This article starts by discussing the state of the art in accessible interactive maps for use by blind and visually impaired (BVI) people. It then describes a behavioral experiment investigating the efficacy of a new type of low-cost, touchscreen-based multimodal interface, called a vibro-audio map (VAM), for supporting environmental learning, cognitive map development, and wayfinding behavior on the basis of nonvisual sensing. In the study, eight BVI participants learned two floor-maps of university buildings, one using the VAM and the other using an analogous hardcopy tactile map (HTM) overlaid on the touchscreen. They were asked to freely explore each map, with the task of learning the entire layout and finding three hidden target locations. After meeting a learning criterion, participants performed an environmental transfer test, where they were brought to the corresponding physical layout and were asked to plan/navigate routes between learned target locations from memory, i.e., without access to the map used at learning. The results using Bayesian analyses aimed at assessing equivalence showed highly similar target localization accuracy and route efficiency performance between conditions, suggesting that the VAM supports the same level of environmental learning, cognitive map development, and wayfinding performance as is possible from interactive displays using traditional tactile map overlays. These results demonstrate the efficacy of the VAM for supporting complex spatial tasks without vision using a commercially available, low-cost interface and open the door to a new era of mobile interactive maps for spatial learning and wayfinding by BVI navigators.

Dog guides are favored by blind and low-vision (BLV) individuals for their ability to enhance independence and confidence by reducing safety concerns and increasing navigation efficiency compared to traditional mobility aids. However, only a relatively small proportion of BLV individuals work with dog guides due to their limited availability and associated maintenance responsibilities. There is considerable recent interest in addressing this challenge by developing legged guide dog robots. This study was designed to determine critical aspects of the handler-guide dog interaction and better understand handler needs to inform guide dog robot development. We conducted semi-structured interviews and observation sessions with 23 dog guide handlers and 5 trainers. Thematic analysis revealed critical limitations in guide dog work, desired personalization in handler-guide dog interaction, and important perspectives on future guide dog robots. Grounded on these findings, we discuss pivotal design insights for guide dog robots aimed for adoption within the BLV community.

Should fully autonomous vehicles (FAVs) be designed inclusively and accessibly, independence will be transformed for millions of people experiencing transportation-limiting disabilities worldwide. Although FAVs hold promise to improve efficient transportation without intervention, a truly accessible experience must enable user input, for all people, in many driving scenarios (e.g., to alter a route or pull over during an emergency). Therefore, this paper explores desires for control in FAVs among (n=23) people who are blind and visually impaired. Results indicate strong support for control across a battery of driving tasks, as well as the need for multimodal information. These findings inspired the design and evaluation of a novel multisensory interface leveraging mid-air gestures, audio, and haptics. All participants successfully navigated driving scenarios using our gestural-audio interface, reporting high ease-of-use. Contributions include the first inclusively designed gesture set for FAV control and insight regarding supplemental haptic and audio cues.

Participants learned circular layouts of six objects presented haptically or visually, then indicated the direction from a start target to an end target of the same or different modality (intramodal versus intermodal). When objects from the two modalities were learned separately, superior performance for intramodal trials indicated a cost of switching between modalities. When a bimodal layout intermixing modalities was learned, intra- and intermodal trials did not differ reliably. These findings indicate that a spatial image, independent of input modality, can be formed when inputs are spatially and temporally congruent, but not when modalities are temporally segregated in learning.