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研究生： 葉美玲
Yurike Japhar
論文名稱： 視障生對於校內動線的聽覺感應研究
Acoustic responses of visually impaired students for the circulation paths in school
指導教授： 蔡欣君
Lucky Shin-Jyun Tsaih
口試委員: 蔡欣君
Lucky Shin-Jyun Tsaih
施宣光
Shen-Guan Shih
江維華
Wei-Hwa Chiang
陳嘉萍
Julie C. Chen
學位類別： 碩士
Master
系所名稱： 設計學院 - 建築系
Department of Architecture
論文出版年： 2017
畢業學年度： 105
語文別： 英文
論文頁數： 103
中文關鍵詞： Visually Impaired Student 、Acoustic 、Acoustic Response 、Circulation paths 、Staircase 、Corridor
外文關鍵詞： Visually Impaired Student, Acoustic, Acoustic Response, Circulation paths, Staircase, Corridor
相關次數： 點閱：205  下載：9 
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    • A curiosity on how visually impaired students navigate through circulation paths in school initiated the start of this research, and whether acoustic characteristics of these pathways affect visually impaired students on wayfinding is another focus of this study. Acoustic models of circulation paths have been created and studied, and short reverberation time with excellent speech intelligibility, as expected, showed on each receiver location. Very short center time suggested that these models are in the open fields, while strong flutterechoes have been identified via Odeon’s 3D Paths diagram. Nineteen visually impaired students as the Taipei School for the Visually Impaired (TSVI) group and ten first-time pretended blind students as the National Taiwan University of Science and Technology (NTUST) group completed circulation paths questionnaires. Up to 70% of students from both groups can easily differentiate the acoustic characteristics and heard different sound sources while passing through the pathways. Up to 67% of them indicated that they have had accident experience in pathways. Echoes due to the paralleled surfaces and speech from nearby sources were identified, with echoes as the biggest challenge for them to cross the pathways safely. Wider pathways, continuous railing system at a proper railing height, detectable materials on walls and floor, higher illuminance in enclosed pathways as well as control glare due to daylight in an enclosed staircase were recommended as some future design decision to implement. A safer learning environment for visually impaired students can be created.

    A curiosity on how visually impaired students navigate through circulation paths in school initiated the start of this research, and whether acoustic characteristics of these pathways affect visually impaired students on wayfinding is another focus of this study. Acoustic models of circulation paths have been created and studied, and short reverberation time with excellent speech intelligibility, as expected, showed on each receiver location. Very short center time suggested that these models are in the open fields, while strong flutterechoes have been identified via Odeon’s 3D Paths diagram. Nineteen visually impaired students as the Taipei School for the Visually Impaired (TSVI) group and ten first-time pretended blind students as the National Taiwan University of Science and Technology (NTUST) group completed circulation paths questionnaires. Up to 70% of students from both groups can easily differentiate the acoustic characteristics and heard different sound sources while passing through the pathways. Up to 67% of them indicated that they have had accident experience in pathways. Echoes due to the paralleled surfaces and speech from nearby sources were identified, with echoes as the biggest challenge for them to cross the pathways safely. Wider pathways, continuous railing system at a proper railing height, detectable materials on walls and floor, higher illuminance in enclosed pathways as well as control glare due to daylight in an enclosed staircase were recommended as some future design decision to implement. A safer learning environment for visually impaired students can be created.

    TABLE OF CONTENTS page ABSTRACT 1 ACKNOWLEDGMENTS 2 LIST OF FIGURES 6 LIST OF TABLES 10 CHAPTER 1 INTRODUCTION 11 1.1 Visually Impairments 11 1.2 Visually Impaired Student 13 1.3 School for the Visually Impaired 14 1.4 Architectural Elements and the Acoustic Concern 15 1.5 Problem Statements 16 1.6 Objective and Research Questions 17 1.7 Significance of the Study 18 2 LITERATURE REVIEW 19 2.1 Lighting 19 2.2 Colour 20 2.3 Texture 21 2.4 Acoustic 22 2.5 Smell 23 2.6 Legibility 23 2.7 Acoustic Wayfinding as Visually Impaired Student Response 23 2.8 White Cane as Acoustic Wayfinding 25 2.8.1 Functions of the Cane 25 2.8.2 Length of the Cane 26 2.8.3 Technique for Using the Cane (for Students) 27 2.9 Principles of Universal Design 28 2.9.1 Seven Principles of Universal Design 28 2.9.1.1 Principle One : Equitable Use 28 2.9.1.2 Principle Two : Flexibility in Use 28 2.9.1.3 Principle Three : Simple and Intuitive Use 29 2.9.1.4 Principle Four : Perceptible Information 29 2.9.1.5 Principle Five : Tolerance for Error 30 2.9.1.6 Principle Six : Low Physical Effort 30 2.9.1.7 Principle Seven : Size and Space for Approach and Use 30 2.9.2 Universal Design in Acoustic Aspect 31 2.10 Recommendations in Designing Physical Accessibility for Visually Impaired Students 31 2.10.1 Building Layout Design 32 2.10.2 Approach Routes and Entrances 32 2.10.3 Parking Spaces 33 2.10.4 Staircases and Steps 33 2.10.5 Ramps 34 2.10.6 Doors and Doorways 36 2.10.7 Corridors and Circulation Area 37 2.10.8 Windows 37 2.10.9 Controls, Facilities, and Furnishings 37 2.10.10 Walkways and Pathways 38 2.10.11 Floor Surfaces 39 2.10.12 Lighting Design 39 2.10.13 Walls and Ceiling Design 39 2.10.14 Washroom Design 40 2.10.15 Acoustic Design 41 2.10.16 Recreational Facilities 42 2.10.17 Furniture Design and Layout 43 2.11 Standard Acoustic Measurement of School for Visually Impaired 43 3 RESEARCH METHODOLOGY 45 3.1 Research Frameworks 45 3.2 Qualitative and Quantitative data 45 4 DATA ANALYSIS AND RESULTS 49 4.1 Acoustic characteristics of TSVI corridors and staircases 49 4.2 TSVI Corridor A – speech as source 50 4.3 TSVI Corridor A – white cane tapping as source 52 4.4 TSVI Corridor B – speech as source 53 4.5 TSVI Corridor B – white cane tapping as source 55 4.6 TSVI Staircase C – speech as source 56 4.7 TSVI Staircase C – white cane tapping as source 58 4.8 TSVI Staircase D – speech as source 59 4.9 TSVI Staircase D – white cane tapping as source 61 4.10 Questionnaire results of TSVI Group – Corridor A 62 4.11 Questionnaire results of TSVI Group – Corridor B 65 4.12 Questionnaire results of TSVI Group – Staircase C 67 4.13 Questionnaire results of TSVI Group – Staircase D 70 4.14 Questionnaire results of NTUST Group – Corridor A 72 4.15 Questionnaire results of NTUST Group – Corridor B 75 4.16 Questionnaire results of NTUST Group – Staircase C 77 4.17 Questionnaire results of NTUST Group – Staircase D 80 4.18 Overall comparisons of TSVI and NTUST Groups 82 5 CONCLUSION 85 FUTURE STUDY 88 APPENDIX A INFORMED CONSENT 89 B QUESTIONNAIRE 91 C BRAILLE QUESTIONNAIRE FOR THE VISUALLY IMPAIRED PARTICIPANT 93 D TSVI FLOORPLANS 94 E IB BUILDING (NTUST) FLOORPLANS 97 LIST OF REFERENCES 99 BIOGRAPHICAL SKETCH 103

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