Development of Sign Language Communication Skill on Children through Augmented Reality and the MuCy Mode

This paper shows a Sign Language Teaching Model (SLTM) called: Multi-language Cycle for Sign Language Understanding (MuCy). It serves as complementary pedagogical resource for Sign Language (SL) teaching. A pilot lesson with the Rainbow Colors was conducted at the Association of Parents of Deaf Children of Salamanca in order to determine the Percentage of Development of the Sign Language Communication Skill (SLCS) and others within a Collaborative Learning Environment with Mixed-Reality (CLEMR)

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

Analysis of uses requirements for a mobile augmented reality application to support literacy development amongst hearing-impaired children

Literacy is fundamental for children’s growth and development, as it impacts their educational, societal, and vocational progress.However, the mapping of language to printed text is different for children with hearing impairments. When reading, a hearingimpaired child maps text to sign language (SL) which is a visual language that can benefit from technological advancements, such as augmented reality (AR).There exist several efforts that utilise AR for the purpose of advancing the educational needs of people who are hearing impaired for different SLs. Nevertheless, only a few directly elicit the visual needs of children who are hearing impaired. This study aims to address this gap in the literature with a series of user studies to elicit user requirements for the development of an AR application that supports the literacy development of Arab children who are hearing impaired.Three instruments were utilised in these user studies, each targeting a different group of literacy influencers: questionnaires issued to parents of children with hearing impairments, interviews with teachers, and observations of children who were deaf or hard of hearing. The findings indicated that the parents and teachers preferred Arabic SL (ArSL), pictures, and videos, whereas the children struggled with ArSL and preferred finger-spelling. These preferences highlighted the importance of integrating various resources to strengthen the written Arabic and ArSL literacy of Arab children. The findings have contributed to the literature on the preferences of Arab children who are hearing impaired, their educators, and parents. They also showed the importance of establishing requirements elicited directly from intended users who are disabled to proactively support their learning process. The results of the study were used in the preliminary development of Word & Sign, an AR mobile application intended to aid Arab children who are hearing impaired in their linguistic developmen

Proceedings of the 9th international conference on disability, virtual reality and associated technologies (ICDVRAT 2012)

The proceedings of the conferenc