Proceedings of the 6th international conference on disability, virtual reality and associated technologies (ICDVRAT 2006)

The proceedings of the conferenc

Designing user experiences: a game engine for the blind

Video games experience an ever-increasing interest by society since their inception on the 70’s. This form of computer entertainment may let the player have a great time with family and friends, or it may as well provide immersion into a story full of details and emotional content. Prior to the end user playing a video game, a huge effort is performed in lots of disciplines: screenwriting, scenery design, graphical design, programming, optimization or marketing are but a few examples. This work is done by game studios, where teams of professionals from different backgrounds join forces in the inception of the video game. From the perspective of Human-Computer Interaction, which studies how people interact with computers to complete tasks, a game developer can be regarded as a user whose task is to create the logic of a video game using a computer. One of the main foundations of HCI. is that an in-depth understanding of the user’s needs and preferences is vital for creating a usable piece of technology. This point is important as a single piece of technology (in this case, the set of tools used by a game developer) may – and should have been designed to – be used on the same team by users with different knowledge, abilities and capabilities. Embracing this diversity of users functional capabilities is the core foundation of accessibility, which is tightly related to and studied from the discipline of HCI. The driving force behind this research is a question that came after considering game developers: Could someone develop a video game being fully or partially blind? Would it be possible for these users to be part of a game development team? What should be taken into account to cover their particular needs and preferences so that they could perform this task being comfortable and productive? The goal of this work is to propose a possible solution that can assure inclusion of fully or partially blind users in the context of computer game development. To do this, a Used Centered Design methodology has been followed. This approach is ideal in this case as it starts including people you’re designing for and ends with new solutions that are tailor made to suit their needs. First, previously designed solutions for this problem and related works have been analyzed. Secondly, an exploratory study has been performed to know how should the target user be able to interact with a computer when developing games, and design insights are drawn from both the state of the art analysis and the study results. Next, a solution has been proposed based on the design insights, and a prototype has been implemented. The solution has been evaluated with accessibility guidelines. It has been finally concluded that the proposed solution is accessible for visually impaired users.Ingeniería Informátic

11th International Conference on Business, Technology and Innovation 2022

Welcome to IC – UBT 2022 UBT Annual International Conference is the 11th international interdisciplinary peer reviewed conference which publishes works of the scientists as well as practitioners in the area where UBT is active in Education, Research and Development. The UBT aims to implement an integrated strategy to establish itself as an internationally competitive, research-intensive university, committed to the transfer of knowledge and the provision of a world-class education to the most talented students from all background. The main perspective of the conference is to connect the scientists and practitioners from different disciplines in the same place and make them be aware of the recent advancements in different research fields, and provide them with a unique forum to share their experiences. It is also the place to support the new academic staff for doing research and publish their work in international standard level. This conference consists of sub conferences in different fields like: Security Studies Sport, Health and Society Psychology Political Science Pharmaceutical and Natural Sciences Mechatronics, System Engineering and Robotics Medicine and Nursing Modern Music, Digital Production and Management Management, Business and Economics Language and Culture Law Journalism, Media and Communication Information Systems and Security Integrated Design Energy Efficiency Engineering Education and Development Dental Sciences Computer Science and Communication Engineering Civil Engineering, Infrastructure and Environment Architecture and Spatial Planning Agriculture, Food Science and Technology Art and Digital Media This conference is the major scientific event of the UBT. It is organizing annually and always in cooperation with the partner universities from the region and Europe. We have to thank all Authors, partners, sponsors and also the conference organizing team making this event a real international scientific event. Edmond Hajrizi, President of UBT UBT – Higher Education Institutio

Barriers to eye health care among school going children in Swaziland: towards the development of a framework for access to child eye health care.

