Transcript Slide 1

=4

Kindergarten Communication
Environment
Liang Jing
[1]
[email protected]
Alternative Communication & Access to Information
Dept. of Computer and Information Sciences
University of Tampere
12/03/2003
Kindergarten Communication
Environment
1
Background
• Children’s communication is most simplified and most difficult, they
have their own likes, dislikes, curiosities, and needs that are not the
same as their parents' or teachers' [1]
- rationalism or emotionality
- object-oriented manipulation
• Disable children are in a cruel reality, they face to a huge
obstruction to communicate with others, they are still strange to
their environment.
• New interaction technologies can help children improve their skills
and knowledge.
Kindergarten Communication
Environment
2
What we want …
• The use of alternative communication devices and special
software should allow disabled people to perform independently
some task they could not make otherwise [2]
• To find out the most effective way that can help children begin their
studies easier and faster
• New interaction techniques can help children and people with
special needs to improve the communication skills.
• Designers & psychologists will pay further attention developing
more sophisticated and adaptive software for self-learning,
especially for disabled children.
Kindergarten Communication
Environment
3
HCI & requirements from children
• Effective computer-based learning environment for visually
impaired people [3].
• Simple and easy-understanding intefaces that children can
play with them indepedently.
• Free hands to control of a computer using a video camera
to track body movements, (head, nose, chin, finger or toe,
for example), and convert those movements into mouse
pointer movements on a computer screen [1].
Kindergarten Communication
Environment
4
Designing process
Young children can have a difficult time abstractly discussing
the world around them. Merely asking children what they want
in new technologies will not produce the input needed for the
design process. Therefore, there are developed methods to
understand children's exploratory activity patterns [7].
Kindergarten Communication
Environment
5
Paradigms for interactive products
Intel® Play™ Toys [4]
Camera Mouse
http://www.cameramouse.com/
Barney [5]
Kindergarten Communication
Environment
6
TL, a language (Dutot, A., Olivier, D., Archambault, D) for creating
games for visually impaired and blind children [9]
this language is a part of the TiM (Tactile Interactive Multimedia
computer games for visually impaired children) project whose
overall aim is to offer to young visually impaired children the
possibility to play with computer games
Tactile and Multimedia Tools for Young Visually Impaired People
http://inova.snv.jussieu.fr/colloques/BNet2001/uk/programme.php
Kindergarten Communication
Environment
7
Motivations Accessibility & Understanding
TIM Project http://inova.snv.jussieu.fr/tim/
Kindergarten Communication
Environment
8
Interface design for child users
http://www.kukakumma.net/
http://www.kidpad.org/
[8]
Kindergarten Communication
Environment
9
Research Methods
• The observation of children using adapted games allow to identify
interaction behavior and difficulties to form useful mental strategies.
• Specific recommendations can be obtained from this information
which allow to work out “usage functions” intended to improve the
design of adapted computer games for visually impaired children.
• The integration of these functions in the conception of adapted games,
has to allow the child to navigate and to find easily a way in computer
games.
Kindergarten Communication
Environment
10
Multimedia Games for Visually
Impaired Children
• The study of the elementary scenes is intended to provide
adaptation schemes including an independent access to specific
devices.
• These schemes will be easily used to adapt any corresponding
game situation.
• Testing the functionality of games is essential in the process of
design.
• All the adapted game situations are tested in that perspective with
the children.
• These tests must validate if the adapted games fit the needs of the
children (autonomy).
Kindergarten Communication
Environment
11
The Toyshop
Using the software “The Toyshop” designed by Anita Hildén,
developed and sold by Swedish Institute for Special Needs Education,
you can observe if the child can see an object.
The objects are designed in bright colors or black and white. The
animations will be different and objects move in different directions. All
objects are shown on the screen together with a sound.
The teacher will observe which object the child finds most attractive
and do a selection of objects in the software.
Next step is to let the child understand cause-effect.
There are a lot of settings in the software that allows the child to do
more and more complicated actions in the software. Input device can
bee switches; touch window, mouse and keyboard.
Anita Hildén MUSSE version 2.0 http://www.sih.se/pdf/musse2_lathund.pdf
Kindergarten Communication
Environment
12
Lasten – The truck
This software is designed by Anita Hildén and Jenny Hammarlund.
The child is playing with a truck filled with animals or objects.
The aim is to find out if the child can understand and mach pictures to
real objects and what size of objects the child can see.
Objects and sizes can bee changed by the teacher. The vision test is
using the same symbols as the vision test developed by doctor Lea
Hyvirinen.
Input device is concept keyboard with overlays prepared in the
software, mouse or keyboard (or Flexiboard). Flexiboard registers
pressure in particular places and gives an answer with sound and on
the screen immediately.
This makes it possible for the child to obtain information via the sense
of touch in his/her fingers in combination with audible impressions.
Hammarlund, J. Computer Play for Children who are Severely Visually Impaired, TRC Rapport nr. 20 (1999)
Kindergarten Communication
Environment
13
Chu Chi Nung, Li Tien Yu and Chen Ming Chung develop the Design of
an Adaptive Web Browser for Young Children with Reading Difficulties
It is hard for the children with reading difficulties to manipulate
complex traditional browser to surf and read over the Internet.
The Adaptive Web Browser integrating the technologies of HTML
interpreter, convenient human interface design, text-to-speech engine
and picture communication symbols, facilitates comprehending the
contents in the Internet with auxiliary speaking sound or picture
communication symbol produced automatically as needed.
