Augmented Reality Sign Language Teaching Model for Deaf Children

This article describes a Sign Language Teaching Model (SLTM) designed to develop on deaf children different Communication Skills (CS) within a Collaborative Learning Environment with Mixed-Reality (CLEMR). A pilot lesson with the Fingerspelling Alphabet was conducted at the Association of Parents of Deaf Children of Salamanca to determine the Percentage of Development of the Sign Language Communication Skill (SLCS) and others by using a kit of Pedagogical Materials as complementary teaching resources

Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions

Indonesian Sign Language (SIBI) Vocabulary Learning Media Design Based on Augmented Reality for Hearing-Impaired Children

The lack of mastery of spoken and written vocabulary makes hearing-impaired children have poor vocabulary designations. A case study in a kindergarten school for hearing-impaired children in Surabaya, the students are taught to understand vocabulary through media recognition with original objects, artificial objects, and through images. For media recognition through images usually use media in the flashcards form. The rapid development of Information and Communication Technologies (ICT) such as the Augmented Reality (AR) should also be utilized to support the learning media for hearing-impaired children. In this study an application based on AR technology has been integrated with flashcards as a learning tool for children with hearing impairment in learning the vocabulary of the Indonesian sign language (SIBI) In designing the learning media, we use Luther's version of multimedia development method, include concept, design, material collecting, assembly, testing, and distribution. Based on the test results, it would be concluded that the AR application system would run well as evidenced by the buttons on this AR application 100% running according to its function. Markers on the flashcard 97% are detected by the system and would be integrated with appropriate video displays. As for this AR application that runs offline in which all assets and videos are stored in the application database installed on the device, the RAM and processor capacity is very influential on the success and speed of detection of markers and access to display video. So it is recommended to use a device with a minimum of 1.5 GB RAM and a 1.4GHz Quad-core processor. With this AR application, we hope hearing-impaired children become more interested in learning and increasing their vocabulary independently

Augmented Reality Sign Language Teaching Model for Deaf Children

This article describes a Sign Language Teaching Model (SLTM) designed to develop on deaf children different Communication Skills (CS) within a Collaborative Learning Environment with Mixed-Reality (CLEMR). A pilot lesson with the Fingerspelling Alphabet was conducted at the Association of Parents of Deaf Children of Salamanca to determine the Percentage of Development of the Sign Language Communication Skill (SLCS) and others by using a kit of Pedagogical Materials as complementary teaching resources