Can GPS Wayfinding Technology with Narrative Descriptions Assist in Destination Management?

Can GPS Wayfinding Technology

with Narrative Descriptions Assist in

Destination Management?

By

Trudy Bowden-Callahan & Robert Sweetman

A Pilot Project Funded Through Ethel Louise Armstrong Foundation

GrantCompleted

at California State University Northridge

TSENG College2011

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

Project collaboration & benefits of location literacy

Research Process & Procedure

O & M Considerations

Findings ~ what we learned

Supporting regulatory guidelines

Future considerations

The ChallengesIt 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

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?

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.

PurposeApply GPS Technologyto assistpersonswho are blind orvisuallyImpairedin finding their way around campus andknowing what is around.

Our idea was that narrative descriptions of locations would assist blind students in learning the campus and knowing their environment.

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.

Our exploratory research examined GPS technology

combined with narrative descriptions to both describe points of interest and orient students to the

campus. 

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.

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

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.

Research Process

Research ProcedureWe 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.

Use of Environmental Cues is important.

Environmental cues are used to locate the final destination.

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.

Benefits of Location Literacy

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.

Supporting Regulatory Guidelines

Retention issues with GPSReliable 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.

Future Research Future research may involve a more comprehensive

study working withStudents 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.

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.

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

GPS technology, combined with narrative descriptions, can enhance way finding

when you cannot see the signs.

Thank you for coming! &

at this point we can answer your questions!