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Usability of a multimodal video game to improve navigation skills for blind children
Sánchez J., Saenz M., Garrido J. ACM Transactions on Accessible Computing3 (2):1-29,2010.Type:Article
Date Reviewed: Feb 28 2011

Video gaming technologies possess a great potential to assist those with special needs. This paper presents a study that tested “the usability of a haptic device and a sound-based video game for the development and use of orientation and mobility skills in closed, unfamiliar spaces by blind, school-aged children.” Designers, as well as those interested in the adaption of technology to improve the quality of life of the blind, will find this paper of special interest.

The digital clock carpet, a device designed especially for this study, and MOVA3D, a three-dimensional (3D) video game, were evaluated for acceptance and satisfaction by child end users. The cognitive evaluation indicates significant gains in tempo-spatial orientation skills of the children navigating in unfamiliar spaces.

This well-written paper contains an introductory literature review concerning the importance of mobility to cogitative development, as well as a brief overview of prior research that uses educational video games. The authors’ research is in the development of sensory motor skills and spatial orientation. The digital carpet is somewhat similar to a large clock face with sensors that can be pushed with the feet--these sensors are connected to a computer that provides audio feedback. The idea of the game is to find objects in a virtual environment. There is a watch to locate, the child, and a thief that wants to take the watch. Three actual Chilean buildings are represented for the navigation environment.

An initial evaluation of the game was done by five experts, followed by an initial user evaluation group of 20 students from schools for the blind who were assisted by a usability expert and a teacher. These were followed by an end-user group of 19 students, aged six to 12. The ultimate test was to navigate the real-world space that had been previously navigated in a virtual environment. In the real-world navigation exercise, 83.3 percent of the participants were successful. A variety of statistical measures are reported in the study.

The authors acknowledge that, while the participants could develop mental maps, they could not learn textures or how a banister feels from the game. The authors propose future research to expand the cognitive indicators and request that more middle school children are included. Virtual training allows for the control of variables and is safer for the participants. The paper contains some visual graphics and concludes with a list of references.

Reviewer:  Brad Reid Review #: CR138849 (1109-0986)
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