Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children

Muñoz, Leidi Jasmin Enriquez; Zúñiga, Edilson Yamid Noguera; Aristizábal, Leandro Flórez; Collazos, César A.; Daza, Gloria Esperanza; Cano, Sandra; Alghazzawi, Daniyal; Fardoun, Habib M.

doi:10.1007/978-3-319-91743-6_4

Cited by 5 publications

(9 citation statements)

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“…Unfortunately, there are limited educational applications for children that can provide the needed benefit during their learning process, instead of replacing the role of babysitting applications, and in particular for hearing impaired children [30]. Thus, there is a need to consider these children's actual needs during the development and design phases of an educational application [22], [32].…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, few applications have been found that consider the game elements in their design when targeting the hearing impaired community [22], [34]. For instance, [30] suggested a web-based application that used augmented reality to learn Peruvian sign language.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The evaluation was conducted on deaf individuals aged between 18 and 40 years. When such applications are to be used by children, different perspectives need to be considered in the design [22], [32].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some mobile applications have been built to translate from sign language to text or speech and vice versa [36]. Other mobile applications have been used to enhance the learning experience of deaf learners [10], [11], [17], [19], [22], [30]. The rapid development in using emerging technologies such as mobile devices has changed the way learners are interacting or communicating with each other causing a paradigm shift in the learning and the communication process [28], [29].…”

Section: Introductionmentioning

confidence: 99%

“…The rapid development in using emerging technologies such as mobile devices has changed the way learners are interacting or communicating with each other causing a paradigm shift in the learning and the communication process [28], [29]. It is clear that the deaf communities have had minimal attention in terms of advising on the best guidelines to develop mobile applications to facilitate their learning process for sign language [22]. Few mobile applications teach sign language, and the ArSL in particular [10], [37], hence, there is a need to focus on the deaf community in the Arab world and the support systems and applications [10], [34] that facilitate communication and learning.…”

Section: Introductionmentioning

confidence: 99%

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An Educational Arabic Sign Language Mobile Application for Children with Hearing Impairment

Mohammad

Tamimi

Abu-Amara

2022

Int. J. Interact. Mob. Technol.

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This research addresses the need for a mobile application to teach Arabic sign language to deaf children in the Arab world. Therefore, the team develops an educational android application to teach deaf children the Arabic sign language using gamification. Also, the research aims to investigate the impact of using a mobile application for Arabic sign language on children’s learning performance. To achieve its goals, the research entails two main stages. The first stage focuses on building the mobile application based on the literature review and searching the Google and Apple stores for similar applications. In the second stage, an experiment is conducted on 10 deaf children—the experimental group adopted the mobile application for the learning process, whereas the control group followed the traditional learning approach. A pre-test and post-test were conducted, and the results show that children who used the game-based mobile application performed better in their quiz.

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Section: Literature Reviewmentioning

confidence: 99%