Children with dyslexia have difficulties learning how to read and write. They are often diagnosed after they fail school even if dyslexia is not related to general intelligence. Early screening of dyslexia can prevent the negative side effects of late detection and enables early intervention. In this context, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game. We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception. We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as a F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively. We also present the game content design, potential new auditory input, and knowledge about the design approach for future research to explore Universal screening of dyslexia. universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.
This study presents a gamified application for children with learning disabilities, designed to train and improve their working memory capacity. The application takes the form of a treasure hunt and is designed according to a framework incorporating a set of guidelines derived from accessibility, usability, and cognitive load theory principles, and from gamification techniques. The aim is to motivate and engage the children in working memory-training activities and exploit their working memory capacity. The main focus of this study is the evaluation of the cognitive load level induced by the application, the children’s perceived experience, and their training performance over the training period. A sample of 12 Egyptian children with learning disabilities completed a five-week training period using the application, followed by an evaluation process. The evaluation took the form of a simple usability survey, an unstructured observation, and a cognitive load measurement scale. The purpose was to evaluate the children’s perceived experience, assess the level of cognitive load experienced in each of the activities, and measure the expected improvement in the children’s training performance. The results revealed that all the children enjoyed playing the gamified application, were eager to participate in the daily training, and the cognitive load experienced during the training was found to be generally appropriate, although some areas for improvement were identified. Finally, the children’s training performance and their perceived experience were better in the gamified activities with a lower cognitive load level.
The ongoing outbreak of the Coronavirus Disease 2019 (COVID-19) and the ensuing preventative lock-down and shelter-in-place policies enacted around the world have caused unanticipated disruptions in the delivery of educational content and accessibility services to children, youth and adults with disabilities. The rapid move to online and remote learning, socialization, and therapeutic activities have surfaced some of the inadequacies of existing systems and infrastructures as well as opportunities for creating novel and accessible solutions. We conducted semi-structured remote interviews with nine special education teachers, therapists, community advocates, and individuals with disabilities to capture their perspectives on delivering services and supporting children and adults with disabilities and their families during the pandemic. Participants shared reflections on their experience and those who they serve during the initial phases of the COVID-19 crisis and the challenges and insights that this experience surfaced. Findings include a need to better support families in facilitating remote learning experiences for their children, developing tactile modes of engagement to complement online interactions, and the impact of a lack of contingency plans specifically to support people with disabilities and their families during crizes. The participants also described the lack of clarity about the future as one of the most difficult aspects of the pandemic. We conclude with a discussion of these findings and directions for future research.
Web accessibility monitoring systems support users in checking entire websites for accessibility issues. Although these tools can only check the compliance with some of the many success criteria of the Web Content Accessibility Guidelines, they can assist quality assurance personnel, web administrators and web authors to discover hotspots of barriers and overlooked accessibility issues in a continuous manner. These tools should be effective in identifying accessibility issues. Furthermore, they should motivate users, as this promotes employee productivity and increases interest in accessibility in general. In a comparative study, we applied four commercial monitoring systems on two of the Stuttgart Media University’s websites. The tools are: 1) The Accessibility module of Siteimprove from Siteimprove, 2) Pope Tech from Pope Tech, 3) WorldSpace Comply (now called axe Monitor) from Deque, and 4) ARC Monitoring from The Paciello Group. The criteria catalogue consists of functional criteria that we gleaned from literature and user experience criteria based on the User Experience Questionnaire. Based on a focus group consisting of experts of Stuttgart Media University, we derived individual weights for the criteria. The functional evaluation criteria are: Coverage of the website and the guidelines, completeness, correctness, support in locating errors, support for manual checks, degree of implementing gamification patterns, support for various input and report formats, and methodological support for the Website Accessibility Conformance Evaluation Methodology 1.0 and for the German procurement law for public authorities Barrierefreie Informationstechnik-Verordnung 2.0. For determination of the user experience criteria, we conducted exploratory think-aloud user tests (n = 15) using a coaching approach. Every participant tested all tools for 15 min (within-subject design). The participants completed post-test questionnaires, including the User Experience Questionnaire. According to our results, Siteimprove turned out to be the best tool for our purposes.
Frontiers in Computer Science
Human Factors and Design in Immersive and Generative Media TechnologiesFrontiers in Robotics and AI
Human Movement Understanding for Intelligent Robots and Systems
Frontiers in Computer Science
Exploring the Technological Needs of Older Adults: Advances in Design, Functionality, User Experience, and Age-Related Cognitive and Sensory Aids to Facilitate Adoption.
Frontiers in Psychology
Human-Computer Interaction Serious Games as Behavioral Change ModeratorsFrontiers in Computer Science
Advancing Digital Accessibility in Academic and Workplace EducationFrontiers in Computer Science
New Advances and Novel Applications of Music Technologies for Health, Well-Being, and Inclusion