“Research Title”

Prepared At

Location
A Research Project Report submitted to

SRIMCA- MBA

UKA TARSADIA UNIVERSITY

In partial fulfillment of the requirements for the degree of

Master of Business Administration (MBA)

Submitted By:

Rawal Kinjal B. (201904100710043)

Patel Urvi R. (201904100710045)

Guided By:
Dr. Divya Gadaria

MBA PROGRAMME
Shrimad Rajchandra Institute of Management and Computer
Application

Uka Tarsadia University

Year 2020
 1. Table of Contents

1. ABOUT TOPIC ............................................................................................................... 2

▪ About Blind .................................................................................................................. 2

▪ Attitude ......................................................................................................................... 2

▪ Blindness and Visual Impairment ................................................................................ 3

▪ Neurology and Psychology .......................................................................................... 3

▪ Mobility and Orientation .............................................................................................. 5

▪ Access to Information .................................................................................................. 6

▪ Human-Computer Interaction ...................................................................................... 8

▪ Vision Substitution and Restitution .............................................................................. 9

2. LITERATURE REVIEW............................................................................................... 11

3. RESEARCH OBJECTIVES .......................................................................................... 17

4. RESEARCH METHODOLOGY ................................................................................... 19

▪ Research Design ....................................................................................................... 19

▪ Source of Data ........................................................................................................... 19

▪ Sampling ................................................................................................................... 19

5. QUESTIONNAIRE ....................................................................................................... 21

6. BIBLIOGRAPHY ............................................................................................................. i
 2. Table of Figures

Figure 1 : Classification of Visual Function ......................................................................... 3

Figure 2 : Combination of Neurology and Psychology ........................................................ 5

Figure 3 : Various Sensor Devices ....................................................................................... 9

Figure 4 : Vision Cloud ...................................................................................................... 17

3. Tables

Table 1 : Literature Review in Tabular Form .................................................................... 15

 College Certificate
This is to certify that the Research Project Report entitled “[To Study the
Attitude of Blind School Students towards the Electronic
Devices/Gadgets]” has been carried out by [Rawal Kinjal B.
(201904100710043) & Patel Urvi R. (201904100710045)] at [Mandvi
and Surat Blind School] as a partial fulfillment of the requirement for the
degree of Master of Business Administration (M.B.A.) during academic year
2020

Dr. Divya Gadaria

FACULTY GUIDE

I
 Declaration
We hereby certify that we are the author of this project report and that
neither any part of this project report nor the whole of the project report has
been submitted for a degree to any other University or Institution.

We certify that, to the best of our knowledge, our project report does not
infringe upon anyone’s copyright nor violate any proprietary rights and that
any ideas, techniques, quotations, or any other material from the work of
other people included in our project report, published or otherwise, are fully
acknowledged in accordance with the standard referencing practices.

We declare that this is a true copy of our project report, including any final
revisions, as approved by our review committee.

Place: __________________ Rawal Kinjal B. Patel Urvi R.

Date: __________________ 201904100710043 201904100710045

II
 Acknowledgement
We have undergone the project work at Mandvi and Surat Blind
School. We have collected the information which is included in this
report. We are glad to take the opportunity to express the feeling of
grateful towards Uka Tarsadia University for providing the project
work of MBA. We also thank to Dr. Gangadhar Hugar, the Director of
Department of Management, SRIMCA, Uka Tarsadia University, for
giving us an opportunity for project work at Mandvi and Surat Blind
School. We also express our regard and gratitude to our guide Dr.
Divya Gadaria for valuable guidance and help throughout our
project. We would like to express thanks to Principle of the School
and other faculty members. We would like to express thanks to god,
my friends and my colleagues for their cooperation & kind nature.

