open archive toulouse archive ouverte ( oatao ) · es education ed people, fro entified three...
TRANSCRIPT
Open Archive TOULOUSE Archive Ouverte (OATAO) OATAO is an open access repository that collects the work of Toulouse researchers and makes it freely available over the web where possible.
This is an author-deposited version published in : http://oatao.univ-toulouse.fr/ Eprints ID : 16887
The contribution was presented at CHI 2016 : https://chi2016.acm.org/wp/
To cite this version : Ducasse, Julie and Macé, Marc and Serrano, Marcos and Jouffrais, Christophe Tangible Reels: Construction and Exploration of Tangible Maps by Visually Impaired Users. (2016) In: SIGCHI Conference on Human Factors in Computing Systems (CHI 2016), 7 May 2016 - 12 May 2016 (San Jose, CA, United States).
Any correspondence concerning this service should be sent to the repository
administrator: [email protected]
A
MintrviethTpdinosthcmmvinq
Tangib
1 Un
{firs
Figure 1. a) Th
guided step by
rough (b2) an
ABSTRACT
Maps are essnaccessible toranscribed to n
very expensivessues, we dev
enables visuallheir own, us
Tangible Reelspad that ensuredigital lines tanstructions gui
onto the tablesubsequent exphe points and
confirmed thatmanipulate, andmaps that are validated that nteractions, e
quickly build an
ble ReeM
Julie Du
niversity of TToulouse
st_name.last
he interface ena
y step to correc
d fine (b3) audi
sential in evo visually imnon-editable tae shape changveloped a tanly impaired using a new ty
s. Tangible Rees stability, withangible. In ordide the user to e and create ploration, the d lines that tht Tangible Rd that visually
built with ththe designed
enables visualnd explore map
ls: ConMaps by
ucasse1, Mar
Toulouse – Ie, France t_name}@ir
ables a visually i
ctly place each T
io guidance inst
receiving a
veryday life, mpaired users.
actile graphicsging displays. ngible tabletopsers to build taype of physi
eels are compoh a retractable
der to construcprecisely placelinks betweendevice providehe user touche
Reels are stabimpaired users
hem. A followsystem, inclu
lly impaired ps of various c
nstructiy Visua
rc Macé2, M
RIT
rit.fr
impaired user t
Tangible Reel. T
tructions, and p
auditory feedba
but inherentThey must b
, or rendered oTo tackle thep interface thangible maps ocal icon call
osed of a suckreel that rende
ct a map, aude Tangible Reen them. Durines the names es. A pre-studle and easy s can understan
w-up experimeuding non-visu
participants complexities.
ion andally Imp
Marcos Serra
to render digita
To construct a l
presses the suck
ack when pointi
tly be on
ese hat on ed
ker ers dio els ng of dy to nd ent ual to
Autho
Non-vi
INTRO
In edupeopleand mTechnoorientainherenbe traobservare tragraphictime-cographic[10]. Madjustavisuall
These of grainteracaudio-tand/or based displayexpens
d Explopaired U
ano1, Chris
2
To{first_nam
al maps tangible
line, the user at
ker pad (b4). c)
ing at lines and
r Keywords
isual tangible i
ODUCTION
ucational cente, graphical repmaps are widology, Engineeation and mobintly inaccessib
anscribed into ved usages in aanscribed into cs. The produconsuming proccs specialist [Magnetic mapable, but they ly impaired use
issues can be aaphics or mactive. Howevertactile graphichaptic graphicon a single p
ys are very sive [29].
oration oUsers
tophe Jouff
CNRS - IRIoulouse, Franme.last_nam
e by using Tang
ttaches two Tan
The user can ex
pads.
interfaces; inte
ters for blindpresentations
dely used in ering and Mathility lessons [16ble to visually i tactile grapha specialized Iraised-line, h
ction of the ficess that need30], and resulps are easier cannot be con
ers without ass
alleviated by auaps (see [30]r interactive gcs cannot be cs (see [31]) upoint of conta
promising b
of Tang
frais2
T nce
me}@irit.fr
gible Reels. b) T
ngible Reels (b1
xplore the tang
eractive graphic
d and visuallysuch as chartsSTEM fields
hematics), but a6]. As visual gimpaired usershics. In this Institute: visua
hand-crafted orirst two types s to be done blts in non-edit
to produce nstructed or acsistance.
utomating the ) and/or mak
graphics are aledited [2], ansually enable ect only. Shape
but are still
gible
The user is
1), follows
gible map,
cs;
y impaired s, schemas (Science, also during
graphics are , they must study we
al graphics r magnetic relies on a
by a tactile table maps and more
ccessed by
production king them so limited:
nd acoustic exploration e-changing extremely
WvrtaavddinpplincwtaprabccRecnimacclictado
Toadesrvthdcin
O
Twthatouem
We aimed to visually impairrepresentationsabletop interfa
as they providevia the manipdefined in [9]),digital informnterface for th
people has prevprovided a limiimited number
non-visual tangcost device thwithout any aangible any di
points and lineraised-line mapand explorationby-doing”), wicontact explorconstructed a nReels. A Tangensures stabilitcreate physical non-visual tabmpaired user t
and to interaconstruction, acan place the inked to anoth
can be construactile explorat
digital points anon their physica
This paper descon observationsa specialized design processevaluation constable, easy representationsvisually impairhat enables a v
digital maps consisting in ncreasing com
OBSERVATION
The term “grapwhose spatial lhe reader: dia
are particularlyo-day life, bu
understand andelements. The vmap, itinerarie
overcome thred users with of visual gra
aces are, in the a way to intulation of ph and therefore
mation into a he exploration oviously been iited accessibilir of points, it wgible interfacesat is accessib
assistance, andigital graphica
es. It should cops) because it n of graphics (ithout the resration. In thinovel type of ible Reel is coty, and of a rlinks between
bletop interfato build a tangact with it (audio guidance
phicons correher with the structed betweention, the user nd lines by peral representatio
cribes three ms of the use aneducational I
s of Tangiblenducted to ch
to manipula built with thred user; 3) wvisually impair
tangible. Weconstructing a
mplexity.
N: USAGE OF
phics” brings tlayout is used gram, figure,
y interesting asut also becausd mentally intevarious types oes, etc.) clearl
hese limitationh a way to coaphics on theiris sense, partiteract with digicons (i.e. phalso provide aphysical for
of graphs by vimplemented [ty to mathemat
was a rousing fs. We intendedle to visually
d that allows al content that omplement exi
allows dynam(with the bene
striction of a is study, wephysical icon omposed of a etractable reel
n phicons. We ace that enabible map using(see Figure e is provided ectly. As eachring of a retrac two Tangiblecan listen to t
rforming a tap ons.
ain contributiod production onstitute; 2) we Reels, and
heck that Tante, and thathem can be u
we introduce ared user to indee report on and exploring
F TACTILE MA
together a varito provide co
drawing, map,s they are essense they requiregrate the spatof maps (metroly illustrate h
ns by providinonstruct physicr own. Tangibcularly relevangital informatiohysical icons, a way to translarm. A tangibvisually impair18]. Although tical plots with
first step toward to design a lo
impaired usethem to rendis composed
isting tools (e.mic constructioefit of “learnin
single point e designed an
called Tangibsucker pad th
l that is used also developedbles a visualg Tangible Ree1). During thso that the us
h phicon can bctable reel, line Reels. Durinthe name of thand hold gestu
ons: 1) we repoof tactile mapswe describe th
report on thgible Reels at the physicunderstood by a novel interfaependently mak
its evaluatiog four maps
APS
iety of materiaontent or data , etc. [27] Mantial in our dare the reader ial layout of tho map, overviehow diverse th
ng cal ble nt, on as
ate ble ed it
h a rds ow ers der of .g. on
ng-of nd ble hat to
d a lly els he ser be
nes ng he
ure
ort in he he
are cal
a ace ke
on, of
als to
aps ay-to he ew he
complechose t
To betspecialgeogramobilitgeograCESDVprovidimpaireWe idand han
Figur
orie
Raisedthis InpaperThermhand-cheated and peon a sand cre
Each tedependstudentdifferedisplayusuallygiven mare prsince versionof textuproduc
Magnestudentitinerarrepresemagnestands route, tthe teaMagneconfigufor exa
exity of tactilto focus on the
tter understandlized educatiaphy lessons wty (O&M) less
aphy teacher V-IJA Institutes education ed people, fro
dentified three and-crafted.
