| Criteria for Designing Blended Learning Materials for Inclusive Education: Perspectives of Teachers and Producers | | BIBAK | Full-Text | 3-14 | |
| Ingo K. Bosse | |||
| Inclusion and learning with media are both global megatrends in 21st century
education and both are stimulating profound changes for educational
institutions. While there is consensus that media education offers special
opportunities for inclusive classrooms, most of the blended learning platforms
currently on offer are not accessible to and thus not usable for students with
special needs. It is a challenge for both teachers and producers of media based
learning materials to meet the needs of all students. The purpose of the
exploratory study presented here was to collect qualitative data on the
didactical requirements for inclusive learning materials from the perspectives
of teachers and producers. The subject of the study was "Planet School", the
most important blended learning platform available for schools in Germany. To
include the perspectives of experienced teachers the first research module had
a focus on their practical experiences in inclusive classrooms. Based on
participatory observation and interviews it was possible to develop
recommendations for the design of blended learning materials for inclusive
education. The second module focused on the perspectives of the producers.
Based on the results of module one the responsible public broadcaster developed
criteria for the design of materials, modules, and activities for inclusive
education. This article compares the different perspectives. This procedure
will lead to the development of a blended learning platform that addresses the
needs of different types of learners and offers accessible and usable materials
including movies, television broadcasts, and interactive and multimedia content
for students with different prerequisites for learning. Keywords: E-inclusion; Blended learning; Broadcasters; Inclusive education; Inclusive
multimedia learning materials | |||
| Interaction Design of Digital Teaching Improves Teaching and Learning Effectiveness | | BIBAK | Full-Text | 15-22 | |
| Tsung-Chou Chang; Ya-Fen Tsai; Fong-Gong Wu | |||
| With increasing penetration of mobile device like smart mobile phone,
appropriate cloud system can be a good match for powerful teaching aid in
classroom. Hu-man Computer Interaction is an important part of visual
ergonomics and cognitive ergonomics. It focuses on mental process including
perception, memory, inference and motor reaction, etc. The application of
teaching is to expect that students can use active learning through interactive
design to pay more attention on and complete various tasks instructed by
teachers. Therefore, interactive teaching-aided software can not only make
teaching activities vivid and variations but also increase students' attention
and the willingness of active learning in classroom. The rise of "flipped
classroom" in 2007 was also a teaching concept to propose that student should
be returned to a learning body and interaction of teacher and student in
classroom should be given attention. This study is to explore the relevant
literatures for active learning, interactive design, action learning and
flipped classroom, etc., supported by interactive design based on the concept
of flipped classroom immediate feedback that how teaching media-Zuvio improves
teacher's teaching skill through mobile APP and cloud system. The result of
this study can be used as improvement of teachers' teaching effectiveness and
students' learning outcomes. Keywords: Human computer interaction; Visual ergonomic; Cognitive ergonomics; Active
learning; Flipped classroom; Mobile APP; Interaction design | |||
| Exploring the Interactivity Issues of the Stereoscopic 3D Systems for Design Education | | BIBAK | Full-Text | 23-30 | |
| Li-Chieh Chen; Yun-Maw Cheng; Po-Ying Chu; Frode Eika Sandnes | |||
| Stereoscopic 3D displays have been used by some research groups to present
learning contents for education. However, in the highly interactive situations,
the intertwined depth cues may result in symptoms that hamper the usability of
such systems. In this research, an experiment was conducted to explore the
interactivity issues. Thirty students were invited to participate in the
experiment. The first task was to identify the differences between printed
pictures and 3D virtual models. The second task was to point out ergonomic or
design problems in a single piece of furniture or pairs of chairs and tables.
Based on the analysis, discomfort caused by model rotation did contribute to
the degree of overall discomfort. Even all participants had the background of
using 3D modeling systems, some still experienced different levels of symptoms.
Their comments indicated that adaptive adjustments of disparity and control
response ratio were necessary in the highly interactive situations. Keywords: Stereoscopic 3D displays; Design education; Interactivity issues | |||
| Enhancing Blended Environments Through Fuzzy Cognitive Mapping of LMS Users' Quality of Interaction: The Rare and Contemporary Dance Paradigms | | BIBAK | Full-Text | 31-42 | |
| Sofia B. Dias; Sofia J. Hadjileontiadou; José Alves Diniz; Leontios J. Hadjileontiadis | |||
| Nowadays, higher education institutions (HEIs) are facing the need of
constant monitoring of users' interaction with Learning Management Systems
(LMSs), in order to identify key areas for potential improvement. In fact, LMSs
under blended (b-) learning mode can efficiently support online learning
environments (OLEs) at HEIs. An important challenge would be to provide
flexible solutions, where intelligent models could contribute, involving
artificial intelligence and incertitude modelling, e.g., via Fuzzy Logic (FL).
This study addresses the hypothesis that the structural characteristics of a
Fuzzy Cognitive Map (FCM) can efficiently model the way LMS users interact with
it, by estimating their Quality of Interaction (QoI) within a b-learning
context. This work proposes the FCM-QoI model, consisting of 14 input-one
output concepts, dependences and trends, considering one academic year of two
dance disciplines (i.e., the Rare and Contemporary Dances) of the LMS Moodle
use. The experimental results reveal that the proposed FCM-QoI model can
provide concepts interconnection and causal dependencies representation of
Moodle LMS users' QoI, helping educators of HEIs to holistically visualize,
understand and assess stakeholders' needs. In general, the results presented
here could shed light upon designing aspects of educational scenarios, but also
to those involved in cultural preservation and exploitation initiatives, such
as the i-Treasures project (http://i-treasures.eu/). Keywords: Blended learning scenarios; Moodle learning management system; Fuzzy
Cognitive Maps (FCMs); Quality of Interaction (QoI); Rare and contemporary
dance; i-Treasures | |||
| Once Upon a Tablet: A School Toy in the Making | | BIBAK | Full-Text | 43-53 | |
| Isabel Cristina G. Fróes | |||
| The current paper introduces the definitions of playful literacy and
multimodal hyper-intertextuality, key concepts when researching children's use
of digital tablets. The pilot investigation, which took place in spring 2014 in
Denmark, is part of a larger cross-cultural comparative project exploring what
emergent behaviors are present when preschool children use and play with
tablets in their formal learning environments. In order to map the array of
play and usage of such devices for this research, after the first round of
observations, the tablet taxonomy was outlined and has been applied as a guide
for the subsequent rounds of data collection. The proposed definitions are a
valuable contribution to the field of multisensory interfaces, due to their
pervasiveness on digital mobile platforms. Keywords: Tablet; Play; Interaction design; Intertextuality; Literacy; Education | |||
| AfterNext: Decoding the Future of Higher Education in 2030 | | BIBA | Full-Text | 54-65 | |
| Myk Garn | |||
| In the world of academic innovation there are many experts; experienced
entrepreneurs who know what needs to be done next to improve faculty and
student success in the rapidly changing environment of academe. More bandwidth,
more funding, more professional development, more attention to quality and to
test security; all very important -- and all very unhelpful when one is tasked
with visioning not what should come next -- but what will come AFTER next.
Higher education is in the midst of turbulent change. An academic culture steeped in reflection and teaching is being disrupted and reconstructed into a globally connected ecosystem of networked, 24X7X365 co-creators and co-learners. Roles and paradigms held dear and true are challenged. The rate of change, the unpredictable, unrelenting emergence of new, disruptive models makes planning and preparing for the future even more conflicted, confusing -- and critical. This was the challenge facing the University System of Georgia in 2013. A recently completed report on distance learning needs had surfaced many critical needs -- but few visionary directions -- for the System to consider or plan from. This need was clear to Chancellor "Hank" Huckaby in November of 2013 when he addressed a convening of the System's leading educational entrepreneurs at a symposium entitled "MOOCs and Beyond." Challenging the leaders to examine and explore the future fearlessly, he acknowledged, "...we don't know what lies beyond...and that's important." This observation framed and guided the System initiative, and Georgia's intent, to "Invent the Beyond." | |||
| From Trebizond to Al-Andalus: Visualizing the Late Medieval Mediterranean | | BIBAK | Full-Text | 66-76 | |
| Eurydice S. Georganteli; Ioanna N. Koukouni | |||
| No place can better represent the meeting of cultures in late medieval
Europe than the Mediterranean. Intellectual, artistic, and societal
interactions during this time have impacted material culture on many levels.
