Ashley Miller
Brenda Castro
Vicki L. Hanson
Hugo Nicolau
ABSTRACT
Deaf and hard of hearing students must constantly switch between several visual sources to gather all necessary information during a classroom lecture (e.g., instructor, slides, sign language interpreter or captioning). Using smart glasses, this research tested a potential means to reduce the effects of visual field switches, proposing that consolidating sources into a single display may improve lecture comprehension. Results showed no statistically significant comprehension improvements with the glasses, but interviews indicated that participants found it easier to follow the lecture with glasses and saw the potential for them in the classroom. Future work highlights priorities for smart glasses consideration and new research directions.
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Digital Library
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- Walter S. Lasecki, Raja Kushalnagar, and Jeffrey P. Bigham. 2014. Helping students keep up with realtime captions by pausing and highlighting. In Proceedings of the 11th Web for All Conference (W4A '14). ACM, New York, NY, USA, Article 39, 8 pages. DOI=http://dx.doi.org/10.1145/2596695.2596701 Google ScholarDigital Library
- Halley Profita, Reem Albaghli, Leah Findlater, Paul Jaeger, and Shaun K. Kane. 2016. The AT affect: How disability affects the perceived social acceptability of head-mounted display use. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). ACM, New York, NY, USA, 4884--4895. DOI: https://doi.org/10.1145/2858036.2858130Google ScholarDigital Library
Index Terms
- The Use of Smart Glasses for Lecture Comprehension by Deaf and Hard of Hearing Students
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