Computer based writing support for dyslexic adults using language constraints

Computers have been used effectively to provide support for people with a variety of special needs. One such group is adults with dyslexia. Dyslexia is commonly recognised as a learning disorder characterised by reading, writing and spelling difficulties. It inhibits recognition and processing of graphic symbols, particularly those pertaining to language. Computers are a useful aid for dyslexic adults, especially word processors and their associated spelling tools. However, there are still areas where improvements are needed. Creating an environment, which minimises visual discomfort associated with proof reading and making selections from lists would be of benefit. Furthermore providing the correct type and level of support for spelling, grammar and sentence construction may result in higher standards being achieved. A survey of 250 dyslexic adults established their requirements and enabled the development of a specialist word processing system and associated spelling support tools. The hypothesis, that using a language with enforced structure and rigid constraints has a positive affect for dyslexic adults, was also tested. A support tool, which provided a controlled environment, to assist with sentence construction for dyslexic adults was developed from this. Three environments were created using the word processing system: environment 1 used the basic system with no support, environment 2 provided spelling support suggested by the survey subjects and environment 3 used the sentence constructing tool providing support and control. Using these environments in controlled experiments indicated that although environment 2 achieved high academic standards, environment 3 produced written work to an even higher standard and at the same time, the subjects derived greater satisfaction in using it. This research proves that working in a controlled, rigid environment, where structure is enforced, substantially benefits dyslexic adults performing computer-based writing tasks

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

Computer Science Principles with Python

This textbook is intended to be used for a first course in computer science, such as the College Board’s Advanced Placement course known as AP Computer Science Principles (CSP). This book includes all the topics on the CSP exam, plus some additional topics. It takes a breadth-first approach, with an emphasis on the principles which form the foundation for hardware and software. No prior experience with programming should be required to use this book. This version of the book uses the Python programming language.https://rdw.rowan.edu/oer/1024/thumbnail.jp

Human-machine communication for educational systems design

This book contains the papers presented at the NATO Advanced Study Institute (ASI) on the Basics of man-machine communication for the design of educational systems, held August 16-26, 1993, in Eindhoven, The Netherland

Computer Science Principles with Java

This textbook is intended to be used for a first course in computer science, such as the College Board’s Advanced Placement course known as AP Computer Science Principles (CSP). This book includes all the topics on the CSP exam, plus some additional topics. It takes a breadth-first approach, with an emphasis on the principles which form the foundation for hardware and software. No prior experience with programming should be required to use this book. This version of the book uses the Java programming language.https://rdw.rowan.edu/oer/1018/thumbnail.jp

Computer Science Principles with C++

This textbook is intended to be used for a first course in computer science, such as the College Board’s Advanced Placement course known as AP Computer Science Principles (CSP). This book includes all the topics on the CSP exam, plus some additional topics. It takes a breadth-first approach, with an emphasis on the principles which form the foundation for hardware and software. No prior experience with programming should be required to use this book. This version of the book uses the C++ programming language.https://rdw.rowan.edu/oer/1025/thumbnail.jp

Structure out of sound

Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1993.Vita.Includes bibliographical references (p. 155-170).Michael Jerome Hawley.Ph.D

Generations: Creative Computation, Community, and the Rhetorical Canon

“Generations: Creative Computation, Community, and the Rhetorical Canon” investigates how computational poets and artists use the intrinsic rhetoricity of generative computational processes for social critique and community-building, through a renewal of the classical rhetorical canon. Computer-generated poetry and art is often created using the same technological mechanisms (full-stack development, procurement and manipulations of ‘big data’) as the algorithms and social norms it sets out to critique. These conditions of production provide a unique rhetorical perspective for revisiting the classical rhetorical canons—invention, arrangement, style, memory, and delivery. From this vantage point that views classical rhetorical theory in contemporary digital context, I detail ways that computer-generated texts relate to concerns of social critique and enable digital communities. “Generations” demonstrates the rhetorical possibilities and limitations of computer-generated creative texts as artistic correctives in response to specific harms (like neoliberal individualism and data colonialism) of contemporary digital life. It also demonstrates the ways that these texts are created in community with others, a salient feature of the genre that amplifies its capacity for social engagement.Doctor of Philosoph