Towards designing more accessible interactions of older people with digital TV
Transcript of Towards designing more accessible interactions of older people with digital TV
PAGE 1 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
ISSUE 99, January 2011
Accessibility and Computing
A regular publication of the ACM Special
Interest Group on Accessible Computing
Inside This Issue
1 A Note from the Editor
2 SIGACCESS Officers and Information
3 Overview of ASSETS2010 Doctoral Consortium
4 Online Mathematics Manipulation for the
Visually Impaired
9 Inclusive Technologies for Enhancing the
Accessibility of Digital Television
13 REACT: Intelligent Authoring of Social Skills
Instructional Modules for Adolescents with
High-Functioning Autism
24 Towards Designing More Accessible
Interactions of Older People with Digital TV
30 Promoting Sharing Behaviours in Children
through the Use of a Customised Novel
Computer System
37 Accessible Design Through Shared User
Modelling
43 Generating Efficient Feedback and Enabling
Interaction in Virtual Worlds for Users with Visual
Impairments
47 The Automation of Spinal Non-manual
Signals in American Sign Language
50 Developing a Phoneme-based Talking
Joystick for Nonspeaking Individuals
55 Immersive Virtual Exercise Environment for
People with Lower Body Disabilities
60 Accessible Electronic Health Record:
Developing a Research Agenda
A Note from the Editor
Dear SIGACCESS member:
Welcome to the January issue of the SIGACCESS
newsletter. This issue mainly reports the research
work of the doctoral students who participated in
the ASSETS 2010 Doctoral Consortium (Orlando,
FL). Dr. Matt Huenerfauth provided an overview
of the consortium. The proposed dissertation work
of 10 doctoral students was presented starting on
page 4. In addition, this issue presents a report
from the Workshop ‗Accessible Electronic Health
Record: Developing a Research Agenda‘ written
by Dr. Andrew Sears and Dr. Vicki Hanson.
Jinjuan Heidi Feng
Newsletter editor
PAGE 2 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
SIGACCESS Officers and Information
Chairperson
Andrew Sears
Information Systems Dept.
UMBC
1000 Hilltop Circle
Baltimore, MD 21250, USA.
+1-410-455-3883 (work )
Vice-chairperson
Enrico Pontelli
Computer Science Dept.
New Mexico State University
Las Cruces, NM 88003, USA.
Secretary/Treasurer
Shari Trewin
IBM T. J. Watson Research Center
19 Skyline Drive,
Hawthorne, NY 10532, USA.
Newsletter Editor
Jinjuan Heidi Feng
Computer and Information Sciences Dept.
Towson University
7800 York Road
Towson MD 21252, USA
+1 410 704 3463
Who we are
SIGACCESS is a special interest group of
ACM. The SIGACCESS Newsletter is a regular
online publication of SIGACCESS. We
encourage a wide variety of contributions,
such as: letters to the editor, technical
papers, short reports, reviews of papers of
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conference reports and/or announcements,
interesting web page URLs, local activity
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Material may be reproduced from the
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Anyone interested in editing a special issue
on an appropriate topic should contact the
editor.
PAGE 3 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
ASSETS 2010 Doctoral Consortium
On Sunday, October 24, 2010, the day before the ASSETS 2010 conference in Orlando,
Florida, twelve Ph.D. students gave presentations of their research projects to each other
and to a panel of distinguished researchers including Jinjuan Heidi Feng (Towson
University), Simon Harper (University of Manchester), Matt Huenerfauth (City University of
New York), Sri Kurniawan (UC Santa Cruz), and Kathleen McCoy (University of Delaware).
Matt Huenerfauth served as the chair and organizer of the ASSETS 2010 Doctoral
Consortium.
During the event, the participating received feedback from the faculty panelists; the
purpose of this feedback was to help the students understand and articulate how their
work was positioned relative to other research on access technologies, universal access,
and universal usability. The feedback also addressed whether the students‘ topics were
adequately focused for thesis research projects, whether their methods were correctly
chosen and applied, and whether their results were being appropriately analyzed and
presented.
The participating students also attended the ASSETS conference for the next three days,
and they presented their work during a poster session at the conference that was
dedicated specifically to the work of the Doctoral Consortium participants. This allowed
the attendees to interact with, and ask questions of, the Doctoral Consortium participants,
and it allowed the students the opportunity to get feedback from the broader ASSETS
community.
Some comments from the student participants included:
―The doctoral consortium helped me to know people that are working in similar research
areas. Also it helped me to get to know other students in the field and learn about what
they are working on. I also received a lot of great feedback about my work. It helped me
to identify new literature sources related to my work, to identify weak areas of my work,
and to think about new things to explore.‖
―The doctoral consortium was a good opportunity to think of various ways to approach my
research topic. Also, the act of preparing my short presentation was a valuable way to
organize my work, think about current problems, and consider potential solutions.‖
―The doctoral consortium provided me with guidance about which areas of my research I
should focus on – rather than trying to take on the world!‖
―Through the doctoral consortium, I have received lots of useful advice on new evaluation
methods that I can try in my research and issues to consider – e.g., user group‘s abilities,
screening criteria for studies, etc. This will assist me as I design my evaluation plan.‖
―The constructive feedback during the doctoral consortium shaped my ideas about my
research topic. I also found the chance to discuss different research subjects with other
participating students during the free times during the day very beneficial.‖
The ASSETS 2010 Doctoral Consortium was funded by the National Science Foundation,
Grant Number IIS-1035382.
PAGE 4 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Online Mathematics Manipulation for the visually impaired
Nancy Alajarmeh
New Mexico State University
Department of Computer Science
Las Cruces, NM 88003
Abstract Mathematics manipulation accessibility is a newly discussed and introduced research area
extending the general mathematics accessibility approaches on the web. This project
goes further beyond what researchers already started in mathematics rendering
accessibility approaches; so that the final outcome we aim into is allowing visually
impaired students to have some manipulation controls over the rendered mathematical
algebraic expressions; i.e. solving an equation, have a complete history of doing
mathematics (algebra) in steps they perform to reach what they are looking for, exactly
the same as giving them a pencil and a piece of paper to do whatever they see
appropriate to get a final simplified equation or result.
Categories and Subject Descriptors
H.5.4 [Information Systems]: Information Interfaces and Presentation—User Issues.
General Terms
Design, Human Factors.
Keywords
Accessibility, Mathematics manipulation, Visual impairments.
Introduction Being a fundamental knowledge of any educational stage; mathematics has a significant
importance for everybody especially learners as core part of many science areas, and
learning mathematics up to a certain level is considered a must for everyone regardless
what disabilities they have.
Unlike text which is of a linear nature and has a very unified standards, mathematical
representation is not a straightforward standard that can be implemented and rendered
easily especially for visually impaired individuals. The complexity of expressions, the 2-
dimentionality, the non-linearity, the different semantics and notations, the variety of ways
to express one idea, and the spatial nature make mathematics challenging for
representation, interpretation, access, and manipulation for visually impaired individuals.
See figure 1 to help understanding how mathematical information is more challenging
than text for students with visual impairments.
PAGE 5 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
(a) (b)
Figure 1: Mathematics 2-D complexity, extra symbols, and visual nature
From the issues of mathematics availability and accessibility, a lot of work had already
started to give powerful solutions to overcome barriers. Mathematics witnessed many
phases until it was brought available and accessible for sighted and unsighted users.
Mathml; which is a W3C recommended standard to bring mathematics into the web is an
example of an aid into rendering mathematics on the web [4]. As a result, mathematics
became available online in a convenient format that can be neatly and easily rendered.
But availability is not everything towards usability, in a sense that many user categories
were not able to make use of mathematics until many great efforts contributed to turn
mathematics accessible for visually impaired individuals. Static approaches that use Braille
to render mathematics, and Dynamic approaches in which audio is used in rendering are
the main classification of accessibility approaches.
Math2Braille [Crombie et al. 2004], LAMBDA [Edwards et al. 2006], and MAVIS [Karshmer et
al. 1998] are examples of the static approaches in which several new Braille notations were
created for mathematics. AsTeR [Raman 1994], MathGenie [Stanley and karshmer, 2006],
and MathPlayer [Soiffer 2005] are examples of dynamic approaches which basically
deploys audio in rendering. InftyEditor [Suzuki et al. 2003], Infty converters [Suzuki et al.
2003], and WinTriangle [Gardner et al. 2002] are some creating and editing tools. Another
useful offline tool is LiveMath maker, which is an application that enables users to edit their
formulas offline, and request solving or graph sketching them if applicable; in many steps,
LiveMath maker shows how the final result was reached.
Our goal of this project is to develop a system that enables students who are visually
impaired to access online mathematical content and to perform algebraic manipulations
required to solve algebraic problems. Unlike LiveMath and other online creating and
editing tools, our proposed approach is not meant to give results; instead it allows visually
impaired individuals to practice algebra and solving techniques without any guidance
and results given from the system. Moreover, it keeps a history of steps of all manipulations
carried out so far by the visually impaired student, so that they can easily go back and
forth to review what has been so far made, which facilitates building a full clear image of
what they have been doing.
Such work gives visually impaired individuals the capability to manipulate mathematics on
the web; i.e. just like books, a webpage may contain equations that are not clearly solved,
or abstract equations to support the topic under consideration. In such pages, it is strongly
feasible if we could make it possible to have some manipulation over these mathematical
expressions; i.e. solving the equation. The easy to access history of manipulations gives the
visually impaired students the capability to make sure what they are making, how they
handled the expression under consecutive manipulation steps they made, and what
expression they got at the end of each step.
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The new approach Structure Starting from navigating and browsing a webpage, the system is to first detect
mathematical components included in that page through Mathml code parsing.
Rendering the detected components in a separate space comes next. With manipulation
functions and accessibility support, the system is brought to the visually impaired student to
work on and experience. Figure 2 shows the system flow of operations.
Figure 2: The logical flow of functions in the system being introduced
To enable algebraic manipulations for visually impaired students, the basic operations one
needs in solving an equation are taken into consideration. It is important to mention again
that no solution hint or guidance will be given either implicitly or explicitly, since the
approach acts the same as giving a piece of paper and pencil for a student and asking
them to solve an equation, no directions to the right operations will be included, i.e. the
visually impaired students will not be given an operation called (move to the other side of
the equation whether for example it was adding or subtracting a term), since this is an
indirect aid, as many students forget to change the sign of the term being moved to the
other side, even some users do not know that they should move a term from one side to
the other. Based on that argument, some manipulating operations were not taken into
consideration. i.e. multiplying the whole side with a factor or term; as many users make
errors when doing that, instead; the system will just allow the student to multiply the factor
by each term in the side under consideration one after another as they are supposed to
do. With the deployment of audio feedback, hot access keys, and MathPlayer plug-in [6],
accessibility is supported.
