kindergarten communication environment 1 liang jing [email protected] alternative communication...

Kindergarten Communication Environment

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Liang [email protected]

Alternative Communication & Access to Information Dept. of Computer and Information Sciences

University of Tampere12/03/2003

= 4

[1]


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Background

• Children’s communication is most simplified and most difficult, they

have their own likes, dislikes, curiosities, and needs that are not the

same as their parents' or teachers' [1]

- rationalism or emotionality

- object-oriented manipulation

• Disable children are in a cruel reality, they face to a huge obstructio

n to communicate with others, they are still strange to their

environment.

• New interaction technologies can help children improve their skills

and knowledge.


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What we want …

• The use of alternative communication devices and special softwar

e should allow disabled people to perform independently some tas

k they could not make otherwise [2]

• To find out the most effective way that can help children begin

their studies easier and faster

• New interaction techniques can help children and people with

special needs to improve the communication skills.

• Designers & psychologists will pay further attention developing

more sophisticated and adaptive software for self-learning,

especially for disabled children.


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HCI & requirements from children

• Effective computer-based learning environment for visuall

y impaired people [3].

• Simple and easy-understanding intefaces that children

can play with them indepedently.

• Free hands to control of a computer using a video camera

to track body movements, (head, nose, chin, finger or toe,

for example), and convert those movements into mouse p

ointer movements on a computer screen [1].


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Designing process

Young children can have a difficult time abstractly discussing t

he world around them. Merely asking children what they want

in new technologies will not produce the input needed for the d

esign process. Therefore, there are developed methods to un

derstand children's exploratory activity patterns [7].


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Paradigms for interactive products

Camera Mousehttp://www.cameramouse.com/

Intel® Play™ Toys [4]

Barney [5]


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TL, a language (Dutot, A., Olivier, D., Archambault, D) for creating

games for visually impaired and blind children [9]

this language is a part of the TiM (Tactile Interactive Multimedia

computer games for visually impaired children) project whose

overall aim is to offer to young visually impaired children the

possibility to play with computer gamesTactile and Multimedia Tools for Young Visually Impaired People http://inova.snv.jussieu.fr/colloques/BNet2001/uk/programme.php


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Motivations Accessibility & Understanding

TIM Project http://inova.snv.jussieu.fr/tim/


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Interface design for child users

http://www.kukakumma.net/ http://www.kidpad.org/

[8]


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Research Methods

• The observation of children using adapted games allow to identify

interaction behavior and difficulties to form useful mental strategies.

• Specific recommendations can be obtained from this information

which allow to work out “usage functions” intended to improve the

design of adapted computer games for visually impaired children.

• The integration of these functions in the conception of adapted

games, has to allow the child to navigate and to find easily a way in

computer games.


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Multimedia Games for Visually Impaired Children

• The study of the elementary scenes is intended to provide adaptation schemes including an independent access to specific devices.

• These schemes will be easily used to adapt any corresponding game situation.

• Testing the functionality of games is essential in the process of design.

• All the adapted game situations are tested in that perspective with the children.

• These tests must validate if the adapted games fit the needs of the children (autonomy).


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The Toyshop

Using the software “The Toyshop” designed by Anita Hildén,

developed and sold by Swedish Institute for Special Needs Education,

you can observe if the child can see an object.

The objects are designed in bright colors or black and white. The

animations will be different and objects move in different directions. All

objects are shown on the screen together with a sound.

The teacher will observe which object the child finds most attractive

and do a selection of objects in the software.

Next step is to let the child understand cause-effect.

There are a lot of settings in the software that allows the child to do

more and more complicated actions in the software. Input device can

bee switches; touch window, mouse and keyboard.

Anita Hildén MUSSE version 2.0 http://www.sih.se/pdf/musse2_lathund.pdf

http://www.sih.se/pdf/musse2_lathund.pdf


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Lasten – The truck

This software is designed by Anita Hildén and Jenny Hammarlund.

The child is playing with a truck filled with animals or objects.

The aim is to find out if the child can understand and mach pictures to

real objects and what size of objects the child can see.

Objects and sizes can bee changed by the teacher. The vision test is

using the same symbols as the vision test developed by doctor Lea

Hyvirinen.

Input device is concept keyboard with overlays prepared in the

software, mouse or keyboard (or Flexiboard). Flexiboard registers

pressure in particular places and gives an answer with sound and on

the screen immediately.

This makes it possible for the child to obtain information via the sense

of touch in his/her fingers in combination with audible impressions.

Hammarlund, J. Computer Play for Children who are Severely Visually Impaired, TRC Rapport nr. 20 (1999)


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It is hard for the children with reading difficulties to manipulate

complex traditional browser to surf and read over the Internet.

The Adaptive Web Browser integrating the technologies of HTML

interpreter, convenient human interface design, text-to-speech engine

and picture communication symbols, facilitates comprehending the

contents in the Internet with auxiliary speaking sound or picture

communication symbol produced automatically as needed.

Chu Chi Nung, Li Tien Yu and Chen Ming Chung develop the Design of

an Adaptive Web Browser for Young Children with Reading

Difficulties


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Features of the Adaptive Web Browser are:

Simplified Interface

Giving careful consideration to the users’ cognition abilities, we modify

the toolbar of AWB with a few graphic icons that are used most

frequently in IE, including Forward, Backward, Refresh, Stop, Speak

Out, and Go Home.

