Tangible Programming Gimmick Using RFID Systems Considering the Use of Visually Impairments

Motoyoshi, Tatsuo; Tetsumura, Naoki; Masuta, Hiroyuki; Koyanagi, K.; Oshima, Toru; Kawakami, Hiroshi

doi:10.1007/978-3-319-41264-1_7

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Social robots are also extensively used for assisted therapy for autism spectrum disorders [34,38]. The second approach on robotics for education considers robots not as social entities that interact with learners, but rather as tools to support learning in the activities or learning by doing, for example, robots to be used for learning how to program [3,13,24,26].…”

Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

“…Although there have been previous attempts to use robots in educational settings for visually impaired children, these were limited to teaching computational thinking [3,24]. In most studies, robots serve as haptic output devices that render programming instructions either from a screen-based environment [24] or tangible objects [3,26]. To the best of our knowledge, robots were never explored as input/output tools to learn geometry and handwriting skills in mixedvisual abilities groups.…”

Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

See 1 more Smart Citation

Using tabletop robots to promote inclusive classroom experiences

Neto

Johal

Couto

et al. 2020

Proceedings of the Interaction Design and Children Conference

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Geometry and handwriting rely heavily on the visual representation of basic shapes. It can become challenging for students with visual impairments to perceive these shapes and understand complex spatial constructs. For instance, knowing how to draw is highly dependent on spatial and temporal components, which are often inaccessible to children with visual impairments. Hand-held robots, such as the Cellulo robots, open unique opportunities to teach drawing and writing through haptic feedback. In this paper, we investigate how these tangible robots could support inclusive, collaborative learning activities, particularly for children with visual impairments. We conducted a user study with 20 pupils with and without visual impairments, where they engaged in multiple drawing activities with tangible robots. We contribute novel insights on the design of children-robot interaction, learning shapes and letters, children engagement, and responses in a collaborative scenario that address the challenges of inclusive learning.

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Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

Using tabletop robots to promote inclusive classroom experiences

Neto

Johal

Couto

et al. 2020

Proceedings of the Interaction Design and Children Conference

View full text Add to dashboard Cite

show abstract

“…Different authors have proposed a variety of potential applications using RFID technology in the design of interactive systems for children [24,25]. The work presented by Motoyoshi et al [26] integrates RFID technology in an educational context for building blocks. A work presented by Valero & Adam [27] describes the advantages and limitations of RFID technologies, such as the limitations of interference with materials can affect their communication.…”

Section: Interactive Technologiesmentioning

confidence: 99%

Designing Interactive Experiences for Children with Cochlear Implant

Cano

Aristizábal

Collázos

et al. 2018

Sensors

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Information and Communication Technologies (ICTs) have grown exponentially in the education context and the use of digital products by children is increasing. As a result, teachers are taking advantage of ICTs to include mobile devices such as Tablets or Smartphones inside the classroom as playful support material to motivate children during their learning. Designing an interactive experience for a child with a special need such as a hearing impairment is a great challenge. In this article, two interactive systems are depicted, using a non-traditional interaction, by the following stages: analysis, design and implementation, with the participation of children with cochlear implant in the Institute of Blind and Deaf Children of Valle del Cauca, Colombia and the ASPAS Institute, Mallorca, Spain, who evaluated both interactive systems, PHONOMAGIC and CASETO. Positive results were obtained, showing that the use of real objects can greatly influence the environment in which children interact with the game, allowing them to explore and manipulate the objects supporting their teaching-learning processes.

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