re 2. a) A raised
entation and mo
r
d-line maps arenstitute, they ar
techniquesmoforming conscrafted mold m
in a vacuum, ermanently defspecial heat-seeates relief.
eacher owns diding on the agts. During a
ent maps as thyed on a tactiley do not includmap. This numrogressively ina tactile map
ns of the same ures (1-3) each
ce around 1200
ets are more ot learn an itinery for the stuentation on a et is placed on
for and lets tthe students macher can cheets are also urations (road ample).
e graphics cae construction a
d how and whyional centers
with four studeson with one st
and two O&te in Toulouseand training f
om early childtypes of map
d-line map. b) A
obility lessons.
represent itiner
e mainly used bre made with but other
sists in placingmade of differen
the plastic sheformed. Swellnsitive paper
ifferent maps wge, ability and
lesson, teachhe amount of e map is limite
de more than fimber can be incntroduced to np cannot be map are used
h time. In the I0 tactile docum
often used by Oerary (see Figuudents, the tea
magnetic bothe board, the
the student toumay be asked to
eck whether iused to repcrossing or co
an be. In this and exploration
y tactile maps as, we obserents, one orientudent, and int&M instructoe, France. Thifor around 12
dhood to later ps: raised-line
A wooden mode
c) Magnets are
aries.
by geography tthermoformingtechniques e
g a sheet of plant textured papeet is shaped bl-paper maps athat swells wh
whose content visual impairm
hers often neinformation th
ed, but also beive different texcreased when thnew textures. readily edite
to introduce a Institute, four t
ments each year
O&M teachersure 2c). To prepacher builds a oard: every tim
teacher indicauch it. After wo rebuild the roit has been u
present complonfiguration of
study, we n of maps.
are used in rved two ntation and terviewed a ors in the is Institute 20 visually adulthood. , magnetic
el used for
e used to
teachers. In g or swell-exist [4].
astic upon a pers. When y the mold are printed hen heated
may differ ment of the eed to use hat can be ecause they xtures on a he students
However, ed, several
limited set transcribers r.
s to help a pare a new simplified
me a new ates what it walking the oute so that understood. lex spatial f a building
We also observed a number of hand-crafted graphics made out of rope, wood, felt or cardboard. They represent geometrical concepts (shapes, open/close features, parallel/perpendicular) and O&M elements (different types of crossings and a map of the school neighborhood for example).
These observations highlight one major issue: when a map is required, it has to be “materialized” with the assistance of a sighted person, which is a time consuming process. The students cannot access digital maps immediately and independently. Furthermore, the maps that are produced this way are not interactive and not editable, which limits the way users can interact with them and hence their autonomy.
To be fully accessible for visually impaired users, maps should be available without assistance and instantly. In addition, they should be interactive and editable, so that they could support dynamic operations such as zooming, panning, annotations, as well as other advanced functions (e.g. computing distances).
RELATED WORK ON INTERACTIVE MAPS
To alleviate the aforementioned issues, different approaches relying on new technologies have been used. Zeng and Weber [31] classified the different types of interactive maps in four categories, depending on the device and interaction used. Virtual acoustic maps use verbal and non-verbal audio output to render geographical data. For example, Zhao et al. [33] presented thematic maps explored with a keyboard or a tablet and producing string pitch and spatial sound. Virtual tactile (or haptic) maps most often rely on a force-feedback device. For instance, SeaTouch [26] enables visually impaired users to explore a maritime environment relying on haptic feedback, sonification and speech synthesis. The BATS [20] or HapticRiaMaps [11] are other examples of virtual tactile map using force-feedback devices. TouchOver map [22] provides visually impaired users with a basic overview of a map layout displayed on a mobile device through vibrational and vocal feedbacks. Kane et al. [13] described complementary non-visual interaction techniques that allow finding a target on large touch screens. Audio-tactile maps consist in a raised-line paper map placed over a touch-sensitive screen that provides audio descriptions of tactile elements when touched (see [19] and [30]). In contrast to virtual acoustic and tactile maps, these maps provide multiple points of contact (potentially all the fingers), and proved to be usable for learning spatial configurations [2]. Finally, Braille maps displayed on refreshable displays are a promising approach to create interactive maps. Zeng et al. [32] used a BrailleDis 9000 tablet device consisting in a matrix of 120x60 pins that can be moved up or down. Their prototype allowed visually impaired users to explore, annotate and zoom in or out. Similarly, Schmitz and Ertl [23] used a HyperBraille to present different types of maps representing buildings or large outdoor areas. The main drawback of the virtual maps
is that they provide a single point of contact (e.g. a phantom device), which forces the user to explore the map sequentially, and mentally integrate a large amount of information through space and time. However, they do not require a raised-line map overlay and can theoretically allow panning, zooming, and dynamic updating. Refreshable displays can provide both multiple fingers exploration as well as dynamic update, but these devices are extremely expensive, and hence relatively unusual.
Tangible maps for the visually impaired may present a number of advantages: they could be built autonomously using appropriate feedback, which may support learning-by-doing activities, provide multiple fingers exploration and allow dynamic updating while being affordable.
Towards tangible maps
A number of tangible user interfaces have been developed to enable sighted users to interact with a map. GeoSpace [9] is an interactive map onto which objects are placed. Their location modifies the digital map position and extent. Urp [28] allows urban planners to simulate wind flow and sunlight, and to observe their consequences on physical building models placed onto the tabletop. With the MouseHouse Table [8], users can model several arrangements of urban elements such as streets and buildings by placing paper rectangles on the table and visualizing the behavior of pedestrians.
Two devices have been specifically designed for visually impaired users. The Tangible Pathfinder [25] allows them to construct a map using small objects that represent pavements, sidewalks, etc. Audio instructions and feedback assist the user in placing the objects and exploring the map. Schneider et al. [24] designed a prototype for route construction by telling the user the length of building blocks and where to place them on a magnetic board. These devices are devoted to route or neighborhood exploration, and can hardly be adapted to other types of graphical content. In addition, to our knowledge, they have not been formally evaluated, and the construction of a tangible map by a visually impaired user on its own has not yet been demonstrated. In this study, we designed and evaluated a tabletop tangible interface that enables a visually impaired user to construct and explore different types of maps, with different levels of complexity.
The current work is in line with two other research projects [17][18]. In [17] the device provides visually impaired users with multimodal feedback to accurately place objects (called TIMMs) in order to create and modify graphs and diagrams. The authors suggest that a tactile line could be added between two TIMMs with a piece of yarn for example, but did not indicate how the user would select the correct length and could interact with the line. In [18], the device allows the exploration of line graphs and bar charts. Phicons are placed in a restricted physical grid (9x7 cells) in order to represent the top of a bar or the turning point of a linear function. Relying on an evaluation with four users,
thkfv
TptorbppdtaotofscoppIco
M
IthTpac
D
FgfaIunIs(sm
D
Tedaddliliu[
he authors oknocked over dfew recommenvisually impair
This review opoints. First, alto address som
research projecby visually impprototypes descpunctual symbodigital contentangible as we
other graphicalo design phico
fully addressedstable but maycamera placedoccluded by uphysical grid potential locatiIn addition, sconstruction ofonly points.
