A Review of Kinect Computing Research in Education and Rehabilitation

Dehkordi, Sara Reisi; Ismail, Marina; Diah, Norizan Mat

doi:10.14419/ijet.v7i3.15.17399

Cited by 10 publications

(7 citation statements)

References 16 publications

(10 reference statements)

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“…The Microsoft Kinect sensor [32] which can be used to detect gestures, body movements, voice commands and for facial recognition, has been increasingly used in the last decade to develop games with hand gesture and body movement interfaces. It seems to be a promising, motivating and helpful tool for learning [33]. Moreover, Kinect has extensively been used in several studies focusing on children with ADHD [34,35], motor impairments [36], intellectual disabilities [37], reading and writing difficulties [38], autism [39][40][41], and children receiving physical rehabilitation [42], and encouraging results have been shown.…”

Section: Related Work and Games For Children With Learning Difficultiesmentioning

confidence: 99%

Let’s Play a Game! Kin-LDD: A Tool for Assisting in the Diagnosis of Children with Learning Difficulties

Chatzidaki

Xenos

Machaira

2019

MTI

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This paper presents an alternative approach for the diagnosis of learning difficulties in children. A game-based evaluation study, using Kinaesthetic Learning Difficulties Diagnosis (Kin-LDD), was performed during the actual diagnosis procedure for the identification of learning difficulties. Kin-LDD is a serious game that provides a gesture-based interface and incorporates spatial and time orientation activities. These activities assess children’s cognitive attributes while they are using their motor skills to interact with the game. The aim of this work was to introduce the fun parameter to the diagnostic process, provide a useful tool for the special educators and investigate potential correlations between in-game metrics and the diagnosis outcome. An experiment was conducted in which 30 children played the game during their official assessment for the diagnosis of learning difficulties at the Center for Differential Diagnosis, Diagnosis and Support. Performance metrics were collected automatically while the children were playing the game. These metrics, along with questionnaires appropriate for children and post-session interviews were later analyzed and the findings are presented in the paper. According to the results: (a) children evaluated the game as a fun experience, (b) special educators claimed it was helpful to the diagnostic procedure, and (c) there were statistically significant correlations between in-game metrics and the category of learning difficulty the child was characterized with.

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Section: Related Work and Games For Children With Learning Difficultiesmentioning

confidence: 99%

Let’s Play a Game! Kin-LDD: A Tool for Assisting in the Diagnosis of Children with Learning Difficulties

Chatzidaki

Xenos

Machaira

2019

MTI

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Section: Introductionmentioning

confidence: 99%

“…In another review, Marina Ismail et al [18] provided a comprehensive review of existing studies on the use of Kinect device in education and rehabilitation. A total of 16 studies were collected, analyzed and organized in a detailed order [18]. It concluded that Kinect-based systems are beneficial in providing e-learning environment and interactive experiments [18].…”

Section: Introductionmentioning

confidence: 99%

Particle Physics Simulator for Scientific Education using Augmented Reality

Hyder¹,

Baloch²,

Saad³

et al. 2021

IJACSA

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In this era of fourth industrial revolution, young learners need to be equipped with 21 st century skills, such as critical thinking, creativity, communication, collaboration, innovation and problem solving. Augmented Reality (AR) based learning systems are an effective tool to embed these skills. This paper presents a detailed review of latest research on an AR-based learning systems. Furthermore, an AR-based learning system is proposed to demonstrate the particle physics experiments i.e. proton-proton collision and Higgs field. The proposed learning system algorithms are developed using particle system of unity 3D software. Then, Microsoft Kinect sensor is interfaced with unity 3D to create an immersive experience. Then, the qualitative analysis of the proposed system and latest AR-based learning systems is presented. Finally, the quantitative analysis of the proposed system is conducted. Overall, the results suggest that 85% of the participants recommended the proposed learning system.

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“…In this sense, gamification can be used as a didactic strategy for educational motivation, keeping the student's attention on achieving short-term goals and passing learning milestones in a fun way [20,21]. These areas are the transversal axis in this work, and they have been promoted through the gestural interaction and specific didactic strategies [22].On the other hand, the dialogue between special educational needs professionals with technological designers, evidence the growing interest in Natural Interaction (NI), and its uses in education and health [23,24,25]. This works presents a common vision between technological applications designers and users (teachers, students, etc.)…”

mentioning

confidence: 99%

“…On the other hand, the dialogue between special educational needs professionals with technological designers, evidence the growing interest in Natural Interaction (NI), and its uses in education and health [23,24,25]. This works presents a common vision between technological applications designers and users (teachers, students, etc.)…”

mentioning

confidence: 99%

Gestural Interaction and Reading Skills: A Case of Study with People with Down Syndrome

Torres-Carrión¹,

González-González²,

Bravo³

et al. 2019

Preprint

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People with Down syndrome present cognitive difficulties that affect their reading skills. In this study we present results about the use of gestural interaction with Kinect sensor to improve the reading skills of students with Down syndrome. Following a case of study method for small samples with disabilities, measuring different variables related to reading skills in an experimental group and in a control group. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. Also, we found that the number of error and delay time of interaction decrease between sessions in the experimental group. learning (typical pre-school and school age) can be used with students with DS too (i.e. PBSkids 1 reading) or to working memory training (i.e. Cogmed 2 ).There are several specialties related with the reading teaching, such as the speech therapy, with continuous contributions of psycholinguistics [9]. Following Zubiría's theory [10], there are six levels of readings: phonetics, primary, secondary and tertiary decoding, categorical and "metatextual", leaving the first four levels as elementary and the last two as higher level. In our case, based on this theory, we have focus on secondary decoding, because it is the common level of reading in the DS population.Reading comprehension as a cognitive process gives meaning to the relevant ideas of a text and its relation to prior knowledge, in which working memory's executive processes play a crucial role. The process of memory assessment is given through brief stimuli called 'memory reconsolidation'. Relationship between response time (velocity) and a number of identified items aiming to expose how information is maintained in short term memory and why this memory has limited capacity [11]. The memory reconsolidation allows the reactivation and modification of memories by stimuli [12]. Its strength being inversely proportional to the age of memory [13]. Taking into account this context, in this study the variables time and cognitive errors were selected as a methodological basis to measure the variation of learning between periodic lessons.About the assessment, it allows teachers and educational system to undertake the best methodological and didactic strategies [14,15,16]. In students with DS, the assessment does not vary from the rest of the students in terms of measuring their achievement, measuring variables such as response time, successes and errors. However, it is important to consider the student's degree of error [17,18], or the continuous feedback to the process, motivating the effort of the student, not only the achievement [15]. In this work, the assessment process has been designed and supported by technical designers and teachers taking special characteristics of DS students. One of the most important dimensions in the assessment of teaching-learning process is probably the academic performance [19]. Academic performance can be assess...

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A Review of Kinect Computing Research in Education and Rehabilitation

Cited by 10 publications

References 16 publications

Let’s Play a Game! Kin-LDD: A Tool for Assisting in the Diagnosis of Children with Learning Difficulties

Let’s Play a Game! Kin-LDD: A Tool for Assisting in the Diagnosis of Children with Learning Difficulties

Particle Physics Simulator for Scientific Education using Augmented Reality

Gestural Interaction and Reading Skills: A Case of Study with People with Down Syndrome

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