Augmented Reality for Deaf Students: Can Mobile Devices Make It Possible?

Parton, Becky Sue; Hancock, Robert; Dawson, John David

doi:10.1007/978-3-642-15231-3_37

Cited by 5 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With respect to the Disability category, 20% of the studies were focused on individuals with hearing impairments (DHH), given that the AR allows the use of mobile devices and the visual channel is often preferred for perceiving information. The applications developed for this population combine videos with other visual tools or interactive multimedia (Parton et al, 2010), also promoting the use of glasses for AR and QR codes (Parton, 2017). On the other hand, 18% of the studies have also addressed the needs of individuals diagnosed with Autism Spectrum Disorder (ASD), since AR facilitates the creation of applications recognizing facial emotions, which represents a difficulty for individuals diagnosed with ASD (Chen et al, 2015).…”

Section: Results Reportmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

View full text Add to dashboard Cite

The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

show abstract

Section: Results Reportmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

View full text Add to dashboard Cite

show abstract

“…For instance, studies by [39] and [16] show that MAR enhances speech narration and conversion into readable text which makes communication easier for the HI community. Similarly, studies by [44], [34] and [42] reflect the importance of MAR in learning for the HI people. These studies suggest that MAR can provide a unique platform for HI interaction and stimulating learning environment.…”

Section: Fig 1 Reality-virtuality Continuummentioning

confidence: 99%

A Conceptual Model of Mobile Augmented Reality for Hearing Impaired Museum Visitors’ Engagement

Baker

Bakar

Zulkifli

2020

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

Many studies have begun to consider how to ensure a pleasant experience during visits to cultural heritage sites and museums. Although, when considering the populace of the visitors to these sites, the hearing impaired (HI) visitors which made up of a smaller percentage, have not been in the literature limelight as much as the normal hearing visitors. Thus, the hearing impaired tends to endure certain unpalatable experiences leading to dissatisfaction of their visits. Literature has shown that Mobile Augmented Reality (MAR) can improve the experiences of visitors to the museum in terms of engagement, enjoyment and learning. This is evident in a number of articles tailored towards normal hearing visitors. However, a recent study has taken into consideration the hearing impaired visitors by identifying the engagement elements of MAR for the HI museum visitors. The identified elements include; aesthetics, interaction, interest, usability, satisfaction, motivation, curiosity, enjoyment, perceived control, self-efficacy, and focused attention. This article thus takes a step further by introducing the MAR for the HI museum visitors’ engagement (MARHIME) conceptual model. These elements are derived from a review of literature which has been done comprehensively and are validated by a panel of experts. Altogether eleven elements went through the expert review process and only six elements were validated to be used for the construction of the MARHIME model. This article also further grounds the justification of these selected six elements in relation to engagement. Future work will include the development of the MARHIME prototype which will be used to validate the model among the hearing impaired visitors at a museum.

show abstract

“…This paper focuses specifically on AR studies for DHH people. An early study about mobile AR for DHH people was made by Parton et al (2010) using 2D barcodes and Youtube videos created by teachers themselves, to create an affordable and feasible AR-based teaching experience with early smartphones. Today, QR codes are more often used but the basic idea remains to link the physical world to virtual objects like online videos.…”

Section: Scoping Review Of Ar For Dhh Peoplementioning

confidence: 99%

“…To overcome some of the challenges with the five dimensions, civic intelligence (CI) is a promising opportunity where a community of trusted persons can provide content. One example was explored by Parton, Hancock, & Dawson (2010). Videos of trusted, DHH signers in different languages, who are knowledgeable in different subjects can potentially volunteer and upload explanations of concepts, especially those that do not have a direct language correspondence.…”

Section: Opportunities Of Ar For Dhh Peoplementioning

confidence: 99%

“…The potential of trust can be harder to achieve, but a ranking system (Hoisl, B., Aigner, W. & Miksch, 2007;Ling et al, 2005) may help other users to know who are the best signers for a specific subject/topic and language, and promote more volunteers. An opportunity with image recognition is to link e.g., maths formulas to a set of CI videos explaining it similar to (Parton, Hancock, & Dawson, 2010) in the local sign language (Zainuddin, Zaman, & Ahmad, 2010a) for the student. Similar solutions can also be done for other subjects, for instance with books, questions and other material within curricula could be linked to CI videos.…”

Section: Opportunities Of Ar For Dhh Peoplementioning

confidence: 99%

See 1 more Smart Citation

Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities

Westin

Neves

Mozelius

et al. 2022

ECGBL

View full text Add to dashboard Cite

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions.

show abstract

Augmented Reality for Deaf Students: Can Mobile Devices Make It Possible?

Cited by 5 publications

References 3 publications

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

A Conceptual Model of Mobile Augmented Reality for Hearing Impaired Museum Visitors’ Engagement

Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities

Contact Info

Product

Resources

About