MAKING DIGIT
In this section,hat should be
Tangible Reelphysically linkand lines), anconstruct and e
Digital and phy
First of all, it graphics is mafine details ofadaptation procIn our system, using a simple name and two ID, a name andsystem does no(such as mobilsparse spatial maps.
Design of the T
To build the phessential to prodifferent lengtappropriate toodifferent lengthdifferent lengthimits the numikelihood of e
used in the fiel14][1][21]).
observed that during the expldations concered users.
of the literaturthough tangiblme limitationscts about autonpaired users arcribed above hols tangible (i.). Obviously, ll because thel representationons that are stad yet. The ma
y be unreliabled above the tausers’ hands. Mthat holds th
ion, but still osuch a solutif most graphi
TAL MAPS TA
, we describe e made with ts (they are t
ked to each othnd the interacxplore maps.
ysical maps
is important tandatory for tf an outline mcess and curvemaps are definsyntax: each pcoordinates; e
d the IDs of stot aim at the lity maps), butconfigurations
Tangible Reel
hysical represenovide the userths. Retractabol as their st
hs. This is morhs (e.g. pre-cut mber of requerrors. Retractld of HCI rese
the objects loration. Hencrning the desig
re highlights le user interfacs of interactivnomous constre seldom. Seco
have only focuse. physical andit is essentia
y are mandatons. Third, the able and reliabagnetic board . The objects aabletop, whoseMcGookin et e objects, wh
observed uninteion is not recs that includ
ANGIBLE
the characteristhe system, thtracked by thher to represection techniqu
to know that sactile exploratmust be remoes are most oftned by a set ofoint is associat
each line is asstarting and endconstruction ot rather at thes such as ove
s
ntation of a digr with a way tle reels appetrings can bee usable than uwool yarn sucired steps antable reels havearch as input d
were regulare they provide
gn of phicons f
three importaes are promisin
ve tactile mapruction of maond, the last twsed on renderind associated tol to make linory in maps anquestion of hoble has not beused in [24]
are tracked bye view may bal. [18] used
hich limits theentional knockelevant for th
de lines and n
stics of graphihe design of thhe tabletop, annt digital poin
ues designed
simplification tion [4]. Hencved during th
ften straightenef points and linted with an IDsociated with ding points. Thof detailed mae construction erview or met
gital map, it wto draw lines eared to be e pulled out using material ch as in [17]) annd therefore thve already bedevices (see e.
rly e a for
ant ng ps, aps wo ng
o a nes nd ow en is
y a be
a eir ks. he
not
ics he nd nts to
of ce, his ed. nes , a an he
aps of
tro
was of an to of nd he en .g.
Accordobjectsexploreover. Twas apidentifiReels. stable systemobjects
Figure
Tangib
can be
infrar
We trieglue doelectrofirst twobjectsfilled wFigure
Weight
Weighweighttests wcm higadequasilicontrack tThe bathick cthen gpassed(1cm. h
Sucker
Suckerthe tabpressedand 2 cunder wglued oby pull
Add-on
Reels also apto andreels w
ding to [18], is to the table e the map wit
This was even mpplied to the
fied three requiThey had to beduring explora
m; as small as s that can be pl
e 3: Weights (a)
ble Reels. c) A t
e tracked by a c
red frame (highl
ed a number oots, adhesive t
ostatic screen pwo requirements fulfilling thewith lead calle 3).
ts
hts were inspiret” of the phic
with a visually igh and 4 cm wate. To furtherne O-ring was the objects waase and the tocardboard stronglued to the tod through a hohigh) to keep i
r pads
r pads can easibletop screen, d. We used prcm high once cwhich a tag caonto the top. Tling on a small
ns
can be harmfupply a strong td make them with a lock/unlo
it was also esso that a visuthout moving more importanobjects by th
irements for the: easy to movation; identifia
possible to mlaced onto the
) and Sucker pa
tag is positioned
camera placed u
lighted in blue)
during explora
of adhesive matape, Wikki Stiprotectors but nts. Finally we e requirementsed Weights, an
ed by [18] whocons to ensureimpaired user,wide cylinder r improve adheadded under t
as placed insidop of the cylinngly glued to thop of the cylinook fixed at thit close to the ta
ily slide along and strongly sofessional flat compressed) than be attached (The sucker padl strip that exte
ful when the stension to the move. Theref
ock button. Be
ssential to firmally impairedthem or knoc
nt in our case ahe retractable he design of thve during constable and trackamaximize the tabletop.
ads (b) are two
d underneath so
under a plate gl
) detects the use
ation.
aterials such asicks, anti-slip gnone of them fuend up with tw
s: small plasticnd flat Sucker
o suggested “ve stability. Af we found thatwith 180 g o
erence of the Wthe base. The tde this ring (Fnder were madhe cylinder. Thnder, and its e bottom of thabletop.
a smooth surfastick to the scsucker pads (
hat present a lar(Figure 3c). Thds can easily bends from its ba
string retracts.objects they ar
fore we used sides, to make
mly set the user could
cking them as a tension
reels. We he Tangible truction but able by the number of
designs of
o that they
lass (d). An
ers’ fingers
s Blu-Tack, gel pads or fulfilled the wo types of c cylinders r pads (see
varying the fter several t filling a 6 f lead was Weights, a tag used to Figure 3c). de out of a he reel was string was
he cylinder
ace such as creen when (4 cm wide rge surface he reel was
be detached ase.
They can re attached retractable it easier to
link two objects, we fixed a strong neodymium magnet at the extremity of the reels’ strings, and added a metallic bracelet to the objects. The bracelet was wrapped around the bottom part of the cylinder for the Weights and around the reels for the Sucker pads.
CONSTRUCTION AND EXPLORATION TECHNIQUES
Tangible Reels are placed next to the user, on the bottom side of the table. Audio instructions and feedback are provided so that the user can gradually construct a simple physical representation of the map by placing the Tangible Reels (see Figure 3d). During exploration, the user can retrieve the name of the points and lines using finger interactions. All the values mentioned afterward (distances and timers) were based on observations made during preliminary tests.
Constructing the map
Construction instructions
Each line is constructed using two Tangible Reels attached to each other. Three instructions indicate to the user what is the next action to perform (see Figure 1):
“New object”: at the very beginning of the construction, and each time a new line has to be built, the user has to place a Tangible Reel on the table. As soon as the Tangible Reel is detected, guidance instructions are provided.
“Attach an object to the right/to the left/below/above”: To construct a line the user has to pull out the string of a new Tangible Reel and attach it to the metallic bracelet of the last one that was placed.
“Attach an object to <name of the object>, to the right/to
the left/below/above”: The start point of the line to be built is not always the last Tangible Reel that the user has placed. In this case the system gives the name of the object to which the new Tangible Reel must be attached to.
Feedback
“Attached”: This instruction is played when the system detects that the new Tangible Reel is close enough to the one that it must be attached to, and is immediately followed by guidance instructions.
“<Name of the point> found”. The system informs the user when the Tangible Reel is at the right location by giving the name of the point represented by the Tangible Reel. If the Tangible Reel is the end point of a line, the instruction “<name of the line> built” is played.
“Object lost”: The user is informed when the Tangible Reel that is being moved has not been detected by the system for more than 2500 ms.
The last instruction is repeated every 7000 ms until the appropriate action is done by the user. When the “attach an
object” instruction is repeated, the name of the object to which the user must attach a new Tangible Reel is also given.
Guidance instructions
Depending on the distance between the Tangible Reel that the user is currently moving and the position of the target
point, two types of guidance instructions are provided: rough guidance (every 3500 ms) and fine guidance instructions (every 1500 ms).
Rough guidance instructions (Figure 1b, step 2). When distance is superior to 15 cm, the system indicates the direction of the target (up / down / left / right / up and right / down and right / up and left / down and left) as well as the distance in centimeters. This enables the user to either quickly slide or lift the object towards the target.
