Eduquito: ferramentas de autoria e de colaboração acessíveis na perspectiva da web 2.0

Santarosa, Lucila Maria Costi; Conforto, Débora; Basso, Lourenço de Oliveira

doi:10.1590/s1413-65382012000300007

Cited by 11 publications

(8 citation statements)

References 5 publications

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“…É possível identificar que os ambientes digitais para tornarem-se acessíveis precisam desenvolver: conteúdos multimídias com animações e vídeos (FLOR et al, 2015;PIVETTA;SAITO;ULBRICHT, 2014;SANTAROSA;CONFORTO;BASSO, 2012); ter intérprete de Libras, visto que praticamente esse profissional nem sempre faz parte do quadro de professores; material didático é inadequado, plataformas e programas deveriam se utilizar mais das inovações tecnológicas existentes, porém o professores muitas vezes não possui domínio de tecnologias mais avançadas para utilizar como instrumento para contribuir no processo de ensino e aprendizagem; preconceito e falta de acessibilidade sentido quando os alunos precisam se locomover para realizar atividades presenciais (CASTRO; ALMEIDA, 2014;OLIVEIRA, 2013;SIQUEIRA;SANTANA, 2010).…”

Section: Acessibilidade Digital Em Ead Na Educação Superiorunclassified

A Acessibilidade Digital No Ensino Superior a Distância: Estudos Preliminares

Terçariol¹,

Ikeshoji²

2016

COLLO HUMANARUM

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RESUMOO presente estudo constitui-se como parte da pesquisa "Acessibilidade Digital nos Cursos a Distância: Construindo Ambientes Virtuais Inclusivos no Ensino Superior", vinculado ao Programa de Mestrado em Educação da Universidade do Oeste Paulista -UNOESTE/SP, na linha de pesquisa "Formação e Prática Pedagógica do Profissional Docente". Nesse sentido, este estudo foi realizado a partir de um levantamento bibliográfico sistemático das publicações científicas, na base de dados do Scielo (Scientific Eletronic Library Online), produzidas nos últimos sete anos, de 2010 a 2016. Como resultado foi possível perceber que a acessibilidade digital contemplada em cursos a distância na Educação Superior é amparada por legislações aplicáveis. No entanto, a acessibilidade digital precisa ser compreendida com elemento que vai além das atividades e planejamentos das interfaces do AVA, pois a tecnologia deve ser entendida, enquanto instrumento facilitador do processo de ensino e aprendizagem, devendo ser utilizada, em favor das necessidades dos estudantes. Palavras-chave: Acessibilidade Digital, Educação a Distância, Ensino Superior. DIGITAL ACCESSIBILITY IN HIGHER EDUCATION BY DISTANCE LEARNING CURSES: PRELIMINARY STUDIES ABSTRACTThis article was developed as part of the research "Digital Accessibility in Distance Learning Courses: Building Inclusive Virtual Environments at University", linked to the Master of Education Program at the UNOESTE University, line of research "Training Educational and Professional Teaching Practice ". This study was made from a systematic literature research based on scientific publications in the Scielo database (Scientific Electronic Library Online) produced between 2010 and 2016. As a result was possible to verify that digital accessibility in distance learning courses at universities is supported by government laws. However, digital accessibility needs to be understood with element that goes beyond the activities and planning of AVA interfaces, because the technology should be understood as facilitator of teaching and learning process and it should be used to meet student needs.

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Section: Acessibilidade Digital Em Ead Na Educação Superiorunclassified

A Acessibilidade Digital No Ensino Superior a Distância: Estudos Preliminares

Terçariol¹,

Ikeshoji²

2016

COLLO HUMANARUM

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“…Assistive Technology resources can be used to provide people with several mean to enhance their quality of life [1].…”

Section: Introductionmentioning

confidence: 99%

Implementation Success of an Indoor Navigation with Location-Based Augmented Reality