Doctor of Philosophy in Optometry. University of KwaZulu-Natal, Durban, 2018.Background: Good vision and eye health plays an important role in the overall development and well-being of a child. Visual impairment in children has a significant impact on their social interaction, quality of life, and economic independence. Providing accessible and equitable eye health delivery for all children, particularly the disadvantaged, requires establishing a balance between their eye care demands and the services a country can afford to supply. Purpose: The study aimed to investigate the barriers to child eye health services in the public health system in Swaziland in order to recommend, through the development of an access framework, strategies to improve access and address their specific eye health needs. Methods: A mixed methods study design was used in the study which entailed a document review of neighbouring country’s eye health policies, quantitative surveys to establish parents, teachers and eye health professionals knowledge and practices about children eye health; clinical facility assessment questionnaire to determine the availability of eye care facilities and services for children and qualitative interviews with Health and Education officials to determine current levels and factors that impact on access for children. The analyses included descriptive analysis for the quantitative data, thematic analysis for qualitative data and content analysis for the documents. The qualitative (interviews) and quantitative data (questionnaires) were triangulated to develop the draft access framework, and the Delphi technique used for experts’ input and comments for the draft access framework. Results: South Africa has national eye health guidelines that advocate for better public eye health services guided by formulated objectives with set targets. Although strides towards providing eye health care in Mozambique are noticeable, the country still lacks concrete eye health guidelines. Three major themes emerged from both the Health and Education interviews, these being; level of access, structural barriers and knowledge barriers to child eye care services. The absence of an eye care referral system, an outdated National Health Policy, the lack of or skewed distribution of human eye care resource and clinics, and inadequate knowledge about eye health care for children were the most important issues contributing to poor access and provision of ophthalmic services. Poor access to basic education excludes many children, particularly those from rural areas, from benefiting from school health programmes, despite these being characterized by poor service delivery. The clinical facility assessments indicated that only a few children presented to the public sector eye care facilities that are available in the country and that the majority lacked working equipment and essential drugs for patient management. In addition, low vision and contacts lens fitting services were lacking while only two out of the five clinics conducted outreach programmes at schools. Many (60.1%) parents reported that they have never taken their children for an eye test and 31.7% felt that their children’s vision was fine. The presence of a health facility in a community influenced early child eye examination (p=0.001). The majority (90.1%) of teachers indicated that they were able to detect signs and symptoms of eye diseases, although, this was insignificantly associated with those who indicated being well informed about eye health (p=0.089). Children wearing spectacles was significantly associated with teachers who indicated being well informed about eye health (p<0.001) and those who were more likely to advise parents to take their children for eye testing (p=0.003). Nine (60%) eye health practitioners felt that they were less informed about eye health problems among children and six (40%) reported being well informed. Eight (53.3%) respondents indicated that there were no school and community eye care outreach programmes and seven (46.7%) reported that their clinics offered outreach programmes. This is the first access framework study for child eye care in Swaziland and provides an opportunity to be a benchmark for other developing countries facing similar challenges. The framework advocates for a holistic approach in order to eliminate the isolation of eye health services. It further adopts a consumer oriented approach, with a particular focus on the current and future eye health status of children. The framework will serve as a foundation for eye health policy formulation and programmes aimed at redressing, promoting and preventing visual impairment or blindness. Conclusion: A carefully planned public health system, supported by an effective eye health plan and public health agencies, is needed to promote access to eye health services by children in the public education system in Swaziland. There is also a need for parents to be informed about basic child eye health in order to seek appropriate care. Teachers need adequate training and understanding about child eye health, including visual disabilities, to remove barriers in the teaching system. Developing and implementing guidelines for promoting access to child eye health may be useful to improve eye health service delivery in the country. The Swaziland government need to adopt and translate the framework into practice according to its intent as the information contained will be useful to the Ministry of Health and Social Welfare, Ministry of Education and Training, eye health professionals and parents

