Implementation of Sound Workspace Awareness to Visually Impaired Users in Synchronous and Cooperative Web Applications

This paper discusses the implementation of accessibility features for visually impaired people in synchronous and cooperative systems on the Internet. Based on the sociocultural scenario of affirmation of difference and on the contexts of cooperation established by Web 2.0, we discuss the application of Sound Workspace Awareness in Groupware tools through Auditory Icons, Earcons, synthesized speech, Live Region, and Screen Readers in a Web chat system. The article presents a qualitative experimental research with internal data validation and an exploratory goal. The process of data collection and analysis was performed using protocols applied with five real users. The results of the experiments showed a satisfactory adherence of these technologies in the construction of Sound Workspace Awareness to screen reader users

Implementation of sound workspace awareness to visually impaired users in aynchronous and cooperative web applications

Este artigo discute a implementação de recursos de acessibilidade para deficientes visuais em sistemas síncronos e cooperativos na Internet. Com base no cenário sociocultural de afirmação da diferença e nos contextos de cooperação estabelecidos pela Web 2.0, discutimos a aplicação da Percepção no Espaço de Trabalho em ferramentas do Groupware através de Ícones Auditivos, Earcons, fala sintetizada, Live Region e Screen Readers em um sistema de chat na web. Trata-se de uma pesquisa experimental qualitativa com validação interna de dados e de objetivo exploratório. O processo de análise de coleta de dados foi realizado utilizando protocolos aplicados com cinco usuários reais. Os resultados das experiências mostraram uma adesão satisfatória dessas tecnologias na construção de percepção sonora para usuários de leitores de tela.This paper discusses the implementation of accessibility features for visually impaired people in synchronous and cooperative systems on the Internet. Based on the sociocultural scenario of affirmation of difference and on the contexts of cooperation established by Web 2.0, we discuss the application of Sound Workspace Awareness in Groupware tools through Auditory Icons, Earcons, synthesized speech, Live Region, and Screen Readers in a Web chat system. The article presents a qualitative experimental research with internal data validation and an exploratory goal. The process of data collection and analysis was performed using protocols applied with five real users. The results of the experiments showed a satisfactory adherence of these technologies in the construction of Sound Workspace Awareness to screen reader users

Exploring asymmetric roles in mixed-ability gaming

Tese de mestrado, Informática, Universidade de Lisboa, Faculdade de Ciências, 2020Noticeably, the majority of mainstreamgames — digitalgames and tabletopgames — are still designed for players with a standard set of abilities. As such, people with someformof disability, oftenface insurmountable challengestoplay mainstreamgames or are limited to playgames specifcally designed for them. By conducting an initial study, we share multiplayer gaming experiences of people with visual impairments collected from interviews with 10 adults and 10 minors, and 140 responses to an online survey. We include the perspectives of 17 sighted people who play with someone who has a visual impairment, collected in a second online survey. We found that people with visual impairments are playingdiversegames,butface limitationsin playing with others who have different visual abilities. What stood out is the lack of intersection ingaming opportunities, and consequently, in habits and interests of people with different visual abilities. In this study, we highlight barriers associated with these experiences beyond inaccessibility issues and discuss implications and opportunities for the design of mixed-abilitygaming.Asexpected,we foundaworrying absenceofgames that caterto different abilities. In this context, we explored ability-based asymmetric roles as a design approach to create engaging and challenging mixed-ability play. We designed and developed two collaborative testbedgamesexploring asymmetric interdependent roles. In a remote study with 13 mixed-visual-ability pairs we assessed how roles affected perceptions of engagement, competence, and autonomy, using a mixed-methods approach. The games provided an engaging and challenging experience, in which differences in visual ability were not limiting. Our results underline how experiences unequal by design can give rise to an equitable joint experience