Yours Faithfully,
Rawal Kinjal B. _____________

Patel Urvi R. _____________

III
Chapter 1. About Research Topic

1
 1. ABOUT TOPIC

▪ About Blind
The blind community has long been believed to be the most apt and reap the benefits of haptic
research. While the sighted often fail to recognize the importance of their non-visual senses, the
blind must make full use of them. As such, they are in a unique position to appreciate and make
functional use of haptic devices. Designing devices for the blind is, however, more arduous than
many researchers and inventors expect. It is thus important to appreciate as much as possible the
needs and requirements of this community before attempting to create devices for them. It is also
important to learn from past research and development in the application of technological aids for
the blind. This survey provides some basic facts about blindness and surveys rehabilitation
technology as relevant to the design of aids for the blind, with a particular emphasis on haptics.
The goal is to provide a better understanding of blindness and of how the blind differ from the
sighted. The next sections provide a wide-ranging survey of the literature on assistive technology
for the blind, with emphasis on haptics. Finally, the last section discusses the conclusions that can
be drawn from the analysis of the literature.

▪ Attitude
An attitude is an evaluation of the feelings an individual has towards something. They convey
what we think and how we feel about an object, ‘target’ or referent. These referents may be
specific and tangible or abstract and intangible. When the object of the attitude is important to the
person, the evaluation of the object produces an affective, or emotional reaction.

o Components of Attitude:
• Cognitive
➢ It involves the knowledge or information about a person or object, etc., and his
belief about it.
• Affective
➢ Refers to feeling aspect, i.e., how he feels about it.
• Behavioral
➢ Refers to action tendency, i.e., how he behaves with it.
o Types of Attitudes:
• Positive: A favorable attitude- liking people, objects, situation, etc.
• Negative: An unfavorable attitude- does not like people/ objects, etc.
• Neutral: Neither favorable nor unfavorable.

2
▪ Blindness and Visual Impairment

The blind and visually impaired form a heterogeneous group. Blindness and visual impairment
vary in etiology, visual acuity and extent of the visual field. The degree of visual impairment
varies from no light perception at all to a slight blurring of vision, with every gradation in
between. The blind are said to have light perception when they can tell if they are in a dark or
bright room. They are capable of projection if they can also locate the source of the light.
Similarly the field of view may vary in extent or include blind spots.

Moderate Visual
Impairment
Low Vision
Normal Vision
Severe Visual
Visual Function Impairment

Visual Impairment
NO Perception of
Light

Blindness
Have Light
perception but are
still less then 3/60
in the better eye

Figure 1 : Classification of Visual Function

▪ Neurology and Psychology

The blind and the sighted live in different perceptual worlds. Some aspects of the environment
can be perceived only through vision. Properties of the environment that are better accessed
through touch or hearing, however, are more salient and better attended to by the blind. It is
natural to ask, then, in what way visual deprivation affects the perceptual and cognitive abilities
of the early and late blind.

o Brain Plasticity
• Deprivation of visual input to the brain during a critical period of development is
known to cause permanent damage to the visual cortex. A number of experiments
performed with cats and monkeys have shown that animals deprived of vision
3
 Early seem to have no response to stimuli once vision is restored. They behave as
if they were blind. There is a critical period however after which visual
deprivation seems to have no permanent effect. These conclusions are confirmed
in humans by clinical observations following the removal of cataracts.
o Space Perception & Mental Imagery
• The extent to which vision is necessary to mediate the perception of space and the
formation of mental images is also the subject of much debate in the literature. A
comprehensive treatment of this topic is beyond the scope of this survey.
• The concept of mental imagery is also of interest. A mental image is defined as a
“mental experience which occurs in the absence of stimulation, but which
resembles the experience that occurs when a stimulus is actually present”. In the
sighted, mental images tend to be strongly visual in nature. It is known, for
example, that “sighted subjects tend to visualize objects they examine by touch”.
There is, however, “compelling evidence that haptic mental imagery exists in
congenitally blind people”. Haptic mental images, however, appear to be different
in nature than visual images. It seems, for example, that the early blind “have a
greater ability to perceive vividly both the front and back of a palpated object at
the same time”.
o Sensory Compensation
• The theory of sensory compensation, according to which the blind’s remaining
senses are heightened to compensate for the loss of sight, has long been debated.
While many textbooks on blindness take a conservative stance against the theory,
there is mounting evidence from recent studies for limited sensory compensation
in the blind.