Initial Design and Functions of the System The system includes a plug-in that works on parsing Mathml source code to capture any
mathematical content on the being navigated page. After mathematical content
detection step, and with a control from the visually impaired student, a new space opens
to enable the visually impaired student to manipulate mathematical expressions freely.
Moreover, TTS and audio feedback approaches are used to guide the visually impaired
student to the content of the page. In addition, hot access keys will be deployed for the
ease of access to help visually impaired in carrying out manipulations. Initially, the following
operations (distinguished in bold) which are mainly derived from the mathematical
algebraic perspective are considered:
PAGE 7 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Delete or Eliminate a term to get rid of it from the whole expression being manipulated. It is
necessary to mention that when talking about a term; it can be a factor, variable, number,
operator, etc. Combine like terms to collect terms that fall in same category. Cancel terms
together. Enclose to make a set of consecutive terms look like one unit. Add or subtract an
existent term which is clear and straightforward in algebraic manipulations. Add or Subtract
a term that is not part of the expression being manipulated. Replace and Insert a term,
these operations are commonly used in the context of manipulation although the
terminologies are not directly extracted from the formal mathematical definition of
operations for doing and manipulating mathematics. Multiply or Divide by an existent or
nonexistent term, same as Add or Subtract operations. Factor, Expand, Apply roots or
powers functions are also supported through the system. Work on specific selected parts
option is provided so that the overall manipulations become more manageable. Save for
later option to keep interesting components or results for later use, in other words to
bookmark desired components. Undo steps, to go back one step from the currently under
focus step, so that the visually impaired students would correct some mistakes made in any
step prior to the active one. Mouse and keyboard navigations are supported, and for later,
voice commands and haptic device navigation and control might be supported.
Future work In the process of studying the issues of accessibility, availability, and usability for people
with different kinds of disabilities, it has been found that despite the massive work done in
the field in general and specifically in mathematics accessibility for the visually impaired
students, there is still an obvious lack of attention paid for enhancing mathematics
manipulation accessibility for students with visual impairments. This work is a starting point
for an extendable research to handle the problem of lacking frameworks that help
students who are visually impaired to overcome their disability in accessing and
manipulating mathematical content available online. Other than the options and features
the current framework provides, a great interest exists to cover more of the mathematical
content, i.e. geometry. In addition, more approaches are under focus to be considered in
the body of the framework, such as haptic devices. As this framework is targeting middle
school level mathematics, a later bigger step is to provide a complete framework for all
school stages.
More attention will be paid to enhance the efficiency and usability of the framework. As
they are very valuable in the development process, more user groups will be involved to
help better modeling features included or to be included later.
Conclusions
In this paper, a system framework being developed for enhancing math manipulation
accessibility for students with visual impairments is described briefly. This system is meant to
make mathematics doing and manipulation available and accessible in a convenient
manner allowing students who are visually impaired to practice and do math more than
they can afford and handle now due to the limitations they face in using available tools
made for this purpose. In using such approach, mathematics manipulation which is an
essential skill for many majors of study and many careers, is made more accessible which in
turn gives a credit for the visually impaired students.
References
PAGE 8 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Crombie, D., Lenoir, R., McKenzie, N., and Barker, A. math2braille: Opening access to
Mathematics. Proceedings of the International Conference on Computers Helping People
with Special Needs (ICCHP 2004) (Paris, France, July 7-9, 2004). LNCS 3118, Springer, Berlin,
2004, 670-677.
Edwards, A., McCartney, H. and Fogarolo, F. Lambda: a multimodal approach to making
mathematics accessible to blind students. Proceedings of the 8th International ACM
SIGACCESS Conference on Computers and Accessibility (ASSETS 2006) (Portland,Oregon,
USA, October 23-25, 2006). ACM, 2006, 48-54.
Gardner, J., Stewart, R., Francioni, J. and Smith, A., TIGER, AGC, AND WIN-TRIANGLE, REMOVING
THE BARRIER TO SEM EDUCATION. in CSUN International Conference on Technology and
Persons with Disabilities, (Los Angeles, CA, 2002).
Karshmer, A.I., Gupta, G., Geiiger, S. and Weaver, C. Reading and writing mathematics: the
MAVIS project in Proceedings of the third international ACM conference on Assistive
technologies ACM Press, Marina del Rey, California, United States 1998 136-143
Raman, T.V. Audio Systems for Technical Reading. Ph.D. thesis, Department of Computer
Science, Cornell University, NY, USA, 1994.
Soiffer, N. Mathplayer: web-based math accessibility.in ASSETS3905 ACM Press, Baltimore,
Maryland, USA 2005.
Stanley, P. B. and Karshmer, A. I. Translating MathML into Nemeth Braille Code. Proceedings of
the International Conference on Computers Helping People with Special Needs (ICCHP
2006) (Linz, Austria, July 12-14, 2006). LNCS 4061, Springer, Berlin, 2006, 1175-1182.
Suzuki M, Tamari F, Fukuda R, Uchida S, Kanahori T (2003) INFTY – An integrated OCR system for
mathematical documents. In: Proc. ACM symposium on document engineering (DocEng),
Grenoble, France, pp 95–104
About the Author
Nancy Alajarmeh, currently enrolled in the CS PHD program at
NMSU. I obtained my bachelor and master degrees in computer
science from Jordan in 2004, 2007 respectively. I have a strong
background in computer science and i selected that field of study
because of my interest and my strong belief that life can be turned
much easier with the aid of computer systems and innovations.
During my studies I worked in many areas of research like software
engineering, systems analysis and design, until recently I have
started researching in the field of Human Computer Interaction
under the supervision of Dr. Enrico Pontelli, when he opened my eyes to this wonderful area
of research.
PAGE 9 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Inclusive Technologies for Enhancing the Accessibility of Digital Television
Amritpal Singh Bhachu University of Dundee
School of Computing
Dundee, DD1 4HN
Abstract
Digital Television (DTV) is full of interactive content that was not previously available
through analogue television. However, the interactive content can be complex to use,
which in turn creates obstacles for users, and in particular older adults, to access this
content. This project work looks into ways in which DTV content can be made accessible
for older adults through novel DTV menu interface design and alternative input types.
Proposed Problem Digital Television (DTV) has brought with its introduction a multitude of new channels,
interactive services and features. Included in these services are the Electronic Programme
Guide (EPG), Personal Video Recorder (PVR), Video on Demand (VoD), Red Button services
and Digital Text. Future development will see Internet functionality brought to Set Top Boxes
(STBs). This additional functionality has the potential to enhance the TV experience for
viewers as well as increasing audiences for DTV services.
However, the additional functionality brings with it an increase in complexity (Kurniawan
2007) and an increase in the physical and mental demands put on the user to operate
these functions. This is at a time where the older population is growing throughout modern
day society (Centre of Economic Policy 2008), and because of age related decline of
physical and mental attributes, this group in particular will find DTV a challenge to use.
There is therefore a need to make DTV content more accessible to older adults.
Motivation Behind Research
Older Adults
As we grow older, we develop multiple minor impairments (Gregor et al. 2002, Keates and
Clarkson, 2004). Our eyesight is affected in that by the age of 65 our vision is impaired
severely, although in most cases it can be corrected to 20/40 for at least 80% of over 65s.
Motor abilities experience a decline in our control and speed of movement as well as a
possible loss in our kinesthetic senses. Our working memory, where we temporarily keep
information active while we work on it or until it is used, is also affected by age. It is likely
that older adults will perform less well in dual task conditions and have difficulties
developing new automatic processes (Fisk et al. 2009).
PAGE 10 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Definition of Impairments
It must be stressed that throughout this document, when discussing impairments, it is in
reference to impairments through age related decline. It must also be identified that
despite the generalizations, older adults are not a homogenous group, with their
impairments having progressed at different rates and each having their own way of
dealing with their issues (coping strategies) and differing life experiences.
The Remote Control and its Issues
Remote controls have evolved as television has evolved. The remote control can be
looked upon as a second interface in the use of a TV (Springett and Griffiths 2007). The
issues posed by modern day remote controls are appropriate to all users, though because
of age related decline, these issues are increased for older adults. There are now more
buttons on a remote control than previously, with the need to control the additional
functionality that DTV offers. The growth in buttons adds complexity to the remote control,
with many of them rarely used. Also, buttons are likely to be smaller on the remote and will
often have multiple functions attached to them. The typical remote control also constrains
interface design because of the conventional navigational inputs.
For those who have visual impairments, the buttons can be difficult to find with labeling
hard to read. For those with motor impairments, it can be a problem to press the required
button. There are also issues for those with cognitive impairments, as remembering the
function of each button can be a challenge. This is increased as the user constantly
switches focus between the TV screen and the remote control while trying to complete a
task, and further complicated if the user requires different corrective lenses for each
interface (Carmichael et al. 2006).
The EPG and its Issues
The EPG was developed to give viewers an overview of what was on DTV without having to
‗channel surf,‘ as this had become difficult with the introduction of new many channels.
However, in most cases the EPG is designed from a computing perspective, taking on a file
system type layout. This is inappropriate for many reasons. The screen resolution of a TV has
traditionally been smaller than that of a Personal Computer (PC) monitor, although modern
TV sets do balance this out. There are limitations on screen space available due to the low
resolution and the inclusion of ‗safe zone‘ for display cut off during design (Cooper 2008).
The viewer is also likely to sit further away from the TV screen than a PC monitor and will
rarely sit directly in front of the screen with an angle being introduced (Carmichael 1999).
Television watching is also considered to be a ‗sit-back‘ activity compared to PC usage,
which is a ‗lean-forward‘ activity.
For older adults with visual impairments, DTV menu text can be difficult to make out and
read and, with too much information on screen, older adults can be cognitively
overloaded and get confused in the options available. It can be also be laborious for older
adults to learn and remember the sequence of steps required to achieve a goal, putting
additional strain on their memory requirements.
Progress So Far Research work began in June 2009 with an extensive literature review, which is an ongoing
process. In October/November 2009, focus groups were conducted with older adults to
PAGE 11 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
elicit their opinions on the issues that they encounter with DTV. In general, the group found
no benefit to using the EPG, and so used paper guides or memorized channel numbers. It
was decided at this point that a new input format may aid accessibility for older adults,
and focus was turned to a pointer based remote. This allows the user to keep attention on
the TV screen without the need to look down at the controller so often. As a result, user
testing was conducted with a Wii running BBC iPlayer to establish if this was a valid
approach.