Augmenting TV Viewing using Acoustically Transparent Auditory Headsets

This paper explores how acoustically transparent auditory headsets can improve TV viewing by intermixing headset and TV audio, facilitating personal, private auditory enhancements and augmentations of TV content whilst minimizing occlusion of the sounds of reality. We evaluate the impact of synchronously mirroring select audio channels from the 5.1 mix (dialogue, environmental sounds, and the full mix), and selectively augmenting TV viewing with additional speech (e.g. Audio Description, Directors Commentary, and Alternate Language). For TV content, auditory headsets enable better spatialization and more immersive, enjoyable viewing; the intermixing of TV and headset audio creates unique listening experiences; and private augmentations offer new ways to (re)watch content with others. Finally, we reflect on how these headsets might facilitate more immersive augmented TV viewing experiences within reach of consumers

Design for Accessible Collaborative Engagement: Making online synchronous collaborative learning more accessible for students with sensory impairments.

This thesis looks at the accessibility of collaborative learning and the barriers to engagement experienced by blind/visually impaired (BVI) students and deaf/hard of hearing (DHH) students. It focuses specifically on online synchronous collaborative learning after establishing that this format presented the greatest barriers, and that these student groups were not engaging. Taking a design-based research (DBR) approach, five studies were undertaken to identify these barriers and determine potential interventions. The product of the research, a result of collaborative design by the participants in the study, is a framework for accessible collaborative engagement represented in the form of an interactive website model, the Model for Accessible Collaborative Engagement (MACE). The studies involved representatives of all stakeholders in the collaborative learning process at the institution (the Open University): students, tutors, modules teams, academics, support staff, and the student union Disabled Students Group. These studies took the form of an online survey of 327 students, 10 interviews with staff and students, 6 staff workshops and a collaborative design focus group. With significant representation of the target groups (BVI and DHH) in all studies, and taking an iterative approach to the design, evaluation and construction of the framework model, the studies established that barriers existed in four main categories covering different themes: 1. Communications: aural, visual, screen reading and navigation, text and captioning, lip reading and non-verbal communications, interpretation and third-party communications, mode control, and synchronisation. 2. Emotional and Social Factors: familiarisation, support networks, self-advocacy, opting out, cognitive load, and stress and anxiety. 3. Provisioning and Technical Factors: dissemination, speed and pacing of sessions, staff training, participation control, group size, technical provisioning, and recordings. 4. Activity and Session Design: Volume of materials, advance materials, accessible materials, accessible activities, and session formats. Interventions were designed that could reduce the barriers in each of these categories and themes by adjustments and changes from both the student and institutional standpoints. MACE is designed to be utilised by both students and staff to provide guidance and suggestions on how to identify and acknowledge these barriers and implement interventions to reduce them. This research represents an original and essential contribution to the field of investigation. As well as informing future research inquiry, the model can be used by all participants and stakeholders in online collaborative learning to help reduce barriers for BVI and DHH students and improve inclusivity in synchronous online events

A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students

An e-learning system in an academic setting is an efficient tool for all students especially for students with physical impairments. This thesis discusses an e-learning system through the design and development of an e-learning user interface for students with visual- and hearing- impairment. In this thesis the tools and features in the user interface required to make the learning process easy and effective for students with such disabilities have been presented. Further, an integration framework is proposed to integrate the new tools and features into the existing e-learning system Desire-To-Learn (D2L). The tools and features added to the user interface were tested by the selected participants with visually-and hearing- impaired students from Laurentian University’s population. Two questionnaires were filled out to assess the usability methods for both the D2L e-learning user interface at Laurentian University and the new e-learning user interface designed for students with visual and hearing impairment. After collecting and analyzing the data, the results from different usability factors such as effectiveness, ease of use, and accessibility showed that the participants were not completely satisfied with the existing D2L e-learning system, but were satisfied with the proposed new user interface. Based on the new interface, the results showed also that the tools and features proposed for students with visual and hearing impairment can be integrated into the existing D2L e-learning system.Master of Science (MSc) in Computational Science

New Updates in E-Learning

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

Enabling audio-haptics

This thesis deals with possible solutions to facilitate orientation, navigation and overview of non-visual interfaces and virtual environments with the help of sound in combination with force-feedback haptics. Applications with haptic force-feedback, s