E-Inclusion: From Assistive Technology to Smart Environments

With main reference to research activities carried out in Europe, the paper describes the impact of Information and Communication Technology (ICT) in supporting the integration of people in the society. It starts from its immediate use in assistive technology for granting communication and access to information to people with limitations of activities (e.g., blind, and deaf people). Then it describes the change of attitudes due to the technical developments in the field and the approach of international organizations (UN and WHO), leading to the proposal of Design for All (DfA) and to the concept that technology must be used to guarantee the well-being of all people. This is made possible by the developments of technology leading to the emergence of intelligent environments, where technology can be interconnected to support all people in any activity. Some prototypes developed to show the present feasibility of interesting support applications are shortly described, pointing out the possibility of improvement due to Artificial Intelligence.Mit Hauptbezug auf die in Europa durchgeführten Forschungsaktivitäten beschreibt dieses Kapitel die Auswirkungen der Informations- und Kommunikationstechnologie (IKT) bei der Unterstützung der Integration von Menschen in die Gesellschaft. Er beginnt mit dem unmittelbaren Einsatz der IKT als Hilfsmittel, um Menschen mit eingeschränkten Aktivitäten (z. B. Blinde und Gehörlose) Kommunikation und Zugang zu Informationen zu ermöglichen. Anschließend wird der Wandel der Einstellungen beschrieben, der durch die technischen Entwicklungen in diesem Bereich und den Ansatz internationaler Organisationen (UN und WHO) ausgelöst wurde und zum Vorschlag des Design for All (DfA) und zum Konzept führte, dass die Technologie genutzt werden muss, um das Wohlbefinden aller Menschen zu gewährleisten. Ermöglicht wird dies durch die technologischen Entwicklungen, die zur Entstehung intelligenter Umgebungen führen, in denen Technologien miteinander verbunden werden können, um alle Menschen bei jeder Tätigkeit zu unterstützen. Einige Prototypen, die entwickelt wurden, um die Machbarkeit interessanter Unterstützungsanwendungen zu demonstrieren, werden kurz beschrieben, wobei auf die Möglichkeit von Verbesserungen durch künstliche Intelligenz hingewiesen wird

Planning Your Journey in Audio: Design and Evaluation of Auditory Route Overviews

Auditory overviews of routes can provide routing and map information to blind users enabling them to preview route maps before embarking on a journey. This paper investigates the usefulness of a system designed to do this through a Preliminary Survey, followed by a Design Study to gather the design requirements, development of a prototype and evaluation through a Usability Study. The design is drawn in 2-stages with 8 audio designers and 8 potential blind users. The auditory route overview is sequential and automatically generated as integrated audio. It comprises auditory icons to represent points of interest, earcons for auditory brackets encapsulating repeating points of interest, and speech for directions. A prototype based on this design is developed and evaluated with 22 sighted and 8 blind participants. The software architecture of the prototype including the route information retrieval and mapping onto audio has been included. The findings show that both groups perform well in route reconstruction and recognition tasks. Moreover, the functional route information and auditory icons are effectively designed and useful in forming a mental model of the route, which improves over time. However, the design of auditory brackets needs further improvement and testing. At all stages of the system development, input has been acquired from the end-user population and the design is adapted accordingly

Using an essentiality and proficiency approach to improve the web browsing experience of visually impaired users