Participants were recruited as a group of younger adults (under 38) and a group of older
adults (over 65). Overall, both groups felt that this was a system that they could get used
to. The user attention was felt to be more on the TV screen than with traditional remotes
and the on screen controls were found to be, in the main, easily usable. The main observed
differences between the groups were that although both took time to get used to the
system, the older adults did take slightly longer, and in some cases required more
instruction. The older adults were also more likely to get stuck in an area trying to solve a
problem and would be less likely to experiment and find other solutions.
Future Work Future work will focus on developing DTV menu systems, and in particular the EPG, to give
greater accessibility to older adults. Quantitative experiments will be conducted to test
how different text sizes and the use of zoom functions affect how older adults interact with
DTV. Experiments will also look at how images can be used to represent programming and
a comparison made between the use of images and text to represent programming.
Pointer based control devices will be used in the experiments. These are less likely to restrict
designs in the same way that traditional remote controls do as well as putting the user
focus mainly on the TV screen. The flow through the sequence of required steps will also be
experimented with after further reading into novel interface designs for older adults, with
an aim to reduce the cognitive load on the user while also addressing the visual and motor
issues faced by older adults when using DTV. For this, comparison experiments will be
conducted with any developed novel designs and the traditional DTV designs.
Measurements will include the time taken to complete tasks and use will be made of the
NASA Task Load Index.
This work will contribute to the accessibility of DTV for older adults. User centered design
leading to older adults becoming more comfortable in a DTV environment may make
content easier to access and more likely to be frequently used.
Doctorial Consortium By attending the doctorial consortium I look to get valuable feedback on my work to date
as well as feedback on my future work and research methods. The constructive comments
from experts in the field of accessibility will help further focus and progress my research.
Acknowledgements Thanks go to the BBC and EPSRC for providing support and funding for the PhD research
being conducted.
PAGE 12 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
REFERENCES CARMICHAEL, A. 1999. Style Guide for the Design of Interactive Television Services for
Elderly Viewers, I.T. COMMISSION Ed., Kings Worthy Court, Winchester.
CARMICHAEL, A., RICE, M., SLOAN, D. AND GREGOR, P. 2006. Digital switchover or digital
divide: a prognosis for usable and accessible interactive digital television in the UK.
Univers. Access Inf. Soc. 4, 400-416.
CENTRE OF ECONOMICPOLICY The Growing Elderly Population. Online. Accessed April
2008. http://www.cepr.org/pubs/bulletin/meets/416.htm
COOPER, W. 2008. The interactive television user experience so far. In Proceedings of the
Proceeding of the 1st international conference on Designing interactive user
experiences for TV and video, Silicon Valley, California, USA2008 ACM, 1453832, 133-142.
FISK, A.D., ROGERS, W.A., CHARNESS, N., CZAJA, S.J. AND SHARIT, J. 2009. Designing for
Older Adults - Principals and Creative Human Factors.
GREGOR, P., NEWELL, A.F. AND ZAJICEK, M. 2002. Designing for dynamic diversity: interfaces
for older people. In Proceedings of the Proceedings of the fifth international ACM
conference on Assistive technologies, Edinburgh, Scotland2002 ACM, 638277, 151-156.
KEATES, S. AND CLARKSON, P.J. 2004. Assessing the accessibility of digital television set-top
boxes. In DESIGNING A MORE INCLUSIVE WORLD, 183-192.
KURNIAWAN, S. 2007. Older Women and Digital TV: A Case Study. In Proceedings of the
Assets '072007, 251-252.
SPRINGETT, M.V. AND GRIFFITHS, R.N. 2007. Accessibility of Interactive Television for Users
with Low Vision: Learning from the Web. In EuroITV 2007, P.C.E. AL. Ed., 76-85.
About the Author
I completed my undergraduate degree in Applied Computing at The
University of Dundee in 2007. From 2007 to 2009 I worked as a Research
Assistant on the SAPHE and EduWear projects. I started my PhD at Dundee in
June 2009. The working title for my work is ‗Inclusive Technologies for
Enhancing the Accessibility of Digital Television.‘ It is BBC and EPSRC
sponsored research into how digital television can be made more
accessible to all. In particular the research is focused on older adults. As
part of this work I am an associate member of the Digital Economy Hub.
PAGE 13 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
REACT: Intelligent Authoring of Social Skills Instructional Modules for Adolescents with High-Functioning Autism
Fatima A Boujarwah, Mark O Riedl, Gregory D Abowd, Rosa I Arriaga School of Interactive Computing, Georgia Institute of Technology
85 5th St. NW, Atlanta, GA, 30308
{fatima, riedl, abowd, arriaga}@gatech.edu
Abstract Difficulties in social skills are generally considered defining characteristics of High-
functioning Autism (HFA). These difficulties interfere with the educational experiences and
quality of life of individuals with HFA, and interventions must be highly individualized to be
effective. For these reasons, we are interested in exploring the way technologies may play
a role in assisting individuals with the acquisition of social skills. In this article we present an
approach to developing an authoring tool designed to help parents and other caregivers
to create social problem solving skills instructional modules. The authoring tool, which we
call REACT, will help non-experts create interactive social scenarios personalized to
individual adolescents with HFA. The technology will assist by advising the author on
instructional strategies, and on scenario creation.
Introduction Adolescents with high-functioning autism (HFA) are a heterogeneous population with a
wide range of needs and abilities. Difficulties in social skills, however, are generally
considered defining characteristics of HFA. Because deficits in socialization interfere with
the educational experiences and quality of life of individuals with HFA, and because
interventions must be highly individualized to be effective, we are interested in exploring
the way technologies may play a role in assisting individuals with the acquisition of social
skills. Indications are that our target population, adolescents with HFA, responds well to
computer-assisted instruction [Williams and Wright, 2002]. Furthermore, there was a general
call for more technologies that specifically target social skills training [Putman and Chong,
2008].
We explore the use of interactive software to provide social skills training. We choose to
target adolescents because they are underrepresented with respect to applicable
therapies, they are more likely to have complex social skills needs, and research indicates
that they should be targeted for social skills intervention [Rao et. al, 2008]. For example, an
adolescent with HFA may want to go to a movie theatre without the assistance of a
parent. Can a software module be developed to help that individual prepare for that
social context? Furthermore, can a system be developed that helps parents and
caregivers to author these modules themselves? Such a system would address one of the
most challenging aspects of teaching children with autism; the need for individualized
instruction for a highly heterogeneous population. These are questions that we would like to
answer with our research.
It is our goal to develop a system that can help teachers and caregivers author and share
instructional modules that adolescents with HFA can use to practice their social problem
solving skills. In an earlier study, Refl-ex, a computer-based system was built and tested
[Boujarwah et. al 2010]. Refl-ex is designed to allow the individual with autism to practice
these skills by experiencing social situations and choosing appropriate responses to
unexpected events. This study yielded promising results with respect to the effectiveness of
PAGE 14 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
the instructional approaches used. In addition, the study logs showed that the participants
did not all struggle with the same social situations. These findings support existing
knowledge of the importance of individualizing interventions for this population of users.
We present an approach to creating an authoring tool designed to help parents, teachers,
and other caregivers to create Refl-ex instructional modules. Our approach to aiding
authors in creating these modules uses automated critiquing and collaborative problem
solving techniques. The authoring tool, we call the Refl-ex Authoring and Critiquing Tool
(REACT), will help non-experts (i.e. authors who have who have little or no knowledge of
instructional strategies) create interactive social scenarios personalized to individual
adolescents with HFA. The technology will assist by advising the author on instructional
strategies, and on scenario creation. For clarity, throughout this document, the user of Refl-
ex will be referred to as the student, and the individual using REACT will be referred to as
the author.
This article is arranged as follows. We begin by presenting some background on autism and
describing our prior work on the Refl-ex instructional modules, which are the goal output of
REACT. Next, we present related work in the areas of computer-assisted instruction and
automated critiquing. Finally, we present our approach to creating REACT, and a plan for
its evaluation.
Autism Background and Prior Work Autism Background Kanner [1943] and Asperger [1944] are generally credited with first identifying and
describing individuals with autism in the 1940‘s. Today we have improved our
understanding and awareness of autism and recognize it as a spectrum, clinically referred
to as autism spectrum disorders (ASD). Individuals who are diagnosed with ASD, but do not
exhibit language impairments, are often referred to as having high-functioning autism
(HFA). Impaired social functioning is the central feature of HFA. A lack of social
competency can result in significant difficulties in daily living, academic achievement, and
poor adult outcomes related to employment and social relationships [Howlin, 2003].
Researchers and educators have attempted to develop and implement interventions that
lead to social competency. The results of one recent meta-analysis, however, suggest that
current school-based interventions were minimally effective for children with autism [Bellini
et. al., 2007]. In order to improve the status quo they recommend increasing the intensity or
frequency of the intervention, and developing interventions that address the individual
needs of the child. Our research provides the means to implement these changes; the
child can practice these skills as frequently and for as long as necessary via Refl-ex, and
REACT will enable the parent or other caregiver to easily create modules that address the
child‘s needs.
Social Skills Interventions Social skills training interventions are an important part of the education of children with
HFA. Educators use a variety of techniques, often in combination, to teach these skills. In
Social StoriesTM, which is a commonly used paradigm, parents or teachers develop stories
that are related to some event in the child‘s life. Each story is meant to help the child to
learn appropriate behavior for the particular situation. These stories are written in a manner
that is instructive, however they do not demand active child involvement [Reynhout and
Carter, 2009]. Refl-ex augments this approach by engaging the student in the creation of
the story and guiding them as they practice social skills.
PAGE 15 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Several interventions exist that incorporate technology. The Junior Detective Training
Program [Beaumont and Sofronoff, 2008], for instance, consists of group social skills training,
parent training, teacher hand-outs, and a computer game. The ―I can Problem-Solve‖
program [Bernard-Opitz et. al., 2001] is a software based intervention used with children
between the ages of 5 and 9 in which they are presented with problem situations and
asked to verbally produce solutions. In the evaluations of both interventions the children
with ASD showed improvement as a result of the intervention. These findings reinforce the
importance of developing such software systems, and confirm that they are an effective
way to teach social skills. The student cannot use these systems independently, however.
Refl-ex enables this independent practice.
Other experimental technological approaches to ASD intervention include virtual reality
simulations, and virtual peers for language learning, an important aspect of social
interaction. In several studies researchers use virtual animated characters to invite
language learning [Tataro and Cassell, 2008]. Researchers have also created virtual reality
environments designed to familiarize individuals with ASD with social settings [Parsons et. al.,
2004]. This work involved learning to identify roles and procedures in a social environment.