4
 Figure 2 : Combination of Neurology and Psychology
▪ Mobility and Orientation

Numerous aids exist to help meet the mobility and orientation needs of the blind. Mobility is
defined as “the ability to travel safely, comfortably, gracefully, and independently”. Orientation
refers to the ability to situate oneself relative to a frame of reference.

ETAs (Electronic travel aids) can be divided in two classes, depending on their main use. A first
class provides a warning of obstacles and facilitates the selection of a clear path. A second class
helps the blind orient themselves with respect to their environment and travel to a given
destination. It is important to remember that many of the devices presented here are intended to
supplement rather than replace the white cane or guide dog.

o Obstacle Avoidance
• Ulrich and Bronstein created an ETA inspired by mobile robotics that guides its
user around obstacles in a very intuitive manner. The Guide Cane is a small
wheeled robot held by the blind like a cane. As it is pushed in front of the user, the

5
 Robot scans the area with ultrasound and determines a path that avoids any
obstacle. The robots then turn the wheels in the appropriate direction. The user
feels the rotation of the Guide Cane and intuitively follows the path chosen by the
device. Despite some good results with the device, the authors acknowledge that
“ultrasonic sensor-based obstacle-avoidance system is not sufficiently reliable at
detecting all obstacles under all conditions”. Finally, many researchers have used
arrays of tactile stimulators to guide users. Ross and Blasch tested a system with
three shoulder tappers that guide a blind person, for example to cross a street.
Similarly, Ertan et al. used an array of 4x4 vibrating stimulators for guidance.
o Orientation
• Another alternative is to rely on positioning systems, geographic information
systems (GIS) and mobile computers. For example, VisuAide (now Human Ware
Canada) recently released a commercial product that combines a GPS receiver and
a portable digital assistant (PDA) to provide the blind with information about their
location, points of interest, and routes. The Sendero Group also proposes the
Braille Note GPS that combines a Braille note taker with GPS positioning. These
aids greatly benefit from their reliance on generic mass market technologies, most
notably from a reduction in cost compared to technologies developed exclusively
for the blind.

▪ Access to Information
The sighted make heavy use of visual media to disseminate information. In this section, we
discuss the technologies developed to provide equal access to these written, printed, and digital
documents. We begin with a discussion of textual information. Follows a discussion of the more
complex problem of graphics, maps, and 3D virtual environments.
o Text: This section discusses the two main media used to gain access to written or textual
information: Braille and voice.
• Braille:
➢ A form of written language for blind people, in which characters are
represented by patterns of raised dots that are felt with the fingertips.
• Voice:
➢ Express (something) in words.
• Print:
➢ An indentation or mark made on a surface or soft substance.

6
o Graphics: While written information can be easily converted to Braille or voice, graphical
information is not trivial to map to an audio or tactile medium. In this section we survey
the efforts made to give the blind access to tactile drawings, maps, data and mathematical
visualization, and more recently to 3D virtual environments.
• Tactile Drawings:
➢ The blind usually do not draw because that medium is not adapted to
touch. It is, in particular, difficult to feel the drawing as it is being drawn.
Tactile drawings are generally executed on swell paper using a special pen
that causes lines to be raised. Many researchers have observed the way in
which the blind draw in order to get some insight on their mental
representation of 3D space. Although some rules appear to be universal,
the drawings of the blind are in many ways different from those of the
sighted.
• Maps:
➢ A diagrammatic representation of an area of land or sea showing physical
features, cities, roads, etc.
• Mathematics and Visualization:
➢ Graphs, bar charts and other visual representations of data sets and
mathematical functions are commonly used by the sighted to assimilate
large amounts of information quickly and to grasp trends or other features
of the data. This information can be adapted to some extent for the blind by
the use of tactile drawings. As discussed previously, however, these
drawings are less accessible than their visual counterparts and do not
provide as much information. Many researchers have thus attempted to use
haptic technology to solve this problem.
• Virtual Reality:
➢ An artificial environment that is created with software and presented to the
user in such a way that the user suspends belief and accepts it as a real
environment. On a computer, virtual reality is primarily experienced
through two of the five senses: sight and sound.