Increased volumes of content exacerbate the Web accessibility issues faced by people with visual impairments. Essentiality & Proficiency is presented as one method of easing access to information in Websites by addressing the volume of content coupled with how it is presented. This research develops the concept of Essentiality for Web authors. A preliminary survey was conducted to understand the accessibility issues faced by people with visual impairments. Structured interviews were conducted with twelve participants and a further 26 participants responded to online questionnaires. In total there were 38 participants (both sexes), aged 18 to 54 years. 68% had visual impairments, three had motor issues, one had a hearing impairment and two had cognitive impairments. The findings show that the overload of information on a page was the most prominent difficulty experienced when using the Web. The findings from the preliminary survey fed into an empirical study. Four participants aged 21 to 54 years (both sexes) from the preliminary survey were presented with a technology demonstrator to check the feasibility of Essentiality & Proficiency in the real environment. It was found that participants were able to identify and appreciate the reduced volume of information. This initiated the iterative development of the prototype tool. Microformatting is used in the development of the Essentiality & Proficiency prototype tool to allow the reformulated Web pages to remain standards compliant. There is a formative evaluation of the prototype tool using an experimental design methodology. A convenience sample of nine participants (both sexes) with a range of visual impairments, aged 18 to 52 performed tasks on a computer under three essentiality conditions. With an alpha level .05, the evaluation of the Essentiality & Proficiency tool has been shown to offer some improvement in accessing information

Instructional eLearning technologies for the vision impaired

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision

Designing multimodal interaction for the visually impaired

Although multimodal computer input is believed to have advantages over unimodal input, little has been done to understand how to design a multimodal input mechanism to facilitate visually impaired users\u27 information access. This research investigates sighted and visually impaired users\u27 multimodal interaction choices when given an interaction grammar that supports speech and touch input modalities. It investigates whether task type, working memory load, or prevalence of errors in a given modality impact a user\u27s choice. Theories in human memory and attention are used to explain the users\u27 speech and touch input coordination. Among the abundant findings from this research, the following are the most important in guiding system design: (1) Multimodal input is likely to be used when it is available. (2) Users select input modalities based on the type of task undertaken. Users prefer touch input for navigation operations, but speech input for non-navigation operations. (3) When errors occur, users prefer to stay in the failing modality, instead of switching to another modality for error correction. (4) Despite the common multimodal usage patterns, there is still a high degree of individual differences in modality choices. Additional findings include: (I) Modality switching becomes more prevalent when lower working memory and attentional resources are required for the performance of other concurrent tasks. (2) Higher error rates increases modality switching but only under duress. (3) Training order affects modality usage. Teaching a modality first versus second increases the use of this modality in users\u27 task performance. In addition to discovering multimodal interaction patterns above, this research contributes to the field of human computer interaction design by: (1) presenting a design of an eyes-free multimodal information browser, (2) presenting a Wizard of Oz method for working with visually impaired users in order to observe their multimodal interaction. The overall contribution of this work is that of one of the early investigations into how speech and touch might be combined into a non-visual multimodal system that can effectively be used for eyes-free tasks

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

Using an essentiality & proficiency approach to improve the web browsing experience of visually impaired users

Increased volumes of content exacerbate the Web accessibility issues faced by people with visual impairments. Essentiality & Proficiency is presented as one method of easing access to information in Websites by addressing the volume of content coupled with how it is presented. This research develops the concept of Essentiality for Web authors. A preliminary survey was conducted to understand the accessibility issues faced by people with visual impairments. Structured interviews were conducted with twelve participants and a further 26 participants responded to online questionnaires. In total there were 38 participants (both sexes), aged 18 to 54 years. 68% had visual impairments, three had motor issues, one had a hearing impairment and two had cognitive impairments. The findings show that the overload of information on a page was the most prominent difficulty experienced when using the Web. The findings from the preliminary survey fed into an empirical study. Four participants aged 21 to 54 years (both sexes) from the preliminary survey were presented with a technology demonstrator to check the feasibility of Essentiality & Proficiency in the real environment. It was found that participants were able to identify and appreciate the reduced volume of information. This initiated the iterative development of the prototype tool. Microformatting is used in the development of the Essentiality & Proficiency prototype tool to allow the reformulated Web pages to remain standards compliant. There is a formative evaluation of the prototype tool using an experimental design methodology. A convenience sample of nine participants (both sexes) with a range of visual impairments, aged 18 to 52 performed tasks on a computer under three essentiality conditions. With an alpha level .05, the evaluation of the Essentiality & Proficiency tool has been shown to offer some improvement in accessing information.EThOS - Electronic Theses Online ServiceGBUnited Kingdo