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This study presents the design, implementation, and usability evaluation of AudioNature, an audio-based interface implemented for pocketPC devices to assist science learning in users with visual impairments. The usability evaluation sessions helped to redesign the interface and adjust it to the user's mental model while operating a pocketPC mobile...
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Citations
... Different audio base virtual environments are also helpful for blind people to learn, develop and improve their skills. Audio Nature [15] is software, that worked on mobile devices for learning for the visually impaired. The interface models in software were represented through audio to an adjacent location because it's easy for users to interact with them. ...
A patent is legal protection which gives an inventor the right to exclude others from performing a certain activity in the country of issuance. Innovations in form of patents are very beneficial for societies i.e., economic growth, reducing unemployment, increasing motivation and enhancing educational support. Visually impaired people are also part of society who faced several difficulties during access to educational material. Continual enrichment in technology has yielded a lot of innovative solutions for visually impaired people which have been patented. These solutions are in form of published articles, systems, applications and websites. Researchers can access journals, conferences, book chapters and technical reports easily but normally patents are unused sources of information in education. The main reason behind this is the complex structure of the patents which causes difficulty in reading. The proposed article aims to summarize the patent information in such a way that researchers and developers can easily access the information. Discuss some important patent offices from all over the world, along with their patent tools. A detailed analysis was conducted for patent documents that are of help to visually-impaired people learning mathematics.
... A significant increase in the mean score of the learning effectiveness test was observed both within the experimental group and the control group, and no significant difference was found between the two groups. Multisensory teaching material used in the lecture provided students with additional stimulations to supplement auditory stimulation, playing the role of cognitive scaffolding and helping them more effectively learn abstract knowledge such as science content (e.g., Fraser & Maguvhe, 2008;Sánchez & Flores, 2008;Verver, Vervloed, Yuill, & Steenbergen, 2020;Volpe & Gori, 2019). It may be that multisensory teaching materials were also helpful in promoting learning effectiveness in lecture-based classrooms. ...
Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students’ learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study.
The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind.
... The relevant papers are from 1999 to 2014, being 80% of the papers from 2008 on. The selected papers were: [13,51,2,35,3,4,8,15,12,17,18,41,42,24,25,30,28,29,32,33,31,37,39,38,40,36,34,47,48,49]. Among these, 25 papers described 21 distinct applications: 17 multimodal games and four multimodal navigation virtual environment. ...
Multimodal serious video games are relevant tools to enhance the cognitive skills of people who are blind. For this purpose, it is necessary that designers and developers be able to create interfaces and interactions using the multimodal elements properly. Thus, there is a need to know the relevant elements for such applications, as well as to understand their roles and relationships. In this paper, we propose and discuss a 4-dimension classification: Interface, Interaction, Cognition, and Evaluation. Such classification was assembled from the features related to the design and evaluation of 21 multimodal video games and environments, identified via a bibliographic review based on the systematic review approach. Besides, we classify and discuss the 21 multimodal applications into the proposed classification.
... The relevant papers are from 1999 to 2014, being 80% of the papers from 2008 on. The selected papers were: [13,51,2,35,3,4,8,15,12,17,18,41,42,24,25,30,28,29,32,33,31,37,39,38,40,36,34,47,48,49]. Among these, 25 papers described 21 distinct applications: 17 multimodal games and four multimodal navigation virtual environment. ...
Multimodal serious video games are relevant tools to enhance the cognitive skills of people who are blind. For this purpose, it is necessary that designers and developers be able to create user interfaces and interactions using the multimodal components properly. Thus, there is a need to know the key components to be considered for such applications, as well as to understand their roles and relationships. In this paper, we propose and discuss a 4-dimension classification: Interface, Interaction, Cognition, and Evaluation, to analyze the design of multimodal videogames for the cognition of people who are blind. Such classification was assembled from features related to the design and evaluation of a number of multimodal video games and virtual environments, identified via literature review based on systematic review methodology. We also classify and discuss multimodal applications within the proposed categorization.
