7.8. Future Research

The field test data reported here and in the many RIAS studies reviewed in Chapter 2 reveal that auditory signage provides many of the missing cues of travel without vision and makes locating objects from a distance a simple and easy to learn task.   The addition of location based identity and directional cues clearly aid in travel efficiency.   Indoor and outdoor environments have been tested with both static and dynamic messages; even moving buses have been evaluated.   There is little need for future research on how well the technology itself works.  For example, when airports are equipped with the system, there is no compelling need for more testing of that kind of environment, as other indoor spaces have already been evaluated.

What is called for is more research on how auditory signage affects spatial knowledge acquisition and awareness.   Two such experiments to determine how spatial configurational knowledge is affected by use of RIAS are briefly discussed.

In this research, subjects were given a series of locations to find, with no previous walkthrough of the environment.   The location of transmitters was not known before starting the test, and, so, subjects were learning a route with no human input as they searched for specific locations.  This procedure was used because it was desired to measure independent performance in an unfamiliar environment

Subjects did not have the opportunity to try the routes more than once with RIAS, so learning curve data about what can be learned with repeated exposure to an equipped environment were not collected.   Feedback obtained from users indicated that they would like to try the test again as they would then do much better, because of knowing so much more after one trial.  Others mentioned that they would be able to learn a new environment on their own, without hiring a sighted guide or O & M instructor.   These two comments strongly suggest new research directions.   Personal use and observations of other blind RIAS users showed that, with exposure to an environment, a person without sight can navigate a large space directly and efficiently.   As reported in Chapter 3, 60% of the subjects, who learned the route with their regular methods first and tried it again with RIAS, were able to complete the tasks at less then twice the time of the first time sighted user (FTSU).   To date, however, there have been no tests to determine how much exposure is needed to approach the efficiency and travel time of a sighted person, as experiments have focused more on testing people in unfamiliar locations.

The proposed experiments should take place in an area where no subjects have any previous knowledge.   To eliminate any variance of vision acuity, subjects with residual vision should be blindfolded.  To determine the type and length of exposure needed to mimic the spatial awareness of a sighted user, several subject conditions should be examined.

Spatial products such as 3-D models, labeling tactile maps with names, or spatial relationship questions could be used to test the amount of spatial information learned in these conditions.   In addition, routes to walk, using the major landmarks, could be assigned as timed tests.  The ability to travel efficiently through the environment should have a high utility to the user.  These tests could be repeated until subjects reached a criterion level determined to be an acceptable time in which to complete a specific travel task.   This experiment would quantify how much exposure is needed, in various conditions, to learn a space at an acceptable level.

Another experiment could be conducted to simply determine how much and what kind of exposure is needed to mimic the time and directness of sighted travel.  In that test, subjects would be taught routes using RIAS.   After several practice trials, subjects would be timed and errors noted as they walked the route on their own.   Subjects would repeat the trials until they reached the criterion minimum time threshold.  Based on previous observations, people should be able to learn to walk the route with no error and close to the speed of sighted people once they have learned the route with RIAS.  The data from the guided training should be compared to those who learned the RIAS environment on their own with no guided training.   Can people learn to walk with direct efficiency without being taught anything by a guide and relying only on RIAS?   Would a minimum guided walk noticeably speed up that learning process?

Those two kinds of experiments would shed light on how long it takes a blind person to efficiently travel through a new environment.   If they are able to do so without any assistance, except the use of RIAS, it could radically change how blind people are trained to navigate in new spaces.  For example, airlines have employees whose job it is to escort disabled people to and from their boarding areas.   In addition, much time and money is spent to ensure that students can find their classrooms and buildings at the beginning of every new term.   Research to date has already shown how much more independence is available through RIAS, but experiments that confirm that the blind can fully learn new areas independently and travel at nearly the speed of the sighted could reduce the need for assistance and greatly increase their freedom to travel and explore new environments.   Orientation and Mobility instructors could thus concentrate on teaching safe and efficient travel instead of simply teaching new routes to people each time they need to learn a new area or path.    

7.8.1. Talking Signs^® Enhancements

Since this field test was conducted, a new transmitter (compatible with the existing RIAS system) has been developed by Talking Signs^® .  The new feature is called PointLink^® and augments the standard RIAS labeling and message system using a wireless connection to link the receiver to a server by transmitting a sign-specific code to the receiver. The receiver then sends a request for information about that particular sign to a local server through a wireless connection (such as 802.11b).

Unlike current GPS based services that give information about a broad area, this system is truly location-based.   The information is stored and retrieved for the specific transmitter to which one points.  In addition to the original spatial cues that have been discussed in this report, this system also allows a user to get detailed information about a particular location.   Even when a store or building is closed, a person can access detailed information about the location.   The information available is unlimited in scope, and a few examples of how this additional information could be used are offered:

This information could be downloaded in the person’s preferred language, making it an invaluable tool for travel in foreign countries.  Unlike the original RIAS, which is mostly valuable for those who have a vision or print handicap, this system is also quite valuable for the sighted traveler.   Being able to get specific location-based information about building functions and services, in one’s own language, makes this feature a powerful tool for learning about the environment.