Users could learn to interact with the AWB more easily by using these

graphic icons instead of the complex toolbar in IE or Netscape.

Furthermore, buttons on the toolbar are equipped with voice

description, which will function if needed.

Adapted Toolbar Arrangement

AWB provides a position option and thus users with range of motion

limit can benefit from the position arrangement. The options of

position include the topside, bottom, right side, and left side of the

AWB


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Voice assistance

The AWB could read out the word, sentence, or phase highlighted by

the users in synthesized voice output.

Users could listen to the content of the web page instead of reading.

Picture assistance

By connecting to the database with about 3,000 common picture

communication symbols, the AWB can automatically pop-up the

corresponding picture communication symbol near the target word or

phrase as the user moves the mouse over it.

This is supposed to enhance their comprehension. In the meantime,

the AWB can speak the target word or phrase out by clicking the right

button of mouse.


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Software and Technologies • Catch me

• There are 6 different games

in this software, they are all

used to practise the

cooperation between eyes,

hands’ movement and brain

reflection. These 6 games

are…


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Catch mePick the honey: children use

keyboard or mouse to

move the bee, let it catch

the flower, then they will

listen to the sound, it

means they move the bee

to the right position.


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Excises in Catch Me

• Children can choose the size of bee and flower, then it can

change the difficulty of the game.


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• It can practice children to

think quick, works the brain.

• 4 Action Games, 4 Bonus

Games, 5 Word Challenges,

5 Math Challenges, 4

Personal Organizers, …

• Pop the screen out for a

hand-held action game that

has 4 progressive skill

levels, 1-2 player modes,

cool sound effects and

music.

Double Team 80-34000


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Power Zone Edge Computer 80-34600

• Computer with a light-up screen,

can create and print word

processing documents and cards,

can read with the 75,000 word

spell checker.

• Store personal phone numbers

and addresses. Different skill

levels to encourage advancement.

• 1 and 2 player modes make it fun

for a friend or family member.


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References 11. CameraMouse http://www.cameramouse.com/video.htm

2. Archambault, D., Burger, D.: TIM Development and adaptation of computer games for young blind children – Interactive Learning Environments for Children – ERCIM WG U14ALL & i3Spring Days 2000, Athens, 2000

3. http://www.cs.uta.fi/~grse/ACAI_2003/KinderGarten_Liang/research_children.html

4. http://support.intel.com/support/intelplay/qx3/

5. http://www.cs.uAta.fi/hci/leco/research_children.html

6. http://www.kukakumma.net/

7. Design Process, http://www.kidpad.org/

8. Project: PETS, http://www.kidpad.org/

9. TIM Project http://inova.snv.jussieu.fr/tim/

10. Scapin, D.: Ergonomics guidelines for the design of human-computer interfaces, Institut National de Recherche en Informatique et en Automatique, 1986


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References 2

11. Valentin, A.: Evaluation ergonomique des logiciels – une démarche itérative de conception, collection outils et méthodes, ANACT, 1993

12. Richir, S.: La conception de produits nouveaux dans l’industrie du jouet (Design news products in toy’s industry) – Thèse de doctorat, ENSAM, Paris, 1996

13. D. Archambault and al., “Tim: Tactile interactive multimedia computer games for visually impaired children.” Information Society Technologies, ref. IST-2000-25298, May 2000.

14. D. Archambault and D. Burger, “From Multimodality to Multimodalities: the need for independent models,” in Proceedings of the UAHCI’01 conference – Universal Access in Human-Computer interaction – Towards an Information Society for All (C. Stephanidis, ed.), (New-Orleans, Louisiana, USA), pp. 227-231, Lawrence Erlbaum Associates, Aug. 2001.

15. Gul Agha and Carl E. Hewitt, Actors: A model of Concurrent Computation in Distributed System MIT Press, Cambridge MA, USA, 1986.


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References 3

16. D. Archambault and D. Burger, “TIM (Tactile Interactive Multimedia): Development and adaptation of computer games for young blind children,” in Proc. ERCIM WG UI4ALL & i3 Sping Days 2000 Joint workshop, Interactive Learning Environments or Children, (Athens, Greece), Mar. 2000. [http://www.ics.forth.gr/ proj/at-hci/UI4ALL/i3SD200/Archambault.PDF].

17. Hammarlund, J. Computer Play for Children who are Severely Visually Impaired, TRC Rapport nr. 20 (1999)

18. Anglin, G. J., “Effect of pictures on recall of written prose: How durable are picture effects?”, Educational Communication and Technology,35(1) 25-31, 1987

19. Atkins, M. J. (1993). Theories of learning and multimedia: an overview. Research Papers in Education, 8(2), 251-271.

20. Mann, V. (1994). Phonological skills and the prediction of early reading problems. In N. C. Jordan & J. Goldsmith-Phillips (Eds.), Learning disabilities: New directions for assessment and intervention (pp. 67-84). Boston, MA: Allyn and Bacon.


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kindergarten communication environment 1 liang jing [email protected] alternative communication...

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