Despite the existence of advanced functions in smartphones, most blind people are still using old-fashioned phones with familiar layouts and dependence on tactile buttons. Smartphones support accessibility features including vibration, speech and sound feedback, and screen readers. However, these features are only intended to provide feedback to user commands or input. It is still a challenge for blind people to discover functions on the screen and to input the commands. Although voice commands are supported in smartphones, these commands are difficult for a system to recognize in noisy environments. At the same time, smartphones are integrated with sophisticated motion sensors, and motion gestures with device tilt have been gaining attention for eyes-free input. We believe that these motion gesture interactions offer more efficient access to smartphone functions for blind people. However, most blind people are not smartphone users and they are aware of neither the affordances available in smartphones nor the potential for interaction through motion gestures. To investigate the most usable gestures for blind people, we conducted a user-defined study with 13 blind participants. Using the gesture set and design heuristics from the user study, we implemented motion gesture based interfaces with speech and vibration feedback for browsing phone books and making a call. We then conducted a second study to investigate the usability of the motion gesture interface and user experiences using the system. The findings indicated that motion gesture interfaces are more efficient than traditional button interfaces. Through the study results, we provided implications for designing smartphone interfaces.
Nowadays, C programming is essential for university students to study various programming languages, algorithms, and computer architecture. Previously, we have developed Java programming learning assistant system (JPLAS) for studying Java programming. JPLAS provides several types of exercise problems to cover different study stages, including the element fill-in-blank problem (EFP). An EFP instance asks students to fill in the blank elements in the given source code. The correctness of the answer is marked through string matching. In this paper, we study the EFP for C programming learning assistant system (CPLAS), by extending our works for JPLAS. To automatically generate a feasible EFP instance, the graph-based blank element selection algorithm is newly designed and implemented for C programming. For evaluations, we generate 19 EFP instances using C source codes for basic grammar concepts, and fundamental data structures and algorithms, and assign them to 42 students in a Myanmar university. The solving results confirm the effectiveness of EFP in detecting the students who may have difficulty in studying C programming and the hard topics for them.
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