... Research has shown that games that have been carefully designed to meet the educational/training/social needs of students with disabilities can yield positive effects. It has been reported that games can encourage players to change their behaviors and attitudes towards their disability (Lieberman, 2001), increase self-efficacy (Thomas, Cahill, & Santilli, 1997), provide enthusiastic experience (Weiss, Bilalik, & Kizony, 2003), enable players to learn curricular content areas (Ota & DuPaul, 2002; Sanchez & Flores, 2008), and/or increase their social interaction (Piper, O'Brien, Morris, & Winograd, 2006). Examples of games that have successfully produced desired outcomes by carefully targeting the particular needs of specific populations include face recognition games for children with autism (Tanaka et al., 2010), wheelchair-driving games for first-time wheelchair users (Hasdai, Jessel, & Weiss, 1998), diabetes self-treatment games for children with diabetes (Lieberman, 2001), and social skills training game for students with Asperger's syndrome (Piper et al., 2006). ...
Computer and video games have much in common with the strategies used in special education. Free resources for game development are becoming more widely available, so lay computer users, such as teachers and other practitioners, now have the capacity to develop games using a low budget and a little self-teaching. This article provides a guideline for teacher-, clinician-, practitioner-, and parent-developers on the development of a game for the education and/or training of students with disabilities.
... Algunos de estos estudios plantean que los videojuegos pueden promover aprendizaje de orden superior, como también incrementar el diálogo entre los alumnos [14]. Otro estudio describe los aspectos positivos que tienen los videojuegos en las habilidades sociales de los alumnos [16], el aprendizaje de la ciencia [13], interacción en la sala de clases [30], y otras habilidades cognitivas de orden superior que son transversales en el aprendizaje [12] [24] [27] [32]. Los videojuegos también producen una alta motivación y compromiso en los alumnos, aspectos relevantes que ayudan a mejorar las actividades de aprendizaje [12] [28]. ...
... For this reason, several authors believe that video games represent a tool that · 7: 5 allows for a closer approximation to 21st century learners' ways of learning and interacting [McMichael 2007;Proserpio and Viola 2007]. Sánchez and Flores [2008] introduce AudioNature, an audio-based virtual simulator for science learning implemented through a mobile device platform. In order to adjust the software to the mental model of users with visual disabilities, a user-centered design methodology is employed. ...
... The instrument used for this evaluation consisted of a scale of appreciation for the user, a scale of appreciation for the evaluators, and a set of open-ended questions, all regarding the DCC and the MOVA3D video game. These instruments have already been used in other, similar projects [Sánchez and Flores 2008]. The aspects evaluated by the users, through the use of the scales, were: the voice and sounds are agreeable, clear and easy to understand and distinguish; the separation and/or central space is big enough and well delineated; the circular marks are big enough, well marked and delineated; and how much they like this activity. ...
This work presents an evaluative study on the usability of a haptic device together with a sound-based video game for the development and use of orientation and mobility (O&M) skills in closed, unfamiliar spaces by blind, school-aged children. A usability evaluation was implemented for a haptic device especially designed for this study (Digital Clock Carpet) and a D video game (MOVA3D) in order to determine the degree to which the user accepted the device, and the level of the user’s satisfaction regarding her interaction with these products for O&M purposes. In addition, a cognitive evaluation was administered. The results show that both the haptic device and the video game are usable, accepted and considered to be pleasant for use by blind children. The results also show that they are ready to be used for cognitive learning purposes. Results from a cognitive study demonstrated significant gains in tempo-spatial orientation skills of blind children when navigating in unfamiliar spaces.
... This kind of research has gone into depth on the use of specific multimedia interfaces, such as those based on audio in order to promote Blind users' interaction with the software. These studies conclude that these kinds of applications improve the understanding of specific content such as mathematics [7] and science [8], develop transversal cognitive abilities such as problem solving [7], [10], develop aspects of learning collaboratively [9], [11], and aid in the development of orientation and mobility skills [12], [13]. Several haptic interfaces have been studied for use by blind users [12], [14], [15], concluding that complementing haptic interfaces with virtual environments can be very encouraging and motivating, as well as can become critical elements for improving cognitive rehabilitation and learning processes [2]. ...
