USER CENTRED DESIGN AND DEVELOPMENT OF AN EDUCATIONAL FORCE-FEEDBACK HAPTIC GAME FOR BLIND STUDENTS

1. USER CENTRED DESIGN AND DEVELOPMENT OF AN EDUCATIONAL FORCE-FEEDBACK HAPTIC GAME FOR BLIND STUDENTS Maria Petridou, Peter Blanchfield, Reham Alabbadi Tim Brailsford School of Computer Science & IT University of Nottingham

2. Introduction • Current research • Haptic sense technology for assisting visual impairment • Design & development of an Audio-Haptic Learning Environment for Learning about 3D Shapes • Promote social interaction & communication channel • Blind people are still excluded from accessing certain types of information • Difficult to learn and to be taught geometry • No access to digital graphics • Braille displays and text-to-speech systems • Give access to digital text • Integrating game technology into education and learning • Some significant impact on learning and cognitive process The University of Nottingham Maria Petridou

3. Haptics • Refers to the sense of touch • Ancient Greek word of “ἁπτικός” - verb “άπτω” • Ability of a person to sense, feel, recognise and interact • Non-visual haptics– perceive haptically (user moves actively) • In computer interaction haptic sense is enable, when • User moves the mouse or hits the keyboard • Haptic Simulation Applications • - Medicine – Remote Diagnosis, UI for blind • - Entertainment – Games & Virtual Reality • - Education – Training, Getting a “feel of things” • - Arts – Virtual Art Exhibits, Concert Rooms, Museums The University of Nottingham Maria Petridou

4. The Importance of Haptics • “It uniquely bidirectional information channel to the brain” • (Manav 2010) • Quantitative Task Performance • (Hasser 1998) • Multimodal Feedback • (Delus2001) & (Akamatsu1994) • User Satisfaction • (Serafin 2007) & (Brewster 2007) & (Chang 2005) • Non-visual Interaction • (O’Modhrain 1997) & (Petrie H. 1998) The University of Nottingham Maria Petridou

5. Human Computer Interaction and VE • Relatively little assistive technology has been developed for blind users • Research and technology has at best remained stable or declined • Society has become electronically based • Screen Display – commonly used interface • People with visual handicap: • Excluded from this e-society • Most recent force-feedback interfaces • Allow blind users to interact with 3D virtual reality environment The University of Nottingham Maria Petridou

6. Human Computer Interaction Devices • Most recent force-feedback interfaces • - Allow users to interact with 3D virtual reality environment • PHANToM™ - produce correct tactile cues • CyberGrasp & CyberGlove – lightweight exoskeleton • Nintendo Wii joystick – motion sensing • PlayStation Controller - vibration • Xbox 360 Milo Project – Gesture Recognition & Virtual Interaction • Novint’s Falcon The University of Nottingham Maria Petridou

7. The Novint’s Falcon • Novint’s Falcon • Consumer’s 3D device – users feel what’s happening • To be a predator of the mouse • Mobile, ergonomic design • Consumers’ affordable • Evaluation of Novint’s Falcon by blind users? • - test devices robustness • - level of successful interaction • - easy adaptation to the grip • - brainstorming • Feedback… • - easily conceptualise the game mechanically • - importance of audio feedback and instructions • - preferably bigger grip • - multiple points of interaction The University of Nottingham Maria Petridou

8. The Novint’s Falcon Image source: Manav Kataria The University of Nottingham Maria Petridou

9. iHALE • (interactive) Haptic-Audio Learning Environment • Playful, adventures & exciting multimodal learning environment • Enable blind students to learn about 3D shapes • Test knowledge of basic geometrical concepts • Geometry main theory of space •  requires systematic and thinking reasoning •  content rich in visual representation • 2D illustrations and reproduction of 3D objects • Tutorials and Help available The University of Nottingham Maria Petridou

10. Phase One The University of Nottingham Maria Petridou

11. Phase Two The University of Nottingham Maria Petridou

12. Phase Three The University of Nottingham Maria Petridou

13. Phase Four The University of Nottingham Maria Petridou

14. Phase Five The University of Nottingham Maria Petridou

15. Conclusion • Collaboration of all stakeholders • Allow brainstorming and opinions/views • Novel helpful and valuable ideas • offer valuable insights • Involving users throughout the design and the development • receive immediate feedback • find out what is funfor blind students • iHALE • Transform difficult and challenging work into a game • Form a communication channel with sighted peers/teachers • Shared understanding of teaching material • Promote independent study • What is fun and joy for teenagers with visual impairment? • How can a playful and enjoyable environment form a successful learning channel for these children? The University of Nottingham Maria Petridou

16. Conclusion • Characteristics of the final game • Competition with other peers • Competition with their own previous results • Distinct tactile cues • Positive sound for every correct answer • Negative sound for every wrong answer • Time count down notification • Audio instructions • Classification e.g. first in the school, region etc • Reward e.g. get into finals and receive a present The University of Nottingham Maria Petridou

17. Thank You • Questions • Email: petridou.m@gmail.com The University of Nottingham Maria Petridou