Refl-ex differs by simulating the progression through a social situation in which the student
must exhibit social problem solving skills.
Prior Work Refl-ex is designed such that each module presents the student with a real life social
situation in which an unexpected obstacle arises, using language and visuals inspired by
Social StoriesTM [Gray 1995]. These modules are the target output of REACT, and each has
two parts; an experience section and a reflection section. In the experience section the
student is guided as they navigate a social scenario and overcome an unexpected
obstacle. Then, in the reflection section, the student revisits the decisions they made during
the experience portion. In this work we will only address authoring the experience portion.
Throughout the module, an invisible recording system logs the student‘s interaction with the
system. This data-gathering feature allows the system to keep track of how the individual
progresses and particular difficulties they may be having. This information will be used to
augment the knowledge base of the critic in REACT thereby allowing it to advise the
parent or teacher of particular problem areas. Following is a description of the important
characteristics of the instructional modules. The Experience Section
In the experience section Refl-ex presents the social scenario through text, audio narration,
and picture book style images that correspond
to the specifics of the situation (fig. 1). This is
similar to the approach used in Social StoriesTM,
which uses cartoon figures and text-bubbles to
represent speech. One advantage of this visual
presentation is that it allows for the inclusion of
the meaningful information, and the exclusion
of distracting material. In addition, the system
presents the scenarios in the first person
perspective. This is intended to help the student
to identify with the character, and immerse
herself in the storyline. Individuals with HFA
prefer environments with high degrees of
certainty, repetition, and predictability. Dealing Figure 1. Rethink Screen in Refl-ex
PAGE 16 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
with others in social settings introduces a high degree of uncertainty for those with autism. It
is common for individuals with HFA to rehearse situations before hand. Unfortunately,
rehearsal is not always effective as those with HFA might learn cues specific to only one
environment or person [Heflin and Alberto, 2001]. Our visual design choices are meant to
help avoid the learning of incorrect cues by limiting the information in each picture. Scenario Representation. Each scenario is represented as a narrative with multiple paths,
where a narrative is defined as a series of actions that describe how a situation unfolds. All
the paths together resemble a graph, or branching story, where nodes are scenes and
edges are branching points. The canonical branching story systems are Choose-Your-Own-
Adventure novels. However, recent research has resulted in a spate of computational
approaches to branching stories [Riedl et. al., 2008]. Refl-ex can be considered to be an
interactive narrative where each possible narrative is based on productive, unproductive,
and counter-productive possible executions of social problem solving skills in specific
contexts. The student has to make a series of choices to proceed to the obstacle that is
introduced and ultimately successfully navigate the social situation. REACT will help the
author to create this interactive narrative by leading the author in the creation of narrative,
and decision pages.
Errorless Learning. We follow an approach of errorless learning, which means that the
student is not allowed to fail. When the student makes a choice that is considered
unproductive or counter-productive the system explains the possible consequences of that
action without using negative language, and directs the student to rethink their choice (fig.
1). When the student returns to the decision point the undesirable choice that they have
already explored is grayed out to prevent it from being chosen again. In this way the
system provides immediate feedback and helps the student to correct their error. Errorless
learning is often used with individuals with HFA to avoid the possibility that they acquire
incorrect skills; individuals with HFA are extremely prone to repetition so it is essential to
avoid reinforcing anything other than the desirable execution [Heflin and Alberto, 2001].
REACT will also aid the author in the creation of the rethink pages.
Related Work from Artificial Intelligence Computer-Assisted Instruction Computer-assisted instruction (CAI) refers to any use of software in the instruction of
students. Research in this area has evolved significantly in the more than 50 years since it
began, and has been shown to effectively augment traditional instruction and
interventions [Suppes and Morningstar, 1969; Anderson et. al. 1995]. When the software
incorporates artificial intelligence to model real human tutoring practices, it is referred to as
an Intelligent Tutoring System (ITS). ITSs employ models of instructional content that specify
what to teach, and strategies that specify how to teach. Intelligent Tutoring is a subclass of
CAI that is theoretically more suited for personalized interactions.
Refl-ex shares many similarities with ITSs. In particular, both Refl-ex and ITS require labor-
intensive authoring of new content and problems, requiring knowledge from diverse teams
of experts. To facilitate the development of these systems, a great deal of research has
been done on ways to develop ITS Authoring Tools (ITSAT). Blessing and his co-authors
[2008], for instance, have developed and evaluated an authoring tool to aid in the
development of model-tracing ITSs. The aim of the work described in this article is to
facilitate the authoring of social problem solving skills instructional modules. While our work
is not strictly considered an ITS, it is greatly informed by research in ITSs and ITS authoring.
PAGE 17 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Authoring tools that aid users in the creation of instructional stories for children with autism
have begun to appear, both for the classroom and for parents to use at home. Intellitools
[Intellitools, 2010] is an example of a tool developed for use in the classroom that is
currently being used to develop instructional stories. Stories2Learn is one of many iPad apps
that have recently been developed for use with children with autism [Stories2Learn, 2010].
It is designed for use both by teachers and parents, and facilitates the creation of
personalized instructional stories in the standard sequential narrative approach. These
systems enable the creation of the story, but do not guide the author with respect to the
content. REACT will not only provide feedback on the content, but will also allow the
creation of interactive multi-path scenarios.
Critiquing and Cooperative Problem Solving Systems The design of the interaction between the author and the system in REACT is modeled after
that used in critiquing and cooperative problem solving systems. Such systems have been
designed for varied applications ranging from architectural design to education. In a
cooperative problem solving system, instead of simply providing input, and waiting for the
system to provide answers, the user is an active agent and works with the system in the
problem solving and decision making process [Fischer, 1990]. The precise roles played by
the user and the system are chosen based on their different strengths with respect to
knowledge of the goals and the task domain. Critics are an important component of these
systems, and can be designed such that they detect inferior or inappropriate content,
provide explanations and argumentation for their "opinion,‖ and suggest alternative
solutions.
JANUS, for instance, is a critiquing system for architecture design that distinguishes ―good‖
designs from ―bad‖ designs based on design rules. After the user changes a design, the
critic‘s messages are displayed, and the user can click on them to be shown alternative
designs that have been successful [Fischer et. al., 1991]. One approach to developing
critiquing systems that is of particular interest is the incremental model used in Java
Critiquer [Qiu and Riesbeck, 2008]. In addition to providing students learning to program in
Java with individualized critiques, this system allows teachers to refine existing critiques and
author new critiques, thereby creating a system that is always evolving and improving to
meet the user‘s needs (i.e. getting smarter). We will employ this approach in the design of
REACT.
REACT The Refl-ex Authoring and Critiquing Tool (REACT), will help non-experts create interactive
social scenarios personalized to individual adolescents with HFA. We envision the REACT
authoring experience proceeding as follows. The author will be presented with a simple
user interface that allows them to create the various types of screens needed for Refl-ex
(decision, rethink, etc). The author will also be presented with suggestions for what could
happen next in the scenario, including appropriate instances in which the obstacle may
be introduced, what that obstacle is, and possible solutions to populate the decision point.
The author can choose to either drag the suggestion to the text field and use it as is, drag
the suggestion and then modify it as they see fit, or use it as inspiration for their own text.
Once the author has inputted text, the critic will provide feedback on the appropriateness
of the text. This process will continue until the author is satisfied with the text. In this way, the
author and the critic will collaborate in the creation of the module. Following is a more
detailed description of the interaction, including a description of how the suggestions are
generated.
PAGE 18 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
The Critiquing Rules In REACT we will use an analytic critiquing approach. Analytic critiquing requires that a
system have sufficient knowledge to detect possible problems. Such a system offers
critiques by evaluating a user‘s solution against stored rules [Robbins, 1998]. In REACT the
critiquing rules will be made up of rules based on correct and complete cognitive scripts of
the situation to be presented, and instructional strategies for teaching social problem
solving skills to adolescents with HFA. Script Rules. How do neurotypical individuals organize their knowledge in such a way that
allows them to know what appropriate behavior is in a particular situation? For instance,
how do you know that you are supposed to pay for your food before you sit down at a fast
food restaurant, but not until after you have eaten at other restaurants? Schank and
Abelson [1977] present the notion that we develop scripts, or standard event sequences,
which enable us to subconsciously know what to expect. These scripts are not rigid, and
instead contain multiple contingencies. They explain that people develop these scripts
early in life, based on their experiences. Research has shown that these scripts develop
early in childhood, and that children with autism generally generate fewer well-organized
scripts [Volden and Johnston, 1999].
We are currently conducting a study where we use crowd-sourcing techniques to elicit the
cognitive scripts of many neurotypical individuals for every day tasks, like going to a
restaurant. In addition, we are asking participants what could go wrong at each step, and
how they would handle these situations. In a manner inspired by Orkin and Roy‘s [2009]
Collective Artificial Intelligence, the data collected will be analyzed to develop a model
similar to a Plan Network. A Plan Network is a graph showing probabilistically how events
follow each other; as illustrated by the Restaurant Game, a plan network shows all the
ways in which a restaurant experience can unfold. The introduction of an obstacle is salient
to our pedagogical approach. For this reason our model will also enable REACT to provide
the author with ideas for obstacles and possible solutions to insert into the modules. This
model will be used to develop the critiquing rules. For instance, one rule might be ―wait in
line then order food‖ or ―restaurant runs out of [favorite food].‖ This class of rules will
address the completeness, and sequencing of the content in the instructional module and
will be called script rules. The steps in these scripts will also be modified in accordance with
the instructional strategies described in the next section to generate suggestions for the
author. We will begin by developing scripts for a subset of situations, and progressively
develop more scripts to incrementally increase the REACT knowledge base.
Strategy Rules. Rules will also be developed based on research validated guidelines and
strategies for teaching social skills to this population of students. For instance, in order for an
instructional story to be considered a Social StoryTM, it has to follow specific guidelines
[Gray, 1995]. In particular, the story must include several types of sentences, including
descriptive statements used to describe the situation and people involved in it, perspective
statements that describe the reactions, feelings, and responses of others, and directive
statements that identify an appropriate response and guide the student‘s behavior. Gray
recommends using the ratio of one directive sentence for every two or more sentences of
another type. Other researchers provide additional strategies for social skills instruction. Klin
and Volkmar emphasize the importance of teaching theory of mind; explicitly explaining
what others are feeling and doing [Klin and Volkmar 2000]. Others indicate that the story
should be presented in the first person, use vocabulary that is of an appropriate level of
difficulty, and avoid terms like ―always‖ (because of the literal mindedness of individuals
with HFA) [Heflin and Alberto, 2001; Bernard-Opitz et. al., 2001]. This is only a subset of the
PAGE 19 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
guidelines, but it can be seen how they can be used in combination with the steps in the
cognitive scripts to generate suggestions for the author on every screen. The guidelines will
also be transformed into rules we will call strategy rules, and will address such factors as
reading level, the use of first person language, and the avoidance of problem words and
phrases.
