Understanding aural fluency in auditory display design for ambient intelligent environments

This paper presents the design and some evaluation results from the auditory display model of an ambient intelligent game named socio-ec(h)o. socio-ec(h)o is played physically by a team of four, and displays information via a responsive environment of light and sound. Based on a study of 56 participants involving both qualitative and preliminary quantitative analysis, we present our findings to date as they relate to the auditory display model, future directions and implications. Based on our design and evaluation experience we begin building a theoretical understanding for the unique requirements of informative sonic displays in ambient intelligent and ubiquitous computing systems. We develop and discuss the emerging research concept of aural fluency in ambient intelligent settings

Investigating sound intensity gradients as feedback for embodied learning

This paper explores an intensity-based approach to sound feedback in systems for embodied learning. We describe a theoretical framework, design guidelines, and the implementation of and results from an informant workshop. The specific context of embodied activity is considered in light of the challenges of designing meaningful sound feedback, and a design approach is shown to be a generative way of uncovering significant sound design patterns. The exploratory workshop offers preliminary directions and design guidelines for using intensity-based ambient sound display in interactive learning environments. The value of this research is in its contribution towards the development of a cohesive and ecologically valid model for using audio feedback in systems, which can guide embodied interaction. The approach presented here suggests ways that multi-modal auditory feedback can support interactive collaborative learning and problem solving

A multi-sensory interactive reading experience for visually impaired children; a user evaluation

© 2018 Springer-Verlag London Ltd., part of Springer Nature The children’s experience of reading is enhanced by visual displays, and through picture book experiences, young children expose themselves to develop socially, personally, intellectually, and culturally. While a sighted person’s mental imagining is constructed mostly through visual experiences, a visually impaired person’s mental images are a product of haptic, taste, smell, and sounds. In this paper, we are introducing a picture book with multi-sensory interactions for the visually impaired children. The key novelty in our concept is the integration of multi-sensory interactions (touch, sound, and smell) to create a new reading experience for visually impaired. Also, this concept is highlighting the lack of appropriately designed sensory reading experiences for visually impaired children. We have conducted a user study with 10 educators, and 25 children from a special school for visually impaired in Malaysia, and our evaluation revealed that this book is engaging and a novel experience of multi-sensory interactions to both children and educators

Understanding Aural Fluency in Auditory Display Design for Ambient Intelligent Environments

Presented at the 14th International Conference on Auditory Display (ICAD2008) on June 24-27, 2008 in Paris, France.This paper presents the design and some evaluation results from the auditory display model of an ambient intelligent game named socio-ec(h)o. socio-ec(h)o is played physically by a team of four, and displays information via a responsive environment of light and sound. Based on a study of 56 participants involving both qualitative and preliminary quantitative analysis, we present our findings to date as they relate to the auditory display model, future directions and implications. Based on our design and evaluation experience we begin building a theoretical understanding for the unique requirements of informative sonic displays in ambient intelligent and ubiquitous computing systems. We develop and discuss the emerging research concept of aural fluency in ambient intelligent settings

Use of animations for inclusive teaching of immunology: a tutoring experience

Many people live with some type of visual impairment and teachers need to find solutions to ensure the inclusion of these individuals in Higher Education. Based on this, a didactic model with inclusive animated videos was made and applied to an immunology class, during emergency remote teaching, as requirement for the Internship to Teaching discipline approval and reported on this work. The material consisted of three short videos, with narration, PowerPoint animations, subtitles and audio description. The students of the immunology discipline were divided into two groups to assess the material and performance of the trainee teacher through online forms: those who only heard the audio description and those who saw the animated videos without the description. Students considered that the material helped in the inclusive and remote learning of immunology and the experience of participating in the learning of these students was of great value.Muitas pessoas vivem com algum tipo de deficiência visual e os professores necessitam buscar soluções para garantir a inclusão desses indivíduos no Ensino Superior. Baseado nisso, um modelo didático com vídeos animados inclusivos foi confeccionado e aplicado a uma turma de imunologia, durante o ensino remoto emergencial, como parte dos requisitos para aprovação da disciplina de estágio em docência e relatado neste trabalho. O material consistiu em três vídeos curtos, com narração, animações feitas em PowerPoint, legenda e áudio-descrição. Os alunos da disciplina de imunologia foram divididos em dois grupos para avaliar o material e a atuação da iniciante em docência através de formulários online: os que ouviram somente a áudio-descrição e os que viram os vídeos animados sem a descrição. Os alunos consideraram que o material auxiliou no aprendizado inclusivo e remoto de imunologia e a experiência de participar do aprendizado desses alunos foi de grande valia