7
▪ Human-Computer Interaction

Early computer interfaces afforded to the blind the same level of access as the sighted. The
interface of the Microsoft disk operating system (DOS), for example, was largely sequential in
nature and could easily be communicated through voice synthesis or refreshable Braille displays.
In recent years, however, the Graphical User Interface (GUI) has become the dominant paradigm
for computer interaction. The sequential feedback given by Braille and voice synthesis cannot
easily provide an overall picture of the desktop and of the spatial relationship between its objects.
Similarly, a mouse is unusable without visual feedback. Far from going away, the GUI paradigm
is likely to spread to other devices such as domestic appliances.

o Reinterpretation of the Desktop:

• Many ambitious research projects endeavored to reinterpret the Microsoft
Windows user interface through the use of synthesized voices, sounds and haptic
feedback. From a survey of the literature, Christian proposes, among others, the
following rules for tactile feedback:
➢ Tactile feedback should be used to guide the movement of the cursor, not
to control it. 13 Blindness, Technology and Haptics.
➢ Blind computer users must be able to collaborate with their sighted
coworkers. “[T]he interface should attempt to convey to the blind users a
mental model of the system similar to that of sighted users.”
o Custom Interfaces:
• Researchers have also attempted to provide computer interfaces better adapted to
the blind. Hampel et al. designed an Internet Relay Chat (IRC) client that corrects
some problems found in traditional IRC clients when combined with a refreshable
Braille display. Instead of automatically switching to the latest message, for
example, the client gave control to the user. Such seemingly small changes can
make a significant difference in the accessibility of software. Petrie et al. used a
touch tablet covered with a tactile overlay to provide a user interface for
navigating through hypermedia applications. Voice synthesis was used to provide
user-requested information. Similarly, Bellik and Burger designed an accessible
text editor using voice recognition, speech synthesis and a Braille terminal.

8
 • He also designed haptic games involving the exploration of virtual environments
with a PHANTOM R . In the “Memory House”, the player had to explore a 3D
environment and match pairs of buttons.

▪ Vision Substitution and Restitution

Restoring sight in the blind has long been a dream of researchers. In this section we will see how
medical interventions and experimental implants can partially or fully restore sight in some blind
people. We will then look at the sensory substitution research that has long tried to provide the
blind with information equivalent to that obtained by vision through their unimpaired senses.

o Vision Restitution:
• Vision is eyesight, something that is or has been seen or something imagined. An
example of vision is what someone sees when they open their eyes. An example of
vision is a beautiful person in someone's line of sight. An example of vision is
what a person imagines their ideal home to look like.
• Restitution is the act of making up for damages or harm. Restitution also has a
specific legal meaning — an order given by a judge to a convicted criminal
to make amends for the crime For example, judges often order people to pay
restitution for the damage they cause.
o Vision Substitution:
• Sensory Substitution (SenSub) is an approach that allows perceiving
environmental information that is normally received via one sense (e.g., vision)
via another sense (e.g., touch or audition).

