Showing posts with label maps. Show all posts
Showing posts with label maps. Show all posts

Friday, 30 September 2016

Design Considerations for Haptic and Auditory Map Interfaces

Rice, M., Jacobson, R.D., Golledge, R.G., and Jones, D. (2005) Design Considerations for Haptic and Auditory Map Interfaces. Cartography and Geographic Information Science, 32 (4), 381-391


Communicating spatial information to the blind and visually impaired using maps and graphics presents many difficulties. Past research has offered advice to cartographers on topics such as tactile areal, point, and line symbolization; on perceptual problems related to dense linear features on tactile maps; and on the relationship between categorical data, measurement theory, and tactile discrimination. With this previous work as a foundation, we describe our research efforts with haptic and auditory maps - the Haptic Soundscapes Project. Haptic Soundscapes maps allow blind and visually-impaired individuals to feel map features through force feedback devices and hear auditory cues that add both redundant and complementary information. Recent experimental work by the authors has led to several recommended practices for cartographic data simplification, object size discrimination, shape identification, and general interface navigation. The authors also present haptic and auditory mapping examples to illustrate design ideas, algorithms, and technical requirements. Future prospects for automated haptic and auditory map creation are discussed and presented in the context of the past work in generating maps for the blind and visually impaired from cartographic data.


Friday, 31 May 2013

Off-Route Strategies in Non-Visual Navigation

The project addresses the effects of learning method on route comprehension of visually impaired people, and it will determine if changes in geographic scale alter the effectiveness of selected learning media. An understanding of how different methods of learning affect route comprehension will allow current spatial knowledge acquisition theory and orientation and mobility training to be assessed and, if necessary, improved. Traversing space is one of the most cognitively demanding tasks faced by visually impaired people, and often invokes fear of being lost or disorientated. For these reasons there is a need to identify effective strategies of spatial learning that can contribute to the mobility and quality of life of visually impaired people. In the first experiment 24 visually impaired people will learn three short routes across a University campus (in counterbalanced order). Each route will be learned using a different learning method. The 24 subjects will be divided into 4 groups who will learn the route in a different order. The 3 conditions will be (1) pointing to places along the route, (2) making a map of the route, and (3) verbally describing the route. A further (control) group of ten visually impaired subjects will learn the route without any given strategy. Each trial will be video recorded. The three strategies selected are "off-route" strategies. Participants' route learning performance will be measured in several ways: the number of trials required to achieve successful route learning; number of errors made; types of errors; self-reported confidence measures; and assessment by independent judges of performance, hesitancy, and confidence. In the second experiment, 16 participants will learn a route 1.4 miles long through a complex urban environment. Participants will be divided into two conditions. In the first condition, they will learn the route using the most successful strategy from Experiment 1. In the second condition, they will learn the route using no given strategy. Sample sizes in both experiments are relatively small due to the difficulty of recruiting visually impaired participants, but the number of participants and number of trials will be greater than in previous experiments of way-finding and therefore should provide definitive results. By collecting data in a small-scale (university campus) and a large-scale environment (suburban neighborhood) we may find that spatial knowledge acquisition focuses on different cognition tasks at different scales. For the development of an effective orientation and mobility training program, these tasks may be operationalized via one or more simple geographic-based environmental learning procedures. The research addresses important theoretical questions relating to spatial learning and cognition, providing further insights into how visually impaired people construct, store, and utilize spatial knowledge. In so doing, it will address practical issues relating to the improvement of current orientation and mobility training.


Blades, M., Lippa, Y., Golledge, R.G., Jacobson, R.D., and Kitchin, R.M. (2002) Wayfinding by people with visual impairments: The effect of spatial tasks on the ability to learn a novel route. Journal of Visual Impairment and Blindness 96, 407-419.
Link here

Jacobson, R.D., Lippa, Y., Golledge, R.G., Kitchin, R.M., and Blades, M. (2001) Rapid development of cognitive maps in people with visual impairments when exploring novel geographic spaces. IAPS Bulletin of People-Environment Studies (Special Issue on Environmental Cognition) 18, 3-6.
Link here

Golledge, R.G., Jacobson, R.D., Kitchin, R.M., and Blades, M. (2000). Cognitive maps, spatial abilities, and human wayfinding. Geographical Review of Japan, ser. B: The English journal of the Association of Japenese Geographers, 73 (Ser.B) (2), 93-104.
Link Here


Department of Geography, University of California at Santa Barbarba, USA
Department of Psychology, University of California at Santa Barbarba, USA
Department of Geography, Florida State University, USA
Department of Psychology, University of Sheffield, UK
Department of Geography, National University of Maynooth, Ireland

Sunday, 19 May 2013


Jacobson, R. D. (2006) Cartography. In: Warf, B. (ed.) Encyclopedia of Human Geography. Sage: London. pp 28-29. Invited


Cartography can be concisely and classically defined as “the art science and technology of making maps”. The popular associations of the word, with techniques of map making are a reflection of its lexical routes in cart (French for map) and graffiti (Greek for writing). More specifically cartography is a unique set of transformations for the creation and manipulation of visual or virtual representations of spatial information, most commonly maps, to facilitate the exploration, analysis, understanding and communication of
information about that space. Maps are a symbolized representation of a spatial reality designed for use when spatial relationships are of primary interest. 

Friday, 17 May 2013

A Commentary on the Use of Touch for Accessing On-Screen Spatial Representations: The Process of Experiencing Haptic Maps and Graphics

Golledge, R.G., Rice, M., and Jacobson, R.D. (2005) A Commentary on the Use of Touch for Accessing On-Screen Spatial Representations: The Process of Experiencing Haptic Maps and Graphics. The Professional Geographer, 57 (3). 339-349.


The growth of the Internet and the digital revolution have meant increased reliance on electronic representations of information. Geospatial information has been readily adapted to the world of cyberspace, and most Web pages incorporate graphics, images, or maps to represent spatial and spatialized data. But flat computer screens do not facilitate a map or graph experience by those who are visually impaired. The traditional method for compensating for nonvisual access to maps and graphics has been to construct hard-copy tactile maps. In this article, we examine an electronic accommodation for nonvisual users—the haptic map. Using new and off-the-shelf hardware—force feedback and vibrotactile mice—we explore how touch can be combined with virtual representations of shapes and patterns to enable nonvisual access to onscreen map or graphic material.
Key Words: digital representation, haptic maps, visual impairment


Wednesday, 15 May 2013

Talking tactile maps and environmental audio beacons: An orientation and mobility development tool for visually impaired people

Jacobson, R.D. (1996) Talking tactile maps and environmental audio beacons: An orientation and mobility development tool for visually impaired people, Proceedings of the ICA Commission on maps and graphics for blind and visually impaired people, 21-25 October, 1996, Ljubjiana, Slovenia.


Pedestrian navigation through the built environment is a fundamental human activity. Environmental scales may range from the micro, the room of a house, to the macro, a cityscape, for example. In order to navigate effectively through this range of environments visually impaired people need to develop orientation and mobility skills. Auditory beacons, accessed in a model as a talking tactile map and in the environment by beacons which transmit audio messages to a small receiver carried by the pedestrian, serve to integrate the model representation and the environment, and act as mobility and orientation development tool. This technical approach is assessed using a multi-task analysis of the cognitive maps of people using the system when learning a new route. Although analysis was not conclusive, those who used the system expressed great interest, suggesting that both maps and audio complimented and enhanced each other. This study demonstrates that access to audio beacons in environment and model leads to increased spatial comprehension and confidence about the route and shows the need for a mixture of quantitative and qualitative approaches when assessing cognitive mapping ability.

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