381 research outputs found
The design and evaluation of non-visual information systems for blind users
This research was motivated by the sudden increase of hypermedia information (such as
that found on CD-ROMs and on the World Wide Web), which was not initially accessible
to blind people, although offered significant advantages over traditional braille and audiotape
information. Existing non-visual information systems for blind people had very
different designs and functionality, but none of them provided what was required according
to user requirements studies: an easy-to-use non-visual interface to hypermedia material
with a range of input devices for blind students. Furthermore, there was no single suitable
design and evaluation methodology which could be used for the development of non-visual
information systems. The aims of this research were therefore: (1) to develop a generic,
iterative design and evaluation methodology consisting of a number of techniques suitable
for formative evaluation of non-visual interfaces; (2) to explore non-visual interaction
possibilities for a multimodal hypermedia browser for blind students based on user
requirements; and (3) to apply the evaluation methodology to non-visual information
systems at different stages of their development.
The methodology developed and recommended consists of a range of complementary
design and evaluation techniques, and successfully allowed the systematic development of
prototype non-visual interfaces for blind users by identifying usability problems and
developing solutions. Three prototype interfaces are described: the design and evaluation
of two versions of a hypermedia browser; and an evaluation of a digital talking book.
Recommendations made from the evaluations for an effective non-visual interface include
the provision of a consistent multimodal interface, non-speech sounds for information and
feedback, a range of simple and consistent commands for reading, navigation, orientation
and output control, and support features. This research will inform developers of similar
systems for blind users, and in addition, the methodology and design ideas are considered
sufficiently generic, but also sufficiently detailed, that the findings could be applied
successfully to the development of non-visual interfaces of any type
Safe and Sound: Proceedings of the 27th Annual International Conference on Auditory Display
Complete proceedings of the 27th International Conference on Auditory Display (ICAD2022), June 24-27. Online virtual conference
DESIGN FOUNDATIONS FOR CONTENT-RICH ACOUSTIC INTERFACES: INVESTIGATING AUDEMES AS REFERENTIAL NON-SPEECH AUDIO CUES
Indiana University-Purdue University Indianapolis (IUPUI)To access interactive systems, blind and visually impaired users can leverage their auditory senses by using non-speech sounds. The current structure of non-speech sounds, however, is geared toward conveying user interface operations (e.g., opening a file) rather than large theme-based information (e.g., a history passage) and, thus, is ill-suited to signify the complex meanings of primary learning material (e.g., books and websites). In order to address this problem, this dissertation introduces audemes, a new category of non-speech sounds, whose semiotic structure and flexibility open new horizons for facilitating the education of blind and visually impaired students.
An experiment with 21 students from the Indiana School for the Blind and Visually Impaired (ISBVI) supports the hypothesis that audemes increase the retention of theme-based information. By acting as memory catalysts, audemes can play an important role in enhancing the aural interaction and navigation in future sound-based user interfaces. For this dissertation, I designed an Acoustic EDutainment INterface (AEDIN) that integrates audemes as a way by which to vividly anticipate text-to-speech theme-based information and, thus, act as innovative aural covers. The results of two iterative usability evaluations with total of 20 blind and visually impaired participants showed that AEDIN is a highly usable and enjoyable acoustic interface.
Yet, designing well-formed audemes remains an ad hoc process because audeme creators can only rely on their intuition to generate meaningful and memorable sounds. In order to address this problem, this dissertation presents three experiments, each with 10 blind and visually impaired participants. The goal was to examine the optimal combination of audeme attributes, which can be used to facilitate accurate recognitions of audeme meanings. This work led to the creation of seven basic guidelines that can be used to design well-formed audemes. An interactive application tool (ASCOLTA: Advanced Support and Creation-Oriented Library Tool for Audemes) operationalized these guidelines to support individuals without an audio background in designing well-formed audemes. An informal evaluation conducted with three teachers from the ISBVI, supports the hypothesis that ASCOLTA is a useful tool by which to facilitate the integration of audemes into the teaching environment
Some problems of designing for augmentative and alternative communication users: an enquiry through practical design activity
The submission is concerned with, and addresses, problems of designing for people
with disabilities, with specific reference to people who are illiterate and cannot
speak. People with such disabilities often depend on electronic AAC
(Augmentative and Alternative Communication) devices for interpersonal
communication. A central theme of the thesis, however, is that such products, and
products intended for people with disabilities more generally, have characteristics
that inadequately attend to users' needs. Through a combination of practical
product development and literature reviews, the thesis demonstrates how
improvements to AAC devices 'can be made through user-participatory, usercentred
and more sensitive and perceptive design. Literature reviews in the
following subjects are reported: AAC; the operational knowledge base for design
and disability; user participatory design; and wearable computing.