Figure 3 : Various Sensor Devices

9
Chapter 2. Literature Review

10
 2. LITERATURE REVIEW

1. (Martiniello & Wittich , 2018), University of Montréal, Canada, they researched on”. The
perception and use of technology within braille instruction: A preliminary study of braille
teaching professionals” with the objective to do a survey about instructional techniques and
perspectives on the relationship between Braille and technology. They have done a survey on
Specialists who had taught braille within the past 5 years were recruited from a convenience
sample (n=35) of invitees, with rehabilitation providers in Canada. This research was conducted
through the primary data from questionnaire and secondary data from research paper and article.
Respondents were grouped into two broad categories consisting of (a) Teachers of the Visually
Impaired (“TVIs”), who represented 49% of respondents, and (b) Rehabilitation Specialists,
representing 51% of respondents. Respondents were in learner age like children, adolescents,
adults and seniors. Technologies included in it are Electronic Braille, iPhone/ipad, Note taking
device with Braille display, other (non-apple) tablet or smart phone, Manual Braille/Slate and
stylus, Personal computer with Braille display, Personal computer with Skype and Phone or
tablet with Braille display. Analyses were conducted using a chi-squared (χ2) test between the
TVI and Rehab groups. In cases involving small sample numbers where the χ2 test would be
inappropriate, Fisher’s exact test (FET) was used instead. For results emanating from questions
based on Liker scales the Mann–Whitney–Wilcox on test was used. The results suggest that
technology is finding some use within Braille instruction and new developments could make it
even more relevant, particularly for older learners who appear to have less exposure to braille
technology. This technology may provide motivational benefits for learners and is largely seen as
complementing rather than replacing hard copy braille.
2. (Sachdeva & Reima) TUCS/Turku School of Economics, University of Turku, Finland, they
researched on” Assistive Technology for Totally Blind – Barriers to Adoption”. This research
was carried out to highlight the impact of negative socio-psychological attributes on the lives of
totally blind people that were heavily reliant on assistive technology. This research is not an
exhaustive representation of all totally blind population, it highlights interesting similarities and
differences in heavy users of assistive technology, and three participants were contacted and
interviewed for this study. They were selected as a convenience sample. This research was
conducted through the primary data from semi-structured questionnaire, each participant was
separately interviewed through Skype. The interviews took between 25 to 90 minutes. During the
interviews, the interviewer took notes actively, while the call was being automatically recorded.
11
 Along with the audio recordings, the hand-written notes provided a valuable point of reference
for data analysis and secondary data from research paper and article. The data was analyzed
through inductive reasoning and was divided into the four socio-psychological attribute
classifications: Social conditioning, Expectations and control over surroundings, Frustration and
anxiousness, Social embarrassment. The results suggest that high adoption and continued
assistive technology usage could be promoted if the users felt positively about the technology. On
the other hand, if the users felt neutral or negative towards the role of assistive technology, they
would possibly resist adoption and continued usage. Assistive technology has provided totally
blind people an opportunity to improve their quality of life. Assistive technology provides
numerous benefits for people with disability.
3. (Eligi & Mwantimwa, 2017) University of Dar es Salaam, Tanzania, they researched on” ICT
accessibility and usability to support learning of visually-impaired students in Tanzania”. The
main objective of this study was to assess the accessibility and usability of Information and
Communication Technology facilities to facilitate learning among visually-impaired students at
the University of Dar es Salaam (UDSM). . A survey was conducted at the UDSM main campus
and the Dar es Salaam University College of Education (DUCE). A total of 36 respondents took
part in the survey. In this study, primary data were collected through the use of different methods
and instruments such as questionnaire, interviews, participant observations and secondary data
was collected using survey design. Purposive sampling was used to select a sample of four key
informants on the basis of their knowledge on serving visually impaired students. Data were
collected, organized, coded and analyzed using both qualitative and quantitative methods.
Statistical Package for Social Sciences (SPSS version 16) was used to analyze quantitative data to
generate percentages and frequencies. As the study findings demonstrate there is a need to
continue not only providing learning opportunities for the visually-impaired students but also in
the provision of assistive technologies that add value to their learning activities and outcomes.
The findings reveal that, the most required ICTs facilities include hardware and software that
matches the user needs and preferences of the visually-impaired students to facilitate their
learning and allow them to participate effectively in an inclusive learning environment. ICTs
device enhance learning through accessing learning materials in different formats; they enable
collaborative work between students and educators and also enhance quality learning processes.