Concept mapping is a technique that allows for the strengthening of the learning process, based on graphic representations of the learner's mental schemes. However, due to its graphic nature, it cannot be utilized by learners with visual disabilities. In response to this limitation we implemented a study that involves the design of AudiodMC, an audio-based, virtual environment for concept mapping designed for use by blind users and aimed at virtual training and rehabilitation. We analyzed the stages involved in the design of AudiodMC from a user-centered design perspective, considering user involvement and usability testing. These include an observation stage to learn how blind learners construct conceptual maps using concrete materials, a design stage to design of a software tool that aids blind users in creating concept maps, and a cognitive evaluation stage using AudiodMC. We also present the results of a study implemented in order to determine the impact of the use of this software on the development of essential skills for concept mapping (association, classification, categorization, sorting and summarizing). The results point to a high level of user acceptance, having identified key sound characteristics that help blind learners to learn concept codification and selection skills. The use of AudiodMC also allowed for the effective development of the skills under review in our research, thus facilitating meaningful learning.
... Sánchez & Flores [20] introduce AudioNature, an audio-based virtual simulator for science learning implemented through a mobile device platform. In order to adjust the software to the mental model of visually impaired users, a user-centered design methodology is employed. ...
This work presents an evaluation study on the usability of a haptic device and a sound-based videogame for the development and use of orientation and mobility (O&M) skills in closed, unfamiliar spaces by blind, school-aged children. A usability evaluation was implemented for a haptic device especially designed for this project (Digital Clock Carpet) and a 3D videogame (MOVA3D), in order to redesign and improve the usability, as well as to learn of its acceptance and the degree of the user's satisfaction with the interaction with these products for O&M purposes. The results show that both the haptic device and the videogame are usable, accepted and pleasant regarding their use by blind children, and that they are ready to be used in the following stage, which will determine their impact on the development and use of O&M skills.
... Los autores plantean que la metodología de integración de juegos móviles en ciencias permite el desarrollo de habilidades de resolución de problemas, facilita el aprendizaje de contenidos de evolución de las especies y mejora las condiciones de aprendizaje de la ciencia en el contexto escolar. Sánchez y Flores [143] presentan AudioNature, una aplicación basada en audio diseñada y desarrollada para dispositivos móviles, con un diseño centrado en el usuario con discapacidad visual y destinada a apoyar el aprendizaje de las ciencias. El contenido de la aplicación consiste en simular un ecosistema que se presenta alterado y el usuario debe lograr dejarlo en un cierto equilibrio mediante la interacción con diversas variables ambientales con las que se puede interactuar por medio del software. ...
... Existen diversas experiencias en el diseño y uso de videojuego para personas con discapacidad visual [143], [144], [156]. Un estudio desarrolló videojuegos para el aprendizaje de la matemática de alumnos legalmente ciegos [134], [135], [142]. ...
En este informe se presenta el estado del arte sobre lo que concierne al aprendizaje móvil con uso de tecnología, mobile Learning (mLearning). Las áreas abordadas en este estado del arte corresponden a movilidad y uso de dispositivos móviles, experiencias de mLearning, y videojuegos móviles para el aprendizaje.
Todo el material corresponde a una recopilación de publicaciones realizada por el equipo a cargo de este entregable, conformado por investigadores de la Universidad Carlos III de Madrid, Universidad Politécnica de Madrid y Universidad de Chile. Las fuentes revisadas han sido: base de datos de ACM e IEEE; proceedings de las conferencias CHI, ICDVRAT y ED-MEDIA; base de datos de revistas científicas tales como Ebsco, Oxford Journals, Catálogo Bello de la Universidad de Chile; y scholar.google.com. Los parámetros de búsqueda utilizados han sido celular games, seriuos games, mobile games, mobile learning, m-learning, mlearning, games and education, PDA games for education, juegos en educación, aprendizaje móvil, juegos serios, y juegos para celulares.
