Facilitating mathematics learning for students with upper extremity disabilities using touch-input system

Abstract

The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. Implications for Rehabilitation Students with upper extremity disabilities often face barriers to learning mathematics which is largely based on handwriting. Conventional computer user interfaces are inefficient for them to input mathematics into computer. A touch-input system with context-specific and user-switchable keyboard layouts was designed to improve the efficiency of mathematics input. Experimental results and user feedback suggested that the system has the potential to facilitate mathematics learning for the students.

Usability Studies on Mobile User Interface Design Patterns: A Systematic Literature Review

“…The studies highlighted that the gestures designed for blind users should be logical and easy to learn and remember, as blind users rely much on their memories [91]. Other topics on user factors include users with upper extremity disabilities [105], users with ALS [106], and users with Down's syndrome [107]. This group of users face difficulties in precisely controlling their hands; thus, designers should consider selecting simple gestures (e.g., tapping) and flexible error handling and avoiding gestures that involve a great degree of hand-eye coordination (e.g., dragging and rotating).…”

Additional Operation Learning Process to the Mild Intellectual Disabilities Students by means of Virtual Manipulatives: A Multiple Case Study

“…Choi ve Chan (2015) yaptıkları çalışmada zihinsel yetersizliği bulunan öğrencilerin bilgisayar faresini ve klavyesini kontrol etmede güçlük yaşadıklarını belirlemiştir. Doğan ve Akdemir (2015) çalışmasında bilgisayar destekli öğretimin zihinsel yetersizliği bulunan öğrencilerin ince kas becerilerinin gelişimine katkıda bulunduğunu belirlemişlerdir.…”

“…Çünkü zihinsel yetersizliği olan bireylerin dikkat sürelerinin kısa olması (Özak ve Avcıoğlu, 2007) ve genelleme yapmada güçlük çekmeleri (Pierangelo ve Giuliani, 2004, s. 156) onların öğrenmesini zorlaştırmaktadır (Cebeci, 2013, s. 173;Wearmouth, 2009, s. 113). Bununla birlikte, zihinsel yetersizliği bulunan öğrenciler ince kas becerilerinde -bilgisayar faresini ve klavyesini kontrol etmede-güçlük yaşamaktadırlar (Choi ve Chan, 2015). Bu bireylerin eğitimine teknolojiyi entegre etme, onların ilgilerini çekerek öğrenmeye istekli hale getirmede (Wearmouth, 2009, s. 188;Doğan ve Akdemir, 2015); el-göz koordinasyon becerilerini geliştirmede (Pierangelo ve Giuliani, 2004, s. 154), oyun oynama, sosyalleşme ve aktif olma gibi becerileri kazanmalarında fayda sağlayabilir (Howard vd., 2011, s. 479).…”

Evaluation of the Android Software for Special Needs Children

“…From the perspective of individuals who need special education, the one of the significant advantages of multimedia materials is as since they can be personalized, they can be designed in accordance with the characteristics of individuals, who develop different than other individuals (Chen et. al, 2016;Choi & Chan, 2015). Therefore, the importance of mobile devices and educational applications developed for these devices stands forward in terms of the use of personalized teaching applications (Sweller, 2005).…”

“…For the effective use the Tablet PC's in the education of disabled students, the education software should be strictly prepared and designed in accordance with the characteristics of children (Kose, 2009, Choi & Chan, 2015. As a main difference in such applications when compared with the content and materials developed for the regular individuals that are all colourful and attarctive, the content is simple, clear and the information wanted to be taught or transmitted is provided in the most simple way, there are no visuals that may cause information confusion and the environment is prepared for the interaction of child when learning (Fien, Doabler, Nelson, Kosty, Clarke & Baker, 2016;Kagohara, Meer, Ramdoss, O'Reilly, Lancioni, Davis, Rispoli, Lang, Marschik, Sutherland, Green & Sigafoos, 2013;Chen, Lee, Lin, 2016).…”