Fine guidance instructions (Figure 1b, step 3). When the distance to the target is inferior to 15 cm, the system provides more frequent feedback to indicate the direction to follow (up / right / down / left). As long as the target has not been reached, the system repeats the procedure.
Exploring the map
When exploring the map, the user can listen to the name of a point or a line by performing a tap and hold gesture above it. To avoid unintentional selections, the user must select one point or line at a time for at least 700 ms (see Figure 1).
IMPLEMENTATION
Hardware
Our tabletop was a 100 x 100 cm plate glass. The setup also included a projector to illuminate the surface and a webcam to detect tagged objects. Both were placed beneath the plate glass. A multitouch IR frame was placed two centimeters above the plate glass (Figure 3d) in order to detect the fingers. To achieve a high quality of tag detection, we restricted the area of work to 80 x 57 cm. The projector, webcam and IR frame were connected to a laptop.
Software
The Tangible Reels were tracked using the TopCodes library [7], which allowed using small circular tags that fit under the objects. The IR frame sent messages containing the finger input state (pressed, updated or ended) and position using the TUIO protocol [12]. We used the MultiTouch4Java library (MT4J, [15]) to receive TUIO messages, and to display the image of the map when needed (e.g. for debug) as well as the position of the physical objects and lines. Audio instructions were provided with a SAPI4 compliant Text-To-Speech engine distributed as part of the CloudGarden TalkingJava SDK 1.7.0.
PRE-STUDY: TANGIBLE REELS USABILITY
The aim of this pre-study was to investigate whether the two types of Tangible Reels were stable and easy to manipulate, but also to verify that built tangible maps were understandable by visually impaired users. It was done for testing the object design only and was performed without any interactive instruction or feedback. We used two types of maps that are frequently used by visually impaired users: metro maps and overview maps (Figure 2a). The Braille Authority of North Canada defined overview maps as maps that “may not have specific detail that would allow some readers to plan a walking route, but instead are designed to familiarize and orient the reader with the area encompassed”.
P
Wm1eSptwcathfthtoruucRrrmcr
E
Wv
d
mmoadoo
P
Ttweooqaoa
Figure 4: A set
(a, b) and for t
metro map
Participants and
We recruited fmales) aged be14.9). The stuexploration tasSucker pads anparticipants wewo objects to
comfortable. Tand one overvihe experiment
four minutes tohe explorationo do it as accu
rather than the used a Dycem used to Dycemconsisted in reReels, as quickraised-line mreconstruction. memorization constructing thraised-line map
Experimental d
We used a wivariables for ta
Object desigdescribed below
Map (M). Fmaps (see Figumetro map andother representand required twdesigned two objects) and twobjects).
Procedure
The study was wo designs. A
exploration taskof these tasks overview mapquestionnaire. according to thorder of the blalso counterbal
of adapted map
the construction
s while (b) and
d tasks
four legally blietween 31 andudy consisted sk and one cond twelve Weigere told how toogether. They ask 1 consisteiew map that ter. Participano explore those
n, they had to durately as possdistances. To
sheet of paper,m paper, used econstructing kly as possibl
map and hadNo time l
or the conshe tangible map again.
esign
ithin-subjects sks 1 and 2 (O
gn (O). We evaw: the Sucker p
For the explorure 4): two red required ninted an overviewelve objects. other fictive
wo other over
made up of twA block consist
k and finally ta metro map
. After each They also
heir preference ocks was counlanced the two
ps used for the
n task (c, d). (a)
(d) are two ove
ind persons (twd 65 years (M
in one trainonstruction tasghts. During tho construct a lcould practiced in exploringhad been prev
nts had respecte maps, and im
draw the map. Tsible, focusing
draw the map, and one subjemagnets on a
two maps wile. Participantsd to memorimit was im
struction. Oncap, they could
design with tbject design an
aluated the twpads and the W
ration task weepresented a pne objects to bw map (inspirFor the constmetro maps
rview maps (r
wo blocks correted in training the constructiop was presenttask, participaranked the at the end of
nterbalanced amo sets of maps,
exploration tas
) and (c) are two
erview maps.
wo females, twM = 48.2, SD ning phase, onsk using twelv
he training phasline by attachine until they feg one metro maviously made btively three anmmediately aftThey were askon the topolog
ps, three subjecect, who was na board. Task th the Tangibs were shownrize it befo
mposed for thce they start
not explore th
two independend Map):
o object desigWeights.
e designed fopart of a fictivbe built and thred by Figure truction task, w
(requiring ninrequiring twelv
esponding to thfollowed by th
on task. For boted and then ants answered
object desigthe session. Thmong users. Weach containin
sk
o
wo =
ne ve se, ng
felt ap by nd ter ed gy cts not
2 ble
a ore he ed he
ent
gns
our ve he 2)
we ne ve
he he
oth an
a ns he
We ng
two mconstru
Measu
For thobject order tthe hannot invthat hamagneDycemcorrect0/10 mmeans judges distancof draw
Result
In thisParticip
Objects
The avof the was 0.2= 0.01)SuckerknockeWeigh
Map dr
Figure given w= 2.7) for themarks,(SD =construmodel.the wh
Figur
(a) and
Questio
The palevel odisagreobject with th
frustra
maps for the uction.
ures
he exploration displacementto evaluate sund-drawn mapvolved in the pave been explets (Participantm sheet. We tness of the dr
means that the tthat the two mto focus on th
ces. We had pwings that shou
ts
s pre-study, wpants are later
ts Stability
verage distanceobjects before28 cm (SD = 0) for the Sucker pad got deted over three
hts.
rawings and m
5 shows examwere 8.1 (SD =for the overvie
e overview dra, the average
= 1.4). One mucted by the . The subjects
hole raised-line
re 5: two drawin
d the overview m
respectively
ionnaire and ra
articipants speof agreement oee and 7 = strdesign. The f
hese objects is
ating. The la
exploration a
task, we meaduring explora
ubjects’ spatials to four indepproject, alongslored. The mat 4) were thor
asked the jrawn maps as two maps were
maps were highhe topology o
previously showuld receive 0, 5
we mainly focureferred as P1
e in centimetee and after the 0.03) for the Wer pads. Duringtached; none
Weights, and
map construction
mples of draw= 1.3) for the ew maps. P4 o
awings (1.5 andmark for the
metro map anparticipants windicated that
e map.
ngs made after
map (b) present
y given a score
anking
ecified on a 7on a series of rongly agree),first four items: 1) pleasant;
ast item wa
and two map
asured the unation (distancel learning, wependent judgesside pictures oaps that were roughly reprodjudges to evcompared to
e not similar athly similar. Wef the map rathwn them three5 and 10.
used on qualit, P2, etc.
ers between theexploration o
Weights and 0.0g all the explorwas moved.
d P3 knocked
n
ings. The avermetro maps an
obtained the lowd 2.5). If we eoverview map
nd three overvwere not simithey could not
exploring the m
ted in Figure 4.
of 8.6 and a 6.6
7-point Likert statements (1 for each task
ms were: Build
; 2) difficult;
as: 5) it is
ps for the
nintentional e in cm). In e presented s who were f the maps made with
duced on a valuate the
the model: t all; 10/10 e asked the her than on e examples
tative data.
e positions f the maps 08 cm (SD rations, one P1 almost
d over two
rage marks nd 5.7 (SD west marks exclude her ps was 7.0 view maps ilar to the t remember
metro map
. They were
6.
scale their = strongly
k and each ding a map
3) fast; 4)
easy to
u
ea
pAetaWp
Q
CthththpcdpwkeoP
ArPth“PPli
C
BvcmmacWdapdup
unintentionally
exploration taskallowed me to
percentage of aAll the particexploration taskask (two prefe
Weights). Ovepads as a globa
Table 1. Perce
each item and
construction ta
Qualitative feed
Concerning thehey had to rephe Weights thahey could be
position when concerns whendeclared that paying attentiowas reported knocking themexploration. Twof the Weights P3).