12
4. (Fuglerud), 1 Norsk Regnesentral, Gaustadalléen 23, P.O. Box 114, Blindern, NO-0314 Oslo,
Norway, researched on” The barriers to and benefits of use of ICT for people with visual
impairment”. The main goal of the study was to identify benefits of, and barriers to, use of ICT
for the visually impaired, and to propose measures to remove barriers. The use of Internet
services, mobile phones, kiosks, ticket machines, ATMs, and queuing management systems, were
studied. This paper reports results from a focus group interview and a field study, which
includes
28 visually impaired PC users in Norway. People with various disabilities (vision, hearing,
movement, and dyslexia) participated in this survey. In this study, primary data were collected
through the use of different methods and instruments such as Focus group interview, Field study,
participant observations and secondary data was collected using survey design. A fairly detailed
set of minutes from each interview and observation session was written based on notes and audio
recordings. Parts of the sessions were transcribed; and, a thematic analysis was performed. As the
study findings demonstrate the development of ICT has made a tremendous difference in the
lives of VI individuals by improving education and employment opportunities, enhancing social
interaction, and facilitating independence.
5. (ZHENG, 2014) has researched on” A Study on Blind Students’ Experience of Provision and
Support in Schools”. This research was aims to investigate what blind students experience to be
appropriate provision and support in schools. Three totally blind people were invited to
participate in this study. Data were collected through semi-structured interviews. All interviews
were transcribed for data analysis. They were selected as a convenience sample. This research
was conducted through the primary data from semi-structured interview and a pilot interview. All
three interviews were audio recorded by a mobile phone device and secondary data from research
paper and article. Purposive sampling is applied in this study. Result showed that the bind
students experienced difficulties at three different levels including physical/medical limitations,
environmental limitations and they needed extra support on their study. Finding in this study
showed that the informants received certain types of provision and support from the government
and schools, including guide dogs, long canes, computers, audio programmers, training on
computer skills and some one-to-one teaching sections
6. (Pal, Viswanathan, & Song) School of Information and Independent Researcher have researched
“Smartphone adoption among visually impaired people in urban spaces: Cases from Seoul and
Bangalore”. The objective was to examine the drivers and impediments in the adoption and use
of Smartphone among visually impaired residents in two urban settings. They sampled a total of
13
 101 persons, 50 in Seoul (38 male, 12 female, range 19-76 years, median age 33 years), 51 in

Bangalore (34 male, 17 female, range 21-52 years, median age 30 years). They collected primary
data from survey instrument and qualitative interviews and secondary data through research
articles. They used grounded theory approach to analyze the data. In both locations, they found
positive relationships between mobile devices, and safety and independence on all counts. They
found three factors that influence technology use. These are the initial transition experience, the
role of the community in supporting accessibility, and the mobile device’s relationship to
independence in accessible technology use.
7. (Chanjaraspong, 2016), Technoprenuership and Innovation Management Program, Graduate
School, Chulalongkorn University, Bangkok 10330, Thailand has researched on “Acceptance
factors for the use of video call via Smartphone by blind people”. This research studied the
intention and the need to use video call via Smartphone by blind people according to the
Technology Acceptance Model, a famous and widely-accepted theory for the indication of the
intention to use technology. The survey data collected from a sample of 30 blind people who
lived in the Bangkok Metropolitan Region and used Smartphone in their daily life were analyze
during Pearson's Correlation Coefficients. The tool used for data collection was a questionnaire
using closed questions that the researcher created. IOC method was used to analyze the data. The
results found the perceived ease of use factor and the perceived usefulness factors have similar
direction and relation. These two factors also have similar roles and relation to the attitude toward
using and behavioral intention to use video call via Smartphone in the daily life of blind people.
8. (Baloch & Ashfaq, 2017) have researched on “VISUAL PLANET FOR BLIND: IMPACT OF
MASS MEDIA ON VISUALLY IMPAIRED VIEWERS IN PAKISTAN”. The objective of this
research to understand and uncover the psychological, sociological, and informative and
entertainment needs of VIV and to investigate how and in what extent the VIV are gratifying
their needs from the content of mass media. Snow ball sampling was adopted and 10 interviews
were conducted including 7 males and 3 female respondents. Data was collected via in-depth
interviews with semi structured questionnaire. Data was analyzed thematically. This study found
that mass media of Pakistan is not properly gratifying the needs of visually impaired viewers,
especially; mainstream media like Television channels are not paying any attention towards the
issues and events of VIV. Blind community is marginalized and annoyed by the behavior of
sighted society, feeling depressed due to stereotypical portrayal on mass media, and are not
willing to become a charitable object for profitable organizations. Radio and Internet were found
highly impactful on the lives of blind people.
14
9. (Andrade, MelissaJ.Rogerson, Waycott, Baker, & Vetere) The University of Melbourne,
Melbourne, VIC, and Australia, researched on “Playing Blind: Revealing the World of Gamers
with Visual Impairment”. The objective of this research was investigating the habits, opinions and
concerns of PVI regarding digital games. The participants were PVI who are part of an online
audio game community. Data was collected through online survey, follow-up and semi- structured
interviews and the other research articles. They analyzed the data through multiple-
choiceanswersfromthesurveybytabulatingresponsestoindividualquestions.Analysis revealed that
engagement changed overtime as the visual capabilities of players changed.
10. (Kway, Salleh, & Majid, 2010), Malaysia has researched on “Slate and Stylus: An Alternative Tool
for Braille Writing”. The purpose of the study was to compare the effectiveness of Braille writing
with slate and stylus the conventional method and the A-J+3+6 method. An experimental study
was conducted on ten blind students and eight low vision students.18 students were chosen to
participate in the study. Quantitative analysis was undertaken using SPSS for Windows to analyze
the data. The results indicated that the A-J+3+6 method is more effective in Braille writing using
slate and stylus rather than the conventional method. Data also showed that students who used the
conventional method tend to do more mirror errors than students who used A-J+3+6 method.
11. Tabular Form