These interactions are yet visible in coins, monuments, cityscapes, languages,
music, ideas, knowledge, and technologies. Byzantine, medieval Islamic, Norman,
Italian, and Crusader coins have been the dominant evidence of cultural
interactions between opposing Mediterranean shores. This paper presents aspects
of cultural encounters in the late medieval Mediterranean, visualized in
storylines and accompanying digitized datasets, and supported by computer
technologies and related digital applications. Keywords: Late medieval Mediterranean; Cultural heritage; Coins; Intercultural
dialogue; Digital cultural heritage; Mobile applications; Cloud-based
platforms; Personalization | |||
| STEM Scalable Model for Enhancing Secondary and Postsecondary Student On-Line Services | | BIBAK | Full-Text | 77-88 | |
| Noel Gregg; April Galyardt; Robert Todd | |||
| The purpose of this paper is to examine the BreakThru e-mentoring model for
scalability purposes. Two aspects of this STEM e-mentoring program were
examined: (1) the use of virtual environments and social media settings; and
(2) the development of e-mentoring relationships (i.e., quality and
engagement). Three secondary and three postsecondary institutions participated
in the project. Mentors (n=33) were recruited from postsecondary faculty,
secondary teachers, graduate students, and business leaders. Of the BreakThru
participants (n=188), 57% of the students continued in the program for multiple
years. Specific design issues are described as essential for developing and
measuring the outcomes of a similar student on-line resource. Keywords: Scalable model; STEM; Disability; E-mentoring; On-Line services; Virtual
world; Social media | |||
| A TUI-Based Storytelling for Promoting Inclusion in the Preschool Classroom | | BIBAK | Full-Text | 89-100 | |
| Julián Esteban Gutiérrez Posada; Heiko Hornung; Maria Cecília Martins; Maria Cecília Calani Baranauskas | |||
| Technologies such as Tangible User Interfaces (TUIs) take advantage of the
natural ability of children to tell stories, play and explain their personal
and social behavior. TUI technologies can be designed to constitute scenarios
of technology use for all and thus benefit inclusive schools. Challenges of
designing such scenarios in the classroom include distraction of students,
acceptance by teachers, and inclusion of students with disabilities. In this
paper we focus on investigating the acceptance of a TUI environment, designed
for the educational context of creating, sharing and telling stories
collaboratively. We present a system as background for an evaluation of
acceptance based on the Self Assessment Manikin model. Two groups of subjects
participated in the evaluation: a group of HCI specialists, and a group of
teachers working in an inclusive educational context. The pilot study with HCI
specialists established a baseline showing that the system potentially has a
high acceptance rate. The teachers reported in a subsequent study high levels
of Pleasure and Arousal while we detected greater variance in the Dominance
dimension. Although we do not see this variance as critical, it requires
attention for the more complex modes of the system. Keywords: TUI; Storytelling; Narrative; SAM | |||
| Delivering User-Centered Content on an Inclusive Mobile Platform: How to Produce It and Use It! | | BIBAK | Full-Text | 101-108 | |
| Valerie C. Haven | |||
| The adoption of mobile learning in higher education is facilitating new
avenues for inclusive and accessible learning. The bedrock for these learning
environments is the accessible software/hardware included in newer smart
devices. Non-traditional learners such as those from diverse racial, cultural,
and linguistic backgrounds as well as learners with disabilities are gaining
access to higher education using these technologies.
Even though inclusive technology is opening doors to the non-traditional learner, reliance on the access features within technology is still causing barriers to education. One barrier is that technology continues to evolve rapidly and with each upgrade new interface issues arise. The second barrier is that the dependence on smart devices to provide access to education does not address inaccessible course design and delivery of educational content. Keywords: Mobile learning; Inclusive learning; Accessibility; Inclusive content;
Productivity tools; Synergistic Learning Theory (S.L.T.) | |||
| Preparing All Students for 21st Century College and Careers | | BIBAK | Full-Text | 109-119 | |
| Margo Izzo; Alexa Murray; Andrew Buck; Victor Johnson; Eliseo Jimenez | |||
| Preparing all students for lifelong success in a rapidly changing global
economy requires schools to reconsider both what and how educators teach and
students learn in the 21st century. This paper presents examples of curricula,
programs, and delivery methods that promote increased learning in core
academics, technology, and life and career skills for students with
disabilities at the secondary and postsecondary levels. Three initiatives,
EnvisionIT (EIT), Ohio's STEM Ability Alliance (OSAA), and Transition Options
in Postsecondary Settings (TOPS), provide models of engendering 21st century
skills utilizing 21st century tools that support all students' transition from
high school to college and careers. Keywords: 21st century skills; College and career readiness; Employment; Students with
disabilities; Self-advocacy; STEM; Technology; Transition | |||
| Universal Access to Media and the California Community Colleges Online Education Initiative | | BIBAK | Full-Text | 120-126 | |
| Michael James Jayme Johnson | |||
| The California Community College system launched the Online Education
Initiative in 2014 to address the needs of students and to more effectively
leverage the collective resources of the 113 campuses to provide the services
needed for degree completion and transfer to university. Providing a common
base of instructional technology resources, student services, and a statewide
exchange of courses, and with all of this being universally accessible, the
Online Education Initiative is one of the most ambitious efforts to address the
needs of online students and educators in the history of California. Keywords: Online education; Accessibility; Adaptable computing; OEI; California;
Digital ecosystem | |||
| How Competency-Based Education Can Fulfill the Promise of Educational Technology | | BIBAK | Full-Text | 127-136 | |
| Sally M. Johnstone; David E. Leasure | |||
| Even with today's sophisticated technologies, we usually are still exporting
the classroom as if that is the ideal learning environment. Learning science
has advanced a great deal in the past several centuries since the lecture
became the most common form of 'teaching' at colleges and universities. There
is a lot we know about how people learn, yet very few faculty members are
learning experts. There is good evidence that adaptive or personalized learning
environments help more students be successful, but these are hard to implement
in traditional settings. The use of a competency-based education model can
facilitate the use of these new learning environments to benefit students. Keywords: Competency-based education; CBE; Personalized learning; Adaptive learning;
Student success; WGU | |||
| Leveraging Virtual Worlds for Electronic Mentoring | | BIBAK | Full-Text | 137-148 | |
| Christopher Langston; Nathan Moon; Robert Todd; Noel Gregg; Gerri Wolfe | |||
| The Georgia STEM Accessibility Alliance's BreakThru electronic mentoring
program responds to a National Science Foundation request for research on
virtual worlds to support outcomes for students with disabilities. It also
addresses student advancement through critical junctures to STEM careers,
particularly from secondary to post-secondary education, and from the
undergraduate to graduate level. BreakThru has developed from an exploration of
technology platforms into a full-fledged mentoring program that currently
enrolls 85 students and 38 mentors. The overall aim of BreakThru is to increase
the persistence in STEM of students with disabilities who are enrolled in the
program. Toward this end, efficacy is measured in part through enrollment and
retention of secondary and postsecondary students with disabilities into
virtual mentoring. BreakThru is unique among mentoring programs due to its use
of the virtual world Second Life to support or implement most project
activities. Keywords: Second life; Electronic mentoring; Students with disabilities; Persistence;
Retention; STEM | |||
| Integrating Motion-Capture Augmented Reality Technology as an Interactive Program for Children | | BIBAK | Full-Text | 149-156 | |
| Chien-Yu Lin; Chien-Jung Chen; Yu-Hung Liu; Hua-Chen Chai; Cheng-Wei Lin; Yu-Mei Huang; Ching-Wen Chen; Chien-Chi Lin | |||
| The purpose of this study is to investigate the effects of free interactive
games invention program on jumping performance. This study design interactive
games using motion capture technology that enable participant to interact using
body motion in augmented environment. Scratch 2.0, using an augmented-reality
function via webcam, creates real world and virtual reality merge at the same
screen. Scratch-based motion capture system which uses physical activities as
the input stimulate. This study uses a webcam integration that tracks movements
and allows participants to interact physically with the project, to enhance the
motivation of children in elementary. Participants are 7 children in elementary
school; the independent variable was some interactive games arranged by the
authors, the dependent variable was the immediate effect by the intervention
program on jumping performance. The experimental location was in a classroom of
elementary school. The results show the Scratch-base free support system could
be allowed the participants some clues, so they could have the motivation to do
physical activities by themselves. The participants have a significant
achievement via free Scratch-base augmented reality instead of traditional
activities. Keywords: Physical activity; Scratch 2.0; Augmented-reality; Webcam; Motion capture | |||
| A JBrick: Accessible Robotics Programming for Visually Impaired Users | | BIBAK | Full-Text | 157-168 | |
| Stephanie Ludi; Scott Jordan | |||
| Despite advances in assistive technology, challenges remain in pre-college
computer science outreach and university programs for visually impaired
students. The use of robotics has been popular in pre-college classrooms and
outreach programs, including those that serve underrepresented groups. This
paper describes the specific accessibility features implemented in software
that provides an accessible Lego Mindstorms NXT programming environment for
teenage students who are visually impaired. JBrick is designed to support
students with diverse visual acuity and who use needed assistive technology.
Field tests over several days showed that JBrick has the potential to
accommodate students who are visually impaired as they work together to program
Lego Mindstorms NXT robots. Keywords: Accessibility; Robotics; Visual impairment | |||
| Effects of Superimposing Salient Graphics on Learning Material | | BIBAK | Full-Text | 169-178 | |
| Shu Matsuura; Takumi Shigihara | |||
| We investigate the effects of superimposing animated graphics of a virtual
character (VC) on physics simulation learning material. Eye-tracking
experiments revealed that the VC drew attention to the animated simulation
display in a tutorial mode in which the user remained passive to instruction.
