Designing Internet of Tangible Things for Children with Hearing Impairment

Abstract

Tangible User Interfaces (TUIs) are a new, non-traditional way to interact with digital information using a physical environment. Therefore, TUIs connect a physical set of objects that can be explored and manipulated. TUI can be interconnected over the Internet, using Internet of Things (IoT) technology to monitor a child’s activities in real-time. Internet of Tangible Things (IoTT) is defined as a tangible interaction applied to IoT. This article describes four case studies that apply IoTT to children with cochlear implants and children whose communication is sign language. For each case study, a discussion is presented, discussing how IoTT can help the child development in skills such as: social, emotional, psychomotor, cognitive, and visual. It was found that IoTT works best when it includes the social component in children with hearing impairment, because it helps them to communicate with each other and build social-emotional skills.

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

“…With IoT technology, Internet of Tangible Things (IoTT) can help children develop skills that include social, emotional, cognitive and visual skills. This model has proved its work with best results on hearing impaired children (Cano et al, 2020) [76].…”

“…The article presents Smart Classroom's built ontology, helps to explain and evaluate the existing smart classroom structure and describes characteristics, operation, hardware, software, education and learning-activities of learning of the next generation. This modern approach to learning, education, learning processes and practices, organizational preparation, increases user productivity and success by providing the services with consistency (Uskov, et al,2015) [73].…”

“…14 Chang, et al [71] 2015 Service oriented IoT framework based on XMPP is developed to implement smart future classroom. 15 Uskov, et al [73] 2015…”

Melibatkan Anak dengan Gangguan Pendengaran di Kelas: Pengalaman Guru

“…Mereka menggunakan bahasa isyarat, berdasarkan gerakan dan ekspresi melalui tangan, mata, wajah, mulut, dan tubuh. Jadi, bahasa pertama mereka adalah bahasa isyarat, dan bahasa kedua adalah bahasa tertulis (Cano et al, 2020). Ada anak yang memiliki alat bantu dengar seperti implan koklea, tujuan utamanya adalah untuk belajar komunikasi lisan untuk penguasaan bahasa (Rekkedal, 2017).…”