As for the Sucreduced height P3, P4), and twhem during th
“the advantage P3 described thP4 said that “aittle bit annoyi
Conclusion to
Both Tangible visually impairconditions, onemap with themajority foundappeared to bcoherent with tWeights were drawback of thas easily as theparticipants haduring the counlikely to hpositioning of t
y move or knoc
k, a sixth itemunderstand th
agreement for eipants preferrk but results werred the Suckrall, three par
al best choice.
ntage of subjec
d Object Design
asks. The darke
dback
e Weights, twoplace several oan the Sucker peasily moved,constructing t
n exploring thhe “missed o
on not to knockby P1 who m over” anwo participantswas an issue,
cker pads, thrallowed them
wo stated that e exploration (is that they do
he sucker padsattaching and ding”.
the pre-study
Reels proved ed user. Over te participant oe Tangible Red it pleasant.
be more stablethe fact that tweasy to unin
e Sucker pads e Weights. Hoad to remove tnstruction tas
happen in a the object is pr
ck over these
m was evaluatedhe maps”. Tabeach statement.red the Sucke
were mixed for ker pads and thticipants prefe
cts who answere
n, after the explo
er the cell, the h
o participants sobjects it was epads (P2, P4). , it was handythe map. Parti
he map with tone object bek them over”. said that he
nd that they s also reportedrather than the
ree participantsto better explothey were few(P1, P4). P4 alo not take a lots as “cool”, “ldetaching the S
y
to be easy to the four Objectnly consideredeels was diff
However, the than the Wwo participantntentionally knis that they canwever, it shouthe Sucker padk in this pre
real scenarirecisely guided
objects. For thd: “these objec
ble 1 shows th. er pads for ththe constructio
he other two therred the Suck
ed a 5, 6 or 7 for
oration and the
higher the value
stated that wheasier to do wiP3 stated that
y to adjust theicipants reportthe Weights: Pecause [he] w
The same issuwas “afraid
hindered thd that the heigeir diameter (P
s said that theore the map (P
wer risk to movlso declared tht of place” whiight” and “funSucker pads is
manipulate byt Design * Tasd that buildingficult while thhe Sucker pa
Weights. This ts found that thnock over. Onnnot be remov
uld be noted thds several time-study. This io because thd before fixatio
he cts
he
he on he
ker
r
e
e.
en ith as eir ed P2
was ue of he
ght P1,
eir P1, ve
hat ile n”. s a
y a ks
g a he
ads is
he ne ed
hat mes
is he
on.
SeveraWeighknocketo be construpads bwere gthese oWeighfollowi
The mconstrumemorparticipundersdrawindifficucompledifficusuggesbe tooinvestiof Tan
STUDY
The aiwhole investithe madescrib
Partici
We recaged bborn bbetweelight pcould n
Experi
We deFigure 8, 10, 4), as weach mlines athree dM8, Mwith a
Figu
using T
al participants hts hindered ted some Weigh
hindered bucting a map.better meet theglobally preferrobservations,
hts were not using experimen
marks attribuucted with Trized by visuapants found th
stand the mapngs showed ulties, especiallex. Indeed, thre
ult to understasts that the mapo complex. In igated the effe
ngible Reels.
Y: MAP CONS
im of this studinteractive
igate whether aps led to usabed in the Impl
ipants
cruited 8 legalbetween 24 andblind; one becen 4 and 6 yearperception but not perceive an
imental design
esigned four 6) by graduall
12), lines (5, 6well as crossin
map contained as well as one pdifferent lines.M10 and M12.
numerical labe
ure 6: the four m
Tangible Reels.
also reportedthe explorationhts over. It is e
by the object To sum up, e stability reqred by three peven though w
sable, we chosent.
uted to drawangible Reels
ally impaired uhat the Tangibl. However, ththat some ply on overviewee participantsand and memps built with T
the follow-upect of map com
STRUCTION A
dy was to evaldevice with increasing theability issues. lementation se
lly blind persod 65 (M = 43.8came blind befrs old and one were unable t
nything at all.
n
maps of diffly augmenting6, 7, 8) includings between li
two horizontapoint that wasThese maps ar. All points anel, ranging from
maps that the p
The complexity
right.
d that the hein, and two pessential for thts when expit appeared th
quirement, andarticipants. Acwe do not cone the Sucker p
wings show ts can be expusers. Three ole Reels allowhe existence oparticipants ew maps that w
s said that they morize. This oTangible Reelsp study, we smplexity on th
ND EXPLORA
luate the usabiSucker pads
e levels of comWe used the
ction above.
ons (2 females8, SD = 14.4).fore the age oat 16. Three h
to discern shap
ferent complexg the number ofing oblique linines (0, 2, 4, 6al lines and tws the start or enre later referrednd lines were m 1 to 12.
articipants had
y is increasing f
ght of the participants he users not ploring or hat Sucker d that they ccording to nsider that
pads for the
that maps plored and out of four ed them to f incorrect xperienced were more were quite
observation should not
specifically he usability
ATION
ility of the s, and to mplexity of e apparatus
s, 6 males) Four were
of 1; three had residual pes; others
xities (see f points (6,
nes (1, 2, 3, 6). Besides, wo vertical nd point of d to as M6, associated
d to build
from left to
WmAo
I
TbDmincm
Aotyo
Famcc
Adthqth
i
s
M
Uethtiintonnwpswesspq
WdwOpS
We used a witmaps (four levAll the participorder of increas
nstructions an
The study consby constructionDuring familiamanipulate thnstructions to
could practice made of five po
After the familof the four mapype: what are
of <name of a
Figure 1c) and answering. Dumore than thconsidered as acould continue.
After each codifficulty of thehe session, the
questionnaires,hink that cons
t? They were system.
Measures and
Usability waseffectiveness anhree measuresime to placenstruction untio answer each
number of mapnumber of corwas measuredparticipants’ cosuccessive poswell as the occexploration, wselected elemenselected. We tparticipants = questions * 8 p
We used the Shdata followed were normal, Otherwise we performed withSamples with a
thin-subjects dvels of complepants had to cosing difficulty
nd tasks
sisted in one fn and exploratiarization, pare Sucker paconstruct a maas many time
oints.
liarization phaps, and then anthe names of th
a line>? Theyselect the app
uring constructhree minutes a failure, and w.
onstruction, pe task on a 7-pey answered a S
as well as thstructing the m
also invited to
statistical me
s evaluated nd satisfaction
s: 1) time neede one object, il the object wa
h question. Effeps each participrrect answers d using the omments. Durinitions of each
currence of thewe logged for
nts as well astherefore colle288 trials for articipants = 9
hapiro-Wilk tea normal diswe computedused a Friedm
h the Wilcoxona Benjamini and
design with theexity) as indeponstruct the m(M6, M8, M10
familiarizationion tasks with tticipants wereds, how to
ap, and how to s as they want
ase, the particinswered three he two points a
y had to explopropriate line ation, when paon one instrwe provided h
participants haoint Likert scaSUS [3] and a
he following qmap helped yo
o provide any
ethods
by measurn. Efficiency wded to build th
from the fias correctly plaectiveness waspant successfuto the questioSUS questionng the construc
h Sucker pad be different instreach question
s the time at wected (6 + 8 +construction, 6 trials for exp
st to determinestribution. Whd a Univariateman test. Postn Signed-Rankd Hochberg co
e Complexity pendent variablmaps in the sam0 and M12).