No similar effect of superimposing was found when the user was engaged in the
interface of waiting for key-in mode. Visual incongruity together with
contextual congruity is believed to work as a stimulus to raise interest in the
intuitive elements of the material. As one application, we describe the
development of a visual annotation system based on augmented reality
technology. The annotations were visualized in stereoscopic three-dimensional
graphics using a see-through wearable binocular-type display. This system is
useful for users to obtain in-depth knowledge individually from a large
projected image shared with an entire class. This is expected to enable
learners to retrieve knowledge at their own paces, while raising interest in
the entire view. Keywords: Learning materials; See-through wearable display; Augmented reality;
Stereoscopic 3D | |||
| Determining the Efficacy of Communications Technologies and Practices to Broaden Participation in Education: Insights from a Theory of Change | | BIBAK | Full-Text | 179-188 | |
| Nathan W. Moon; Robert L. Todd; Noel Gregg; Christopher L. Langston; Gerri Wolfe | |||
| BreakThru is the core project of the Georgia STEM Accessibility Alliance
(GSAA), which is supported by the Research in Disabilities Education (RDE)
program of the National Science Foundation (NSF). Launched in 2010, GSAA is one
of 10 RDE Alliances throughout the United States designed to broaden the
participation and achievement of people with disabilities in STEM education and
careers. The most distinctive feature of GSAA has been its use of virtual
worlds and online communications platforms to support or implement most project
activities. Empirical findings have informed the creation of a theory of change
to explain how characteristics of technologically mediated mentoring practices
may positively impact students' internal characteristics across five indicators
(intention to persist, increased self-advocacy, increased self-determination,
decreased math anxiety, and decreased science anxiety). Successful
internalization of these characteristics may be expected to increase students'
intention to persist in STEM education and support concrete steps to persist.
This project seeks to fill a critical research gap and inform the field about
the potential efficacy of e-mentoring programs and how they might be evaluated.
It also seeks to determine appropriate methodologies and approaches for doing
so. Keywords: STEM education; Disability; Accessibility; Electronic mentoring; Evaluation;
Theory of change | |||
| Enhancing Students' Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach | | BIBAK | Full-Text | 189-201 | |
| Ricardo Rodrigues Nunes; Daniela Pedrosa; Benjamim Fonseca; Hugo Paredes; José Cravino; Leonel Morgado; Paulo Martins | |||
| To motivate students to study advanced programming techniques, including the
use of architectural styles such as the model-view-controller pattern, we have
conducted action research upon a project based-learning approach. In addition
to collaboration, the approach includes students' searching and analysis of
scientific documents and their involvement in communities of practice outside
academia. In this paper, we report the findings of second action research
cycle, which took place throughout the fourth semester of a six-semester
program. As with the previous cycle during the previous academic year, students
did not satisfactorily achieve expected learning out-comes. More groups
completed the assigned activities, but results continue to reflect poor
engagement in the communities of practice and very low performance in other
learning tasks. From the collected data we have identified new approaches and
recommendations for subsequent research. Keywords: Motivation; Learning programming; Collaboration; Social interaction;
Communities of practice; Project-based learning; Problem-based learning | |||
| Guidelines for Designing Accessible Digital (Text) Books: The Italian Case | | BIBAK | Full-Text | 202-213 | |
| Eliseo Sciarretta; Andrea Ingrosso; Alessandra Carriero | |||
| In this paper, the authors analyze the state of the art of digital
publishing, with particular attention towards what is going on in Italy, and
investigate eBooks' accessibility features, in order to understand whether this
growing phenomenon may represent a resource and a possibility of inclusion for
all individuals, regardless of their (dis)abilities, their needs and their
interests, and how to make this possible. Given the recent turmoil around the
so-called School 2.0 and the subsequent need to guarantee every student the
right to a profitable and successful school career, the discussion will focus
on issues related to digital textbooks, aiming at elaborating a proposal of
guidelines and editorial techniques which can assist the process of preparation
of works all learners can access, discarding the "one-size-fits-all" logic, but
rather adapting to individual needs. Keywords: Accessibility; Learning; School; Ebook; Guideline; Universal access | |||
| The Evolution of an Online Approach to Preparing Young Students with Disabilities for College and Careers | | BIBAK | Full-Text | 214-223 | |
| Clark A. Shingledecker; Jennifer Barga | |||
| This paper describes an initiative to address the underrepresentation of
persons with disabilities (PwD) in science, technology, engineering and
mathematics (STEM) fields using online educational methods. The objectives of
the program are to build motivation for pursuing STEM careers among students
with disabilities in middle school and early high school and to improve their
preparation for postsecondary education. We first outline the problem of
underrepresentation of PwD in STEM and present the underlying reasoning for
targeting younger students and addressing the objectives using online methods.
Next, we describe the development of online content designed to increase STEM
career motivation and college readiness and the initial implementation of the
program using a series of informal educational webcasts aimed at students with
disabilities and their parents. In the final section of the paper, we identify
some of the lessons-learned about online educational approaches from the
original implementation, and describe a subsequent evolution of the program
using multilevel web-based content designed to reach a wider range of problem
stakeholders including teachers and rehabilitation counselors. Keywords: Students with disabilities; STEM careers; Online education; College
preparation | |||
| The Promise and Pitfalls of Virtual Worlds to Enhance STEM Education Success: Summary of the GSAA BreakThru Model | | BIBAK | Full-Text | 224-235 | |
| Robert L. Todd | |||
| The Georgia STEM Accessibility Alliance (GSAA) is a research project funded
by the U.S. National Science Foundation (NSF) Research in Disabilities
Education (RDE) program, grants 1027635 and 1027655. A collaborative RDE
Alliance, it combines the expertise of the University of Georgia and the
Georgia Institute of Technology. Launched in 2010 and projected for completion
in 2016, GSAA is one of 10 RDE Alliances throughout the United States designed
to broaden the participation and achievement of people with disabilities in
STEM education and careers. Although the GSAA encompasses many innovative
features to achieve its goals, its core features are the use of virtual worlds
(Second Life) and online and smartphone technologies to enhance student success
through mediated mentoring, collectively referred to as the BreakThru project.
This paper will provide a brief summary of the status of the use of virtual
worlds in STEM education, as well as an overview of the GSAA BreakThru goals,
theory of change, demographics, and subject participation. It will posit
conclusions that can be advantageous in future research on online, mediated
approaches to enhanced education, to ensure the maximum potential for all
students to complete educational goals. Keywords: STEM education; Disability; Accessibility; Electronic mentoring; Virtual
worlds; Online education | |||
| Quality Analysis of Polish Universities Based on POE Method -- Description of Research Experiences | | BIBAK | Full-Text | 236-242 | |
| Dorota Winnicka-Jaslowska | |||
| The paper summarizes the research experiences of the author, related to the
pilot quality assessment studies of university buildings and campuses in
Poland. The studies are linked by the method Post Occupancy Evaluation (POE).
The scope of the quality analyses conducted by the author in University of
Silesia in Katowice was the general efficiency assessed from the point of view
of organizational and behavioral needs of users. The main research tools of the
pilot quality assessment studies carried out by the author was focused on the
selected buildings and university campus space. The discussed University of
Silesia is currently undergoing changes in its campus. In the beginning of the
21st until nowadays some important buildings of University were erected and
opened up. The University authorities are planning new facilities and extension
of the campus site. The author's analyses were used for pre-design studies. The
analyses gave grounds for students' conceptual designs concerning further
growth of the University. Keywords: University building; Campus; Post Occupancy Evaluation (POE); Users; Higher
education; HE | |||
| E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses | | BIBAK | Full-Text | 243-251 | |
| Gerri Wolfe; Noel Gregg | |||
| On-line education has broadened access to college allowing the same
educational opportunities as students enrolled at a traditional campus. The
increase in on-line enrollment is over shadowed by course drop out and failure
rates which are higher than campus-based rates. With many underrepresented
students facing barriers to campus-based education, on-line courses hold great
appeal. However, the on-line environment has posed challenges due to the
limited availability of support services which can lead to frustration and
subsequent withdrawal from courses. The purpose of this paper is to explore
e-mentoring using the BreakThru e-mentoring model as a back drop. Three aspects
of the e-mentoring program will be examined: (1) factors associated with how
underrepresented students use social media tools, including virtual platforms,
while participating in an e-mentoring program; (2) factors contributing to the
development of mentee/mentor relationships; and (3) factors which affect a
mentee's increased persistence in a STEM major. Keywords: E-mentoring; On-line courses; Underrepresented college students; Disability;
Virtual platforms social media; Persistence; STEM | |||
| Comparison Research Between ICT-Based Design and Traditional Design for Hearing Impaired Children | | BIBAK | Full-Text | 252-263 | |
| Ying Yang; Junnan Yu; Wenyi Cai; Ting Han | |||
| There are about 27.8 million hearing impaired people in China, and among
them 137 thousand are children under six. Traditional approaches of hearing and
speech rehabilitation for children are using medical treatments at first and
subsequently following a speech training in professional institutes, to make up
the delayed speech development. It has been found that there are some
weaknesses in traditional approaches.
