Glass Vision 3D: Digital Discovery for the Deaf

Parton, Becky Sue

doi:10.1007/s11528-016-0090-z

Cited by 20 publications

(12 citation statements)

References 9 publications

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“…These have been considered for cases of people with hearing and vision impairment, and autism (Fernandez et al, 2015; Sandnes and Eika, 2017; Sahin et al, 2018). Glasses (4%) are used to improve deaf students' communication in ordinary schools (Parton, 2017; Ioannou and Constantinou, 2018). Finally, large-screen projectors (2%), although very rare in the studies analyzed, have also been used for special cases in teaching primary school level mathematics (Cascales-Martínez, 2017).…”

Section: Results Reportmentioning

confidence: 99%

“…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%

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

et al. 2019

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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.

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Section: Results Reportmentioning

confidence: 99%

Section: Results Reportmentioning

confidence: 99%

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

et al. 2019

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“…As mentioned in the Introduction, a small number of projects have begun exploring wearable visual solutions, including wrist-worn displays [20,29] and HMDs [9,17,22,34,37]. HMDs have also been used to display pre-recorded captions for moviegoers [40] and pre-recorded sign language interpretations in educational environments [11,19,33]. Offthe-shelf text-to-speech functionality on smartphones can also support communication between deaf and hearing persons, although important challenges with speech recognition accuracy exist, particularly with recognizing deaf speech [8].…”

Section: Visual and Haptic Sound Awareness Approachesmentioning

confidence: 99%

Deaf and Hard-of-hearing Individuals' Preferences for Wearable and Mobile Sound Awareness Technologies

Findlater

Chinh

Jain

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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To investigate preferences for mobile and wearable sound awareness systems, we conducted an online survey with 201 DHH participants. The survey explores how demographic factors affect perceptions of sound awareness technologies, gauges interest in specific sounds and sound characteristics, solicits reactions to three design scenarios (smartphone, smartwatch, head-mounted display) and two output modalities (visual, haptic), and probes issues related to social context of use. While most participants were highly interested in being aware of sounds, this interest was modulated by communication preference-that is, for sign or oral communication or both. Almost all participants wanted both visual and haptic feedback and 75% preferred to have that feedback on separate devices (e.g., haptic on smartwatch, visual on head-mounted display). Other findings related to sound type, full captions vs. keywords, sound filtering, notification styles, and social context provide direct guidance for the design of future mobile and wearable sound awareness systems.

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“…The research by Parton [19] indicated that there were no real learning differences between two groups of children who used a mobile device (i.e. an iPad) and a HMD (i.e.…”

Section: Intervention Designmentioning

confidence: 99%

The Use of Augmented Reality for Solving Arithmetic Problems for Preschool Children

Zhou

Sun

Shi

et al. 2020

Lecture Notes in Computer Science

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Preschool children are required to acquire problem-solving ability and related time and sequence concepts to solve mathematical story problems. The maturation and pervasion of disruptive technologies, such as augmented reality (AR), may help preschool children to better acquire this knowledge and skills. However, it is still unknown how preschoolers would make use of AR as a learning tool for tackling arithmetic story problems with the involvement of the concepts of time and sequence. Consequently, the present study attempted to employ direct observation and interview methods to compare and gain insights into young children's learning behaviors under traditional 2D pictorial and AR contexts. In line with the early development trajectories of a normal child aged 4-6 years old, a series of planned arithmetic problems which primarily comprised seriation (e.g. first, second, third) and scheduling (e.g. arriving, leaving) concepts were structured in scenario-based stories and designed specifically for preschool children. The findings of the current study reveal that AR intervention may well develop the problem-solving and independent mathematical thinking ability for preschool children by encouraging them to consider all information involved in the story problems, rather than simply guessing the answer from a 2D pictorial mode. Finally, based on the fact that the majority of preschool children still rely on a concrete counting method, the recommendation is to integrate AR technology into the traditional pictorial scenarios for the purpose of supporting the development of children's ability to solve arithmetic story problems.

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Glass Vision 3D: Digital Discovery for the Deaf

Cited by 20 publications

References 9 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

Deaf and Hard-of-hearing Individuals' Preferences for Wearable and Mobile Sound Awareness Technologies

The Use of Augmented Reality for Solving Arithmetic Problems for Preschool Children

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