Evaluating Auditory Contexts and Their Impacts on Hearing Aid Outcomes with Mobile Phones

ABSTRACT This paper evaluates the relationship between auditory contexts, hearing aid features, and hearing outcomes based on real-world measurements. We use a mobile phone application to concurrently evaluate the auditory contexts and hearing aid outcomes using Ecological Momentary Assessments. The collected dataset includes 3437 surveys collected from nineteen patients over ten months. Our analysis indicates that the most frequent listening activities were conversations (32.7% of the time) and listening to media (30.7% of the time), commonly occurring at home, in predominantly quiet environments. Subjects do not attribute equal importance to hearing well in all auditory contexts: it is more important to hear well in contexts that involve social interactions. We show that hearing aid outcomes measures are moderately correlated. By leveraging on these correlations, we propose a method of combining measurements of hearing aid outcomes into a single score to reduce measurement error. Finally, we show that it is possible to discriminate between poor and good hearing aid outcomes with an accuracy of 78% solely based on auditory contexts and hearing aid features. This shows the central role that auditory contexts play in understanding hearing aid outcomes in situ

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

The Listening Shift: Evaluating a Communication-Strategies Training Program for Telepractice Nurses Experiencing Hearing Challenges

Workers who wish to remain employed should be supported in doing so, even if they are experiencing age-related disabilities, such as hearing loss. I aimed to better understand the strategies from which workers with hearing loss might benefit, and how they can be supported in adopting these strategies. To collect rich data, I recruited telepractice nurses who rely on listening to make critical decisions about triaging and health care recommendations. My first research question was: What strategies exist for making telephone speech more intelligible for health care providers and patients with hearing challenges? I performed a scoping review following the Joanna Briggs Institute’s protocol. I identified 11 types of strategies, many of which required cooperation from, and disclosure to, providers’ employers, co-workers, and clients. This led me to consider the public narrative workers associated themselves with when they disclosed. Thus, my second research question was: How do Canadian newspapers portray workers with hearing loss? Through a thematic analysis of newspapers articles on this topic, I found they are predominantly portrayed as striving cheerfully both towards functioning normally and towards differentiating themselves and their hearing loss as unique and positive. To further explore how a subset of adults with hearing loss strive to work with a hearing loss, I developed an online communication-strategies training program tailored to nurses with hearing challenges. I then used a multiple case study to answer the following research question: How do nurses with hearing challenges change in terms of their telephone performance and workplace wellbeing in response to participation in an online communication strategies training program? Results suggested that nurses engaged in a problem-solving process before adopting strategies, and that strategy adoption could positively contribute to their performance. Together, the findings from these studies suggest that strategies exist to enhance the performance of workers with hearing loss, but the process of adopting these strategies can be demanding. Organizations should take steps to proactively support their nurses, health-care providers, and potentially other workers with hearing loss in identifying communication strategies and adapting them to their unique context

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

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

Investigating perceptual congruence between information and sensory parameters in auditory and vibrotactile displays

A fundamental interaction between a computer and its user(s) is the transmission of information between the two and there are many situations where it is necessary for this interaction to occur non-visually, such as using sound or vibration. To design successful interactions in these modalities, it is necessary to understand how users perceive mappings between information and acoustic or vibration parameters, so that these parameters can be designed such that they are perceived as congruent. This thesis investigates several data-sound and data-vibration mappings by using psychophysical scaling to understand how users perceive the mappings. It also investigates the impact that using these methods during design has when they are integrated into an auditory or vibrotactile display. To investigate acoustic parameters that may provide more perceptually congruent data-sound mappings, Experiments 1 and 2 explored several psychoacoustic parameters for use in a mapping. These studies found that applying amplitude modulation — or roughness — to a signal, or applying broadband noise to it resulted in performance which were similar to conducting the task visually. Experiments 3 and 4 used scaling methods to map how a user perceived a change in an information parameter, for a given change in an acoustic or vibrotactile parameter. Experiment 3 showed that increases in acoustic parameters that are generally considered undesirable in music were perceived as congruent with information parameters with negative valence such as stress or danger. Experiment 4 found that data-vibration mappings were more generalised — a given increase in a vibrotactile parameter was almost always perceived as an increase in an information parameter — regardless of the valence of the information parameter. Experiments 5 and 6 investigated the impact that using results from the scaling methods used in Experiments 3 and 4 had on users' performance when using an auditory or vibrotactile display. These experiments also explored the impact that the complexity of the context which the display was placed had on user performance. These studies found that using mappings based on scaling results did not significantly impact user's performance with a simple auditory display, but it did reduce response times in a more complex use-case