Since the emergence of ICTs (Information and Communication Technologies), they have been applied in many different fields, especially in the education field. ICTs have an obvious advantage in education. In this paper, the application of ICTs in speech training has been proposed, and a comparison with traditional speech training approaches has been made. Based on these research findings, a speech training prototype, New Voice was developed. Keywords: Design for pleasure of use; Human Factors / System Integration; Training
design and analysis; ICT-based design | |||
| Haptics-Enabled Surgical Training System with Guidance Using Deep Learning | | BIBAK | Full-Text | 267-278 | |
| Ehren Biglari; Marie Feng; John Quarles; Edward Sako; John Calhoon; Ronald Rodriguez; Yusheng Feng | |||
| In this paper, we present a haptics-enabled surgical training system
integrated with deep learning for characterization of particular procedures of
experienced surgeons to guide medical residents-in-training with quantifiable
patterns. The prototype of virtual reality surgical system is built for
open-heart surgery with specific steps and biopsy operation. Two abstract
surgical scenarios are designed to emulate incision and biopsy surgical
procedures. Using deep learning algorithm (autoencoder), the two surgical
procedures were trained and characterized. Results show that a vector with 30
real-valued components can quantify both surgical patterns. These values can be
used to compare how a resident-in-training performs differently as opposed to
an experienced surgeon so that quantifiable corrective training guidance can be
provided. Keywords: Virtual surgical training system; Haptic device; Machine learning; Deep
learning algorithm; Autoencoder; Motion tracking and quantification | |||
| A Goal- and Context-Driven Approach in Mobile Period Tracking Applications | | BIBAK | Full-Text | 279-287 | |
| Richard A. Bretschneider | |||
| Over the past few years the interest in period tracking apps increased,
which represent a sub-genre of quantified self apps in women health. They are
available in a variety of complexity levels ranging from simple menstruation
diaries up to applications with complex fertility calculation algorithms. The
goal of this paper is to propose an approach for a period tracking app with an
adaptive user interface that takes the users goal and context into account. Our
research focusses on the motivations to use a period tracker, the questions
that users have regarding their cycle data and how a quantified self app could
help in answering these questions. Keywords: Self-tracking; Period tracking; Context; User experience; Personalization;
User monitoring; Quantified self | |||
| Unforeseen Challenges | | BIBAK | Full-Text | 288-299 | |
| Mads Christophersen; Peter Mørck; Tue Odd Langhoff; Pernille Bjørn | |||
| Wearable health-tracking devices are being adopted by American self-insured
companies to combat rising health insurance costs. The key motivation is to
discourage employees' unhealthy behavior through monitoring their data. While
wearable health-tracking devices might improve users awareness about personal
health, we argue that the introduction of such devices in organizational
settings also risk introducing unforeseen challenges. In this paper we unpack
the unforeseen challenges and argue that wearable health-tracking devices in
organizational settings risk disciplining employees, by tempting or penalizing
them financially. Further, health concerns are reduced to numbers through
wearable health-tracking devices providing surveillance of bodies, impacting
people's lives. We stress how important it is that designers and researchers
find ways to address these challenges in order to avoid future abuse of
personal health data collected from wearable health-data tracking devices. Keywords: Wearable Health-Tracking devices; Health data; Health insurance;
Differentiated pricing; Wellness programs; Personal healthcare records;
Privacy; Surveillance; Disciplining; Health as numbers | |||
| Rehabilitation of Balance-Impaired Stroke Patients Through Audio-Visual Biofeedback | | BIBAK | Full-Text | 300-311 | |
| Cristina Gheorghe; Thomas Nissen; Daniel Christensen; Paula Epure; Anthony Brooks; Eva Petersson Brooks | |||
| This study explored how audio-visual biofeedback influences physical balance
of seven balance-impaired stroke patients, between 33-70 years-of-age. The
setup included a bespoke balance board and a music rhythm game. The procedure
was designed as follows: (1) a control group who performed a balance training
exercise without any technological input, (2) a visual biofeedback group,
performing via visual input, and (3) an audio-visual biofeedback group,
performing via audio and visual input. Results retrieved from comparisons
between the data sets (2) and (3) suggested superior postural stability between
test sessions for (2). Regarding the data set (1), the testers were less
motivated to perform training exercises although their performance was superior
to (2) and (3). Conclusions are that the audio component motivated patients to
train although the physical performance was decreased. Keywords: Audio-visual biofeedback; Stroke rehabilitation; Postural stability | |||
| Speech Driven by Artificial Larynx: Potential Advancement Using Synthetic Pitch Contours | | BIBAK | Full-Text | 312-321 | |
| Hua-Li Jian | |||
| Despite a long history of development, the speech qualities achieved with
artificial larynx devices are limited. This paper explores recent advances in
prosodic speech processing and technology and assesses their potentials in
improving the quality of speech with an artificial larynx -- in particular,
tone and intonation through pitch variation. Three approaches are discussed:
manual pitch control, automatic pitch control and re-synthesized speech. Keywords: Artificial larynx; Fundamental frequency; Assistive technology | |||
| Multimodal Feedback for Balance Rehabilitation | | BIBAK | Full-Text | 322-330 | |
| Bruce J. P. Mortimer; Braden J. McGrath; Greg R. Mort; Gary A. Zets | |||
| This paper describes development of an activity based, multimodal balance
rehabilitation training device. Various sensors can be used, including a force
plate, inertial sensors, and depth sensing cameras, and various combinations of
visual, auditory and tactile feedback can be configured depending on the
rehabilitation task and activity. Tactile feedback is presented via a
lightweight belt that is worn on the torso. Generally, visual feedback is only
needed at the start of rehabilitation training (task orientation) while tactile
feedback may be used to augment balance control. Tactile feedback can be
configured as a cue that certain movement targets or limits have been reached
or as an immediate indicator of the variance in postural sway. Tactile feedback
allows the subject to naturally concentrate on the functional rehabilitation
task, and is less reliant on visual or verbal cues. Keywords: Balance; Rehabilitation; Tactile feedback | |||
| A Virtual Reality System for Occupational Therapy with Hand Motion Capture and Force Feedback | | BIBAK | Full-Text | 331-337 | |
| Kouki Nagamune; Yosuke Uozumi; Yoshitada Sakai | |||
| This study proposes a virtual reality system for occupational therapy with
hand motion capture and force feedback. Force feedback is realized by using a
vibration motor. In the experiment, the proposed system was applied for three
health males. The results with force feedback were close to the setting
distance more than the results without force feedback. As a future work, actual
working task used in clinical situation should be applied to this system. Keywords: Virtual reality; Occupational therapy; Force feedback | |||
| Methodology for Evaluating the Usability of Public Equipment for Physical Activity: An Approach to Interface with Blind and Low Vision Individuals | | BIBAK | Full-Text | 338-344 | |
| Sabrina Talita de Oliveira; Maria Lucia Leite Ribeiro Okimoto | |||
| The objective of this study is to present a methodology for evaluation of
public equipment, from usability issues, ergonomics and accessibility. We
believe that products of common use can be used by normal people and by people
with disabilities. Thus, we decided to develop a methodology for evaluate
public exercise equipment in Brazil, as a group of blind and low vision users
constantly use such products. The methodology aims to measure the User
Experience using the products of outdoor gyms, showing criteria of
satisfaction, effectiveness, efficiency, intuitiveness, pleasantness and
perception of pain or discomfort. Keywords: Public gyms; User experience; Usability; Blind people; Low vision | |||
| Virtual Liver Surgical Simulator by Using Z-Buffer for Object Deformation | | BIBAK | Full-Text | 345-351 | |
| Katsuhiko Onishi; Hiroshi Noborio; Masanao Koeda; Kaoru Watanabe; Kiminori Mizushino; Takahiro Kunii; Masaki Kaibori; Kosuke Matsui; Masanori Kon | |||
| Virtual surgical simulator which is using computer graphics is much popular
system than before. It is generally used in the medical areas, such as medical
hospital or medical university. The simulator uses virtual organ models like
liver, brain and so on. These models are usually based on the scanning data
from patients and are used as volume models. Fortunately, the volume model is
familiar with its cutting or deforming operation in a surgical system. For this
reason, there are many kinds of surgical simulation or navigation systems using
the volume model. However, visual reality of the volume model is not sufficient
for human being including doctors. This means that the doctors cannot identify
shape or location of a target organ from volume objects. In order to overcome
this, we should use the translating method, such as marching cubes method and
so on, for getting precisely polygon models which is included normal vectors of
volume object. However, the method is quite time consuming and consequently the
doctors cannot operate the virtual model in real-time.