n phase followthe Sucker pade told how interpret audexplore it. Thted to on a ma
ipants built eacquestions of that the extremiti
re the map (sand points befoarticipants speruction, it whelp so that th
ad to rate thale. At the end
NASA-TLX [question: do yo
ou to understan
comment on th
ing efficiencwas assessed wihe entire map;rst constructio
aced, and 3) tims assessed by thully built and thons. Satisfactionnaire and thction, we loggbeing placed, ructions. Durin
n the ID of thwhich they we+ 10 + 12) *and 4 maps *
ploration.
e if the collecthen distributioe ANOVA tet-hoc tests wes Test for Pair
orrection.
of le.
me
ed ds. to
dio ey ap
ch his ies
ee ore ent
was ey
he of
[5] ou
nd
he
cy, ith 2) on me he he on he ed as ng he
ere 8
3
ed ns st.
ere ed
Result
Constr
Twentycorrespcorrectbecaus(M6, Mbecausexperimerrors one. Fowas plpad. BattacheM12) SuckerP3 (Mpad to to 8” difficuon M1SuckerunchanSuckerhear thother S
Figure(not inexperim
of MapPost-hocompleM12 (pM10 (p
Figure
The avaveragsignificM10 aof Ma( ²=20significconditi
ts
ruction
y seven mapponded to 28tly positioned se one line didM12), and th
se the particimenter (M8, was very low or Participant 2layed before th
By the time, thed the new Supulled out a
r pad. He then M12) spent seve
the point 9, w was repeat
ulties focusing 0, he moved thr pad, so thatnged. When cr pad to attach he feedback (“aSucker pads.
7 shows the ancluding 3 mamenter). A Fri
p Complexity ooc pairwise etion time diffep<.05), betweep< .05).
e 7: Average co
map
verage time toge. Post-hoc cant difference
and M12 (p<.0ap Complexity0.85, p<.001). cant completiions (p<.05) as
ps out of 3283 Sucker pad
and linked. Td not start frohree maps weipants requireM12, M12). (5) we provid
2 (P2) in M6, the user effectivhe user had moucker pad to astring too strreattached it t
eral minutes trwhereas the instted several ton the task: w
he extremity oat the guidancconstructing M
a new one, buattached”), and
average time taps constructeiedman test sh
on completion comparison
ferences betweeen M12 and M
ompletion times
ps (error bars ar
o place a Tanpairwise co
e in time neede05). There wasy on rough guPost-hoc pairwon time diffes shown in Figu
2 were correds out of 28
Two maps werom the right Sere considereded assistance Because the n
de further detaithe instruction vely attached oved away andan incorrect onrongly and deto the wrong Srying to attachtruction “attachtimes. P8 ewhen placing f the string ins
ce instructionsM12, he foundut did not waitd then tried to
to construct coed with the howed a signifi
times ( ²=16.4n revealed en M6 and M8
M8, and between
s (in seconds) to
re IC95).
ngible Reel waomparison reed to place a Ts also a signifiuidance timewise comparisoerences betweure 8.
ect, which 8 (98.3%)
re incorrect Sucker pad d incorrect
from the number of ils on each “attached” the Sucker d therefore ne. P1 (on
etached the Sucker pad. h a Sucker h an object xperienced one object
stead of the s remained d the good t enough to attach it to
orrect maps help of the icant effect
4, p<.001). significant
8, M10 and n M12 and
o construct
as 23.7 on evealed a
TR between icant effect per object
on revealed en all the
F
t
E
Tn(
MppctoAepef
(
TqM1thcampli
Q
TPp9rin
Figure 8. Avera
to correctly pla
to a previous on
following roug
fin
Exploration
Table 2 indicanumber of po(correct answe
Map Complexip=.01). Post-hparticipants selcompared to Mo answer each
ANOVA with exploration timp<.01). A poexploration timfor M8 (p<.05)
M6
(a) 14.6 (11.
(b) 3.9 (0.9
Table 2. Avera
and averag
The percentagquestions wereM10, and 79.2%1) participants he wrong line
constructed (P1a misalignmenmap (P8 twiceperform the poines (P3, P6).
Questionnaires
The average Participants hapoint Likert sca9 illustrates therather easy (1, 2ndicates the sc
age times and IC
ace a Tangible R
ne or placing it
gh guidance ins
ne guidance inst
ates the averagoints and lineers only). We
ty and Numbehoc pairwiselected less ele
M8, M10 and M question follo
Map Complmes differed
ost-hoc Tukeymes for M12 w and M6 (p<.0
M8 1) 22.5 (17.7
9) 6.0 (1.0)
age time to answ
ge number of ele
indicated in
ges of correcte: 91.7% for M% for M12. Erpointed to the (P2 twice, P3,
1, P2); 3) Sucknt between thee); 4) participointing gesture
s
SUS score ad to rate the ale (1 = very ee number of pa2), normal (3, 4
cores of the NA
C95 for the thre
Reel: 1) attachi
anywhere on th
structions (gree
tructions (oran
ge completions selected forfound an inte
r of elements se comparisonements when eM12 (p<.05). Cowed a normal lexity as fact
significantly y’s HSD test were significan1).
M10 7) 31.4 (23.9
) 7.3 (2.0)
wer one explora
ements selected
n parenthesis.
t answers to M6; 95.8% forrrors were dueright intersecti
, P6); 2) maps ker pads got de
tangible mappants had troues and therefo
for the systdifficulty of t
easy; 7 = very darticipants who4, 5) or difficu
ASA-TLX ques
ee steps require
ng a Sucker pa
he table (blue);
n); 3) following
ge).
n times, and thr each questioeraction betwe
selected ( ²= 9n showed thexploring M6
Completion timdistribution. A
or showed th(F(3,28)=5.7indicated th
ntly higher th
M12 ) 41.9 (27.8)
8.6 (0.8)
tion question (a
d (b). SDs are
the exploratior M8; 91.7% fe to the fact thaion but followwere incorrect
etached, creatinp and the digituble to correctore to select th
tem was 83.the task on a difficult). Figuo found the ta
ult (6, 7). Tablestionnaire.
ed
d
2)
g
he on en
91, hat as
mes An hat 70, hat an
)
a)
on for at: ed tly ng tal tly he
.6. 7-
ure ask e 3
Figure
task
Conclu
Constr
Resultsconstruissues. most cminutequicklyprovedto follsuggesby imparticipstated tto makP2, P3the expwas nefailed “couldobservbecaus
Explora
89.6% systemHowevdifficuonly, aand pospent oP7, whsecondintersemanag
Men
Phys
Temp
Pe
F
Ta
partic
Nu
mb
er
of
pa
rtc
ipa
nts
e 9: for each ma
rather easy (bl
usions about
ruction
s shows that uct the maps 85% of the momplex map w
es. The rough gy move a Sucd to be efficienlow fine thansts that the ove
mproving the pants found ththat “instructio
ke mistakes” an, P6. Howeverperiment they ecessary to rein constructi
dn’t hear the ived that P4 fase he did not ke
ration
of the answem is usable to ver, we observulties to perforand did not alwoints. For examon average 8.7 ho perfectly unds per elementections of twoge to select the
ntal demand
sical demand
poral demand
Effort
erformance
Frustration
able 3. For each
cipants who ind
ap, number of p
lue); normal (gr
map construc
most of the without exp
maps were correwas constructedguidance techncker pad close nt. On average n rough guidaerall completio
fine guidanche instructionsons are extremnd similar comr, P3 and P5 dwere getting
emain concenting M12 becinstructions an
failed in consteep on focusing
ers were correc retrieve speced two issues: rm pointing g
ways manage tmple, P3 kept u
seconds to selnderstood the t. 2) Some pao lines and thline they want
<33
62.5
75
75
75
0
75
h NASA-TLX c
dicated a value i
participants who
reen); difficult (
ction and expl
participants mperiencing anyectly constructd in approximanique allowed t
to the target it was three tim
ance instructioon time could bce mode. Mos easy to unde
mely clear, it is mments were m
eclared that at tired, notably trated (P3 sai
cause she feltnymore”). Simtructing M10 g on the instru
ct, which showcific spatial in1) some partic
gestures with to quickly selecusing several flect one elemengesture, spent
articipants poinherefore did nted to.
