Sound-first immersive training for blind and low-vision learners: A simulation flow for safe, standardized orientation, mobility, and daily living practice

TL;DR

This paper introduces a sound-first immersive training system using spatial audio for blind and low-vision learners, enabling safe, standardized, and repeatable orientation and mobility practice without visual cues.

Contribution

It presents a novel auditory simulation flow with parameterized scenarios, cue vocabulary, safety protocols, and scene geometry to standardize and scale O&M training for visually impaired users.

Findings

Provides a detailed system design for auditory training scenarios

Proposes safety and difficulty modulation mechanisms

Lays groundwork for future behavioral evaluation studies

Abstract

Orientation and mobility (O&M) instruction for blind and low-vision learners is effective but difficult to standardize and repeat at scale due to the reliance on instructor availability, physical mock-ups, and variable real-world outdoor conditions. This Technical Note presents a sound-first immersive training flow that uses spatial audio and sonification as the primary channel for action and feedback in pre-street O&M and daily-living practice. The approach specifies parameterized scenario templates (e.g., signalized street crossing, public transport boarding, and kitchen tasks), a compact and consistent cue vocabulary with clear spectral placement and timing to mitigate masking, and a lightweight safety protocol enabling graded exposure, content warnings, seated starts, opt-outs, and structured debriefs. The system assumes a head-mounted device with high-quality binaural rendering and head tracking; 3D scene geometry is used as an invisible scaffold to anchor sources, trigger events, define risk/guidance volumes, and govern physically plausible motion without visuals. Session difficulty is shaped via cue density, event tempo, and task complexity while preserving cue consistency to promote transfer across scenarios. The specification aims to enable safe repetition, reduce instructor burden, and support clearer standards across rehabilitation centers, aligning with evidence that audio-first interaction is essential for blind and visually impaired users and addressing gaps in HRTF personalization, evaluation standards, and accessibility integration. Although no behavioral outcomes are reported here, this implementable flow consolidates auditory science with center-ready design, offering a pragmatic foundation for standardized evaluation and future comparative studies.