The User Interface In a cooperative problem solving system, the user is an active agent and collaborates with
the system in the problem solving and decision making process. Our tool is designed such
that the role of the user is to act as the author of the modules, and contribute social skills
expertise, and knowledge of the particular needs of the student. We assume that, as
neurotypicals, the authors have social problem solving skills expertise. Our system will
employ the incremental approach used in Java Critiquer [Qiu and Riesbeck, 2008], and will
evolve and improve incrementally, both as a result of the data collected by the logging
system on the student‘s interactions with the modules, and the knowledge provided by the
author.
In our system the author will be provided with an interface that facilitates the creation of
the branching structure, and prompts them to input the content. As described earlier, the
instructional modules are made up of three different screens; the narrative screens that
present the scenario, the decision screens where the student chooses a solution, the rethink
screens where they are explained the consequences of an unproductive or
counterproductive solution.
The interaction for the three types of screens will be similar. Imagine the author is working
on a scenario related to going to a restaurant and they are currently working on a
narrative screen. It can be very intimidating for an author to be presented with a blank
screen and asked to input content. In REACT we try to make the process as easy as
possible for the author. We do this by offering the author several suggestions for text they
can use. REACT generates these suggestions based on its knowledge of the instructional
needs of students with HFA, and of the most commonly taken next step in the script. The
suggestions are ranked based on their appropriateness for the student. For instance,
imagine the author has just completed a screen in which the student has ordered their
food, the suggestions in this case might be:
1. Y
ou ask the cashier to repeat
your order so you make sure
she heard you correctly.
2. Y
ou listen as the cashier repeats
your order. This lets you make
sure she heard you correctly.
3. You ask the cashier how much your food
costs. You know you have $10, and you
want to make sure you didn‘t order too
much.
4. The cashier tells you your food costs $8.50.
You take out your wallet, and hand the
cashier a $10 bill to pay for your food.
In this case the first suggestion is ranked highest because it involves the student taking
initiative to prevent a potential problem situation. The author can choose to either drag
the suggestion to the text field and use it as is, drag the suggestion and then modify it as
they see fit, or use at as inspiration for their own text. Once the author has inputted text,
REACT provides feedback on the appropriateness of the text based on any script or
strategy rules that have been broken. This process will continue until the author is satisfied
with the text. REACT will similarly lead the author in the creation of the other screens, (e.g.
PAGE 20 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
indicating options for when to introduce obstacles, and providing suggestions for possible
solutions on a decision screen).
On each screen the author will be asked to record the narration, or import previously
recorded audio files. As in existing systems, authors will be able to import pictures they have
taken to use as the visuals in the module. In addition, REACT will aid the user in creating
picture-book style images by providing the user with a drag and drop interface that will
allow them to construct the image using various components.
Plan for Evaluation The goal of REACT is to enable novice authors to develop expert-like social skills
instructional modules for adolescents with HFA. Our plan for evaluating REACT will involve
asking parents to develop Refl-ex instructional modules with and without REACT and
acquiring expert evaluations of the various modules. In order to evaluate REACT, a second
interface, called Refl-ex Builder, will be developed that simply allows the author to create
the Refl-ex instructional modules, but provides no feedback on the content.
Participants will be recruited from our target author population; neurotypical parents or
other caregivers of adolescents with HFA who have little or no knowledge of instructional
strategies. After a brief presentation of the Refl-ex instructional modules the participants will
be asked to create their own modules. Each participant will be asked to create 3 modules,
one each using REACT, Refl-ex Builder, and Stories2Learn [Stories2Learn, 2010]. The order of
using the systems will be such that it counterbalances any learning effects. We ask the
authors to create stories using Stories2Learn in order to compare REACT to a system that is
currently available. All of the modules that are created will be presented to experts in
social skills instruction for evaluation. The experts will be asked to rate the modules on their
instructional soundness, and their appropriateness for the target student population. For
instance, are the situations presented with an appropriate level of detail, and using
appropriate language? This study design should enable us to evaluate the influence of the
intelligence in REACT.
Conclusions Adolescentswith HFA can function effectively and independently, but they need
assistance learning to handle the complexities of society. We believe that the approach to
creating REACT described in this article will put the ability to easily create individualized
instructional modules in the hands parents and other caregivers. This will empower the
parents to develop modules of whose quality they are confident. Most importantly it will
enable adolescents with HFA to have access to a larger variety of modules that they can
use to practice social problem solving skills independently.
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About the Authors
PAGE 23 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Fatima A. Boujarwah, is a
computer science PhD
student in the School of
Interactive Computing at
Georgia Tech.
Mark O. Riedl is an
Assistant Professor in the
School of Interactive
Computing at Georgia
Tech.
[1] Gregory D. Abowd is
the Distinguished
Professor in the
School of interactive
Computing at
Georgia Tech.
Rosa I. Arriaga is a
developmental
psychologist in the School
of Interactive Computing
at Georgia Tech.
PAGE 24 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Towards designing more accessible interactions of older people with Digital TV
Susan Ferreiraa, Sergio Sayagob, Ernesto Arroyoa, Josep Blata aInteractive Technologies Group, Universitat Pompeu Fabra
RocBoronat,138,E-08018, Barcelona,Spain
[email protected], (ernesto.arroyo, josep.blat)@upf.edu bDigital Media Access Group, School of Computing, University of Dundee
Dundee DD1 4HN, Scotland
Abstract
This paper outlines an ongoing PhD thesis about accessibility, DTV (Digital TV) and older
people. We aim to design and evaluate accessible interactions of older people with DTV
services enabling communication and access to information about health and wellbeing.
DTV opens up a wide range of opportunities for older people to communicate with their
social circles and access online information. However, DTV services are far from being
accessible to older people. We aim to fill this gap by addressing three relevant and up to
now relatively unexplored areas in DTV accessibility research with older people: interaction
barriers, everyday use of DTV services enabling communication and access to information
about health, and cultural differences in both interaction and use. We will use key
ethnographical methods to understand these aspects with two user groups of older people
living in developed and developing countries (Spain and Brazil). We will also design and
evaluate interactive prototypes of related DTV services by drawing upon the
ethnographical data, and involving older people in the design and evaluation
(participatory design) process.
Introduction
This paper outlines an ongoing PhD thesis about older people, accessibility and Digital
TeleVision (DTV). This paper is an extended version of the one presented in ASSETS 2010
Doctoral Consortium1.
The overall aim of the PhD carried out by Susan Ferreira is to design and evaluate
accessible interactions of older people (65+) with DTV services enabling communication
and access to information about health and wellbeing by adopting an ethnographical
approach. Communication serves critical functions in ageing [Nussbaum et al., 2000].
Previous Human-Computer Interaction (HCI) research with older people has also shown
that communication is a motivation for them to both take up and use Information and
Communication Technologies ([Dickinson et al., 2005], [Sayago and Blat, 2009]). Seeking
information about health and wellbeing is also very common amongst those older people
who go online [Becker, 2004]. DTV opens up a wide range of opportunities for older people
to communicate with their social circles, and access both information and services related
1 Designing accessible interactions of older people with Digital TV: http://www.sigaccess.org/assets10/doctoral.html
PAGE 25 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
to health and wellbeing that can (and should) improve their quality of life. Our review of
previous HCI research with older people and DTV, which is outlined later, shows that this is
an emerging research area. However, very little is known about how older people interact
with DTV in their everyday lives - and therefore, how we can design better and more
accessible (and useful) DTV services enabling communication and access to e-health for
them. HCI has turned to ethnography to get a deeper insight into the everyday
interactions of people with technologies. This has been motivated by the fact that
understanding interactions in out-of-laboratory conditions is a key aspect to design better
technologies [Moggridge, 2007]. However, very little ethnographical research has been
carried out in HCI research with older people to date [Sayago and Blat, 2010]. Thus, we
consider that this thesis can make several contributions (e.g. accessibility barriers, everyday
use of DTV, methodology), which can potentially push forward current HCI research.
Why a PhD on older people, accessibility and Digital TV?
Both population ageing and the increasing role of DTV in current society create a need to
enhance DTV accessibility to older people. Whereas DTV opens up numerous opportunities
for keeping in touch with their social circles and access to online information/services, older
people run the risk of being unable to exploit DTV. This is mainly due to their general lack of
experience with digital technologies, and a tendency towards excluding older people
from software and hardware developments.
What is this PhD about?
A number of previous studies have addressed DTV accessibility for older people ([Rice and
Alm, 2008], [Svensson and Sokoler, 2008], [Kurniawan, 2007]). They have mainly focused on
developing novel and interesting prototypes. Rice and Alm proposed and evaluated four
prototypes layouts of communications systems. These prototypes were related to sharing
multimedia contents. Svensson and Sokoler proposed a prototype that facilitate and
stimulate the elderly communication while watching TV. Kurniawan interviewed older
women to investigate the reasons that make the digital TV unappealing to older people.
Yet, none of them have explored the everyday interactions of older people with DTV.
However, there is growing awareness in HCI that understanding everyday interactions is a
crucial element to design better, and therefore, more accessible interactions [Moggridge,
2007]. This PhD addresses this overall problem by breaking it into three specific aspects: (i)
interaction barriers; (ii) everyday use; and (iii) cultural differences in accessibility and use of
DTV content. Next we explain the reasons why we concentrate on these areas.
Many interaction barriers, but…with DTV?
Whereas the barriers that older people face while interacting with the web, e-mail
systems and other technologies have been explored ([Dickinson et al., 2005], [Sayago
and Blat, 2009]), very little is known about those they experience when interacting with
DTV. However, this is a crucial step for older people to use and interact with DTV. As
stated in [Rice and Alm, 2008], significant work still should be done to design interfaces
that are more usable to older adults and can support their skills and abilities.
Everyday use
According to [Chorianopoulos and Lekakos, 2007]: “the major open research question in
ITV is when, and how much audiences want to interact with devices, content, and other
PAGE 26 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
people”. Previous studies have shown that communication systems (as e-mail) are very
popular among older people ([Dickinson et al., 2005], [Sayago and Blat, 2010]). Some
studies have also suggested that communication and social interaction through TV are
important applications for them ([Rice and Alm, 2008], [Svensson and Sokoler, 2008]).
