Can GPS Wayfinding Technology with Narrative Descriptions
Assist in Destination Management? By Trudy Bowden-Callahan &
Robert Sweetman
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A Pilot Project Funded Through Ethel Louise Armstrong
Foundation Grant Completed at California State University
Northridge TSENG College 2011
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Overview of the Project The challenges for those people who are
blind or visually impaired in locating their destinations
Addressing these challenges What is GPS ? & how GPS works. Our
purpose: to apply GPS technology in addressing navigation issues.
Narrative descriptions & the Point of Interest (POI)
description Process
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Project collaboration & benefits of location literacy
Research Process & Procedure O & M Considerations Findings
~ what we learned Supporting regulatory guidelines Future
considerations
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The Challenges It is often difficult for students with visual
impairments to locate important points of interest since they
cannot detect landmarks, see street signs, or read the signs on
buildings at a distance..
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Improve the ability of persons who are blind or visually
impaired to navigate the college campus through implementation of
GPS with narrative descriptions. Addressing these Challenges
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GPS is classified as an electronic orientation aid (EOA). A GPS
system allows a person to determine his or her position on the
surface of the earth so they can pinpoint their location within
several meters. What is GPS?
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How GPS Works The GPS system is comprised of a receiver that
tracks satellites that are stationed in geosynchronous orbit. A GPS
device must track a minimum of four satellites; thus, GPS is
effective only outdoors. Objects and weather can interfere with its
accuracy.
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Purpose Apply GPS Technology to assist persons who are blind or
visually Impaired in finding their way around campus and knowing
what is around.
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Our idea was that narrative descriptions of locations would
assist blind students in learning the campus and knowing their
environment.
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The ability of people to navigate independently depends on
their O & M skills and the tools that they have to work with.
It has a direct influence on their social interaction and their
quality of life.
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Our exploratory research examined GPS technology combined with
narrative descriptions to both describe points of interest and
orient students to the campus.
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Shown here is a point of interest being marked at the Deaf
& Hard of Hearing Center. We recorded 107 points and described
them in both text and audio formats.,
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Point of Interest (POI) Description Process Narrated and
text-based descriptions were used for outdoor destination
management and development of accessible destination
experiences.
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A compass was used to ensure that directional information would
be correct. The points were then scripted and recorded in a
controlled environment for consistency of sound quality. The
descriptions were geocoded so that they will trigger when a point
of interest is reached. Points of Interest Recording Process
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Collaboration We brought in an Orientation and Mobility
Specialist to provide hands-on consultation to aid in development
of orientation-based descriptions. We also had discussions with
visually impaired GPS users during the project design and
implementation process. This was important so that descriptive
information would be relevant and useful to the end user.
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Prep. & Org. of Information All points of interest marked,
and descriptive data completed and 2 campus routes were developed
Survey potential participants & choose participants Observation
of task & interviews Completion of Research & Research
Paper Research Process
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Research Procedure We selected 5 individuals with a diverse
social, ethnic and cultural background. A survey process was used
to select people with some knowledge of the equipment we were
using. We worked with each participant for four hours. First we
used a computer map simulation for a general overview of the
campus. We showed them how to use the GPS on the BrailleNote Apex.
We observed them as they followed 2 pre-set routes on campus and
played audio descriptions of POIs as they came to them.
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Use of Environmental Cues is important. Environmental cues are
used to locate the final destination.
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Orientation and Mobility Considerations Include safety tips in
narrative descriptions for issues encounter such as in the crossing
shown here. It is Important to bring in an O&M specialist to
advise. Factors such as reliable equipment and use of mobility aids
such as a dog guide or long cane are imperative to success in
independent navigation and locating of points of interest.
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Benefits of Location Literacy Increased efficiency locating
points of interest by using GPS descriptive information. Reduced
stress and anxiety when traveling on campus because students know
where they are, what is around and the location and description of
their destination. Increased location literacy when traveling or
working on campus for persons who rely on GPS and descriptive point
of interest data. Increased satisfaction from knowing more about
the campus after the wayfinding exercise All participants felt they
gained helpful information from the audio descriptions
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Results This exploratory research demonstrated positive
feedback indicating that addition of descriptive data improved
orientation to the campus. The results of this project can serve as
a pilot study for future research.
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Supporting Regulatory Guidelines Title IITitle II of the ADA
requires that State and local governmental entities operate their
services, programs, and activities so that, when viewed in their
entirety, they're readily accessible to and usable by individuals
with disabilities. (28 Code of Federal Regulations (CFR) 35)28 Code
of Federal Regulations (CFR) 35 Rehabilitation Act of 1973 Section
504 which applies to post secondary education programs or
activities, that receive Federal financial assistance and to
recipients that operate, or that receive Federal financial
assistance for the operation of such programs or activities.
(Non-discrimination) House Bill, HR 5433, Technology Bill of Rights
for the Blind Act of 2010, (Open Congress 2010), aims to make
mainstream technology accessible for those with vision
problems.
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Retention issues with GPS Reliable equipment is important.
Mobility aids (dog guide or long cane) = success in independent
navigation in locating points of interest. Past technologies were
often abandoned because they were not designed with perceptual
& functional considerations in mind. User input into the
process helps to increase the demand for better products and
services, and reduces user abandonment.
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Future Research Future research may involve a more
comprehensive study working with Students who are unfamiliar with
the campus and/or GPS wayfinding methods. Exploring the
possibilities of data sharing among a variety of platforms such as
Smart phone technology Radio Frequency Identification (RFID)
tags.
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The National Federation of the Blind (NFB) 2011 study found ~
Only 6% of high school graduates who are blind graduate from
college, as compared to 26% for sighted individuals.
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Implementing a GPS based way-finding system for the blind can
address regulatory requirements & improve the college
experience for students who are blind or visually impaired, perhaps
having a positive impact on graduation rates! Benefits
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GPS technology, combined with narrative descriptions, can
enhance way finding when you cannot see the signs.
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Thank you for coming! & at this point we can answer your
questions!
