Braille 21 is an umbrella term for a series of research projects that aim to bring Braille to the 21st century. Our goal is to facilitate access to Braille in the new digital era.
In this project, we are creating the tools to characterize user performance in the wild and improve current everyday devices and interfaces.
This research leverages mobile and wearable technologies to improve classroom accessibility for Deaf and Hard of Hearing college students.
Although text-entry is an inherently visually demanding task, we are creating novel non-visual input methods to multiple form-factors: from tablets to smartwatches.
As touchscreens have evolved to provide multitouch capabilities, we are exploring new multi-point feedback solutions.
In this research work, we are investigating novel interactive applications that leverage the use of concurrent speech to improve users' experiences.
This project investigates how accurate tracking systems and engaging activities can be leveraged to provide effective evaluation procedures in physical rehabilitation.
We aim to understand the overlap of problems faced by health and situational impaired users when using their mobile devices and design solutions for both user groups.
Our goal is to thoroughly study mobile touchscreen interfaces, their characteristics and parameterizations, thus providing the tools for informed interface design.
Over the last decade there have been numerous studies on touchscreen typing by blind people. However, there are no reports about blind users’ everyday typing performance and how it relates to laboratory settings. We conducted a longitudinal study involving five participants to investigate how blind users truly type on their smartphones. For twelve weeks, we collected field data, coupled with eight weekly laboratory sessions. This paper provides a thorough analysis of everyday typing data and its relationship with controlled laboratory assessments. We improve state-of-the-art techniques to obtain intent from field data, and provide insights on real-world performance. Our findings show that users improve over time, even though it is at a slow rate. Substitutions are the most common type of error and have a significant impact on entry rates in both field and laboratory settings. Results show that participants are 1.3-2 times faster when typing during everyday tasks. On the other hand, they are less accurate. We finished by deriving some implications that should inform the design of future virtual keyboard for non-visual input. Moreover, findings should be of interest to keyboard designers and researchers looking to conduct field studies to understand everyday input performance.
Deaf and hard of hearing students must constantly switch between several visual sources to gather all necessary information during a classroom lecture (e.g., instructor, slides, sign language interpreter or captioning). Using smart glasses, this research tested a potential means to reduce the effects of visual field switches, proposing that consolidating sources into a single display may improve lecture comprehension. Results showed no statistically significant comprehension improvements with the glasses, but interviews indicated that participants found it easier to follow the lecture with glasses and saw the potential for them in the classroom. Future work highlights priorities for smart glasses consideration and new research directions.
Following multimedia lectures in mainstream classrooms is challenging for deaf and hard-of-hearing (DHH) students, even when provided with accessibility services. Due to multiple visual sources of information (e.g. teacher, slides, interpreter), these students struggle to divide their attention among several simultaneous sources, which may result in missing important parts of the lecture; as a result, access to information is limited in comparison to their hearing peers, having a negative effect in their academic achievements. In this paper we propose a novel approach to improve classroom accessibility, which focuses on improving the delivery of multimedia lectures. We introduce SlidePacer, a tool that promotes coordination between instructors and sign language interpreters, creating a single instructional unit and synchronizing verbal and visual information sources. We conducted a user study with 60 participants on the effects of SlidePacer in terms of learning performance and gaze behaviors. Results show that SlidePacer is effective in providing increased access to multimedia information; however, we did not find significant improvements in learning performance. We finish by discussing our results and limitations of our user study, and suggest future research avenues that build on these insights.
Touch-enabled devices have a growing variety of screen sizes; however, there is little knowledge on the effect of key size on non-visual text-entry performance. We conducted a user study with 12 blind participants to investigate how non-visual input performance varies with four QWERTY keyboard sizes (ranging from 15mm to 2.5mm). This paper presents an analysis of typing performance and touch behaviors discussing its implications for future research. Our findings show that there is an upper limit to the benefits of larger target sizes between 10mm and 15mm. Input speed decreases from 4.5 to 2.4 words per minute (WPM) for targets sizes below 10mm. The smallest size was deemed unusable by participants even though performance was in par with previous work.
Word prediction can significantly improve text-entry rates on mobile touchscreen devices. However, these interactions are inherently visual and require constant scanning for new word predictions to actually take advantage of the suggestions. In this paper, we discuss the design space for non-visual word prediction interfaces and finally present Shout-out Suggestions, a novel interface to provide non-visual access to word predictions on existing mobile devices.