A Microcomputer-Based Laboratory Aid for Visually Impaired Students

Lunney, D.; Morrison, Robert C.; Cetera, Margaret M.; Hartness, Richard V.; Mills, Raymond T.; Salt, Alger; Sowell, David C.

doi:10.1109/mm.1983.291134

Cited by 15 publications

(6 citation statements)

References 9 publications

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“…Sound can be used successfully for the analysis of multivariate, time-varying, and logarithmic data (Bly, 1982). Auditory displays of data have been used as an additional avenue of information transfer (Lunney et al, 1983;Mansur, Blattner, & Joy, 1985;Mezrich, Frysinger, & Slivjanovski, 1984). Audio alarms and signals of various types were with us long before there were computers.…”

Section: Some Work Belated To the Study Of Audio Informationmentioning

confidence: 99%

Earcons and Icons: Their Structure and Common Design Principles

Blattner¹,

Sumikawa²,

Greenberg³

1989

Human-Comp. Interaction

688

367

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In this article we examine earcons, which are audio messages used in the user-computer interface to provide information and feedback to the user about computer entities. (Earcons include messages and functions, as well as states and labels.) We identify some design principles that are common to both visual symbols and auditory messages, and discuss the use of representational and abstract icons and earcons. We give some examples of audio patterns that may be used to design modules for earcons, which then may be assembled into larger groupings called families. The modules are single pitches or rhythmicized sequences of pitches called motives. The families are constructed about related motives that serve to identify a family of related messages. Issues concerned with learning and remembering earcons are discussed.

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Section: Some Work Belated To the Study Of Audio Informationmentioning

confidence: 99%

Earcons and Icons: Their Structure and Common Design Principles

Blattner¹,

Sumikawa²,

Greenberg³

1989

Human-Comp. Interaction

688

367

View full text Add to dashboard Cite

show abstract

“…The computer based technologies to assist blind and visual impaired students [13][14][15][16][17][18][19] are very useful. However, the use of these tools requires not only the computer itself, but also the expertise many visually impaired and blind students do not have [17].…”

Section: Discussionmentioning

confidence: 99%

“…Computer based assisted technologies to teach science to visually impaired and blind students have been reported since the early 1980s [13][14][15][16][17][18]. The microcomputer-based Universal Laboratory Training and Research Aid (ULTRA) was developed to aid blind students in undergraduate chemistry laboratories, and could be interfaced with a wide variety of instruments and sensors that provided an analog signal for a chart recorder or a digital output [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…The microcomputer-based Universal Laboratory Training and Research Aid (ULTRA) was developed to aid blind students in undergraduate chemistry laboratories, and could be interfaced with a wide variety of instruments and sensors that provided an analog signal for a chart recorder or a digital output [13,14]. Later on, Morrison et al [15] described extensions made to the ULTRA system by adapting it to accept voice commands, the Voice-Operated Isolated Command Entry (VOICE) terminal.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Enzyme Activity to the Visual Impaired and Blind Students

2017

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Biochemistry requires a high abstraction level, and different approaches should be used to enable the proper understanding of different subjects. In particular, students with visual impairment or blindness need special attention, not due to a lack of cognitive skills, but due to the fact that most of the teaching methods are visual. Enzyme properties are usually taught through experimental data that show how the activity changes in different conditions, which end up with the analysis of graphs. Therefore, our group developed experiments and graphical representations that enable visually impaired and blind students to understand enzyme properties. The experiments were done with pineapple bromelain, using reconstituted dry milk and gelatin as substrates. The "visualization" of the results were based on the sensation of the viscosity of the samples. The graphs were made with cold porcelain with all the labels (legends and numbers) written in Braille with a positive slate. From our experience with a blind student, both the experiments and the graphic representations were useful adaptations for teaching enzyme properties.

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“…Momson and Lunney were concerned that this segment of the population has been systematically denied access to data and data analysis techniques because of the predominance of visual systems in both text and graphic formats [46]. They were interested in developing an interface between human and computer that would allow visually impaired people to analyze data [47]. An example of how the interface works is the mapping of infrared spectra of organic chemical bonds to musical notes.…”

Section: Sound In Data Analysismentioning

confidence: 99%

Non-Speech Sound in Human-Computer Interaction: A Review and Design Guidelines

Hereford

Winn

1994

Journal of Educational Computing Research

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Recent developments in computer technology make it possible to use sound more extensively in the computer interface than has hitherto been possible. This article describes research on uses of computer sound and suggests how sound might be used effectively by instructional and interface designers. After a review of some general principles of interface design and of basic research into auditory perception, the article examines two uses of sound Earcons, whose purpose is to inform the user about the state of the system itself, and sonitization, whose purpose is to represent data generated by computer programs as sound. Both symbolic and iconic sounds are examined. The role of sound in virtual environments is also discussed with particular attention to its use in aircraft. Design guidelines are listed, and conclusions about needed research are offered.

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A Microcomputer-Based Laboratory Aid for Visually Impaired Students

Cited by 15 publications

References 9 publications

Earcons and Icons: Their Structure and Common Design Principles

Earcons and Icons: Their Structure and Common Design Principles

Teaching Enzyme Activity to the Visual Impaired and Blind Students

Non-Speech Sound in Human-Computer Interaction: A Review and Design Guidelines

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