On these observations, we propose the virtual surgical simulator for operating the human liver in a virtual environment, which is based on the cooperation of polygon models and Z-buffer in GPU. By using parallel processing of GPU, the simulator allows uses to cut or deform a virtual liver model by using several kinds of medical tools like a scalpel in this system. In addition, visual reality of polygon model is wonderful for a doctor to identify its shape or location because this model maintains their precise normal vector. Keywords: Z-buffer; Liver surgical simulator; GPU; Object deformation | |||
| Fashion Design for Health: A Multidisciplinary Approach | | BIBAK | Full-Text | 352-363 | |
| Mariana Rachel Roncoletta | |||
| The aim of this research is presenting intersections points concerned with
health, fashion and design with the propose of allowing multidisciplinary
studies to enter into a dialogue by employing the same language. Qualitative
methodology was applied on the bias of epistemological Constructivism. It was
analysed and compared secondary sources through a biographic review. It was
concluded that the examples of The Alternative Limb Project, a hybrid project,
are intended to embody fashion as a socio-cultural phenomenon can foster
social-cultural inclusion for people with disability. It is possible to discern
a feasible approximation of the outlook of the designer in the area of health
with the outlook of the designer in the area of fashion, so that, in
partnership, they can foster effective socio-cultural inclusion and improve
physical health in a way that culminates in a better quality of life and state
of well-being. Keywords: Fashion design; Health; People with disability | |||
| Smart Mirror Where I Stand, Who Is the Leanest in the Sand? | | BIBAK | Full-Text | 364-373 | |
| Marianna Saba; Riccardo Scateni; Fabio Sorrentino; Lucio Davide Spano; Sara Colantonio; Daniela Giorgi; Massimo Magrini; Ovidio Salvetti; Novella Buonaccorsi; Ilaria Vitali | |||
| In this paper we introduce the Virtuoso project, which aims at creating a
seamless interactive support for fitness and wellness activities in touristic
resorts. The overall idea is to evaluate the current physical state of the user
through a technology-enhanced mirror. We describe the state of the art
technologies for building a smart mirror prototype. In addition, we compare
different parameters for evaluating the user's physical state, considering the
user's impact, the contact requirements and their cost. Finally we depict the
planned setup and evaluation setting for the Virtuoso project. Keywords: Smart mirrors; Self-monitoring; Wellbeing monitoring; Design for quality of
life technologies; Resort | |||
| A Virtual Reality Lower-Back Pain Rehabilitation Approach: System Design and User Acceptance Analysis | | BIBAK | Full-Text | 374-382 | |
| Wu-Chen Su; Shih-Ching Yeh; Si-Huei Lee; Hsiang-Chun Huang | |||
| Low back pain (LBP) affects people of all ages and it is a very common
health problem globally. Eighty percent of all people may have experienced LBP
in their life. Furthermore, there is no perfect strategy which can be used to
treat all kinds of LBP patients. Moreover, LBP rehabilitation takes a long
period of time, while patients may lack motivation to finish the entire course
of treatment. As a result, LBP poses substantial impact on individuals,
organizations and society. Fortunately, the advancement of computing hardware
and software offer us a virtual reality based solution in the rehabilitation
field. For example, cheaper and highly accurate wearable devices can also be
used to coordinate with analytical software packages in order to carry out
motion tracking and measure a patient's movement promptly and effectively.
Therefore, in this study, a VR-based LBP rehabilitation system utilizing wireless sensor technologies to assist physiotherapists and patients in undertaking three stages of rehabilitation exercises for low back health is proposed. The major functions of this VR system are as follows: (1) Monitor and correct a patient's posture to establish basic movement patterns. (2) A physiotherapist can customize appropriate rehabilitation programs for an individual patient in order to enhance muscle strength and endurance. (3) Provide supports to a patient so as to establish whole body and joint stability. A total of twenty LBP patients have been recruited for this study, and a user acceptance of technology questionnaire is used to investigate the effectiveness and efficiency of the system proposed. Participants are treated 2-3 times a week for 4-6 weeks and experimental results demonstrate that uses of this VR system for rehabilitation courses have a high degree of technology acceptance and patients are willing to continue to use this system for LBP rehabilitation in the future. Keywords: Wireless sensor IMU; Virtual reality; Low back pain | |||
| 'Weather' Wearable System: A Design Exploration to Facilitate the Collaboration and Communication with Chronic Pain Patients | | BIBAK | Full-Text | 383-393 | |
| Xin Tong; Diane Gromala; Amber Choo; Mahsoo Salimi; Jeewon Lee | |||
| Unpredictable spikes in pain intensity can easily interrupt the lives of
chronic pain patients. The uncertainty of when these painful experiences will
occur inhibits positive communications and collaborations with friends,
families or co-workers in daily life. In this paper, the authors explore an
affective design space for developing a wearable technology piece using
real-time biofeedback monitoring capabilities. The intent of the device is to
mitigate chronic pain patients' pain uncertainty in order to facilitate daily
collaborations between the worker who lives with chronic pain and co-workers
through social signaling. This exploratory design process, including the
wearable system organization and presentation rationale, was developed in
participatory design collaboration with target users: a chronic pain patient
and people she works with in an academic workplace context. After three
iterations, two prototypes were developed; each addresses the control of
privacy and information sharing issues. In future work, appropriate evaluation
methods will be explored and the iterative design prototype also will be
improved based on user feedback. The long-term goal is to improve the
wearable's applicability in a variety of social contexts, and applicability for
other chronic conditions. Keywords: Wearable computing system; Chronic pain; Collaboration and communication;
Uncertainty mitigation | |||
| The Benefits of Haptic Feedback in Telesurgery and Other Teleoperation Systems: A Meta-Analysis | | BIBAK | Full-Text | 394-405 | |
| Bernhard Weber; Clara Eichberger | |||
| A quantitative review of empirical studies investigating the effects of
haptic feedback in teleoperation or virtual reality systems is provided.
Several meta-analyses were conducted based on results of 58 studies with 1104
subjects from the medical and other teleoperation domains, revealing positive,
substantial effects of kinesthetic force feedback on task performance (Hedges'
g=0.62-0.75) and force regulation (g=0.64-0.78) and positive, but small effects
on task completion time (g=0.22). Vibrotactile substitution of force feedback
results in significantly lower effects on task performance (g=.21). Yet,
exaggerated force production can be avoided effectively. Finally, we found
evidence that the magnitude of the force feedback effects are moderated by task
characteristics like force regulation demands and complexity. Keywords: Haptics; Force feedback; Vibrotactile; Sensory substitution; Teleoperation;
Telemanipulation; Telerobotics; Telesurgery; Virtual reality; Simulation | |||
| An Evaluation Method of Educational Computer Games for Deaf Children Based on Design Guidelines | | BIBAK | Full-Text | 409-419 | |
| Rafael dos Passos Canteri; Laura Sánchez García; Tanya Amara Felipe; Diego Roberto Antunes; Carlos Eduardo Iatskiu | |||
| Computer games have been used for a long time as a valuable tool in the
teaching and learning of a variety of subjects. The Deaf communities and in
particular the Deaf children have different learning needs compared to hearing
children. For this reason, there have been, even timidly, some educational
games that focusing on such children. However, as these games do not have a
standard methodology for development, they usually do not meet the needs of the
target audience. Therefore, this paper proposes a method for evaluating the
quality and suitability of existing educational games for Deaf children through
a tested set of design guidelines for Deaf children games. Two computer
educational games for Deaf are evaluated. In addition, after the evaluation, a
case study is presented to demonstrate the redesign of a game based on the
guidelines and the results obtained. Keywords: Human-Computer Interaction; Deaf culture; Social inclusion; Computer games;
Educational games; Education of deaf children | |||
| Resonance: An Interactive Tabletop Artwork for Co-located Group Rehabilitation and Play | | BIBAK | Full-Text | 420-431 | |
| Jonathan Duckworth; Nick Mumford; Karen Caeyenberghs; Ross Eldridge; Scott Mayson; Patrick R. Thomas; David Shum; Gavin Williams; Peter H. Wilson | |||
| In this paper we describe the design and development of Resonance, an
interactive tabletop artwork that targets upper-limb movement rehabilitation
for patients with an acquired brain injury. The artwork consists of several
interactive game environments, which enable artistic expression, exploration
and play. Each environment aims to encourage collaborative, cooperative, and
competitive modes of interaction for small groups (2-4) of co-located
participants. We discuss how participants can perform movement tasks
face-to-face with others using tangible user interfaces in creative and
engaging activities. We pay particular attention to design elements that
support multiple users and discuss preliminary user evaluation of the system.
Our research indicates that group based rehabilitation using Resonance has the
potential to stimulate a high level of interest and enjoyment in patients;
facilitates social interaction, complements conventional therapy; and is
intrinsically motivating. Keywords: Interactive art; Group interaction; Tabletop display; Movement
rehabilitation; Acquired brain injury | |||
| Increasing Super Pop VR™ Users' Intrinsic Motivation by Improving the Game's Aesthetics | | BIBAK | Full-Text | 432-441 | |
| Sergio García-Vergara; Hongfei Li; Ayanna M. Howard | |||
| During physical therapy intervention protocols, it's important to consider
the individual's intrinsic motivation to perform in-home recommended exercises.
Physical therapy exercises can become tedious thus limiting the individual's
progress. Not only have researchers developed serious gaming systems to
increase user motivation, but they have also worked on the design aesthetics
since results have shown positive effects on the users' performance for
attractive models. As such, we improved the aesthetics of a previously
developed serious game called Super Pop VR™. Namely, we improved the game
graphics, added new game features, and allowed for more game options to provide
users the opportunity to tailor their own experience. The conducted user
studies show that participants rank the version of the game with the improved
aesthetics higher in terms of the amount of interest/enjoyment it generates,
thus allowing for an increase in intrinsic motivation when interacting with the
system. Keywords: Technological rehabilitation; Super Pop VR™; V R T M; Physical
therapy; Game aesthetics; Serious games | |||
| Games for Change: The Strategic Design of Interactive Persuasive Systems | | BIBAK | Full-Text | 442-453 | |
| Igor Revoredo Hosse; Rachel Zuanon | |||
| Games for Change are designed to promote positive social impacts leading to
reflection and behavior change of the players. However, it is a challenge to
develop games that are motivators and, at the same time, stimulate positive
changes. Therefore, in order to help designers to achieve these objectives,
thirteen (13) design elements divided into three (3) structural strategic foci
were proposed. To validate these elements, the Games for Change Ecocity
(Brazil) and Half The Sky -- The Game (USA) were analyzed. As a result, the
design elements proposal helped to identify which aspects of each one of the
analyzed games were responsible for the performance regarding the players
behavior change and ability to motivate. Keywords: Game Design; Games for Change; Motivation to Play; Flow | |||
| Developing a Digital Game for Domestic Stroke Patients' Upper Extremity Rehabilitation -- Design and Usability Assessment | | BIBAK | Full-Text | 454-461 | |
| Lan-Ling Huang; Mei-Hsiang Chen; Chao-Hua Wang; Chang-Franw Lee | |||
| Digital games have been proven effective in upper extremity rehabilitation
for stroke patients in addition to arousing higher motivation and feelings of
pleasure. A well designed upper extremity rehabilitation digital game should
intentionally meet the purpose of rehabilitation. Therefore, it is desirable to
domestically develop digital upper extremity rehabilitation games for the local
hospitals as well as individual users. We are proposing this research to
develop such digital games for rehabilitation and their feasibility assessment.