At the core of the thesis is the presentation and discussion of an empirical case
study, carried out by the researcher, to design and develop the Portland
Communication Aid (PCA). The PCA was conceived as an AAC product that
would attempt to redress the inadequacies of predecessor devices. The design
activity for the PCA is traced in the thesis, from initial concepts and development
models through to a working prototype. Key ideas and essential principles of the
design are illustrated. Throughout the work on the PCA, many problems
associated with designing for people with severe communication disabilities were
encountered. These problems, as with their resolutions, comprised matters of both
designing (as an activity) and design (as product specification). The thesis contains
comprehensive exposure and analysis of these problems and resolutions. In
particular, the value of shaping meaning, metaphor, and other product semantics
into devices intended for use by people with disabilities is explored.
The study provides two substantive conclusions. First, that both the activity and
the outcomes of Industrial Design have a valuable role in the empowerment and
rehabilitation of AAC users. And second, that key principles have been identified
that will enable designers to better identify, articulate and respond to the needs of
people with communication disabilities (and the needs of people with disabilities
more generally
Factores psicológicos que determinan el empleo de las TIC con estudiantes de Educación Secundaria desde una perspectiva inclusiva
Inclusive education is a key tool for promoting equity in educational opportunities, that is using ICT and accessible web and non-web content to support the learning of students with disabilities in inclusive settings within compulsory education. This thesis is focusing on disability including the challenges that disabled students faced in Greece. An elaborate description of the terms Special Education and Inclusive Education is made. Additionally, ways supporting Greek special education system are also stated. In this context, challenges concerning access to software application faced by disable users are mentioned, as well as the most regularly used Assistive Technologies. Guidelines are also ponted out explaining how application, content and web-content can be made accessible to people with all types of disabilities. The study aims to determine how such familiar are Educators using ICT tools during the learning process of students with disabilities both in special and mainstream school setting, in Greece. More specifically, to define views and feelings regarding the benefits of using ICT for students with vision, speech and auditory disabilities, intellectual and cognitive disabilities, as well as physical impairments. Lastly, to investigate how much Educators are familiar with accessibility issues, applying accessibility tests and how capable Educators are to create comprehensible and navigable web and non-web content accessible by the disable. The study reveals that age and years of teaching experience in regular but also in special education play a significant role, as for the type of employment little contribution to the results and only for full-time Educators with public or private contracts
An Investigation of Speechreading in Profoundly Congenitally Deaf British Adults
Speechreading is the major route through which deaf people access the spoken language of the society in which they live. This thesis investigated speechreading and
its correlates in a group of profoundly congenitally deaf British adults, and in a control group of hearing adults. For this purpose, the Test of Adult Speechreading
(TAS) was developed.
The TAS was designed to be sensitive to the perceptual abilities that underlie speechreading at varying linguistic levels, and to be appropriate, therefore, for use
with d/Deaf as well as hearing individuals. The vocabulary and syntax used were selected to be familiar to Deaf adults, and the response mode, using picture choices
only, made no demands on written or expressive spoken English.
This new test was administered silently to groups of congenitally deaf and hearing adults, with a battery of visual, cognitive and language tasks. The deaf participants
differed in their language and educational backgrounds, but all had hearing losses over 90dB. They significantly outperformed the hearing group on the TAS, even
when only closely matched pairs of participants were included in the analyses. Adults who are deaf can speechread better than those who are hearing.
Multiple factors impact on an individual’s speechreading abilities, and no single factor in isolation results in good speechreading skills. In addition to hearing status,
other factors were identified through group comparisons, correlation and regression analyses, cluster analyses and multiple case studies, as being potentially necessary
(although not sufficient) for skilled speechreading. These were lexical knowledge, the ability to visually identify sentence focus, and verbal working memory capacity.
A range of further factors facilitated skilled speechreading, including hearing aid use,
the use of speech at home during childhood, sensitivity to visual motion, personality (risk-taking & impulsiveness), and reading age. It seems there are many ways to
become a skilled speechreader
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