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Augmented Reality for Deaf Students: Can Mobile Devices Make It Possible?

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Abstract

Digital and real world events can be combined to create powerful learning opportunities for students, but time, tools, and expertise have been traditional barriers to teacher-created enhancements. This paper provides a rationale for using emerging, teacher-friendly tools, to merge real space and virtual space through video and 2D barcodes. The results of three pilot studies combine to illustrate the potential for using these tools. Results indicate that cell phones have the potential to facilitate augmented reality experiences for deaf students and adults. KeywordsAugmented Reality-Mobile Devices-Accessibility-Deaf

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... For instance, studies by [39] and [16] show that MAR enhances speech narration and conversion into readable text which makes communication easier for the HI community. Similarly, studies by [44], [34] and [42] reflect the importance of MAR in learning for the HI people. These studies suggest that MAR can provide a unique platform for HI interaction and stimulating learning environment. ...
... Engage, retention and learn Deaf Teaching and Learning [44] Learning opportunities for deaf students. ...
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Many studies have begun to consider how to ensure a pleasant experience during visits to cultural heritage sites and museums. Although, when considering the populace of the visitors to these sites, the hearing impaired (HI) visitors which made up of a smaller percentage, have not been in the literature limelight as much as the normal hearing visitors. Thus, the hearing impaired tends to endure certain unpalatable experiences leading to dissatisfaction of their visits. Literature has shown that Mobile Augmented Reality (MAR) can improve the experiences of visitors to the museum in terms of engagement, enjoyment and learning. This is evident in a number of articles tailored towards normal hearing visitors. However, a recent study has taken into consideration the hearing impaired visitors by identifying the engagement elements of MAR for the HI museum visitors. The identified elements include; aesthetics, interaction, interest, usability, satisfaction, motivation, curiosity, enjoyment, perceived control, self-efficacy, and focused attention. This article thus takes a step further by introducing the MAR for the HI museum visitors’ engagement (MARHIME) conceptual model. These elements are derived from a review of literature which has been done comprehensively and are validated by a panel of experts. Altogether eleven elements went through the expert review process and only six elements were validated to be used for the construction of the MARHIME model. This article also further grounds the justification of these selected six elements in relation to engagement. Future work will include the development of the MARHIME prototype which will be used to validate the model among the hearing impaired visitors at a museum.
... With respect to the Disability category, 20% of the studies were focused on individuals with hearing impairments (DHH), given that the AR allows the use of mobile devices and the visual channel is often preferred for perceiving information. The applications developed for this population combine videos with other visual tools or interactive multimedia ( Parton et al., 2010), also promoting the use of glasses for AR and QR codes (Parton, 2017). On the other hand, 18% of the studies have also addressed the needs of individuals diagnosed with Autism Spectrum Disorder (ASD), since AR facilitates the creation of applications recognizing facial emotions, which represents a difficulty for individuals diagnosed with ASD ( . ...
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