augmented reality DEAF
219498365
Rounding augmented reality book and smartphone for deaf students in achieving basic competence
Deaf students' hearing problem results in their mastery of language and mathematics lower than hearing students. Learning the topic of rounding is difficult for deaf students because it requires a good understanding of language and a true perception in math concepts, in which are abstract in nature. Learning concepts needs a special strategy for this type of students, as generally mathematics is difficult to be translated and communicated by sign language. This specificity forces them to possess unique behavior in understanding everything through visual power. This paper discusses a study of the creation of a book and smartphone applications as devices based on augmented reality (AR) software on the topic of rounding accompanied by rich visualization to facilitate deaf students in achieving mathematical basic competencies. This study aims to describe and reveal the validity and the effectiveness of the designed devices through their implementation in a classroom. The research and development method refer to ADDIE which consisting of five stages, namely: analysis, design, development, implementation, and evaluation. The results of this study show that the AR Book and the AR Smartphone application are valid used by deaf students and both devices are effective in achieving their mathematical basic competencies.
Aan Hasanah Yaya Sukjaya Kusumah K Rahmi
232138279
Silent augmented narratives Inclusive Communication with Augmented Reality for deaf and hard of hearing
Deafness is an often undervalued but increasing problem amongst the world's population. Besides the difficulty in hearing sounds, it involves many cognitive and emotional issues, like learning difficulties, isolation, and disempowerment. In this paper, the design of artifacts for deaf people is analyzed from two different perspectives: Technology and Communication Science. Regarding technological issues, research shows how Augmented Reality can be applied using screen interfaces or smart glasses translating sounds into visual stimuli; looking at the communication possibilities, the focus is on storytelling and how it can be combined with the technology used to engage people, enhance learning activity and create a community. By looking into these two aspects, the suggested approach is to merge them in a conceptual creative project that can be appealing and useful to the public, through the use of interactive storytelling, while also using the visual benefits of an immersive Augmented Reality experience.
Narrativas silenciosas
150452891
Augmented Reality System to Promote the Inclusion of Deaf People in Smart Cities
The use of technological tools for the inclusion of people with auditory disabilities today is booming, with a significant advance in the close caption for television, the cochlear implant, dictionaries of sign languages apps (SL) in apps, translators of voice to text or channels of videos that promote the learning of SL, but without a visible impact in the communities of deaf people or society in general, is still not perceived this technology being adopted everywhere to promote equal opportunities and the well being of people with disabilities in the Smart cities, due to many of the developments do not pursue the research, usability analysis or the creation of models that help to understand, replicate, improve, or build strategies to ensure an inclusion based on technology and the immersion to the deaf culture by listeners The systematic review to research conducted in this topic helps us understand the implications and challenges faced To follow with innovation in the area of technologies for inclusion and understand that not only it is providing technology for a deaf person, but to create an environment that promotes culture to improve communication between inhabitants of a Smart cities. For this reason the present article is a systematic revision centered in technological research adapted for the access of the information and the communication of people with hearing loss or deaf; presented under Kitchenham s methodology; the information is searched and classified through the analysis of clusters k means which summary is presented under the selection and classification of 350 articles published since 2013 until May 2017 with looks towards the analysis of methodologies or models that promote the inclusion of deaf people in society with the usage of technological tools in order to start the guidelines to create a technological social model to promote the improvement of communication between deaf and hearing people.
Res. Comput. Sci.
Cesar Lozano Diaz Rocio Maciel Victor Manuel Larios Rosillo Alberto Ochoa
46764914
Augmented Reality Supporting Deaf Students in Mainstream Schools: Two Case Studies of Practical Utility of the Technology
The study suggests a practical use of augmented reality (AR) in supporting Deaf and Hard of Hearing (DHH) students in mainstream schools. The paper presents two case studies. First, we used AR via wearable glasses to support the communication and feedback loop between the instructor and DHH learner during the lesson. Second, we used AR via a typical tablet to support the DHH students in acquiring vocabulary and subsequently, improving their reading comprehension capabilities. In the first study, although the wearable AR glasses were not stylish enough to be attractive to the DHH adolescent, who felt uncomfortable wearing them in a real classroom setting, she was positive about the potential value of the technology in providing immediate feedback and communication with the educator. In the second study, the experience was positively endorsed by four participating six graders and their special teacher who thought that AR technology can be a great supporting tool during reading comprehension of difficult texts. The study demonstrates the utility of AR technology in real world settings, serving the needs of special education students, in this case, those with hearing loss, potentially contributing to more inclusive classroom environments in mainstream schools.
