Teaching Spatial Concepts to the Visually Impaired Learner: Testing an Auditory Approach

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dc.contributor.authorThebpanya, Paporn
dc.date.accessioned2023-12-05T21:12:50Z
dc.date.available2023-12-05T21:12:50Z
dc.date.issued2010
dc.description.abstractThe majority of spatial representations in cartography are predominantly visual in nature. This restricts individuals who are visually impaired to access spatial information freely. This research explored the potential in which the combination of an auditory display and tactile information could facilitate spatial learning in non-sighted individuals. The comparison of the mean scores between the sighted participants who viewed traditional topographic maps and non-sighted individuals who explored sonically enhanced maps are presented. The results revealed that the sonification approach, combined with the tactile interface, have the potential to help individuals with a visual impairment overcome encountered mapping barriers.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent16 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationThebpanya, P. (2010). Teaching spatial concepts to the visually impaired learner: Testing an auditory approach. Research in Geographic Education, 12(1), pp. 5-20.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17438
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2010, Vol. 12, No. 1, pp. 5-20.
dc.subjectgeography
dc.subjectauditory displays
dc.subjectblindness
dc.subjectsonified maps
dc.subjecttactile interfaces
dc.subjectvisual impairment
dc.titleTeaching Spatial Concepts to the Visually Impaired Learner: Testing an Auditory Approach
dc.typeArticle

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