However, there is a dearth of information as to how older people interact with DTV in
out-of-laboratory conditions.
Culture matters, but little has been done so far in DTV
[Piccolo and Baranauskas 2008], points out that different aspects should be considered
in relation to the design of DTV services in both developed and developing countries.
Culture pervades our interactions and this might be even more important for older
people, due to their lifelong experiences. However, we are not aware of any studies of
cultural differences (and similarities) in the everyday use and accessibility of DTV with
older people.
Overall PhD approach and expected results
We are going to adopt a user-centered design approach, paying special attention to
everyday aspects of older people‘s interactions with DTV (e.g. with whom? Where?
When?, How?). We will use basic and essential ethnographical methods (in-situ
observations and conversations for prolonged periods of time) to understand older
people‘s needs, patterns of use and interaction barriers due to age-related changes in
functional abilities and previous experience with DTV. We will analyze this data by using
qualitative data techniques in order to identify key points and common understanding
related to the previous stage. We will also carry out participatory design with our two user
groups in order to discuss DTV services enabling communication and access to information
about health and wellbeing, which will emerge from our analysis of the ethnographical
data. We will also design low- and high-fidelity user interface prototypes. We will evaluate
these prototypes in real-life settings. The concrete evaluation protocol still needs to be
defined and agreed with our users. We will conduct interviews; questionnaires; focus
groups and analysis of log files to gather data that help us understand the overall picture.
We expect to work with 40 older people (20 living in Spain, 20 living in Brazil), ranging from
65 to 80 years old. Our user group will include older people with low education levels, and
with some previous experience with information technologies. All the participants will have
DTV at home and be motivated to interact with and learn more about DTV services.
Whereas the number of participants might be insufficient to draw significant conclusions
from an experimental point of view, we expect to gain deeper insights into their
interactions with DTV, which future research can use to make more general claims.
The main results of this PhD can be divided into three groups: (A) identification of the
interaction barriers that hinder more and less severely the everyday interactions of older
people with DTV - prototypes related to communication and access to online information
about health; (B) examination of how older people interact with and use some DTV
services in real-life settings; and (C) exploration of cultural differences in interaction barriers
and use of DTV amongst older people living in developed and underdeveloped countries.
PAGE 27 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Work done so far, and future perspectives
We have carried out a literature review on HCI research with older people on DTV and
defined a methodological approach for the research to be done. We are in contact with
companies in order to explore the possibility of doing our PhD research with either
experimental or already running commercial prototypes. We are also creating the pool of
users; designing the material for the ethnographical studies and exploring the technologies
to develop interactive DTV prototypes.
We have also started to work in Life 2.0, an ICT PSP project which aims to research on and
develop services for Geographical positioning services to support independent living and
social interaction of elderly people2, and technologies such as DTV are to be explored to
achieve this goal.
Acknowledgments
Susan thanks the Spanish government for her grant - Ministry of Foreign Affairs and
Cooperation and the Spanish Agency for International Development Cooperation (MAEC-
AECID), her colleagues of the Interactive Technologies Group and Universitat Pompeu
Fabra for their support, and the feedback gathered in the ASSETS Doctoral Consortium.
Sergio also acknowledges the support of the Commission for Universities and Research of
the Ministry of Innovation, Universities and Enterprise of the Autonomous Government of
Catalonia.
References
Becker, S.A. (2004). A Study of Web Usability for Older Adults Seeking Online Health
Resources. ACM Transactions on Computer-Human Interaction, 11 (4). 387–406.
Chorianopoulos, K., & Lekakos, G. (2007). Learn and play with interactive TV. Computers in
Entertainment (CIE). 5. New York: ACM.
Dickinson, A., Newella, A. F., Smithb, M. J., & Hillc, R. L. (2005). Introducing the Internet to the
over-60s: Developing an email system for older novice computer users. Interacting with
Computers, Volume , Issue 6, December. 17, pp. 621-642.
Holtzblatt, K., Wendell, J., & Wood, S. (2004). Rapid contextual design: a how-to guide to
key techniques for user-centered design. San Francisco: Morgan Kaufmann.
Kurniawan, S. (2007). Older Women and Digital TV: A Case Study. ASSETS´07, (pp. 251-252).
Tempe, Arizona.
Moggridge, B. (2007). Designing Interactions. Cambridge, MA. The MIT Press.
Nussbaum, J.F., Pecchioni, L.L., Robinson, J.D. and Thompson, T.L. (2000). Communication
and Aging. Second Edition. Lawrence Erlbaum Associates.
Piccolo, L. G., & Baranauskas, M. C. (2008). Understanding iDTV in a Developing Country
and Designing a T-gov Application Prototype., (p. 7).
2 http://ec.europa.eu/information_society/activities/livinglabs/openinnovation/index_en.htm.
PAGE 28 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Rice, M., & Alm, N. (2008). Designing New Interfaces for Digital Interactive Television Usable
by Older Adults, Computers in Entertainment (CIE) - Social television and user
interaction, Volume 6 Issue 1, January 2008.
Sayago, S., & Blat, J. (2009). About the relevance of accessibility barriers in the everyday
interactions of older people with the web. W4A2009 - Technical, (pp. 104-113). Madrid,
Spain.
Sayago, S., & Blat, J. (2010). Telling the story of older people e-mailing: An ethnographical
study. International Journal of Human-Computer Studies, Volume 68, Issues 1-2, January-
February, (pp. 105 -120).
Svensson, M., & Sokoler, T. (2008). Ticket-to-Talk-Television: Designing for the circumstantial
nature of everyday social interaction. Proceedings of the 5th Nordic conference on
Human-computer interaction: building bridges, October 20-22, Lund, Sweden.
About the Authors
Susan Moller Ferreira is a PhD Student in the Interactive Technologies Group,
Department of Information and Communication Technologies at Universitat
Pompeu Fabra (UPF, Barcelona, Spain). She received her masters in
Information, Communication and Audiovisual Media Technologies (TICMA)
by UPF in 2009. She graduated in 2005 in Computer Science from the Federal
University of Santa Catarina, Brazil, where she obtained a master degree in
Electrical Engineering in 2007. With a background in network management
and communication, her research interests are related to Human Computer
Interaction and older people.
Sergio Sayago is currently a visiting post-doctoral researcher (Beatriu de
Pinós Fellowship) in the School of Computing at the University of Dundee
(Dundee, Scotland). He received his PhD in Computer Science and
Digital Communication from University Pompeu Fabra in 2009. His
research focuses on ethnography, Human-Computer Interaction and
older people. Best Technical Paper Award in the International Cross-
Disciplinary Conference on Web Accessibility in 2009.
Ernesto Arroyo holds an associate teaching position at the Department
of Information and Communication Technologies of the Universitat
Pompeu Fabra (UPF). He earned a PhD from MIT Media Laboratory
(2007). Ernesto Arroyo coordinates the Interaction research line of the
Interactive Technologies Group at UPF. His work focuses on developing
intelligent interactions, subtle visualizations and user centred interfaces
that respond in adequate fashion and context, enabling and preserving
the fluency of the user engagement.
PAGE 29 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Josep Blat is a professor of Computer Science at Universitat Pompeu
Fabra (Barcelona) since 1998. He is the head of the Interactive
Technologies Group in the Department of Information and
Communication Technologies (DTIC) at UPF. He was the director of the
Institut Universitari de l‘Audiovisual and the head of the DTIC. He was
previously at Universitat de les Illes Balears where he was head of its Dpt
of Maths & Computer Science from 1988 till 1994. He graduated from
Universitat de València in 1979, got his Ph D (Mathematics) at Heriot-Watt
University (Edinburgh) in 1985 and has developed post-doctoral work at
Université Paris-Dauphine where he has been visiting professor. After his
initial research work in Applied Nonlinear Analysis, he moved to modelling
and mathematical analysis of images (collective prize Philip Morris France
1991). His current research interests are human computer interaction,
including cooperative environments; intelligent web portals; educational
telematics; multimedia and GIS; computational educational toys;
advanced 3D graphics (human modeling and animation).
PAGE 30 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Promoting sharing behaviours in children through the use of a customised novel computer system
Rachel Menzies School of Computing, University of Dundee
Dundee, Scotland, United Kingdom, DD1 4HN
Abstract
Asperger Syndrome is a condition on the Autism Spectrum, characterised by a lack of
ability to recognise and understand the thoughts, beliefs, desires and intentions of others.
Thus, the ability to make sense of others‘ behaviours and predict their social actions is
reduced.
This paper aims to develop a technology-enhanced learning environment in which
children with Asperger Syndrome can explore and improve their sharing skills. This may
increase their social awareness and interaction. The system is scenario-based, with each
scenario focussing on a specific aspect of sharing. It is expected that, through the user-
centred development and implementation of this system, children who previously were
socially isolated will be more capable of becoming more socially networked as individuals.
This will have implications on learning and interaction.
Background
Asperger Syndrome
Asperger Syndrome is a condition on the Autistic Spectrum, a continuum of developmental
disorders of varying severity, collectively termed Autistic Spectrum Disorders (ASD),
affecting at least 1% of the UK population (Baird, 2006). Asperger Syndrome is at the higher
functioning end of the spectrum, differentiated from other conditions by the development
of spoken language. Classical autism is at the opposite, lower functioning end of the
spectrum within the most severe range. Within each condition, the severity of symptoms
may differ between individuals across the spectrum.
First described by Hans Asperger (Asperger, 1944 [1991]), there is a lack of appreciation of
the thoughts, beliefs, feelings and desires of others, which manifests as a difficulty in
predicting the social actions of others. The individual is also likely to experience difficulties in
joint attention; that is the act of attending to an object in the environment with a peer
(Mundy, Sigman, & Kasari, 1994). For a diagnosis of Asperger Syndrome an individual should
have normal development of spoken language, widely accepted to be single words by 2
years of age and communicative phrases by 3 years (WHO, 1992), along with a triad of
impairments in social interaction, social communication and social imagination (Wing &
Gould, 1979). These impairments map onto many diagnostic frameworks for Autism
PAGE 31 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Spectrum Disorders, e.g. (WHO, 1992). Individuals may display only a few or many
symptoms in each triad to differing degrees of severity (Wing & Gould, 1979).
Examples of such impairments are shown below in table 1.
Impairment Social Interaction Social
Communication
Social Imagination
Description A difficulty in
recognising the
thoughts, feelings and
emotions of others.
A difficulty
understanding and
utilising non-verbal
cues, such as
gestures, facial
expressions, tone of
voice and abstract
language.
