Introduction to Gaze Interaction

Majaranta, Päivi; Donegan, Mick

doi:10.4018/978-1-61350-098-9.ch001

Cited by 14 publications

(10 citation statements)

References 24 publications

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“…Moreover, these children might take a longer time to operate/navigate computers compared with using gestures or vocalizations, particularly when they are novice users. Insufficient eye control skills at early stages of learning and cognitive demands might cause the children to tire easily which could decrease the efficiency of EGAT use over time [ 48 ]. Recent research showed children with complex needs normally used EGAT for up to two hours per day [ 17 ], which means they might use other modes of communication in communicative interactions in daily contexts more often.…”

Section: Discussionmentioning

confidence: 99%

Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

Hsieh

Borgestig

Gopalarao³

et al. 2021

IJERPH

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Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

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Section: Discussionmentioning

confidence: 99%

Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

Hsieh

Borgestig

Gopalarao³

et al. 2021

IJERPH

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“…Since the participants were not restricted in their movement, we decided to also study their posture and its relation to fatigue, based on known relations of increased postural variations during low arousal periods in tasks [ 30 ], and observations of participants lowering themselves in the chair as the experiment progressed. Finally, we also studied performance measures commonly measured using eye-typing—typing speed, error rate, attended but not selected rate (ANSR) for keys and read text events ratio (RTE) [ 31 ]. ANSR and RTE are associated with the error rate during typing and accuracy of the gaze-typing system [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

Mental fatigue prediction during eye-typing

2021

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Mental fatigue is a common problem associated with neurological disorders. Until now, there has not been a method to assess mental fatigue on a continuous scale. Camera-based eye-typing is commonly used for communication by people with severe neurological disorders. We designed a working memory-based eye-typing experiment with 18 healthy participants, and obtained eye-tracking and typing performance data in addition to their subjective scores on perceived effort for every sentence typed and mental fatigue, to create a model of mental fatigue for eye-typing. The features of the model were the eye-based blink frequency, eye height and baseline-related pupil diameter. We predicted subjective ratings of mental fatigue on a six-point Likert scale, using random forest regression, with 22% lower mean absolute error than using simulations. When additionally including task difficulty (i.e. the difficulty of the sentences typed) as a feature, the variance explained by the model increased by 9%. This indicates that task difficulty plays an important role in modelling mental fatigue. The results demonstrate the feasibility of objective and non-intrusive measurement of fatigue on a continuous scale.

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“…Users are able to interact with objects on a computer screen simply by moving their eyes rather than using a mouse or keyboard. This is made possible by a camera mounted on the screen that reads, within a few millimeters, where on the screen the person is gazing [1,2].…”

Section: Introductionmentioning

confidence: 99%

Usability of Eye-Gaze Controlled Computers in Sweden: A Total Population Survey

Hemmingsson

Borgestig

2020

IJERPH

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Eye-gaze technology allows individuals with severe physical disabilities and complex communication needs to control a computer or other devices with eye-gaze, thereby enabling them to communicate and participate in society. To date, most research on eye-gaze controlled devices related to persons with disabilities has focused on a single diagnosis in either adults or children and has included only a few participants. This current study utilized a total population survey to identify the prevalence and perceived usability of eye-gaze technology among adults and children in Sweden. Participants were 171 eye-gaze technology users with severe physical and communication impairments, ranging between 4 and 81 years. Cerebral palsy was the most common diagnosis. Daily usage was found in 63%, while 33% had weekly, and 4% had less frequent usage. Adults, compared with children, reported using their computers more frequently (65%/38%; p < 0.01), and for the activities they needed to perform (59%/31%; p < 0.01) and were more satisfied with services, indicating that service providers should prioritize and develop more effective services for children and their parents.

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Introduction to Gaze Interaction

Cited by 14 publications

References 24 publications

Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

Mental fatigue prediction during eye-typing

Usability of Eye-Gaze Controlled Computers in Sweden: A Total Population Survey

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