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Kindergarten Communication Environment
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Kindergarten Communication Environment
Liang Jingjing.liang@uta.fi
Alternative Communication & Access to Information Dept. of Computer and Information Sciences
University of Tampere12/03/2003
= 4
[1]
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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 obstructio
n to communicate with others, they are still strange to their
environment.
• New interaction technologies can help children improve their skills
and knowledge.
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What we want …
• The use of alternative communication devices and special softwar
e should allow disabled people to perform independently some tas
k 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.
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HCI & requirements from children
• Effective computer-based learning environment for visuall
y 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 p
ointer movements on a computer screen [1].
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Designing process
Young children can have a difficult time abstractly discussing t
he world around them. Merely asking children what they want
in new technologies will not produce the input needed for the d
esign process. Therefore, there are developed methods to un
derstand children's exploratory activity patterns [7].
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Paradigms for interactive products
Camera Mousehttp://www.cameramouse.com/
Intel® Play™ Toys [4]
Barney [5]
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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 gamesTactile and Multimedia Tools for Young Visually Impaired People http://inova.snv.jussieu.fr/colloques/BNet2001/uk/programme.php
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Motivations Accessibility & Understanding
TIM Project http://inova.snv.jussieu.fr/tim/
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Interface design for child users
http://www.kukakumma.net/ http://www.kidpad.org/
[8]
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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.
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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).
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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
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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)
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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.
Chu Chi Nung, Li Tien Yu and Chen Ming Chung develop the Design of
an Adaptive Web Browser for Young Children with Reading
Difficulties
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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
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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.
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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…
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Catch mePick 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.
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Excises in Catch Me
• Children can choose the size of bee and flower, then it can
change the difficulty of the game.
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• 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.
Double Team 80-34000
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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.
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References 11. CameraMouse http://www.cameramouse.com/video.htm
2. 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
3. http://www.cs.uta.fi/~grse/ACAI_2003/KinderGarten_Liang/research_children.html
4. http://support.intel.com/support/intelplay/qx3/
5. http://www.cs.uAta.fi/hci/leco/research_children.html
6. http://www.kukakumma.net/
7. Design Process, http://www.kidpad.org/
8. 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
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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.
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References 3
16. 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/at-hci/UI4ALL/i3SD200/Archambault.PDF].
17. Hammarlund, J. Computer Play for Children who are Severely Visually Impaired, TRC Rapport nr. 20 (1999)
18. 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
19. Atkins, M. J. (1993). Theories of learning and multimedia: an overview. Research Papers in Education, 8(2), 251-271.
20. 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.
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Thanks
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