HCI for Children with Disabilities

Inhaltsverzeichnis

1. Frontmatter

2. Chapter 1. FlowagileXML: An HCI-Agile Methodology to Develop Interactive Systems for Children with Disabilities

   Josefina Guerrero-García, Juan Manuel González-Calleros, Claudia González

   Abstract

   Interactive systems for people with disabilities have proved to be an excellent way of providing technological support to incorporate them in everyday life activities. A lot of effort has been devoted to research on models, methods, and techniques that incorporate HCI techniques to the development process of such interactive systems. The diversity of those works focuses on a specific target population such as elderly or children, and to a specific problem like physical, sensory, or cognitive disabilities. In this chapter, we present an agile methodology to develop interactive systems for children with disabilities that we have used to develop real-life projects. Even that each project focuses on different problems they all are related to assist children in everyday activities. The development process includes different HCI techniques for the analysis, design, and evaluation of the resulted works and has been proved to be adequate as it has been used by different development teams. The methodology will be illustrated as long with the some examples of the solutions that we have produced using it.

3. Models

   1. Frontmatter

   2. Chapter 2. An Architectural Model to Design Graphical User Interfaces of Mobile Applications for Learning Problems in Basic Mathematics

      Jaime Muñoz-Arteaga, Miguel Ángel Ortiz Esparza, José Eder Guzmán Mendoza, Juana Canul Reich

      Abstract

      Nowadays, a large amount of digital content and mobile educative application can be identified for the construction of online courses at elementary school; but some design issues need to be solved in order to have an effective use of this kind of educative resource to support learning problems. This work purposes an architectural model to design graphical user interfaces (GUI) of mobile applications in particular basic mathematic. The proposal considers the use of learning paths; web services and also a multidisciplinary group of stakeholders are taken into account such as teachers and content providers. The purposed model is applied here throughout a case study teams. The methodology will be illustrated as long with the some examples of the solutions that we have produced using it.

   3. Chapter 3. Extension of a User Model for Promoting the Development of Applications to Support Auditory Rehabilitation

      David Céspedes-Hernández, Liliana Rodríguez-Vizzuett, Juan Manuel González-Calleros, Jaime Muñoz-Arteaga

      Abstract

      Interactive systems for people with disabilities have proved to be an excellent way of providing technological support to incorporate them in everyday life activities. A lot of effort has been devoted to research on models, methods, and techniques that incorporate HCI techniques to the development process of such interactive systems. The diversity of those works focuses on a specific target population such as elderly or children, and to a specific problem like physical, sensory, or cognitive disabilities. In this chapter, we present an agile methodology to develop interactive systems for children with disabilities that we have used to develop real-life projects. Even each project focuses on different problems, and they all are related to assist children in everyday activities. The development process includes different HCI techniques for the analysis, design, and evaluation of the resulted works and has been proved to be adequate as it has been used by different development teams. The methodology will be illustrated as long with the some examples of the solutions that we have produced using it.

4. Case Studies

   1. Frontmatter

   2. Chapter 4. Interactive Systems Design Oriented to Children with Special Needs

      Sandra Cano, Cristina Manresa-Yee, César A. Collazos, Victor Peñañory, Javier Varona

      Abstract

      Information and Communication Technologies (ICT) are changing many areas through the design of interactive systems. The purpose of this work is to use interactive systems to generate more meaningful experiences in children with special needs in their education or by improving their accessibility to a computer. We apply the user-centered design methodology to analyze aspects in the child and learn how to adapt these systems according to the children’s needs. Therefore, it is necessary the participation of a multidisciplinary team made up of professionals in special education, occupational therapy, educational technology, physiotherapy, ergonomics, and computer science, among others. We carried out interviews with the professionals of the institutes to know about the needs of the children. We present two case studies that were carried out with children with different disabilities: cerebral palsy (CP) and hearing impairment. Each case describes the difficulties that we faced and how the interactive system design supported areas such as health and education.

   3. Chapter 5. Model-Driven Development of Interactive Environments for Occupational Therapy

      Héctor Cardona Reyes, Jaime Muñoz-Arteaga, Juan Manuel González-Calleros

      Abstract

      The present work advocates the use of interactive environments as a technological support that is easy to use, accessible and supportive for the therapeutic process, carried out by persons who receive rehabilitation through occupational therapy. The design and production method of interactive environments considers the formation of a multidisciplinary expert’s team for the production of interactive environments adapted to rehabilitation patient’s needs. The proposed method is based on a model-based approach to development, which allows greater abstraction from the rehabilitation context and offers portability and independence to provide interactive environments that are appropriated to patient’s needs.

   4. Chapter 6. Towards the Design of Interactive Storytelling to Support Literacy Teaching for Deaf Children

      Leandro Flórez Aristizábal, Sandra Cano, Luz del Sol Vesga, César A. Collazos

      Abstract

      Poor literacy has created barriers to the education of deaf children in all areas of knowledge. These children face literacy issues mainly due to a late acquisition of their first language. In Colombia, Act 324/1996 and 982/2005 recognizes the CSL (Colombian Sign Language) or LSC for its acronym in Spanish as the official language for deaf community and written Spanish (or oral when possible) as their second language. This study describes an attempt to address the challenge of developing reading and writing skills as a second language for deaf children based on storytelling. A case study is carried out with four deaf children of La Pamba School in Popayán-Colombia following the philosophy of User-Centered Design (UCD) to analyze different aspects of the children like behavior, interests, and teaching strategies, among others, which will be used for the interactive design in the creation of stories through a game.

   5. Chapter 7. Usability Study of Didactical Resources to Children with Down Syndrome

      Validation with Eye Tracker on Teaching Resources for Gestural and Conventional Interaction Pablo V. Torres-Carrión, Carina S. González-González, Alfonso Infante-Moro

      Abstract

      The techniques to know the visual attentions in screens by the user are used with great efficiency in the field of design to make more efficient its objective. In the educational field are few efforts made, being one of the challenges of engineering and Sciences of education to improve learning outcomes. This study aims is to know the usability of personalized, conventional and gestural interaction resources based in the patterns of visual attention of children with Down syndrome, in teaching resources based on eye-tracker validated visual attention in a classroom environment for children with Down Syndrome. Selected 6 students of the Down Tenerife Association (CG = 3, GE = 3), of which GE has previously interacted with the HCI Tango:H platform with teaching resources customized to their requirements cognitive and applied in a playful environment of teaching and learning, and the remaining with common resources in the classroom, designed by the teachers of the institution. Learning objects were presented to students by way of films on a screen, by tracking their visual attention with the help of an eye tracker and following the protocol think-aloud, focused on the attributes of ISO 9141-11: usability for Visual-Based gesture recognition: efficacy, effectiveness, learnability and satisfaction. The results were evaluated with the help of Tobbi Studio platform and subjective attributes through systematic observation, being the resources designed for the Tango:H plaque better valued than those of everyday use in the conventional classroom.