Towards a gaze-contingent reading assistance for children with difficulties in reading

Lunte, Tobias; Böll, Susanne

doi:10.1145/3373625.3418014

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…Eye tracking-based augmentations can also benefit the reading performance for people with reading disabilities [57,93]. For example, Sibert et al [93] proposed a gaze-based auditory support that can highlight words and pronounce them if the user pauses at a word for a relatively longer duration.…”

Section: Gaze-aware Technologymentioning

confidence: 99%

“…For example, Sibert et al [93] proposed a gaze-based auditory support that can highlight words and pronounce them if the user pauses at a word for a relatively longer duration. Lunte and Boll [57] designed a gaze-contingent reading assistant for children with reading difficulties that dynamically changes the color of letters according to the user's gaze position to improve their reading experience.…”

Section: Gaze-aware Technologymentioning

confidence: 99%

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GazePrompt: Enhancing Low Vision People's Reading Experience with Gaze-Aware Augmentations

Wang,

Potter,

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Section: Gaze-aware Technologymentioning

confidence: 99%

Section: Gaze-aware Technologymentioning

confidence: 99%

GazePrompt: Enhancing Low Vision People's Reading Experience with Gaze-Aware Augmentations

Wang,

Potter,

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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“…In the last decade, many eye-tracker applications have been developed for augmenting the reading experience (Biedert, Buscher, & Dengel, 2009), or for assisting users with motor disabilities or visual impairments (Duchowski, 2002). Nevertheless, the use of eye tracking for supporting struggling readers has not been extensively investigated and only a few applications have been developed for gaze-contingent adaptation of the textpresentation (Lunte, & Boll, 2020) and for screening and diagnostic purposes (Nilsson Benfatto et al, 2016). With respect to this latter aspect, our approach is different since information from the readers' gaze is used not for diagnostic or clinical goals but for supporting the digitally mediated reading process.…”

Section: Related Workmentioning

confidence: 99%

Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities

Schiavo

Mana

Mich

et al. 2021

Computer Assisted Learning

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The paper presents the design of an assistive reading tool that integrates read-aloud technology with eye-tracking to regulate the speed of reading and support struggling readers in following the text while listening to it. The paper describes the design rationale of this approach, following the theory of auditory-visual integration, in terms of an automatic self-adaptable technique based on the reader's gaze that provides an individualized interaction experience. This tool has been assessed in a controlled experiment with 20 children (aged 8-10 years) with a diagnosis of dyslexia and a control group of 20 children with typical reading abilities. The results show that children with reading difficulties improved their comprehension scores by 24% measured on a standardized instrument for the assessment of reading comprehension, and that children with more inaccurate reading (N=9) tended to benefit more.The findings are discussed in terms of a better integration between audio and visual text information, paving the way to improve standard read-aloud technology with gaze-contingency and self-adaptable techniques to personalize the reading experience.

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“…Automatic detection of unfamiliar words can help users improve reading fluency and reading experience [14]. Previous works used eye movement features such as fixation duration and the number of regressions to detect unknown words, considering the strong correlation between eye movement and reading difficulty [7,9,18]. However, all these methods are based on dedicated eye-tracking devices.…”

Section: Introductionmentioning

confidence: 99%

GazeReader: Detecting Unknown Word Using Webcam for English as a Second Language (ESL) Learners

Ding

Zhao

Huang

et al. 2023

Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems

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Automatic unknown word detection techniques can enable new applications for assisting English as a Second Language (ESL) learners, thus improving their reading experiences. However, most modern unknown word detection methods require dedicated eye-tracking devices with high precision that are not easily accessible to endusers. In this work, we propose GazeReader, an unknown word detection method only using a webcam. GazeReader tracks the learner's gaze and then applies a transformer-based machine learning model that encodes the text information to locate the unknown word. We applied knowledge enhancement including term frequency, part of speech, and named entity recognition to improve the performance. The user study indicates that the accuracy and F1-score of our method were 98.09% and 75.73%, respectively. Lastly, we explored the design scope for ESL reading and discussed the findings. CCS CONCEPTS• Human-centered computing → Interaction techniques.

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Towards a gaze-contingent reading assistance for children with difficulties in reading

Cited by 5 publications

References 14 publications

GazePrompt: Enhancing Low Vision People's Reading Experience with Gaze-Aware Augmentations

GazePrompt: Enhancing Low Vision People's Reading Experience with Gaze-Aware Augmentations

Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities

GazeReader: Detecting Unknown Word Using Webcam for English as a Second Language (ESL) Learners

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