Kindergarten Communication
Environment
14
Features of the Adaptive Web Browser are:
Simplified Interface
Giving careful consideration to the users’ cognition abilities, we modify
the toolbar of AWB with a few graphic icons that are used most
frequently in IE, including Forward, Backward, Refresh, Stop, Speak
Out, and Go Home.
Users could learn to interact with the AWB more easily by using these
graphic icons instead of the complex toolbar in IE or Netscape.
Furthermore, buttons on the toolbar are equipped with voice
description, which will function if needed.
Adapted Toolbar Arrangement
AWB provides a position option and thus users with range of motion
limit can benefit from the position arrangement. The options of position
include the topside, bottom, right side, and left side of the AWB
Kindergarten Communication
Environment
15
Voice assistance
The AWB could read out the word, sentence, or phase highlighted by
the users in synthesized voice output.
Users could listen to the content of the web page instead of reading.
Picture assistance
By connecting to the database with about 3,000 common picture
communication symbols, the AWB can automatically pop-up the
corresponding picture communication symbol near the target word or
phrase as the user moves the mouse over it.
This is supposed to enhance their comprehension. In the meantime,
the AWB can speak the target word or phrase out by clicking the right
button of mouse.
Kindergarten Communication
Environment
16
Software and Technologies
• Catch me
• There are 6 different games
in this software, they are all
used to practise the
cooperation between eyes,
hands’ movement and brain
reflection. These 6 games
are…
Kindergarten Communication
Environment
17
Catch me
Pick the honey: children use
keyboard or mouse to
move the bee, let it catch
the flower, then they will
listen to the sound, it
means they move the bee
to the right position.
Kindergarten Communication
Environment
18
Excises in Catch Me
• Children can choose the size of bee and flower, then it can
change the difficulty of the game.
Kindergarten Communication
Environment
19
Double Team 80-34000
• It can practice children to
think quick, works the brain.
• 4 Action Games, 4 Bonus
Games, 5 Word Challenges,
5 Math Challenges, 4
Personal Organizers, …
• Pop the screen out for a
hand-held action game that
has 4 progressive skill levels,
1-2 player modes, cool
sound effects and music.
Kindergarten Communication
Environment
20
Power Zone Edge Computer 80-34600
•
Computer with a light-up screen,
can create and print word
processing documents and cards,
can read with the 75,000 word
spell checker.
•
Store personal phone numbers
and addresses. Different skill
levels to encourage advancement.
•
1 and 2 player modes make it fun
for a friend or family member.
Kindergarten Communication
Environment
21
References 1
1.
2.
4.
5.
6.
7.
8.
CameraMouse http://www.cameramouse.com/video.htm
Archambault, D., Burger, D.: TIM Development and adaptation of computer
games for young blind children – Interactive Learning Environments for
Children – ERCIM WG U14ALL & i3Spring Days 2000, Athens, 2000
http://www.cs.uta.fi/~grse/ACAI_2003/KinderGarten_Liang/research_children.
html
http://support.intel.com/support/intelplay/qx3/
http://www.cs.uAta.fi/hci/leco/research_children.html
http://www.kukakumma.net/
Design Process, http://www.kidpad.org/
Project: PETS, http://www.kidpad.org/
9.
TIM Project http://inova.snv.jussieu.fr/tim/
10.
Scapin, D.: Ergonomics guidelines for the design of human-computer
interfaces, Institut National de Recherche en Informatique et en Automatique,
1986
3.
Kindergarten Communication
Environment
22
References 2
11.
Valentin, A.: Evaluation ergonomique des logiciels – une démarche
itérative de conception, collection outils et méthodes, ANACT, 1993
12.
Richir, S.: La conception de produits nouveaux dans l’industrie du jouet
(Design news products in toy’s industry) – Thèse de doctorat, ENSAM,
Paris, 1996
13.
D. Archambault and al., “Tim: Tactile interactive multimedia computer
games for visually impaired children.” Information Society Technologies, ref.
IST-2000-25298, May 2000.
14.
D. Archambault and D. Burger, “From Multimodality to Multimodalities: the
need for independent models,” in Proceedings of the UAHCI’01 conference
– Universal Access in Human-Computer interaction – Towards an
Information Society for All (C. Stephanidis, ed.), (New-Orleans, Louisiana,
USA), pp. 227-231, Lawrence Erlbaum Associates, Aug. 2001.
15.
Gul Agha and Carl E. Hewitt, Actors: A model of Concurrent Computation
in Distributed System MIT Press, Cambridge MA, USA, 1986.
Kindergarten Communication
Environment
23
References 3
16.
17.
18.
19.
20.
D. Archambault and D. Burger, “TIM (Tactile Interactive Multimedia): Development
and adaptation of computer games for young blind children,” in Proc. ERCIM WG
UI4ALL & i3 Sping Days 2000 Joint workshop, Interactive Learning Environments
or Children, (Athens, Greece), Mar. 2000. [http://www.ics.forth.gr/ proj/athci/UI4ALL/i3SD200/Archambault.PDF].
Hammarlund, J. Computer Play for Children who are Severely Visually Impaired,
TRC Rapport nr. 20 (1999)
Anglin, G. J., “Effect of pictures on recall of written prose: How durable are picture
effects?”, Educational Communication and Technology,35(1) 25-31, 1987
Atkins, M. J. (1993). Theories of learning and multimedia: an overview. Research
Papers in Education, 8(2), 251-271.
Mann, V. (1994). Phonological skills and the prediction of early reading problems.
In N. C. Jordan & J. Goldsmith-Phillips (Eds.), Learning disabilities: New
directions for assessment and intervention (pp. 67-84). Boston, MA: Allyn and
Bacon.
Kindergarten Communication
Environment
24
Thanks 
Kindergarten Communication
Environment
25