed involving

blind users as the main participants, assisting themin their learning with interactive technology. Veryfew studies use mobile devices,1,7 focusing mainlyon haptic interfaces4 and desktop applications.5,7

These authors have shown that audio-based virtualenvironments are a powerful incentive for blindlearners to develop and train cognitive skills andlearn specific content.

DESIGN OF AUDIONATURE

AudioNature is an audio-based virtual simulatorfor science learning implemented in a mobile device(pocketPC) platform. To adjust the software to themental model of visually impaired users, a user-cen-tered design was used. The system presents anecosystem that has been altered and challengeslearners to return it to normality through interac-tive tasks and problem solving.

Department of Computer Science, University of Chile, Santiago, Chile.

Rapid Communication

Visual interfaces

The visual interfaces used in AudioNature weredesigned with high-color contrasts to model the in-teraction of users with residual vision.

Audio interfaces

All interface elements in AudioNature are repre-sented through audio. Early usability evaluationspermitted us to opportunely define which soundshad to be used and which locutions were acceptedby users. When learners begin an interaction withAudioNature, they listen to a welcome message andan introduction to the software. Then, an audio cueis played together with information related to theobjects and elements provided by the software. An-imals, for instance, are represented by real sounds;instructions and variables are represented throughtext-to-speech (TTS) with a synthesized voice.

Interaction with AudioNature

The interaction of blind users with AudioNatureis made through the touch screen and the availablebuttons. While the user interacts with AudioNature,an audio feedback is reproduced, thus allowing theuser to realize the effects of actions and the state ofthe ecosystem.

USABILITY EVALUATION OF AUDIONATURE

Method

The methodology used consisted of applyingevaluative instruments and concrete materials in or-der to evaluate the usability of AudioNature and tomake a preliminary assessment of the use of this ap-plication in supporting the learning process forproblem-solving skills and biological concepts suchas biological interaction and balance in an ecosys-tem.

Participants

The sample consisted of 10 learners aged 19 to 31(5 men and 5 women). Five of them have low, non-functional vision, and five of them have acquiredtotal blindness. Two special education teachers sup-ported this evaluation as facilitators and observersby filling in some items of the cognitive tests.

Instruments

The instrument used in the usability evaluationwas an end-user’s usability test. To evaluate the im-

pact of AudioNature on the learning of biologicalinteraction concepts and problem-solving skills,pretests and posttests were applied.

After that, users participated in hands-on activi-ties concerning two cognitive tasks. These tasksmade use of concrete materials to allow users withvisual impairments to interact playfully with objectsand concepts integrated in AudioNature.

Procedure

Users evaluated AudioNature during two ses-sions of 1.5 hours each over a month. Each user wasprovided with a pocketPC and a pair of headsetsfor interaction. In this evaluation, the user interactedwith AudioNature using all the functions availablewith the help of the facilitators and then answeredthe end-user’s usability test.

Cognitive tasks were carried out in two sessionsof 2.5 hours each. In these activities, the user inter-acted with the concrete material and AudioNaturein the same session. The user first explored the con-crete material, then played with AudioNature, andthen joined the rest of the testing group and con-tinued with the concrete materials.

RESULTS

The usability evaluation of AudioNature showedthat the interaction between users and the mobiledevice through sound feedback support is a goodcombination to aid in the learning of science in theseusers (see Fig. 1A).

Users with total blindness obtained the lowestscores. Statements 6, 7, and 8 regarding software ob-tained the highest difference between users with re-sidual vision and users who were totally blind. Fiveof the seven users who interacted with AudioNa-ture noticed that the reduction or increase in the vol-ume of animal sounds corresponded indeed to thechange of the number of animals in the simulation.This is interesting, because it confirms that a sound-based mobile system was well accepted by userswith residual vision relating the volume of thesesounds to the number notions.

Users with residual vision assigned, on average, ahigh score (4.3 out of 5.0 points) to the hardware used,unlike totally blind users, who evaluated with a lowaverage score (3.0). Totally blind users fairly acceptedthe hardware. There was no mention of any difficul-ties when using the mobile device (see Fig. 1B). Fig-ure 2 shows preliminary pretest/posttest cognitiveevaluation. Most users demonstrated gains in solvingcognitive tasks after using AudioNature.

VIRTUAL MOBILE SCIENCE LEARNING FOR BLIND PEOPLE 357

FIG. 1. Usability evaluation of AudioNature (A) and pocketPC (B).

FIG. 2. Pretest/posttest gains in cognitive impact.

A

B

On average, pretest scores were 65.64% andposttest scores reached 84.96%, increasing by 19.25points. In only one case was there no difference be-tween pretest/posttest scores. The other nine casesincreased their scores.

Content evaluation showed that, on average,learners’ correct answers increased at posttest, andthe minimum and maximum correct answers alsoincreased. Cognitive tasks showed a high attain-ment in all learners.

CONCLUSION

We have introduced AudioNature, a proof-of-concept for the use of PDA simulation games byblind people to learn biological concepts in mobilecontexts. Usability and preliminary cognitive eval-uations in using AudioNature, along with playfulcognitive activities, were implemented involvingusers in interactive processes for science learning.The results obtained were highly satisfactory andchallenging. Learners learned biology concepts andperformed problem-solving tasks correctly.

The usability evaluation during software imple-mentation led us to define, modify, and improve thedesign of the interfaces and the interaction pro-cesses in order to adjust them to the mental modelof blind learners. Mobility allowed them more in-teractions over distances, freedom to move, and theextension of the space daily navigated. Users felt en-joyment and were motivated when they interactedwith AudioNature.

According to the set of evaluations used togetherwith each process involved in the cognitive inter-vention, such as entry activities, cognitive tasks ses-sions, and evaluation activities, we confirm the ap-propriateness of designing game-based cognitiveinterventions for blind user rehabilitation throughinteraction with mobile devices. The rationale be-hind a mobile device design is easy access for ex-tensive use over a long period of time. Then, com-paring the increase in performance in the blind andcontrol groups may give some insight into the im-pact of auditory feedback on the blind brain.

Mobile devices are designed for visual use. Studieslike this one can help us to understand the interactionof blind people with mobile devices in order to designapplications such as AudioNature that go beyondtechnological devices such as PCs, which obligateblind learners to remain in a static corporal position.Improved designs will increase their possibilities for

learning, interacting, and communicating while mov-ing and therefore integrating themselves into society.

ACKNOWLEDGMENTS

This report was partially funded by the ChileanNational Fund of Science and Technology, Fonde-cyt, Project 1060797 and PBCT-CONICYT, ProjectCIE-05.

REFERENCES

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6. Sánchez J, Salinas A, Sáenz M. (2007) Mobile game-based methodology for science learning. In: Jacko J, ed.Human-computer interaction, Part IV. Series: LectureNotes in Computer Science (Vol. 4553), Springer,Berlin: Heidelberg, pp. 322–31.

7. Westin T. (2004) Game accessibility case study: Ter-raformers—a real-time 3D graphic game. Proceedings ofthe 3rd ICDVRAT 2004. Oxford, UK, pp. 95–100.

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Address reprint requests to:Dr. Jaime Sánchez

Department of Computer ScienceUniversity of Chile

Blanco Encalada 2120Santiago, Chile 2777

E-mail: jsanchez@dcc.uchile.cl

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