Title Values

Author Name (Hersha & Johnsonb, 2010)

Topic A robotic guide for blind people. Part 1. A multi-national

survey of the attitudes, requirements and preferences of
potential end-users.

Objective Multi-national survey in several different countries on the

attitudes, requirements and preferences of blind and visually
impaired people for a robotic guide.

Sample 84 blind, visually impaired.

Source of Data Primary data and secondary data

Data Collection Tool Questionnaire

Findings The survey found that respondents were very interested in the
robotic guide having a number of different functions and
being useful in a wide range of circumstances.

Table 1 : Literature Review in Tabular Form

15
Chapter 3. Research Objectives

16
 3. RESEARCH OBJECTIVES

➢ To study sought to understand the relationship between blind people and the electronic
devices.
➢ To study the favorite device of the school students.
➢ To study the attitude of individual student for a particular device.

Figure 4 : Vision Cloud

17
Chapter 4. Research Methodology

18
 4. RESEARCH METHODOLOGY
▪ Research Design
The Research design refers to the overall strategy that you choose to integrate the different
components of the study in a coherent and logical way, thereby, ensuring you will effectively
address the research problem; it constitutes the blueprint for the collection, measurement, and
analysis of data.

Research in common refers to a search for knowledge. One can also define research as
scientific and a systematic search for the specific topic.

For solving this particular problem, we are using descriptive and systematic review.

In this study, the responses of blind people is been observed in form of answers and queries.

The collection of data is done by tools and instrument such as open ended questions and
questionnaire, and direct observation.

▪ Sources of Data:

Data source is the primary location from where data comes. There are two types of data for
collecting the same.

This survey is conducted at two blind schools in Gujarat (India).Where numbers of

respondents is 137.

The average age is from 6 to 15 and number of females are 55 and males are 82.

The fully blind are 79 in total and partially blind are 58 in total.

For this survey, the data is been collected as direct research such as observation, interviews
and focus group as a primary data and some information is been retrieved from research
paper, articles, internet and library as a secondary data.

▪ Sampling:

Sampling is the process used in statistical analysis in which a predetermined number of

observations are taken from a large population.

There are total 137 respondents among which some are fully blind by birth while some are
partially blind.

Sampling technique used here is probability sampling in which each element has a known
chance of being chosen for the sample.

This sample can be grouped in 2 categories as fully blind and partially blind which is
considered as stratified sampling method.