A difficulty in
imagining social
situations out with
their established
routine; difficulty with
engaging in pretend
play.
Examples Appearing rude or
unresponsive,
displaying absent or
inappropriate eye
contact, gestures and
expressions, showing
no spontaneous
sharing of interest with
peers or a perceived
unwillingness to
interact with and
befriend peers.
Literal/functional
conversations. A
difficulty in expressing
themselves in a subtle
way. Use of unusual or
repetitive language;
finding it difficult to
initiate and sustain a
conversation.
Play is functional,
fascination with
object parts, pre-
occupation with
narrow interests.
Anxiety when
changes are made to
routine or
environment.
Table 1: The Triad of Impairments (Wing & Gould, 1979)
Individuals with Asperger Syndrome may become socially isolated both as children and
throughout adulthood and can be cut off from learning with and through other people in
ways that their typically developing (TD) peers are not (Jordan & Jones, 1999).
Sharing
The importance of social and communication skills have long been emphasised as the
basis of learning by all children (Piaget, 1962; Scottish-Executive, 2004). However, for
children with Autism Spectrum Disorders (ASD), including Asperger Syndrome (AS), the lack
of these skills can be particularly problematic and become more pronounced in times of
prolonged and/or intense social environments such as school. One particular area that
has been noted as being of importance in Asperger Syndrome is a difficulty in sharing. The
act of sharing is a complex behaviour and can be characterised as:
1. The division and distribution of objects amongst a number of people
2. Turn-taking (division of time)
PAGE 32 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
3. Lending and borrowing personally owned or controlled items
4. Negotiating shared resources
Individuals display sharing behaviours for a variety of reasons, which often depend on the
circumstances in question. As the basis of many friendships, children may share items of
importance, such as toys, to develop a bond and mutual respect. In many cases, this can
be seen in terms of reciprocity, whereby an act of sharing by one individual can result in a
reciprocal act of sharing by the others (van den Bos, Westenberg, & van Dijk, 2010). This
reciprocity is necessary to maintain social relationships, since a lack of such may result in
short-lived relationships and friendships (Lahno, 1995). Reciprocity may be immediate or
delayed and this will depend on the development of trust within a given relationship, along
with the cognitive development of the individuals involved (van den Bos, et al., 2010).
Sharing behaviours can also be identified in relation to the avoidance of conflict, social
responsibility, conformity and the rule of law.
The difficulties in sharing within Asperger Syndrome (Attwood, 2006) may be attributed to
poorly developed Theory of Mind abilities. For example, there may be no understanding or
interpretation of social cues that would initiate sharing, such as eye contact or pointing. In
addition, the person concerned may not realise that the sharing partner desires the object
in question and so may appear rude by seemingly refusing to share.
Current Interventions
There is a variety of intervention methods used in addressing the difficulties seen in sharing,
with mixed results across a range of studies (Kuoch & Mirenda, 2003; Swaggart, et al., 1995;
Tartaro, 2007). One of the established interventions used in therapy to improve social
communication in children is Social Stories (Gray & Garand, 1993). These are used
extensively and are based on explicitly teaching the child how to ―read‖ specific social
situations and how to unearth ―hidden‖ (non-verbal) aspects of social communication. The
format can be varied depending on the cognitive abilities of the individual, as well as their
specific needs and preferences. Social Stories are highly individualized in order to cater for
the diverse range of difficulties seen in Asperger Syndrome and also to engage the child by
falling within their narrow range of interests. The use of Social Stories has yielded positive
results in a variety of situations (Adams, Gouvousis, VanLue, & Waldron, 2004).
Role-play activities are also frequently used (Rajendran, 2000). This type of activity allows
for experience and exploration of social situations, which is crucial to the acquisition of
deep social understanding, rather than the approach of providing specific rules (e.g.
Social Stories) which may be difficult to generalise.
Proposed Solution
The PhD research aims to draw on the strengths of both Social Stories and role-play to
create an interactive sharing task, designed using participatory design influences, to which
a customisation tool can be applied. This will allow for individualisation of the scenario to fit
to the abilities and preferences of the individual child; this customisation has proved to be
effective previously (e.g. (Ozdemir, 2008)).
PAGE 33 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
The system will comprise a 42‖ touch screen with scenario-based software. Each scenario
will represent one of the four aspects of sharing as outlined earlier. The graphics used will
be simple pictorial representations, which may aid in the generalisation of skills from the
software setting into other settings, such as the classroom.
Iteration 1
The first stage of the research is to develop, through adapted and innovative design
methodologies, a suite of scenarios focussing on the promotion of sharing skills. These will
allow the user to explore their sharing skills, while directing them towards socially
acceptable solutions in conjunction with explanations of why this is the case. This mirrors the
standardised teaching practices currently used within schools for those with Asperger
Syndrome.
User-centred design methodologies will be adapted to include children with Asperger
Syndrome, since maintaining familiar routines and reduced social anxiety are of utmost
importance when working with this user group. The design of the system will be developed
by means of Design Workshops and Focus Groups.
Iteration 2
This iteration aims to explore the scenarios further through the development of
customisation opportunities for these scenarios. This will serve to promote engagement and
motivation to use the system, as well as providing a way to ensure that the scenarios can
best fit the needs of an individual. To begin with, this will focus on initial customisation
before the child begins to use the system but the aim is to progress to automated
customisation and scenario generation.
User Centred Design
The research outlined will follow user-centred design methodologies. This can ensure that
the needs and preferences of the end user groups can be considered from an early stage,
resulting in a more meaningful integration of design and functionality (Preece, Rogers, &
Sharp, 2002; Preece, et al., 1994). In addition, the engagement of the user groups may be
elevated through an increased sense of ownership of the system.
Of importance in this research is the inclusion of children with Asperger Syndrome in the
design of the system. Children, in particular those with disabilities, are infrequently involved
in the design and testing of computer systems (Druin, 1998). In this case, the various user
groups will be involved in the design of the system from the outset in a variety of roles from
informant to designer (Olsson, 2004). However, current methodologies may not be useful as
they may be incompatible with the difficulties encountered in Asperger Syndrome. For
example, the think-aloud method is often used in the development and evaluation of
software, but requires the articulation of thoughts, feelings and emotions; this ability is often
delayed or absent in Asperger Syndrome.
With this in mind, there will certainly need to be some adaptation of current methodologies
in use within user-centred design. The children are likely to be anxious in an unknown
PAGE 34 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
situation, so there must be provision of a clear routine and structure to combat this anxiety.
For example, involvement in the research will be preceded by an information session that
prepares the children by giving them an idea of what to expect. Familiar routines will be
used, such as introductions and exploration of mood before the beginning of an activity
and reflection on completion of the task. In addition, every effort should be made to
ensure that the research is conducted within a familiar environment such as school and
with familiar adults available to the children, at least at the beginning of the activities. This
is useful for the children as a familiar face can be reassuring and will also be initially
beneficial for the researcher since they may be unfamiliar with the child‘s particular
communication methods. Specific needs and preferences will be determined on a case-
by-case basis in conjunction with the child‘s parent or caregiver, teacher and/or therapist.
In addition, there will be opportunities for the children to provide opinions and preferences
in various forms, such as ranking lists, drawings and spoken descriptions. Individual children
will have preferences on the type of interaction they prefer (e.g. some may prefer to write
whereas others may prefer to draw). The provision for different activities is helpful in
encouraging the children to engage fully with the tasks. The use of their preferred
communication method, such as augmentation with a particular symbol set such as PECS,
will further reduce any anxiety.
Stage of Study
The research is currently focussing on the development of the scenarios, in particular the
scenario based on the division of objects. Social narratives have been developed to
explain the need for the sharing process and to give the users access to a number of
situations where this may be required. For example, you may have to divide sweets
amongst classmates or pick flowers and share them with a family member. These narratives
were created in the form of storyboards together with therapists and teachers to ensure
that the system interaction flow and narrative was appropriate for the end users.
The scenarios will have a number of ―skins‖ that can be applied; these change the look-
and-feel of the situation without altering the underlying process. The themes currently
being used are ‗space‘, ‗fantasy‘, ‗animals‘ and ‗typical garden‘. These are based on
design workshops conducted with children who were involved in creating an ideal place
to play, with the resulting drawings being analysed using Grounded Theory analysis (Glazer
& Strauss, 1967). The method of development is such that these themes can be expanded,
with custom themes implemented for specific individuals at a later date.
Further work will involve evaluating the scenarios to determine whether use of the system
can result in an increase of sharing behaviours or indeed an awareness of these
behaviours. This will be conducted in a school setting, with children with Asperger
Syndrome aged 6-10 years.
Conclusions
The research outlined in this paper indicates a novel computer-based learning tool for
those with Asperger Syndrome to develop their awareness of social skills, in particular
sharing. It is proposed that this research can add to the literature since the intervention has
been developed through a User-Centred Design process and so will be more suited to task,
PAGE 35 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
whilst promoting engagement in the primary users.
The involvement of children in the design of software to date is minimal and this research
highlights the possibilities of working with minority user groups. There is potential to further
this work with other groups, such as those with severe autism or learning difficulties, with the
development of alternative User-Centred Design methodologies to ensure the
engagement of users in the design process.
References
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Autism and other developmental disabilities, 19, 8-16.
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About the Author
Rachel Menzies is a PhD student in the School of Computing at the
University of Dundee. She completed her MSc Applied Computing at the
University of Dundee in 2008 and started her PhD in November 2008,
funded by the Teaching and Learning Research Programme (TLRP), jointly
funded by the Economic and Social Research Council (ESRC) and the
Engineering and Physical Sciences Research Council (EPSRC). Her primary
research interests focus on User-Centered Design and the use of
technology in learning, in particular with children who are under-
represented in the design of software. Rachel Menzies is supervised by Dr
Annalu Waller (University of Dundee, Scotland) and Dr Helen Pain
(University of Edinburgh, Scotland).
PAGE 37 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Accessible Design Through Shared User Modelling
Kyle Montague School of Computing
University of Dundee, Dundee, DD1 4HN
Abstract
In the proposed thesis, research examines possible exploitations of shared user modelling in
order to improve the accuracy and scope of models used for personalisation within touch
screen mobile devices to improve the accessibility and usability of software applications.
Previous work in adaptive user interfaces has relied on local and domain specific user
models, which lack in scope and detail. Shared user models can increase the accuracy
and depth of data used to adapt the interfaces and user interactions.
Introduction
Personalised applications and websites are becoming increasingly popular, and many
computer users interact with some form of user-adaptive system on a daily basis.