IMCL
Andri Ioannou Vaso Constantinou
22189050
Augmented Reality for the Literacy Development of Deaf Children: A Preliminary Investigation
This paper reports the on going research on the development of an Augmented Reality (AR) application for the literacy development of hard of hearing children, particularly deaf children that rely on Arabic Sign Language (ArSL) Preliminary studies were conducted to determine the visual needs of deaf Arabic learners when reading using three different instruments and targets: interviews with teachers, observation of deaf children, and questionnaire from their parents. Results from teachers and parents indicate a preference for multiple resources, primarily ArSL, including photos and videos. Students, on the other hand, performed better with finger spelling and poorly in ArSL. This disconnect between both achievements highlights the importance of considering various perspectives in the development of AR that targets literacy in younger children.
ASSETS
Aziza Almutairi Shiroq Al-Megren
32800039
Preliminary Investigations on Augmented Reality for the Literacy Development of Deaf Children
This paper reports on ongoing research on the development of an Augmented Reality (AR) application for the literacy development of hard of hearing children, particularly deaf children that rely on Arabic Sign Language (ArSL) This research is intended to help deaf children learn how to read by enhancing current elementary courseware with visual augmentation. Elicitation from literature reveals the profound value AR can provide for deaf learners, i.e. visual learners. Nevertheless, this approach is rarely undertaken for ArSL. Preliminary studies were conducted to determine the visual needs of deaf Arabic learners using three different instruments and targets: interviews with teachers and interpreters, observation of deaf children, and questionnaire for parents of deaf children. The results from teachers and parents of deaf children indicate a preference for multiple resources, primarily ArSL, photos, and videos. Students, in the other hands, performed better with finger spelling and poorly in SL. This disconnect highlights the importance of considering various perspectives in the development of applications that target literacy in younger children.
IVIC
Aziza Almutairi Shiroq Al-Megren
235288556
The development of mathematics teaching materials integrating by Augmented Reality Software and Android for deaf students
Mathematics has a unique concept and context, so mathematics is not easy to learn. Many students find it difficult to understand about mathematical concepts especially for students who has physical disability, such as hearing impairment. Teaching materials is required in mathematics learning, especially the topic of angles. One of the teaching materials on the topic of angle is developed using the integration of augmented reality (AR) software and android. The aims of this research are to describe the development phases and to describe the evaluation result of the teaching material integrated by AR software and android. This research uses the development (R&D) method by adapting and modifying the steps of R&D used by Borg and Gall. The sources of the data and information in this research is an expert in deaf education, a media expert, a mathematics teacher and a seventh grader deaf student at a Junior High School of inclusion in Bandung. The result of this research shows that the teaching material integrating by AR software and android for deaf students is very good based on the referred category. It can be used in learning mathematics in school.
Hapip Anshori K Novianingsih
46808575
Technological Social Model: Based in augmented reality platforms for the inclusion of deaf people in the university classroom and the cities
Introduction The augmented reality and the voice recognition engine, currently are part of the new access to information for education, geolocation, training, customer support or for recreation. Providing alternatives to access the content in an interactive, inmmersive and experiential ways, because of the huge potential to interact with virtual objects superimposed in reality (augmented reality) or for the capacity to interact with nonexistent objects and also not wellknown environments (virtual reality) Improving the user experience when learning, buying, driving, and so other more. Usage that can be leveraged in the inclusion environment of deaf people in schools, labor and be part of Smart cities.
C Lozano Rocio Maciel
88490370
Augmented Reality Application of Sign Language for Deaf People in Android Based on Smartphone
A A Kompiang Oka Sudana I Gusti Ayu Agung Mas Aristamy Ni Kadek Ayu Wirdiani
232374460
Mobile Technology and Extended Reality for Deaf People: A systematic review of the open access literature
The present study is a systematic review of the scientific literature, published between 2006 and early 2020 with open access, which aims to know the use, by non hearing people, of mobile technology and Extended Reality, encompassing this term to Virtual Reality, Augmented Reality and Mixed Reality applications that seek to improve human computer interaction through sensory experiences. Particularly, applications used for teaching learning are analyzed, inquiring, among other questions, what are the didactic themes, the target groups and the sign language used. The results show a high predisposition to the use of mobile technology due to the ease of use of visual tactile resources. There is still a reduced but promising use of Extended Reality, which allows a field of application of new contributions for the development of the deaf community.
2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO)
Evelyn Del Pezo Izaguirre Maria Jose Abasolo Cesar A Collazos