19
Chapter 5. Questionnaire

20
 5. QUESTIONNAIRE

We Rawal Kinjal & Patel Urvi, student of Uka Tarsadia University (Department of Management,
SRIMCA). We are conducting a survey for” To Study the Attitude of Blind School Students
towards the Electronic Devices/Gadgets.” as a part of our study. Kindly request you to spend
your few valuable minutes to answer the following questions. We assure you that the data you
will provide to us are only for the study purpose and will be kept highly confidential.
1. Could you please state your name?
2. Where do you live?
3. What is your Age?
o Under 12 years old
o 12-17 years old
o 18-24 years old
o 25-34 years old
o 35 years or older
4. Please select the statement which mostly accurately describes your vision.
o Fully blind
o Partially blind
5. Which electronic devices do you use?

[ ] Computer

[ ] Mobile

[ ] TV

[ ] Others (Please Specify) _______ _____ _______ ____

6. How often do you use electronic devices?

o A few months
o 1-2 years
o 3-4 years
o More than 5 years

21
7. To what extent do you agree with the following statement? The use of technology
encourages and motivates you.

Totally Disagree Neither agree Agree Totally

Disagree or disagree Agree

8. Does this gadget make your job easier?

Rate:
High Low
o 1 o 2 o 3 o 4 o 5

9. What happens when these technologies fail to help you? Do you look for alternative
technology solution?
o Yes
o No
o Sometimes

10. Do you feel any kind of frustration when you use technology?
Rate:
High Low
o 1 o 2 o 3 o 4 o 5

11. To what extent do you agree with the following statement? The use of technology improves
learning outcomes.

Totally Disagree Neither agree Agree Totally

Disagree or disagree Agree

12. Do you trust the technology you use?

Yes, Fully Neutral No, Not much

13. Would you like to use these devices even further?

o Yes
o No
o Not Sure

22
Chapter 6. Bibliography

23
 6. BIBLIOGRAPHY

o Reference

▪ Andrade, R., Melissa J. Rogers on, Waycott, J., Baker, S., & Vetere, F.
(n.d.). Playing Blind: Revealing the World of Gamers with Visual
Impairment. 1-15.

▪ Baloch, R., & Ashfaq, A. (2017). VISUAL PLANET FOR BLIND: IMPACT OF MASS MEDIA ON
VISUALLY IMPAIRED VIEWERS IN PAKISTAN . Journal of the Research Society of Pakistan
Volume No. 54, Issue No. 2 ( July - December, 2017 ) , 1-17.

▪ Bhowmick, A., & Hazarika, S. M. (2017, January 07). An insight into assistive technology for the
visually impaired and blind people: state-of-the-art and future trends. J Multimodal User Interfaces DOI
10.1007/s12193-016-0235-6 , 1-25.

▪ Chanjaraspong, T. (2016). Acceptance factors for the use of video call via smartphone by blind people.
Kasetsart Journal of Social Sciences , 1-7.

▪ Eligi, I., & Mwantimwa, K. (2017). ICT accessibility and usability to support learning of visually-
impaired students in Tanzania . International Journal of Education and Development using Information
and Communication Technology (IJEDICT), 2017, Vol. 13, Issue 2, pp. 87-102 , 1-16.

▪ Fuglerud, K. S. (n.d.). The barriers to and benefits of use of ICT for people with visual impairment . 1-
11.

▪ Hersha, M. A., & Johnsonb, M. A. (2010). A robotic guide for blind people. Part 1. A multi-national
survey of the attitudes, requirements and preferences of potential end-users . 1-13.

▪ Kway, E., Salleh, N. M., & Majid, R. A. (2010). Slate and Stylus: An Alternative Tool for Braille
Writing . 1-11.

▪ Martiniello, N., & Wittich , W. (2018). The perception and use of technology within braille instruction:
A preliminary study of braille teaching professionals. British Journal of Visual Impairment 1–12 © The
Author(s) 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI:
10.1177/0264619618775765 journals.sagepub.com/home/jvi , 1-12.

▪ Pal, J., Viswanathan, A., & Song, J.-H. (n.d.). Smartphone adoption among visually impaired people in
urban spaces: Cases from Seoul and Bangalore . 1-10.

▪ Sachdeva, N., & Reima, S. (n.d.). Assistive Technology For Totally Blind – Barriers to Adoption. 1-16.
ZHENG, X. (2014). A Study on Blind Students’ Experience of Provision and Support in
Schools . 1-9