Designing internet of tangible things for children with hearing impairment

Tangible User Interfaces (TUIs) are a new, non-traditional way to interact with digital information using a physical environment. Therefore, TUIs connect a physical set of objects that can be explored and manipulated. TUI can be interconnected over the Internet, using Internet of Things (IoT) technology to monitor a child''s activities in real-time. Internet of Tangible Things (IoTT) is defined as a tangible interaction applied to IoT. This article describes four case studies that apply IoTT to children with cochlear implants and children whose communication is sign language. For each case study, a discussion is presented, discussing how IoTT can help the child development in skills such as: social, emotional, psychomotor, cognitive, and visual. It was found that IoTT works best when it includes the social component in children with hearing impairment, because it helps them to communicate with each other and build social-emotional skills

Considerations in Designing Human-Computer Interfaces for Elderly People

As computing devices continue to become more heavily integrated into our lives, proper design of human-computer interfaces becomes a more important topic of discussion. Efficient and useful human-computer interfaces need to take into account the abilities of the humans who will be using such interfaces, and adapt to difficulties that different users may face – such as the difficulties that elderly users must deal with. Interfaces that allow for user-specific customization, while taking into account the multiple difficulties that older users might face, can assist the elderly in properly using these newer computing devices, and in doing so possibly achieving a better quality of life through the advanced technological support that these devices offer. In this paper, we explore common problems the elderly face when using computing devices and solutions developed for these problems. Difficulties ultimately fall into several categories: cognition, auditory, haptic, visual, and motor-based troubles. We also present an idea for a new adaptive operating system with advanced customizations that would simplify computing for older users

Serious game as support for the development of computational thinking for children with hearing impairment

Computational thinking (CT) has been a topic of interest in research, not only in the field of computer science, but also in education, since it allows the development of a set of competencies in the child related to problem-solving and decision-making. However, few studies on CT are focused on children with disabilities. Developing computational thinking skills for children with hearing problems is a challenge, even more so when their language skills are limited. Following a methodology for conception of serious games for children with hearing impairment called MECONESIS (Acronym in Spanish, MEtodología para CONcepción de juEgos Serios para nIños con discapacidad auditiva), we designed the serious game Perdi-Dogs for children between 7 and 11 years old with hearing impairment. We considered a set of aspects, such as challenges/learning, control, rules, feedback, interaction, rewards, surprise, communication/language, and fantasy. Perdi-Dogs involves both a physical and a digital interface, specifically a physical board together with digital interaction, by means of a QR (Quick Response) code and vibrotactile feedback system. Perdi-Dogs simulates a real environment, using physical elements able to interact simultaneously with technology. Evaluation was carried out with a group of seven children between 7 and 11 years old from the Institute for Deaf and Blind Children (Colombia). The results showed a high motivation to play for all of the children involved in the experiment

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Challenges in Developing Applications for Aging Populations

Elderly individuals can greatly benefit from the use of computer applications, which can assist in monitoring health conditions, staying in contact with friends and family, and even learning new things. However, developing accessible applications for an elderly user can be a daunting task for developers. Since the advent of the personal computer, the benefits and challenges of developing applications for older adults have been a hot topic of discussion. In this chapter, the authors discuss the various challenges developers who wish to create applications for the elderly computer user face, including age-related impairments, generational differences in computer use, and the hardware constraints mobile devices pose for application developers. Although these challenges are concerning, each can be overcome after being properly identified

EXAMINING HOW EFFECTIVE TEACHING METHODS AND TECHNIQUES, AND MATERIALS ARE USED IN MATH TEACHING FOR HEARING IMPAIRED STUDENTS: FROM TURKISH TEACHERS' PERSPECTIVES

This study examines the impact of materials, teaching methods, and techniques used by teachers when educating the hearing impaired in mathematics. “Interview method,” a qualitative research methodology, was employed to gather the data. The study group consisted of twenty-seven teachers selected from Schools for the Hearing Impaired in Konya LEA. For this study, the researchers developed a “Semi-Structured Interview Form” that was composed of two main items with sixteen prompts. Data were collected and then analysed with a ”Descriptive Analysis Technique.” The findings indicate that the methods and techniques in math teaching used by the teachers were limited. When teaching mathematics, the teachers reported that the instructional methods that they like to use the most were drama, matching, modeling and demonstration (show and do). We conclude that while teachers felt that visual and auditory materials nicely complemented effective teaching methods and techniques, these visual materials were hard to obtain. Therefore, there is a need using materials for teaching the hearing impaired, and these materials have the potential to improve learning outcomes and teaching efficacy for these students.  Article visualizations

Home-Based Activities for Children with Speech Sound Disorders:Requirements for a Tangible User Interface for Internet of Things Artefacts

This paper presents the state of the art regarding the use of tangible user interfaces for internet of artefacts (IoA) targeting health applications, with a focus on speech and language therapy and related areas, targeting home-based interventions, including data security and privacy issues. Results from a systematic literature review, focus group, and a nationwide questionnaire have been used to determine the system requirements for an artefact prototype to be developed. The aim of this study was to understand what is the usual practice of clinicians and to contribute to a better intervention or post-intervention approach for children with Speech Sound Disorders (SSD). The literature review revealed that some studies proposed technological solutions while others used a social approach and/or gamified activities. We could conclude that more research is needed and that a unified method or framework to address SSD intervention or post-intervention tools is lacking. Clinicians need more and better tools to be able to quantify and qualitatively assess the activities developed at home

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

TANGIBLE INTERFACE TO SUPPORT THE EMOTIONAL DEVELOPMENT IN A DOMOTIC ENVIRONMENT

Observing the growing diffusion of personal quantification devices, the research aims to deepen an area within which it is possible to derive real added value through the acquisition of data. Starting from a theoretical approach regarding the analysis of the emotional state of an adult in an automatic way, the paper comes to the definition of a system grounded on a theoretical knowledge using a tangible prototype in order to increase the emotional skills of a child in the age of development (social emotional learning - SEL). This system is based on two fundamental components. On the one hand, a tangible object able to silently detect different types of data during the interaction with the user. On the other hand, it is proposed to use the current home automation technologies present on the market, to create an immersive system able to generate a dynamic feedback, based on the data acquired by the tangible object. The definition and generation of both visual and audio feedback, aims to replicate and outsource the degree of emotional activation of the user, this should help in understanding and adjusting the degree with the support of professionals like teachers, psychologists, etc. The creation of a dynamic immersive context increases the ability to understand and engage children, compared to normal learning techniques; it can expand them also to passive participants of the experiment. The aim of the research is therefore twofold: to be able to quantify a qualitative data, such as the degree of activation; the creation of a system capable of emulating and responding to the user's unconscious stimuli and facilitate the self-expressing

Understanding everyday experiences of reminiscence for people living with blindness: Practices, tensions and probing new design possibilities

There is growing attention in the HCI community on how technology could be designed to support experiences of reminiscence on past life experiences. Yet, this research has largely overlooked people living with blindness. I present a study that aims to understand everyday experiences of reminiscence for people living with blindness. I conducted a qualitative study with 9 participants living with blindness to understand their personal routines, wishes and desires, and challenges and tensions regarding the experience of reminiscence. Findings are interpreted to discuss new possibilities that offer starting points for future design initiatives and openings for collaboration aimed at creating technology to better support the practices of capturing, sharing, and reflecting on significant memories of the past