Investigating Sound Intensity Gradients as Feedback for Embodied Learning

This paper explores an intensity-based approach to sound feedback in systems for embodied learning. We describe a theoretical framework, design guidelines, and the implementation of and results from an informant workshop. The specific context of embodied activity is considered in light of the challenges of designing meaningful sound feedback, and a design approach is shown to be a generative way of uncovering significant sound design patterns. The exploratory workshop offers preliminary directions and design guidelines for using intensity-based ambient sound display in interactive learning environments. The value of this research is in its contribution towards the development of a cohesive and ecologically valid model for using audio feedback in systems, which can guide embodied interaction. The approach presented here suggests ways that multi-modal auditory feedback can support interactive collaborative learning and problem solving

Geometry Appcessory for Visually Impaired Children

Department of Creative Design EngineeringVisually impaired children face challenges in learning spatial contents and materials, such as geometry. While many existing tools, such as string boards, or protractors with physical angle markers, can facilitate learning, these devices are highly specific: they tackle single issues and it can be hard to generalize the knowledge gained from their use into a broad understanding of the topic. This problem contributes to low levels numeracy in visually impaired individuals. Addressing these problems, this research presents Clicks, a digital manipulative product for visually impaired children that supports a range of geometry education tasks and ties physical adjustments to the device to a dynamic digital representation and additional audio feedback. Clicks comprises a construction kit of simple geometric primitives that snap together to produce a range of more complex forms such as lines, angles, triangles and rectangles. When placed on a tablet computer, the geometry of these objects is sensed (via the capacitive touch screen and electrodes embedded in the objects) and audio feedback is provided. This report describes the physical construction of the product and its accessories and use scenario for future software development. After reviewing literature to review to understand first-hand the issues faced in the field of geometry by visually impaired children that makes it their least favorite,. gGoals were set of identify a process that can enable us to make geometric shapes easily. Different methods were prototyped and we settled on a mechanism that uses magnets to join the different pieces together. The downside of the form was that we needed to have fixed lengths for the product and also a limited angle formation. Using this first prototype an interview with a visually impaired instructor was conducted to support formative studies. One of the major feedbacks from this study was that the product should be designed to support easy manipulation of the product as well as the tablet application as the use of technology can be challenging for visually impaired students. Progressing the project further, the form of the product was improved which supported the making of small angles. The introduction of a conductive material around the perimeter also solved our problem of the product being recognized on the tablet, but to reduce cost of product, further iteration of form with mechanism was conducted. A ‘circuit type’ mechanism comprising of a conductive cap linked to a magnet (at one end) and a magnet connected to a rubber foot (at the other end that would be in contact with the tablet surface) with both ends connected by a copper wire was used. When the pieces are joined, it closes the circuit and touching the conductive cap makes the points are recognizableed. The user interaction with the tablet saw the creation of hinged ‘buttons’ on the holder for the tablet to aid navigation of the application. A proposed interface flow of the software was discussed in this report using the Curriculum of Ontario and California Department of Education as reference. A prototype of the software was made with a UX web based tool Proto.io which gives first hand some of the processes of the use of the product.ope

Computer Entertainment Technologies for the Visually Impaired: An Overview

Over the last years, works related to accessible technologies have increased both in number and in quality. This work presents a series of articles which explore different trends in the field of accessible video games for the blind or visually impaired. Reviewed articles are distributed in four categories covering the following subjects: (1) video game design and architecture, (2) video game adaptations, (3) accessible games as learning tools or treatments and (4) navigation and interaction in virtual environments. Current trends in accessible game design are also analysed, and data is presented regarding keyword use and thematic evolution over time. As a conclusion, a relative stagnation in the field of human-computer interaction for the blind is detected. However, as the video game industry is becoming increasingly interested in accessibility, new research opportunities are starting to appear

Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities

This article presents a review of the design methods and techniques that have been used to involve children with special educational needs and/or disabilities (SEND) in the technology design process. Situating the work within the established child–computer interaction research sub-field of participatory design, we examine the progress that has been made in relation to the participation of this specific child population. An extensive review of the literature in this area has been undertaken and we describe the different roles, responsibilities and activities that have been undertaken by both the child and adult participants within previous technology design projects. We also highlight the different types of outcome from this previous work involving children with SEND, exploring the impact the children’s participation has had on both the resulting technology as well as the impact on the child participants themselves. Finally we conclude this review with a set of reporting recommendations for technology designers and researchers aiming to involve this population in future technology design projects