<66 <
25 1
0
25
25
12.5 8
25
criteria, percent
inferior to 33, 6
o found the
(orange).
loration
managed to y usability ed, and the
atively four the users to and hence
mes longer ons, which be reduced
ost of the erstand. P4 impossible
made by P1, the end of because it
d that she t like she
milarly, we and M12
uctions.
ws that the nformation. cipants had one finger ct the lines fingers and nt, whereas t only 0.96 nted at the not always
<100
12.5
25
0
0
87.5
0
tage of
66 and 100.
Visual Impairment and Technology #chi4good, CHI 2016, San Jose, CA, USA
C
FthtwastoRdicinuwrcth
Obhp“liwrppth(ua
S
Opointhawmbo
D
Omtoliliebth((esim
Complexity
Four participanhe last three cwo conditions
at reconstructinstated that it beogether when
Reels. Two subdifficult to unds interesting to
completion timncrease with t
usability issueswere likely dueresult from thconditions happhe complexity
Overall, we dbetween the horizontal lineplace an objec“new object” iinked to a pre
was being conrevealed a poprobably reflecplace a new Suhe maps that c
(number and suser’s ability tappropriate acti
Satisfaction and
Overall, particperformance (Nof the participndicated by thhey were able
and two pinpowere explicitlymaps. Finally, be very helpfulorientation and
DISCUSSION
Overall, we shmaterialize poio move and stink two or mines. The pre-
easily manipulbuilt with themhat maps of d
(85%) and can(89.6% of correfficient (23.7ssatisfying (SUSmproved by a
nts found that onditions (P1,(P4 and P7). T
ng M12 foundecame difficultthey were alr
bjects (P4 and derstand and exo note that excemes to place onthe map comps. Three failure to a lack of che length of pened at the enof the map per
did not obsertimes to cos. However, w
ct anywhere oinstruction (i.eevious one) grnstructed (a Positive correlatcts the time nucker pad, sugcan be built is size of Tangibto interpret auions.
d usefulness
cipants were NASA-TLX scpants), and fe SUS score. S
e to understandinted that it wy asked to unthree participal for educationmobility lesso
howed that Tants and lines otable. A reel w
more phicons tstudy showed late Tangible m. Results of different compn be exploredrect answers).s only in aveS of 83.6). Th
allowing multip
difficulty rem P2, P4, and P
The two particid this task diffit to attach twoready close toP7) declared thxplore more coept between Mne object did nplexity, neitherres (in M10, concentration tthe whole exnd of the exper se.
rve any statisnstruct obliquwe observed ton the table ae. an object thradually increa
Pearson correlation : r=0.64,
needed to find ggesting that thlimited by phyble Reels) rathudio instructio
highly satiscore superior tfound the sysSix participantd the maps aft
would have beenderstand and
ants said that thnal purposes (mons).
angible Reels on tangible mawith strong matogether and pthat participanReels, and uthe main stud
plexity are ved by the users In addition,
erage to place he exploration ple fingers sel
mained similarP5) or in the lapants who fail
ficult. P1 and Po Tangible Reeo other Tangibhat it will be toomplex maps.
M10 and M12, thnot significantr the number M12 and M1that could eith
xperiment (theeriment) or fro
stical differenue, vertical that the time
after hearing thhat must not bases as the maation coefficie, p<0.01). Throom where
he complexity ysical constrainher than by th
ons and perfor
sfied with thto 66% for 85stem usable, s mentioned th
fter constructioen easier if thd memorize thhe system woumathematics an
are efficient aps, and are eaagnets is used provide tangibnts were able
understand mady demonstratry often corres with accurathe system wan object) anmode could b
lection of poin
in ast ed P5 els ble oo It
he tly of 2)
her ese om
nce or to he be ap
ent his to of
nts he rm
he 5% as
hat on, ey he
uld nd
to asy
to ble to
aps ed ect cy
was nd be nts
and licrossinWeighheight are use
Map co
The nutable limost ocomplewhen oamounmateriaReels, using feedba
Design
We detangiblthroughtexture(calledbend tprovidparticuexampmode, modifireposit
More t
With tpossiblpotentiincludicharts, graphicmay ac
CONC
Graphiused itechnothem atangiblexplorithe desbe usethey aconvey
ines, and prongs. Howeverhts hindered ma
of phicons shoed by visually i
omplexity
umber of Tangimits the compof the participex maps, somobjects were t
nt of informatioalize the mosand then provgestural inter
ack (see [22] fo
ning advanced
esigned a solule. Areas coulh audio (see
es [6]. Besided “modifiers”) them to constre advanced
ular points of iple, for zoomin
and move apaied accordingltion Tangible R
than tangible m
the materializale to constructially materializing points, line etc.). Figurcal representaccess with Tan
Figure 10. Ot
LUSION
ics (maps, orgin education
ologies that heare still uncomle tabletop iing tangible gsign of Tangibled to materialiare stable, easyy spatial repres
oviding specir, several parap explorationould be carefulimpaired users
gible Reels thatplexity of the mpants managed
me reported thatoo close to eaon is required, st important evide access to ractions as weor instance).
d functions
ution to makeld also be rep[27] for exam
s, we started that are atta
ruct curves. Tfunctions
interests, or zong, users will art two objectsly and the uReels and place
maps, tangibl
ation of pointst maps. Obviouze any type ofes, and areas
re 10 illustraations that a vngible Reels.
her graphics wi
ganigrams, barbut also in elp visually immmon. In thisinterface that
graphics. Morele Reels, a newize points andy to manipulasentations of di
ific feedback rticipants rep
n, which suggelly considered
s.
t can be placedmap. In additiond to constructat the task waach other. Wheit would be int
elements usingless importan
ell as audio a
e both points presented andmple) or illusto design sm
ached to the sTangible Reels
like displayooming and pahave to select. The digital m
user will be e new ones.
e graphics
s and lines, wusly, Tangible
f graphical rep(graphs, flow
ates three exavisually impair
ith Tangible Re
r charts, etc.)everyday life.
mpaired users ts paper we intt allows buie precisely, wew type of phicod lines. We shate, and can bifferent comple
for lines ported that sts that the when they
d above the n, although t the more as difficult en a larger teresting to g Tangible nt elements and haptic
and lines d conveyed sory tactile
mall objects strings and s may also ying/hiding anning. For t the zoom
map will be guided to
we made it e Reels can resentation charts, bar amples of red person
eels
are widely . However to perceive troduced a lding and
e described ons that can howed that be used to exity.
ACKNOWLEDGMENTS
We thank the LACII and notably Claude Griet, Laurence Boulade and Nathalie Bedouin. We are very grateful to all the participants of the study. We also thank Gilles Bailly, Anke Brock and Bernard Oriola for their meaningful comments. This work is part of the AccessiMap project (research grant AccessiMap ANR-14-CE17-0018).
REFERENCES
1. G Blasko, Chandra Narayanaswami, and Steven Feiner. 2006. Prototyping retractable string-based interaction techniques for dual-display mobile devices. Proceedings of the SIGCHI Conference on
Human Factors in Computing Systems (CHI ’06): 369–372. http://doi.org/10.1145/1124772.1124827
2. Anke M. Brock, Philippe Truillet, Bernard Oriola, Delphine Picard, and Christophe Jouffrais. 2015. Interactivity Improves Usability of Geographic Maps for Visually Impaired People. Human-
Computer Interaction 30: 156–194.
3. John Brooke. 1996. SUS: A “quick and dirty” usability scale. In Usability Evaluation in Industry, P. W. Jordan, B. Thomas, B. A. Weerdmeester and I. L. McClelland (eds.). Taylor & Francis, London, UK, 189–194.