A questionnaire was designed to evaluate the usability and feasibility
associated with using this game. The results of this study can be summarized as
follows: (1) the set of upper extremity rehabilitation game was named as upper
extremity rehabilitation gardening game (UERG game). It is special designed for
domestic stroke patients. (2) This UERG game uses Kinect's skeletal tracking
features and motion sensor to interaction with patients. (3) design features
are as following: game contents include three difficult levels according to
different upper limb motor function recovery stages; to record user's motor
performance; to provide feedback information (for example: to record the
completed the task time and to detect whether the user has compensatory action,
etc.). (4) A total of 10 patients to assess this set of games. The results
showed that 90% of patients reported that using UERG game in treatment
increased their treatment motivation.; 70% of them reported that this games is
very interactive; 80% patients considered this game is conducive to recovery
their upper extremity functions; 80% patients considered the feedback
information provided help them to understand their performance in each session
after training; 60% patients indicated the game interfaces were easy to operate
and learning; 90% of patients reported that this game is enjoyment and
satisfied with this game for rehabilitation. They are willing to continue to
use. Keywords: Upper extremity rehabilitation; Stroke; Digital gaming design; Usability
assessment | |||
| An Integrated Playful Music Learning Solution | | BIBAK | Full-Text | 462-471 | |
| Kristoffer Jensen; Søren Frimodt-Møller | |||
| This paper presents an integrated solution using IT technologies to help a
(young) musician learn a piece of music, or learn how to play an instrument.
The rehearsal process is organized in sequences, consisting of various
activities to be 'passed'. Several games are investigated that help in learning
especially difficult parts, or in the learning of an instrument. The integrated
solution, demonstrated on a tablet, proposed in this paper also includes tools
that assist the musician in the rehearsal process. Feedback consists of
computer tracking that supports self-assessment of rehearsal quality together
with shared audio and video material that can be viewed by teacher and peers. Keywords: Informal learning; Music rehearsal; Mobile applications; Gamification;
Low-fidelity prototyping | |||
| A Game-like Application for Dance Learning Using a Natural Human Computer Interface | | BIBAK | Full-Text | 472-482 | |
| Alexandros Kitsikidis; Kosmas Dimitropoulos; Deniz Ugurca; Can Bayçay; Erdal Yilmaz; Filareti Tsalakanidou; Stella Douka; Nikos Grammalidis | |||
| Game-based learning and gamification techniques are recently becoming a
popular trend in the field of Technology Enhanced Learning. In this paper, we
mainly focus on the use of game design elements for the transmission of
Intangible Cultural Heritage (ICH) knowledge and, especially, for the learning
of traditional dances. More specifically, we present a 3D game environment that
employs an enjoyable natural human computer interface, which is based on the
fusion of multiple depth sensors data in order to capture the body movements of
the user/learner. In addition, the system automatically assesses the learner's
performance by utilizing a combination of Dynamic Time Warping (DTW) with Fuzzy
Inference System (FIS) approach and provides feedback in a form of a score as
well as instructions from a virtual tutor in order to promote self-learning. As
a pilot use case, a Greek traditional dance, namely Tsamiko, has been selected.
Preliminary small-scaled experiments with students of the Department of
Physical Education and Sports Science at Aristotle University of Thessaloniki
have shown the great potential of the proposed application. Keywords: Dance performance evaluation; Natural human computer interface; Traditional
dances | |||
| Augmentation of Board Games Using Smartphones | | BIBAK | Full-Text | 483-492 | |
| Arturas Kulšinskas; Ciatialin Bialan; Nicholas Bukdahl; Anthony Lewis Brooks | |||
| This paper contains details about research into the effect of digital
augmentation on social presence in board games. A case study of the board game
Tobago was performed during the project and a prototype application for
smartphones was developed in order to compare the players' social presence in
traditional and augmented versions. A repeated measures experiment was carried
out with 15 subjects, during which both quantitative and qualitative data was
collected. The results of the experiment show that while digital augmentation
did not increase social presence in this board game, transferring some of the
physical elements to digital medium is a viable game design choice. Keywords: Board game; Smartphones; Digital augmentation; Social presence | |||
| Games Accessibility for Deaf People: Evaluating Integrated Guidelines | | BIBAK | Full-Text | 493-504 | |
| Ana L. K. Waki; Guilherme S. Fujiyoshi; Leonelo D. A. Almeida | |||
| The lack of accessibility in digital games imposes barriers for people with
disabilities. Currently there is not a standardized set of guidelines however
there are researches that consisted in integrating guidelines disperse in
several sources as, for example, the integrated set of guidelines for games
accessibility for deaf people proposed by Waki, Fujiyoshi and Almeida. In this
study we propose and conduct a process for evaluating that set of integrated
guidelines that is composed of two complementary evaluation techniques that
articulates predictive evaluations with prospective game developers and
workshops with deaf gamers. The results provided us with information: (a) on
whether the set of integrated guidelines is sufficient for determining
accessibility of digital games; and (b) for refining the set of integrated
guidelines. Keywords: Deaf people; Games; Accessibility; Evaluation; Guidelines | |||
| Enhancing Self-Motivation Through Design of an Accessible Math App for Children with Special Needs | | BIBAK | Full-Text | 505-513 | |
| J. MacCalla; Jin Xu; Ayanna Howard | |||
| The inclusion of learning activities using tablet devices in the classroom
environment continues to grow. Unfortunately, this corresponding increase has
not correlated with a growth in accessible content for children with special
needs. In fact, most children with a reported disability take fewer science and
math courses than mainstream students primarily due to the unavailability of
information in accessible formats. In this paper, we discuss an educational App
that makes math engaging to students while being accessible to children with
special needs. We then present a pilot study to collect empirical evidence on
how well the app self-motivates the user. Results from the study, which
involved thirty-four participants, show significant measures of self-motivation
when using the educational math app. Keywords: Accessible math; Special needs; Gamification; Intrinsic motivation | |||
| The Use of Multisensory User Interfaces for Games Centered in People with Cerebral Palsy | | BIBAK | Full-Text | 514-524 | |
| Eliza Oliveira; Glauco Sousa; Icaro Magalhães; Tatiana Tavares | |||
| The evolution of user interfaces has improved the user experience,
especially the sensory features. Also, the sensory aspect is crucial for the
interaction, mainly for the development of effective assistive technologies.