Khayyat*,

Yahya,

Alsharabi

et al. 2020

IJRTE

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Confirming the adoption and use of information technology is central to human-computer interaction. User experience (UX) and Usage Continuance (UC) which latently signifying implementation success are vocal upon this mechanism. The advent of smart phones and mobile technologies such as Geographical Positioning System (GPS) has seen great proliferation in positioning outdoor location. However, GPS is incapable to work in an indoor environment (Hub, 2008) properly. Hence, for navigating indoor location one need to combine the existing mobile technologies and most of their components with location-based augmented reality. In this paper, implementation success of Indoor Navigation with Location-Based Augmented Reality named ‘GuideMe” is studied. The factors considered to evaluate implementation success are adopted from information systems and mobile computer interface literature. The objectives of this paper are to determine users’ experience (satisfaction) and usage continuance of GuideMe. Prior to that, GuideMe has been successfully designed and developed using IOS with tools (Unity engine, Placenote SDK and XCode to set up IOS packages), User feedbacks are gathered via questionnaire forms taken from 35 respondents who volunteer to experiment GuideMe. The volunteers are free to choose and navigate offices at buildings of University of Jeddah (UJ), with the help of GuideMe. The findings of the study conclude that: GuideMe has facilitated users to navigate and seek indoor location independently, conveniently and efficiently since they did not disturb or asked others for directions. Hence, this has improved users’ experience which indicates users’ satisfaction. The high value of mean for “behavioral intention to use” has shown users intend to continue using GuideMe. This is further verified and confirmed by “expectation confirmation” analysis. These findings have the potential to deploy GuideMe to large complexes, such as airports, shopping malls, schools, hospitals and libraries in a cost-effective manner.

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“…In spite of the technological advances of the last decades, a large percentage of people with disabilities still face enormous challenges to perform basic activities of daily living. Assistive Technology resources can be used to provide those people with various means to improve their quality of life and social inclusion (Santarosa et al, 2012). Mobility impairments are among the most common problems experienced by individuals with disabilities, affecting a wide range of the world population (Alm et al, 1998;Kouroupetroglou, 2013;Mirza et al, 2012;Sanchez et al, 2007;Tsetsos et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Mobile Augmented Reality enhances indoor navigation for wheelchair users

et al. 2016

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Introduction: Individuals with mobility impairments associated with lower limb disabilities often face enormous challenges to participate in routine activities and to move around various environments. For many, the use of wheelchairs is paramount to provide mobility and social inclusion. Nevertheless, they still face a number of challenges to properly function in our society. Among the many difficulties, one in particular stands out: navigating in complex internal environments (indoors). The main objective of this work is to propose an architecture based on Mobile Augmented Reality to support the development of indoor navigation systems dedicated to wheelchair users, that is also capable of recording CAD drawings of the buildings and dealing with accessibility issues for that population. Methods: Overall, five main functional requirements are proposed: the ability to allow for indoor navigation by means of Mobile Augmented Reality techniques; the capacity to register and configure building CAD drawings and the position of fiducial markers, points of interest and obstacles to be avoided by the wheelchair user; the capacity to find the best route for wheelchair indoor navigation, taking stairs and other obstacles into account; allow for the visualization of virtual directional arrows in the smartphone displays; and incorporate touch or voice commands to interact with the application. The architecture is proposed as a combination of four layers: User interface; Control; Service; and Infrastructure. A proof-ofconcept application was developed and tests were performed with disable volunteers operating manual and electric wheelchairs. Results: The application was implemented in Java for the Android operational system. A local database was used to store the test building CAD drawings and the position of fiducial markers and points of interest. The Android Augmented Reality library was used to implement Augmented Reality and the Blender open source library handled the basis for implementing directional navigation arrows. OpenGL ES provided support for various graphics and mathematical transformations for embedded systems, such as smartphones. Experiments were performed in an academic building with various labs, classrooms and male and female bathrooms. Two disable volunteers using wheelchairs showed no difficulties to interact with the application, either by entering touch or voice commands, and to navigate within the testing environment with the help of the navigational arrows implemented by the augmented reality modules. Conclusion: The novel features implemented in the proposed architecture, with special emphasis on the use of Mobile Augmented Reality and the ability to identify the best routes free of potential hazards for wheelchair users, were capable of providing significant benefits for wheelchair indoor navigation when compared to current techniques described in the literature.

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Eduquito: ferramentas de autoria e de colaboração acessíveis na perspectiva da web 2.0

Cited by 11 publications

References 5 publications

A Acessibilidade Digital No Ensino Superior a Distância: Estudos Preliminares

A Acessibilidade Digital No Ensino Superior a Distância: Estudos Preliminares

Implementation Success of an Indoor Navigation with Location-Based Augmented Reality

Mobile Augmented Reality enhances indoor navigation for wheelchair users

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