Cross-modal Interactive Tools for Inclusive Learning

用于包容性学习的跨模式交互工具

• 批准号: EP/N00616X/1
• 负责人: Oussama Metatla
• 金额: $ 91.25万
• 依托单位: Queen Mary University of London
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2016
• 资助国家: 英国
• 起止时间: 2016 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=EP%2FN00616X%2F1
• 关键词: Cross; modal; Interactive; Tools; Inclusive

Students with special education needs are traditionally placed in specialized schools where they are provided with facilities and trained staff to accommodate their needs. Today, there is a shift in government policies towards providing support for equalisation of education opportunity, embodying UNESCO's Salamanca World Statement which considers "Inclusion and participation [as] essential to human dignity [...] enjoyment and exercise of human rights" (UNESCO 1994). This shift underlines the national agenda for integrating more visually impaired children in mainstream schools and reducing exclusion, which is often the result of unmet special needs.According to a recent report by the Royal National Institute for the Blind (RNIB), approximately 70 per cent of visually impaired children in the UK are educated in mainstream settings. This often takes the form of one or two learners in a class of fully sighted peers. Issues related to how best to modify learning materials as well as how to manage group work to nurture an adequate learning environment for all is challenging in such settings. For instance, a number of curriculum standards of core components in science, technology, engineering and mathematics (STEM) emphasise the importance of graphic literacy to establish a foundation for future practices. Teachers in mainstream schools therefore have to resort to modifying curriculum resources that include graphics to make them accessible to visually impaired learners by using physical tools such as Braille, tactile diagrams or heat-raised images. However, these tools are designed to be used by visually impaired learners alone and not by their sighted peers, and thus can end up forcing them to learn as isolated individuals and exclude from group learning activities. In addition, as classrooms become more computerised, visually impaired learners are likely to face with more barriers since they mostly rely on screen-readers to access computers and these can be inadequate for accessing graphics and can inhibit meaningful collaboration with sighted peers. If not carefully studied and designed, technology can have detrimental effects on the inclusion of visually impaired learners in mainstream schools, particularly in contexts where they interact with sighted peers, and can lead to drastic effects on their lives as adults. For instance, jobs that require data analysis, including careers in STEM, often encode information using graphics and require teamwork and collaboration. Learning how to interpret and construct graphics as well as how to effectively engage with peers should, and generally does, begin during a student's basic education.The underlying problem is that current technological support for learning in mixed classrooms emphasise accessibility over inclusion, targeting individual rather than social learning and group work. Focus is thus placed on an individual's disability and not on the variety of abilities present in a social context of group learning involving students, teachers and technology. The aim of this Early Career fellowship is to research and develop interactive learning tools to make mixed classrooms more inclusive of visually impaired students. Non-visual modalities (e.g. audio, gestures, haptic and tactile feedback) have already shown potential benefit to support accessible interactions, but there are still limitations in their applicability in real world settings, such as issues with cross-modal effects when groups work together using different senses. The developed tools will focus on gaps in technological support for accommodating national curriculum standards by combining participatory design activities with empirical research into cross-modal interaction to find out how different senses can be integrated with visual capabilities. The tools will be validated in classroom settings to find out how they can improve group learning activities and teaching practices.

传统上，有特殊教育需求的学生被放置在专业学校中，在那里他们提供设施和训练有素的员工以满足他们的需求。如今，政府政策正在转向为教育机会均衡的支持，体现联合国教科文组织的萨拉曼卡世界陈述，该声明认为“包容和参与[是对人类尊严的必不可少的[...]享受和行使人权的必不可少的（联合国教科文组织式）（联合国教科文组织1994）。这种转变强调了国家议程在主流学校中整合更多视力障碍的儿童并减少排斥，这通常是未满足的特殊需求的结果。根据皇家国家盲人研究所（RNIB）（RNIB）的最新报告，约有70％在英国的视觉障碍儿童中，在主流环境中受过教育。这通常会以一类完全视力的同龄人的一类学习者的形式形成。与如何最好地修改学习材料以及如何管理团队工作以培养所有人的适当学习环境有关的问题在这种情况下具有挑战性。例如，科学，技术，工程和数学（STEM）中核心组成部分的许多课程标准都强调了图形素养对于为未来实践建立基础的重要性。因此，主流学校的教师必须求助于修改包括图形在内的课程资源，以通过使用盲文，触觉图或热量升高的图像来使视觉受损的学习者可以访问它们。但是，这些工具旨在仅由视障学习者而不是被视力的同龄人使用，因此最终可能会迫使他们作为孤立的个人学习，并将其排除在小组学习活动之外。此外，随着教室变得越来越计算机化，视力障碍的学习者可能会面临更多的障碍，因为他们主要依靠屏幕阅读器来访问计算机，并且这些障碍可能不足以访问图形，并且可以抑制与视力同行的有意义的合作。如果没有仔细研究和设计，技术可能会对主流学校的视觉障碍学习者的包含有害影响，尤其是在与视力的同龄人互动的情况下，并可能对成年人的生活产生巨大影响。例如，需要数据分析的作业，包括STEM中的职业，通常使用图形编码信息并需要团队合作和协作。学习如何解释和构建图形以及如何有效与同龄人的有效互动，并且通常在学生的基础教育期间开始。潜在的问题是，当前在混合教室中学习的技术支持强调可访问性而不是包容性，而不是针对个人而不是社会学习和小组工作。因此，重点放在个人的残疾上，而不是在涉及学生，教师和技术的团体学习中存在的各种能力。这个早期职业奖学金的目的是研究和开发交互式学习工具，以使混合教室更加包含视力障碍的学生。非视觉方式（例如音频，手势，触觉和触觉反馈）已经显示出潜在的好处来支持可访问的互动，但是在现实世界中，它们在现实世界中的适用性仍然存在限制，例如当小组一起工作时具有跨模式效应的问题使用不同的感官。开发的工具将通过将参与式设计活动与跨模式相互作用的实证研究结合在一起，以了解如何适应国家课程标准的技术支持差距，以了解如何与视觉能力相结合。这些工具将在课堂环境中进行验证，以找出如何改善小组学习活动和教学实践。

项目成果

Tap the ShapeTones

点击 ShapeTones

• DOI: 10.1145/2858036.2858456
• 发表时间: 2016
• 作者: Metatla O

Workspace Awareness in Collaborative Audio-Only Interaction with Diagrams

与图表进行纯音频协作交互中的工作空间意识

• DOI: 10.1145/2998581.2998598
• 发表时间: 2016
• 作者: Metatla O

Voice User Interfaces in Schools: Co-designing for Inclusion With Visually-Impaired and Sighted Pupils

• DOI: 10.1145/3290605.3300608
• 发表时间: 2019-01-01
• 期刊: CHI 2019: PROCEEDINGS OF THE 2019 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS
• 作者: Metatla, Oussama;Oldfield, Alison;Miglani, Sunny
• 通讯作者: Miglani, Sunny

Evaluating Technologies with and for Disabled Children.

评估与残疾儿童相关的技术。

• 发表时间: 2019
• 作者: Emeline Brule

"Like Popcorn": Crossmodal Correspondences Between Scents, 3D Shapes and Emotions in Children

• DOI: 10.1145/3290605.3300689
• 发表时间: 2019-01-01
• 期刊: CHI 2019: PROCEEDINGS OF THE 2019 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS
• 作者: Metatla, Oussama;Maggioni, Emanuela;Obrist, Marianna
• 通讯作者: Obrist, Marianna