An Accessible Chat Prototype for Screen Reader Users in Mobile Devices

[Poster] 15th International Conference on Human–Computer Interaction (HCI International 2013), Las Vegas (Nevada, USA), 21–26 July 2013Chats present accessibility problems for screen reader users. This work presents a prototype of an accessible chat for Mobile Devices (MD). The main aim of this research is to remove the accessibility barriers that screen reader users face when they use a chat in a MD. Thus, this prototype is based on the requirements which have been elicited considering background research and with the use of Software Engineering (SE) and Human Computer Interaction (HCI) methods as well as accessibility standards and guidelines.This research work has been partially supported by MA2VICMR (S2009/TIC-1542) and MULTIMEDICA (TIN2010-20644-C03-01)Publicad

Psychomotor Performance Monitoring System in the Context of Fatigue and Accident Prevention

AbstractPerfecting modern design of technical objects highlights the long-known truth that the human is the most unreliable link in the human-technical object system. However, this is a superficial finding not taking into account the root cause of human error – non-ergonomic working conditions. The desire to improve this situation by increasingly including ergonomic requirements, such as in the design of equipment interfaces, brings significant results. Suitable reduction of fatigue of varying nature, in many cases leads to a reduction in the number of errors among equipment operators. The system model assumes the possibility of a verification of psychomotor status in the workplace directly on the job, not relying on the test results to resume work and only allowing the diagnosis of an undesirable condition. The model is based on, among others, Fitts’ Law. The testing software is a form of web application. Each user has an account on which the results are collected and form the basis for drawing conclusions about the state of fatigue. It is necessary therefore to assume that for dedicated positions there is no risk of distraction by the need for an additional device. Time spent on the task cannot be reduced by the tasks resulting from work. The paradigmatic example of the application of this method can be demonstrated in a study of urban transport vehicles before leaving the initial stop. A study of psychomotor skills can be used as an alternative to the fairly common in some countries testing of alcohol content in exhaled air. There are also breathalyzers integrated in such a way with control of the vehicle, that it is only after the verification of sobriety that one can start the vehicle. There are also no reasons that this check cannot warrant a short psychomotor test

Serious Game to Train Auditory Skills for Children with Hearing Impairments

En este trabajo se presenta el diseño de un juego serio, cuyo objetivo es ejercitar la identificación y la discriminación auditiva en niños con discapacidades auditivas, tanto en aquellos que utilizan implantes cocleares como audífonos. En el diseño se han tenido en cuenta aspectos de diseño emocional, metodologías de desarrollo de juegos serios y las actividades que llevan a cabo los educadores con los niños para trabajar estas habilidades auditivas.This paper presents the design of a serious game whose objective is to work the auditory identification and discrimination in children with hearing impairments, both for children using cochlear implants or auditory aids. The design takes into account emotional design issues, serious game development methodologies, and the activities carried out by educators and therapists with children to work on these auditory skills

Defining, measuring, and modeling passenger's in-vehicle experience and acceptance of automated vehicles

Automated vehicle acceptance (AVA) has been measured mostly subjectively by questionnaires and interviews, with a main focus on drivers inside automated vehicles (AVs). To ensure that AVs are widely accepted by the public, ensuring the acceptance by both drivers and passengers is key. The in-vehicle experience of passengers will determine the extent to which AVs will be accepted by passengers. A comprehensive understanding of potential assessment methods to measure the passenger experience in AVs is needed to improve the in-vehicle experience of passengers and thereby the acceptance. The present work provides an overview of assessment methods that were used to measure a driver's behavior, and cognitive and emotional states during (automated) driving. The results of the review have shown that these assessment methods can be classified by type of data-collection method (e.g., questionnaires, interviews, direct input devices, sensors), object of their measurement (i.e., perception, behavior, state), time of measurement, and degree of objectivity of the data collected. A conceptual model synthesizes the results of the literature review, formulating relationships between the factors constituting the in-vehicle experience and AVA acceptance. It is theorized that the in-vehicle experience influences the intention to use, with intention to use serving as predictor of actual use. The model also formulates relationships between actual use and well-being. A combined approach of using both subjective and objective assessment methods is needed to provide more accurate estimates for AVA, and advance the uptake and use of AVs.Comment: 22 pages, 1 figur

An extended information system success model for mobile learning usage in Saudi Arabia universities

The emergence of 4G networks allows m-learning to be attractive for educational systems. Mobile devices have the potential to enhance accessibility and efficiency distribution of educational materials and information. Developing countries, especially in the Middle East, lag behind as they face difficulties in the adoption and use of m-learning. Previous researches stated that the studies in the success of m-learning are still insufficient in developing countries, particularly in Saudi Arabia where the number of students involved in m-learning also constitutes low percentages. Nine factors that influence the success of m-learning are incorporated and evaluated into a research model. A quantitative approach was used, where questionnaires were sent to three universities in KSA. The contributing factors and the relationships between them were evaluated using a Structural Equation Modelling technique. The research revealed that information quality, user satisfaction (US), trust in technology, attitude, organisation support, trust in organisation, and the net benefits of m-learning positively influence m-learning usage. In addition, the results confirmed that user satisfaction is positively affected by system quality (SEQ), service quality (SQ), and net benefits (NB) of using (U) the system. The results also showed that there is a significant relationship between NB and US for m-learning technology. This study extends the previous research by providing a conceptual model for the successful execution of m-learning services in universities. This mediating effect of US explains the impact of independent variables (IQ, SEQ, SQ) on U. It also examined the mediating effect of U in explaining the influence of US on the NB using m-learning services. The findings of this study are valuable as input for the Ministry of Higher Education and practitioners concerned with successful m-learning services. This study constructed a new model to enhance the mobile learning usage among students in universities

Design Science in Human-Computer Interaction: A Model and Three Examples

Humanity has entered an era where computing technology is virtually ubiquitous. From websites and mobile devices to computers embedded in appliances on our kitchen counters and automobiles parked in our driveways, information and communication technologies (ICTs) and IT artifacts are fundamentally changing the ways we interact with our world. Indeed, the world itself changing, becoming ever more artificial. It is a designed world that we have created for ourselves. Human-computer interaction (HCI) scholars are concerned with the interactions that occur between people and technology in this new world: how do IT artifacts impact the human experience, and how can knowledge of the human experience impact the design of new computer-based systems? At the same time, HCI is design-oriented, a community where scholars seek to shape the design of new IT artifacts, and make real improvements to the world we live in. It remains an unresolved challenge to bring these scholarly and design perspectives together. Various models and approaches have been proposed, but current thinking on a design science for HCI is in flux. This multi-paper dissertation draws upon existing literature from HCI, various design communities, and information systems (IS) to develop a new model of design science: the theory, design, and evaluation (TDE) model. The TDE model, informed by an included research paper, envisions that scholarly activities and design activities can occur in parallel across the three stages of theory, design, and evaluation. The TDE model is demonstrated using an additional three included papers, each one taken from a separate TDE design science project. These ongoing projects occur in widely varied contexts - gaming for citizen science, online nuisances, and military history education - but each has the TDE model as its central organizing structure. The papers are examples of TDE knowledge outcomes, but also address design outcomes from each project. The three projects are analyzed and connected directly to various elements of the TDE model itself. In addition, the final chapter describes future directions for the three projects and the TDE model, as well as thinking on the importance of design science in HCI scholarship