4. Polly Edman. 1992. Tactile graphics. AFB press, New York, USA.
5. Sandra G. Hart and Lowell E. Staveland. 1988. Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research. In Human Mental Workload, Peter A. Hancock and Najmedin Meshkati (eds.). Elsevier, 139–183. http://doi.org/10.1016/S0166-4115(08)62386-9
6. V. Hayward. 2008. A brief taxonomy of tactile illusions and demonstrations that can be done in a hardware store. Brain research bulletin 75, 6: 742–752.
7. M. T Horn. TopCode: Tangible Object Placement Codes. Retrieved from http://hci.cs.tufts.edu/topcodes/
8. CJ Huang, Ellen Yi-luen Do, and D Gross. 2003. MouseHaus Table: a Physical Interface for Urban Design. 16th Annual ACM Symposium on User
Interface Software and Technology (UIST): 41–42.
9. Hiroshi Ishii and Brygg Ullmer. 1997. Tangible bits: towards seamless interfaces between people, bits and atoms. Proceedings of the ACM SIGCHI
Conference on Human factors in computing
systems: 234–241. http://doi.org/10.1145/258549.258715
10. R.D. Jacobson. 1998. Navigating maps with little or no sight: An audio-tactile approach. Proceedings of
Content Visualization and Intermedia
Representations, 95–102. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.21.2860
11. Nikolaos Kaklanis, Konstantinos Votis, Panagiotis Moschonas, and Dimitrios Tzovaras. 2011. HapticRiaMaps: Towards Interactive exploration of web world maps for the visually impaired. Proceedings of the International Cross-
Disciplinary Conference on Web Accessibility -
W4A ’11, ACM Press, 20.
12. T. Kaltenbrunner, M., Bovermann, R. Bencina, and E Costanza. 2005. TUIO - A Protocol for Table-Top Tangible User Interfaces. Proceedings of the
6th International Workshop on Gesture in Human-
Computer Interaction and Simulation (GW 2005).
13. Shaun K. Kane, Meredith Ringel Morris, Annuska Z. Perkins, Daniel Wigdor, Richard E. Ladner, and Jacob O. Wobbrock. 2011. Access Overlays: Improving Non-Visual Access to Large Touch Screens for Blind Users. Proceedings of the 24th
annual ACM symposium on User interface software
and technology - UIST ’11, ACM Press, 273–282. http://doi.org/10.1145/2047196.2047232
14. Erik Koch and Hendrik Witt. 2008. Prototyping a chest-worn string-based wearable input device. 2008 International Symposium on a World of
Wireless, Mobile and Multimedia Networks: 1–6. http://doi.org/10.1109/WOWMOM.2008.4594882
15. Uwe Laufs, Christopher Ruff, and Jan Zibuschka. 2010. MT4j - A Cross-platform Multi-touch Development Framework. ACM EICS 2010,
Workshop: Engineering patterns for multi-touch
interfaces, ACM, 52–57.
16. AK Lobben. 2005. Identifying the needs of tactile map makers. Proceedings of XXII International
Cartographic Conference.
17. Muhanad S Manshad, Enrico Pontelli, and Shakir J. Manshad. 2012. Trackable Interactive Multimodal Manipulatives: Towards a Tangible User Environment for the Blind. Proceedings of ICCHP
2012, Springer Berlin Heidelberg, 664–671. http://doi.org/10.1007/978-3-642-31534-3
18. David McGookin, Euan Robertson, and Stephen Brewster. 2010. Clutching at Straws: Using Tangible Interaction to Provide Non-Visual Access to Graphs. Proceedings of the 28th international
conference on Human factors in computing systems
- CHI ’10, ACM Press, 1715–1724. http://doi.org/10.1145/1753326.1753583
19. Joshua A. Miele, Steven Landau, and Deborah Gilden. 2006. Talking TMAP: Automated generation of audio-tactile maps using Smith-
Kettlewell’s TMAP software. British Journal of
Visual Impairment 24, 2: 93–100. http://doi.org/10.1177/0264619606064436
20. Peter Parente and Gary Bishop. 2003. BATS : The Blind Audio Tactile Mapping System. Proceedings
of ACM South Eastern Conference, ACM Press.
21. Norman Pohl, Steve Hodges, John Helmes, Nicolas Villar, and Tim Paek. 2013. An interactive belt-worn badge with a retractable string-based input mechanism. Proceedings of the SIGCHI
Conference on Human Factors in Computing
Systems - CHI ’13: 1465. http://doi.org/10.1145/2470654.2466194
22. Benjamin Poppinga, Charlotte Magnusson, Martin Pielot, and Kirsten Rassmus-Gröhn. 2011. TouchOver map: Audio-Tactile Exploration of Interactive Maps. Proceedings of the 13th
International Conference on Human Computer
Interaction with Mobile Devices and Services -
MobileHCI ’11, ACM Press, 545–550. http://doi.org/10.1145/2037373.2037458
23. Bernhard Schmitz and Thomas Ertl. 2012. Interactively Displaying Maps on a Tactile Graphics Display. SKALID 2012–Spatial
Knowledge Acquisition with Limited Information
Displays (2012), 13–18.
24. Jochen Schneider and Thomas Strothotte. 2000. Constructive exploration of Spatial Information by Blind Users. Proceedings of the fourth
international ACM conference on Assistive
technologies: 188–192. http://doi.org/10.1145/354324.354375
25. Ehud Sharlin, Benjamin Watson, Yoshifumi Kitamura, et al. 2004. The Tangible Pathfinder Design of a Wayfinding Trainer for the Visually Impaired. Proc. Graphics Interface: 2–3.
26. Mathieu Simonnet, Dan Jacobson, Stephane Vieilledent, and Jacques Tisseau. 2009. SeaTouch: a haptic and auditory maritime environment for non visual cognitive mapping of blind sailors. COSIT
2009, LNCS 5756, Springer-Verlag, 212–226. http://doi.org/10.1007/978-3-642-03832-7_13
27. The Braille Authority of North America. 2010. Guidelines and Standards for Tactile Graphics. Retrieved from http://brailleauthority.org/tg/web-manual/index.html
28. J Underkoffler and H Ishii. 1999. Urp: a luminous-tangible workbench for urban planning and design. Proceedings of the SIGCHI conference on Human
Factors in Computing Systems: 386–383. http://doi.org/10.1145/302979.303114
29. Fernando Vidal-verdú and Moustapha Hafez. 2007. Graphical Tactile Displays for Visually-Impaired People. Neural Systems and Rehabilitation
Engineering, IEEE Transactions on 15, 1: 119–130.
30. Zheshen Wang, Baoxin Li, Terri Hedgpeth, and Teresa Haven. 2009. Instant Tactile-Audio Map: Enabling Access to Digital Maps for People with Visual Impairment. Proceeding of the eleventh
international ACM SIGACCESS conference on
Computers and accessibility - ASSETS ’09, ACM Press, 43–50. http://doi.org/10.1145/1639642.1639652
31. Limin Zeng and Gerhard Weber. 2011. Accessible Maps for the Visually Impaired. Proc. of IFIP
INTERACT 2011 Workshop on ADDW, 54–60.
32. Limin Zeng and Gerhard Weber. 2012. ATMap: Annotated Tactile Maps for the Visually Impaired. COST 2102 International Training School,
Cognitive Behavioural Systems, LNCS Volume
7403, 2012, Springer Berlin Heidelberg, 290–298. http://doi.org/10.1007/978-3-642-34584-5
33. Haixia Zhao, Catherine Plaisant, Ben Shneiderman, and Jonathan Lazar. 2008. Data Sonification for Users with Visual Impairment. ACM Transactions
on Computer-Human Interaction 15, 1: 1–28.