This study presents a game for people with Cerebral Palsy (CP). CP refers to a
range of clinical syndromes characterized by motor disorders and postural
changes that may or may not be associated with cognitive impairment and speech
disorders. Due to restricted motor condition, sports and games become difficult
for people with CP. Our challenge is to offer an alternative to people with PC
based on tangible and multisensory devices. The use of a robotic ball allowed
remote manipulation, which makes this solution useful for people with physical
disabilities. Also, an user centered design process was adopted. The game
encourages people to interact by using different control devices, making it an
important resource for promoting play in these users. Keywords: Assistive technology; Multisensory devices; Cerebral palsy; Games; User
study; Tangible interfaces | |||
| SPELTRA: A Robotic Assistant for Speech-and-Language Therapy | | BIBAK | Full-Text | 525-534 | |
| Vladimir Robles-Bykbaev; Martín López-Nores; Juan Ochoa-Zambrano; Jorge García-Duque; José Juan Pazos-Arias | |||
| The Speech and Language Therapy (SLT) is an area focused on the
rehabilitation of people suffering from different kinds of disorders and
disabilities related with language and communication. According to latest
estimates of the World Health Organization, most countries do not have
appropriate structures to provide healthcare and rehabilitation services for
those people. This problem becomes more complex on developing countries, due
the lack of professionals and ICT-based tools to support the several activities
that must be performed by the Speech and Language Pathologists (SLPs). On those
grounds, this paper presents a robotic assistant with the aim to help SLPs
during the therapy activities. This approach is based on an integrative
environment that relies on mobile ICT tools, an expert system, a knowledge
layer and standardized vocabularies. This proposal has been tested on 26
children suffering from different kind of disabilities, and the results
achieved have shown important improvements in some activities related with SLT
like reduction of the time required to prepare patients for therapy, and better
response of children to perform tasks. Keywords: Speech-language therapy; Mobile applications; Expert system; Robotic
assistant | |||
| Multimodal Videogames for the Cognition of People Who Are Blind: Trends and Issues | | BIBAK | Full-Text | 535-546 | |
| Jaime Sánchez; Ticianne Darin; Rossana Andrade | |||
| Multimodal serious games are attractive tools for achieving this goal and
helping people with visual disabilities to perceive and to interpret the
surrounding world. However, it is fundamental to ensure that the games can
stimulate cognitive development. The purpose of this study was to investigate
the role of multimodal components in the development and evaluation of games
and virtual environments targeting the enhancement of cognitive skills in
people who are blind. We analyze the state-of-the-art concerning approaches and
technologies currently in use for the development of mental maps, cognitive
spatial structures, and navigation skills in learners who are blind by using
multimodal videogames. Besides, we identify the current approaches used for
designing and evaluating multimodal games in this context. In this paper, we
discuss the results on these and related topics and draw from them some trends
and issues. Keywords: Accessible games; Multimodal interfaces; Cognition; Blind people | |||
| Designing Accessible Games with the VERITAS Framework: Lessons Learned from Game Designers | | BIBAK | Full-Text | 547-554 | |
| Michael James Scott; Fotios Spyridonis; Gheorghita Ghinea | |||
| Testing is important to improve accessibility. However, within the serious
games area, this can sometimes rely on minimal testing with the use of
heuristics and external assistive devices, with limited input from impaired
users. Efficiency would be improved if designers could readily evaluate their
designs with the assistance of virtual users. The VERITAS framework simulates
and presents data on the impact of a virtual user's impairments; thus,
facilitating a more efficient approach to inclusive design. This article
reports insights into the use of the framework by 31 evaluators from the
serious games field. A log-file analysis highlights key areas of concern, which
are then further explored through a questionnaire. The findings suggest that
the background knowledge of designers should be considered in order to improve
acceptance and usability. Specifically, by addressing challenges comprehending
interface elements, following the simulation workflow, and reacting to
feedback. Keywords: Accessibility; Universal design; Inclusion; Games; Simulations; VERITAS
framework; Designers | |||
| Gaze Interaction and Gameplay for Generation Y and Baby Boomer Users | | BIBAK | Full-Text | 555-564 | |
| Mina Shojaeizadeh; Siavash Mortazavi; Soussan Djamasbi | |||
| As high quality eye tracking devices become more readily available and
affordable, gaze interaction is becoming a viable and fun way to interact with
games. Because we direct our eyes toward objects that we choose to attend to,
gaze is likely to provide a natural way to manipulate objects in certain types
of games. However, little work has been done to design and test games that use
gaze as an interaction method. Despite the popular belief that the majority of
gamers are young, research shows that Baby Boomers also like to play games.
Thus, understanding possible differences in interaction preferences of these
two generations provides valuable insight for developers who are planning to
design gaze-enabled games for these two populations. In this study, we examine
the gaze interaction experience of Baby Boomer and Generation Y users by
comparing them to the familiar mouse interaction experience. Keywords: Gaze enabled interactions; Gaze interaction; User experience; Game play;
Baby boomers; Human technology interaction; HCI | |||
| Ludic Educational Game Creation Tool: Teaching Schoolers Road Safety | | BIBAK | Full-Text | 565-576 | |
| Nikolas Vidakis; Efthymios Syntychakis; Kostantinos Kalafatis; Eirini Christinaki; Georgios Triantafyllidis | |||
| This paper presents initial findings and ongoing work of the game creation
tool, a core component of the IOLAOS (IOLAOS in ancient Greece was a divine
hero famed for helping with some of Heracles's labors.) platform, a general
open authorable framework for educational and training games. The game creation
tool features a web editor, where the game narrative can be manipulated,
according to specific needs. Moreover, this tool is applied for creating an
educational game according to a reference scenario namely teaching schoolers
road safety. A ludic approach is used both in game creation and play. Helping
children staying safe and preventing serious injury on the roads is crucial. In
this context, this work presents an augmented version of the IOLAOS
architecture including an enhanced game creation tool and a new multimodality
module. In addition presents a case study for creating educational games for
teaching road safety, by employing ludic interfaces for both the game creator
and the game player, as well as ludic game design. Keywords: Educational game; Road safety; Open authorable framework; Ludic game design | |||
| Employing Ambient Intelligence Technologies to Adapt Games to Childrens' Playing Maturity | | BIBAK | Full-Text | 577-589 | |
| Emmanouil Zidianakis; Ioanna Zidianaki; Danae Ioannidi; Nikolaos Partarakis; Margherita Antona; George Paparoulis; Constantine Stephanidis | |||
| Play development is part of the child's growth and maturation process since
birth. Games in general, and technologically augmented games in particular, can
play a fundamental role in this process. This paper introduces the design,
implementation and deployment of a new version of the popular Tower Game
integrated within an Ambient Intelligence (AmI) simulation space, based on
knowledge stemming from the processes and theories used in occupational
therapy. An augmented interactive table and a three-dimensional avatar are
employed in order to extend the purpose and objectives of the game, so that its
applicability expands to the age group of preschool children from 3 to 6 years
old. Various augmented artifacts, such as force-pressure sensitive interactive
surface, and augmented pen, and a digital dice are integrated in the
environment, aiming to enhance children's play experience. Through such
augmented artifacts, the game becomes capable of monitoring and following the
progress of each young player, adapt accordingly and provide important
information regarding the abilities and skills of the child and his development
growth progress over time. Keywords: User and context modeling and monitoring; User interface adaptation; Ambient
intelligence; Computer games; Design for children | |||
| Augmenting Speech-Language Rehabilitation with Brain Computer Interfaces: An Exploratory Study Using Non-invasive Electroencephalographic Monitoring | | BIBAK | Full-Text | 593-603 | |
| Abeer Al-Nafjan; Areej Al-Wabil; Yousef Al-Ohali | |||
| The design and development of Brain Computer Interface (BCI) technologies
for clinical applications is a steadily growing area of research. Applications
of BCI technologies in rehabilitation contexts is often impeded by the
cumbersome setup and computational complexity in BCI data analytics, which
consequently leads to challenges in integrating these technologies in clinical
contexts. This paper describes a framework for a novel BCI system designed for
clinical settings in speech-language rehabilitation. It presents an overview of
the technology involved, the applied context and the system design approach.
Moreover, an exploratory study was conducted to understand the functional
requirements of BCI systems in speech-language rehabilitation contexts of use. Keywords: Brain Computer Interface (BCI); Speech language pathology; Rehabilitation;
Electroencephalography (EEG) | |||
| Usability Heuristics for the Design of Interactive Attention Assessment and Rehabilitation Technologies | | BIBAK | Full-Text | 604-615 | |
| Layla Al-Salhie; Weaám AlRashed; Areej Al-Wabil | |||
| Emerging technologies are beginning to find their way in different health
care centers and clinics worldwide for the purpose of assessment and
rehabilitation for people with attention deficit disorders. And due to the
variation in the practitioners and patients' requirements and preferences for
using these technologies, understanding the usability issues has become
essential for further development in this domain. In particular, addressing
issues of selecting usability evaluation methods and their effectiveness in
identifying usability problems. A bespoke heuristic set for the context of
intervention programs for developing sustained attention is proposed and
tested. In this study, we conducted usability heuristic evaluations on three
sustained attention assessment and rehabilitation programs that involve
emerging technologies; which are Neurofeedback and eye tracking. The heuristic
evaluation was conducted by five evaluators, and the results showed that the
proposed heuristic inspection evaluation method was effective in finding major
usability problems in programs designed for sustained attention assessment and
rehabilitation. Moreover, recommendations were presented regarding the
evaluators' experience with the evaluated interactive programs, the contexts of
usage, target user communities, and the technical background knowledge of the
interaction modalities. Keywords: Attention; Usability; Heuristic evaluation; Eye tracking; Neurofeedback | |||
| The Effect of Dyslexia on Searching Visual and Textual Content: Are Icons Really Useful? | | BIBAK | Full-Text | 616-625 | |
| Gerd Berget; Frode Eika Sandnes | |||
| Little is known about how dyslexia affects online information seeking. This
study addresses the search performance of 21 users with dyslexia and 21
controls in textual versus visual displays. The aim was to investigate whether
visual content enhance search performance. Participants were presented with 24
icons and 24 words and asked to locate a target item. Eye-tracking data
revealed no differences in performance in visual or textual content in the
dyslexia group. There were no significant differences between the user groups
on visual tasks. However, users with dyslexia performed significantly slower on
textual tasks than controls, mainly due to longer fixation durations. Users in
the control group took much less time solving textual tasks than visual tasks.