Naturalistic depth perception and binocular vision

Humans continuously move both their eyes to redirect their foveae to objects at new depths. To correctly execute these complex combinations of saccades, vergence eye movements and accommodation changes, the visual system makes use of multiple sources of depth information, including binocular disparity and defocus. Furthermore, during development, both fine-tuning of oculomotor control as well as correct eye growth are likely driven by complex interactions between eye movements, accommodation, and the distributions of defocus and depth information across the retina. I have employed photographs of natural scenes taken with a commercial plenoptic camera to examine depth perception while varying perspective, blur and binocular disparity. Using a gaze contingent display with these natural images, I have shown that disparity and peripheral blur interact to modify eye movements and facilitate binocular fusion. By decoupling visual feedback for each eye, I have found it possible to induces both conjugate and disconjugate changes in saccadic adaptation, which helps us understand to what degree the eyes can be individually controlled. To understand the aetiology of myopia, I have developed geometric models of emmetropic and myopic eye shape, from which I have derived psychophysically testable predictions about visual function. I have then tested the myopic against the emmetropic visual system and have found that some aspects of visual function decrease in the periphery at a faster rate in best-corrected myopic observers than in emmetropes. To study the effects of different depth cues on visual development, I have investigated accommodation response and sensitivity to blur in normal and myopic subjects. This body of work furthers our understanding of oculomotor control and 3D perception, has applied implications regarding discomfort in the use of virtual reality, and provides clinically relevant insights regarding the development of refractive error and potential approaches to prevent incorrect emmetropization

Applied Cognitive Sciences

Cognitive science is an interdisciplinary field in the study of the mind and intelligence. The term cognition refers to a variety of mental processes, including perception, problem solving, learning, decision making, language use, and emotional experience. The basis of the cognitive sciences is the contribution of philosophy and computing to the study of cognition. Computing is very important in the study of cognition because computer-aided research helps to develop mental processes, and computers are used to test scientific hypotheses about mental organization and functioning. This book provides a platform for reviewing these disciplines and presenting cognitive research as a separate discipline

Wonder Vision-A Hybrid Way-finding System to assist people with Visual Impairment

We use multi-sensory information to find our ways around environments. Among these, vision plays a crucial part in way-finding tasks, such as perceiving landmarks and layouts. People with impaired vision may find it difficult to move around in unfamiliar environments because they are unable to use their eyesight to capture critical information. Limiting vision can affect how people interact with their environment, especially for navigation. Individuals with varying degrees of vision will require a different level of way-finding aids. Blind people rely heavily on white canes, whereas low-vision patients could choose from magnifiers for amplifying signs, or even GPS mobile applications to acquire knowledge before their arrival. The purpose of this study is to investigate the in-situ challenges of way-finding for persons with visual impairments. With the methodologies of Research through Design (RTD) and User-centered Design (UCD), I conducted online user research and created a series of iterative prototypes towards a final one: Wonder Vision. It is a hybrid way-finding system that combines Augmented Reality (AR) and Voice User Interface (VUI) to assist people with visual impairments. The descriptive evaluation method suggests Wonder Vision as a possible solution for helping people with visual impairments to find their way toward their goals

Breaking Virtual Barriers : Investigating Virtual Reality for Enhanced Educational Engagement

Virtual reality (VR) is an innovative technology that has regained popularity in recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR. The results revealed educators are interested in using VR for a wide range of scenarios, including thought exercises, virtual field trips, and simulations. However, they face several barriers to incorporating VR into their practice, such as cost, lack of training, and technical challenges. A subsequent study found that virtual reality can no longer be assumed to be more engaging than desktop equivalents. This empirical study showed that engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed. A study against a VR mind mapping artifact, VERITAS, demonstrated that complex interactions are possible on low-cost VR devices, making VR accessible to educators and students. The analysis of user behaviour within this VR artifact showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences. This thesis provides insights into how the end-users in the education space perceive and use VR. The findings suggest that while educators are interested in using VR, they face barriers to adoption. The research highlights the need to design VR experiences, with understanding of existing pedagogy, that are engaging with careful thought applied to complex interactions, particularly for collaborative experiences. This research contributes to the understanding of the potential of VR in education and provides recommendations for educators and designers to enhance learning experiences using VR

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be