The results indicate that there may be no advantages in replacing textual
content with icons for users with dyslexia. However, replacing text with icons
may be counterproductive for users without dyslexia. Keywords: Dyslexia; Information search; Icons; Eye-tracking | |||
| Defining an Interaction Model for Users with Autism: Towards an Autistic User Model | | BIBAK | Full-Text | 626-636 | |
| Andrés Mejía-Figueroa; J. Reyes Juárez-Ramírez | |||
| The consideration of Human Factors is an integral part of the design and
development of any software system. User Models are used to represent the
user's characteristics in a computational environment, forming an integral part
of Adaptive Interfaces, by enabling the adaptation of the interface to the
user's needs and attributes. In this paper we describe a proposed user model
based on Executive Functions and a description of the planned case study, being
users with Autism Spectrum Disorder. Keywords: User modelling; Adaptive interfaces; Usability; Accessibility; Autism
spectrum disorder; Executive functions | |||
| Analysis and Design of Three Multimodal Interactive Systems to Support the Everyday Needs of Children with Cognitive Impairments | | BIBAK | Full-Text | 637-648 | |
| Stavroula Ntoa; Asterios Leonidis; Maria Korozi; Eleni Papadaki; Ilia Adami; George Margetis; Margherita Antona; Constantine Stephanidis | |||
| The autonomy and independence of users with cognitive impairments can be
fostered through cognitive technologies. The use of traditional computer
interfaces has however proved to be difficult for these users. This paper
proposes three innovative systems to train children with cognitive impairments
in three fundamental everyday life activities: (a) familiarizing with the home
environments, its objects and activities; (b) learning about money and
practicing shopping skills; and (c) learning how to prepare and cook simple
meals. All three systems feature multimodal interaction and support multimedia
output. Keywords: Multimodal interactive systems; Children with cognitive impairments;
Card-based interaction; Touch; Cooking; Monetary transactions; Learning the
home environment | |||
| Toward a Piano Lesson System that Gives People with Reduced Cognitive Functioning a Sense of Accomplishment | | BIBA | Full-Text | 649-659 | |
| Chika Oshima; Kimie Machishima; Koichi Nakayama | |||
| Creative activities provide elderly people with reduced cognitive functioning with a sense of accomplishment in nursing care facilities. Music therapists and their clients usual sing songs and play percussive musical instruments. However, they may not provide a feeling of accomplishment from these kinds of music therapy. Then, we aim to construct a piano lesson support system that can give people with reduced cognitive functioning a sense of accomplishment through playing the piano. In this paper, we conducted experiments in which a participant with higher brain dysfunction took piano lessons using video educational materials. The results of the experiments showed that she participated with enthusiasm and got better at playing the piano. On the other hand, we found several issues to consider. We discussed these issues with consideration of the symptoms according to the depression of cognitive function. | |||
| Jurojin: Designing a GPS Device for People Living with Dementia | | BIBAK | Full-Text | 660-668 | |
| Mark Palmer; Jude Hancock | |||
| Memory loss is the most common symptom of dementia. The impact is such that
people living with dementia (PLWD) lose the ability to find their way to
previously familiar locations, such as local amenities, and without the aid of
others, find themselves confined to home. PLWD report they would like to be
able to live unsupported for as long as possible [3] and in this regard the
ability to walk to amenities also provides exercise which has been shown to be
particularly beneficial for PLWD. This paper presents the Jurojin project which
arose out of the Dress/Sense competition to design wearable technology that
would positively impact on an individual's health. It details the challenges of
the design process, examines PPI (Patient and Public Involvement) feedback and
considers whether there might be lessons to be learnt beyond simply designing
for PLWD. Keywords: Dementia; GPS; Exercise; Design | |||
| Understanding and Improving Collaborative Skills Among Individuals with ASD in a Distributed Virtual Environment | | BIBAK | Full-Text | 669-680 | |
| Arpan Sarkar; Joshua Wade; Zachary Warren | |||
| Individuals with Autism Spectrum Disorders (ASD) evidence core impairments
regarding social interaction and communication. These impairments can inhibit
the ability of individuals with ASD from effectively engaging with peers and
collaborating on goal-oriented tasks. Recently collaborative virtual
environment (CVE) in which individuals with ASD can interact with one another
or with a therapist to achieve some common goal has been proposed for social
competence interventions (SCI) for these individuals. In this paper, we present
the design of a distributed CVE for playing the classic video game pong to be
used for SCI. This collaborative game can be played at several different modes
ranging from one player against an artificial agent in one computer to two
players against each other in two different computers. The system functionality
and robustness were validated through a small user study. In the future, this
CVE will be evaluated with children and adolescents with ASD. Keywords: Collaborative Virtual Environment (CVE); Autism Spectrum Disorder (ASD) | |||
| Presence of Autism Spectrum Disorders in University Students: Implications for Education and HCI | | BIBAK | Full-Text | 681-688 | |
| Debra Satterfield; Christopher Lepage; Nora Ladjahasan | |||
| The Center for Disease Control (CDC) in 2014 estimates a prevalence rate of
1 in 68 for persons with an autism spectrum disorder (ASD). It is five times as
prevalent in boys than girls and crosses all racial, ethnic and socioeconomic
groups [1]. Therefore, there is a critical need for the HCI community to better
understand the educational and informational needs for persons with ASD. This
research identifies persons with ASD in higher education using a recognized
autism diagnostic tool and correlates that data to their gender, major field of
study, and their indicated preferences with regard to course content, content
delivery preferences, and evaluation strategies. The significance of this
information applies both to students in HCI who are on the autism spectrum and
to university educators with regard to the design of educational materials and
courses suitable for both students with and without ASD to achieve academic
success. Keywords: Autism; Academic success; Engineering; Design; Higher education | |||
| A Virtual Reality Driving Environment for Training Safe Gaze Patterns: Application in Individuals with ASD | | BIBAK | Full-Text | 689-697 | |
| Joshua Wade; Dayi Bian; Jing Fan; Lian Zhang; Amy Swanson; Medha Sarkar; Amy Weitlauf; Zachary Warren; Nilanjan Sarkar | |||
| It has been well established that adolescents with Autism Spectrum Disorders
(ASD) present social and behavioral characteristics that differ significantly
from those of their peers without ASD. A growing number of recent studies have
begun to look closely at automobile operation characteristics in individuals
diagnosed with ASD. Some of this work has suggested that certain driving
behaviors demonstrated by those with ASD may pose significant safety concerns
to both themselves and other drivers. Expanding on previous work, we designed
and tested a gaze-contingent driving intervention system in which drivers were
required to not only perform well, but also to look at key regions of interest
in the environment such as traffic lights, stop signs, pedestrians and
side-view mirrors. We present preliminary results from a study comparing
performance outcomes and eye gaze patterns in a group using the gaze-contingent
system and a group using a gaze-insensitive, performance-based system. Keywords: Virtual reality; Eye gaze; Autism intervention | |||
| Digital Play Therapy for Children with Developmental Disorders | | BIBAK | Full-Text | 698-708 | |
| Yukako Watanabe; Yoshiko Okada; Hirotaka Osawa; Midori Sugaya | |||
| Children suffering with learning and developmental disorders require daily
training to develop their social skills. However, such daily training is
sometimes not provided because it requires interactive help from therapists,
and lots of programs required for the training. In this paper, we propose a
digital dollhouse that enhances traditional psychological play therapy with
digital sensors and computer graphics (CG). The digital dollhouse provides
immersive space for children, which develops their communication skills through
their imaginary play through the complement of CG for enhancing the
understanding of their situation. In this paper we present details of this
prototype digital dollhouse. We also categorize requirements for digital play
therapy, which are given by psychological viewpoints based on the prototype.
Interdisciplinary design processes collaborating with engineers and
psychologists show the possibility that digital dollhouses will be used for
enhancing the communication, and providing the variety of training program that
was difficult to prepare compared with the existent normal therapy devices. Keywords: Developmental disorders; Children; Digital play therapy; Digital play
therapy method; Digital play therapy device | |||
| Multimodal Fusion for Cognitive Load Measurement in an Adaptive Virtual Reality Driving Task for Autism Intervention | | BIBAK | Full-Text | 709-720 | |
| Lian Zhang; Joshua Wade; Dayi Bian; Jing Fan; Amy Swanson; Amy Weitlauf; Zachary Warren; Nilanjan Sarkar | |||
| A virtual reality driving system was designed to improve driving skills in
individuals with autism spectrum disorder (ASD). An appropriate level of
cognitive load during training can help improve a participant's long-term
performance. This paper studied cognitive load measurement with multimodal
information fusion techniques. Features were extracted from peripheral
physiological signals, Electroencephalogram (EEG) signals, eye gaze information
and participants' performance data. Multiple classification methods and
features from different modalities were used to evaluate participant's
cognitive load. We verified classifications' result with perceived tasks'
difficulty level, which induced different cognitive load. We fused multimodal
information in three levels: feature level, decision level and hybrid level.
The best accuracy for cognitive load measurement was 84.66%, which was achieved
with the hybrid level fusion. Keywords: Autism; Virtual reality; Multimodal fusion; Cognitive load measurement | |||
| Design of a Computer-Assisted System for Teaching Attentional Skills to Toddlers with ASD | | BIBAK | Full-Text | 721-730 | |
| Zhi Zheng; Qiang Fu; Huan Zhao; Amy Swanson; Amy Weitlauf; Zachary Warren; Nilanjan Sarkar | |||
| Attentional skill, which is considered as one of the fundamental elements of
social communication, is among the core areas of impairment among children with
Autism Spectrum Disorder (ASD). In recent years, technology-assisted ASD
intervention has gained momentum among researchers due its potential advantages
in terms of flexibility, accessibility and cost. In this paper, we proposed a
computer-assisted system for teaching attentional skills to toddlers with ASD,
using the "response to name" skill as a specific example. The system was a
fully closed-loop autonomous system capable of both providing name prompting
from different locations of a room and detecting the child's attention in
response to his name prompt. A preliminary user study was conducted to validate
the proposed system and the protocol. The results showed that the proposed
system and the protocol were well tolerated and were engaging for the
participants, and were successful in eliciting the desired performance from the
participants. Keywords: Computer-mediated attention skills teaching; Toddlers with ASD | |||