Contemporary adaptive educational systems (AES) tend to be driven by two factors- the
user‘s domain knowledge and the user‘s interests of the session[Brusilovsky et al. 2005].
Currently domain knowledge is more dominant within the user model and whilst non-
educational systems apply a more equal weight to the user‘s interests, they are still by no
means perfect and fail to address the affects of external factors out with the applications
scope.
A Digital Economy requires that computer technologies and software are usable by
people with very diverse skills and needs, needs that often provide for accommodation for
a disability. For many web designers accommodating these needs may simply mean
meeting the minimum requirements of the WAI guidelines[Chisholm et al. 2001] and
assuming that all users will be able to use their website. While this may make a site
technically ‗accessible‘, it does not necessarily make it usable [Sloan et al. 2006].
Guidelines exist to give a generalised view of accessibility issues and techniques to reduce
these issues, not to eliminate them. From this thinking the universal design movement
emerged, promoting developers to design accessible, usable, flexible, and intuitive
solutions. Whilst this encouraged the designers to take a more user centred approach
when developing, the final products were still a one-size fit‘s all solution. Technology users
are unique, with individual needs and requirements of software tools, and may not
necessarily fit designers generalised abstract group representations. Attempts have been
made to bridge the gaps and provide personalised designs using Adaptive Systems
[Brusilovsky and Millan, 2007]. Such systems can be used to personalise system content
based on domain specific user models, which provides a valuable structure for
educational systems intended to develop and progress users‘ domain knowledge. The
PAGE 38 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
adaptive systems often use a multi-layer interface design [Shneiderman 2003], with a
spectrum of diverse complexity and functionality layers for users of different skill set.
Adaptive systems allow content to be presented and tailored to meet the needs and
interests of individual users. Therefore a more realistic user model the higher accuracy of
the personalisation and accessibility of applications.
This research will be focusing on the use of shared user models with touch capable mobile
devices. Thanks to application stores like the Apple app store, Android Marketplace and
Nokia Ovi store; Smartphone users have access to thousands of neat single purpose apps.
Apps build to perform a specific task such as create a voice memo, or show you the
closest ATM. The latest Ofcom reports [Ofcom, 2009, 2010] show an increase in the number
of smartphone users in the UK. The same documents detailed the top 10 smartphones in
2009 and 2010, of the 10 smartphones there were 2 and 8 with touch screen interfaces (7 of
which were multi-touch.) While apps are a popular choice of use, these devices are also
being used to access existing web content that has been developed and optimised
against guidelines intended for a different interaction method. Although these
technologies present new challenges and complications, touch screens also allow for very
flexible interfaces and interaction methods.
As well as focusing on touch screen mobile devices, the research will concentrate on
improving the accessibility of the technology for users with low vision and mobility needs.
Proposed Solutions
Multi-layer Adaptive Interfaces
The goal of adaptive interfaces is to improve the interactions a user has with the software
based on knowledge of the user and their experience within the application[Langley,
1999]. For a lot of systems this can simply mean filtering content to present the user with
only relevant information. An example of this is Amazons product recommendations. These
products are filtered based on users previous purchases, searches and similar users activity.
Adaptive interfaces tend to retain the same overall layout and interaction style and it is
solely the content that changes. Multi-Layer interface[Shneiderman 2005] design works
differently. With these, users are presented with an interface layer that matches their
application skill level. Therefore, novice users are given a limited subset of functionality and
a stripped out interface to begin. As they progress and become more skilled new features
are opened up and added to the interface. The goal of multi-layer interface design is to
provide a user with a feature set and interaction method that suits their abilities. Multi-Layer
Adaptive Interfaces combine the user modelling and domain knowledge monitoring
techniques of Adaptive Systems, with designing custom interface layers for different
characteristics or situations.
Shared User Modelling
User models are structured data sources for representing user characteristics such as
interests, preferences and domain knowledge. All the data is recorded in context of the
system it was stored for, and self-contained within the application. Shared user modelling
expands the range of variables being recorded, and centralises the location of user model
to allow multiple applications to make use of the same data. Shared user modelling
already exists in technology; the Facebook Open Source Graph protocol
(OSG)[Facebook, 2010] is a good example of this. OSG allows 3rd party applications to
PAGE 39 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
request profile data of a user, which is then used to customise their user experience with
the application. The data available is currently limited to the users interests and a little
personal detail such as date of birth and email address. Facebook‘s OSG does not show
great promise for more accessible designs because of its limited model scope. However it
does possess the foundations of a suitable structure to support this research into shared
user modelling to improve accessibility of software applications.
Shared user models need to accommodate for a wide and diverse range of systems,
requiring them to contain additional data to allow the abstract shared data to be put into
context for individual applications or uses. Therefore we use the following architecture of
model sections; User, Application, Device and Environment. Within the User section we look
at interests and user preferences or attributes. Application records data on the users
domain knowledge and goals within the current application. Any data about the
hardware preferences and capabilities is recorded in the Device section, and attributes of
the users surroundings during system use are logged in the Environment section.
Structure
It is vital that the applications can all obtain and update information stored within the user
model. This is why the User Model Web Service (UMoWS) [Bielikova and Kuruc, 2005]
structure was selected. The user models are contained within the database accessed only
by the UMoWS. Any application wishing to make use of the shared user models must
communicate via the web service methods of the UMoWS using unique authentication
credentials. Applications can request and update information on a selected user as long
as they have permissions to do so. Connected to the UMoWS is a User Management
control panel, allowing users to view and edit their model information and access
permissions for this content. The diagram in figure 4 shows the overall structure and how
applications can make use of the shared user models
Figure 1. UMoWS structure showing how applications access the shared user model data via SOAP requests.
PAGE 40 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Projects
As an example of the intended work a prototype tool to assist with indoor navigation has
been created (Accessible Indoor Navigation, submitted to the ASSETS ACM Student
Research Competition 2010). The prototype also demonstrates the acquisition of the
above interaction data into a centralised modelling source, and the personalisation of
system based on this data. Indoor navigation can involve fairly complex sequences, with
little or no landmarks to assist the way-finder. In an attempt to reduce the cognitive load of
detailed instructions the prototype combines text directions with rich media elements such
as audio transcriptions and images associated with the instructions. By loading in the user
model the tool is able to customise the route taken from a start point to destination, based
on data that might affect a users way-finding capabilities. The navigation tool is also able
to customise the interface and interaction style the user has with the system based on the
shared user model. An example of this is the user pressing the audio button to request an
audio transcription when given text instructions. The tool would then update the user
model to reflect the preference for audio and as a result when the next set of text
instructions are delivered to the user, the system will automatically play the audio
transcription as well.
Future Work
To further investigate the potential of shared user modelling more research will need to be
carried out using an application within a different domain set, whilst still applying the same
shared model to make assumptions and personalise the interactions of the system. Work
would also need to be done to incorporate other external factors into the user model. The
environment (Will the user hear the audio? Is the contrast sufficient enough in this light?)
And device capabilities (Is the screen large enough to show all the toolbars? Is the text
readable at this font size on the display?) Play an important role within interactions. On top
of this we must also consider how much the user is willing to share. The level to which a user
is willing to share information will be proportional to possible personalisation. A key factor
that will influence the success of this research is the security of these shared user models. It
is vital that people are comfortable and have control over the data being stored about
them. As such it is important that the user has the final word on access permissions, and
modelled data. The considered foundation architecture for storing the models is the ‗User
Model Web Service‘ (UMoWS) structure [Bielikova and Kuruc, 2005] which uses HTTPS and
user credentials to authenticate with the service. Changes would need to be made to
incorporate the external factors mentioned in this proposal.
Conclusions
Can shared user modelling improve the accessibility of touchscreen mobile devices? What
information would users is willing to share? Which factors of the user model are more
important when personalising interactions? With such diverse technologies and users, we
must bridge the gap what the user knows and what they need to know [Shneiderman
2002]. Access to detailed user models would allow developers to move away from the
current universal design of; one size fits all, and instead build applications, which can be
customised and tailored to suit each individuals needs at runtime. This additional layer of
PAGE 41 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
personalisation would help to ensure that applications and websites are accessible and
usable by all, regardless of individual user differences, devices and environments; for
example allowing users with visual impairments to access the same applications as users
with no visual impairments. Through using a multi-layered design [5], systems would just
select the appropriate interface based on the user model data and provide the user with
an interaction style that suits their needs and preferences.
References
Bielikova, M. and J. Kuruc, Sharing user models for adaptive hypermedia applications. 5th
International Conference on Intelligent Systems Design and Applications, Proceedings,
2005: p. 506-511 572.
Brusilovsky, P. and E. Millan, User Models for Adaptive Hypermedia and Adaptive
Educational Systems. The Adaptive Web, 2007. 4321/2007: p. 3 – 53.
Brusilovsky, P., S. Sosnovsky, and O. Shcherbinina, User Modeling in a distributed E-learning
architecture. User Modeling 2005, Proceedings, 2005. 3538: p. 387-391.
Chisholm, W., G. Vanderheiden, and I. Jacobs, Web content accessibility guidelines 1.0.
interactions, 2001. 8(4): p. 35-54.
Facebook. Open Graph protocol. 2010 [cited 2010 11/06/2010]; Available from:
http://developers.facebook.com/docs/opengraph.
Langley, P., User modeling in adaptive interfaces. Um99: User Modeling, Proceedings,
1999(407): p. 357-370, 393.
Ofcom, Communcations Market Report. 2009.
Ofcom, Communcations Market Report. 2010.
Shneiderman, B., Leonardo's laptop : human needs and the new computing technologies.
2002, Cambridge, Mass.: MIT Press. xi, 269 p.
Shneiderman, B., Promoting universal usability with multi-layer interface design, in
Proceedings of the 2003 conference on Universal usability. 2003, ACM: Vancouver,
British Columbia, Canada. p. 1-8.
Sloan, D., et al., Contextual web accessibility - maximizing the benefit of accessibility
guidelines, in Proceedings of the 2006 international cross-disciplinary workshop on Web
accessibility (W4A): Building the mobile web: rediscovering accessibility? 2006, ACM:
Edinburgh, U.K. p. 121-131.
PAGE 42 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
About the Author
Recently completed an undergraduate degree in Applied Computing
at The University of Dundee, since which I have started a postgraduate
within The School of Computing. I am currently reading for a PhD as part
of the Social Inclusion through the Digital Economy hub. At present I am
researching tools for ‗Accessible Indoor Navigation‘, and ‗Shared User
Modelling‘ to create more personalised and accessible mobile
applications. I have recently won 3rd place in the ASSETS 2010 student
research competition with my mobile accessible indoor navigation application.
PAGE 43 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Generating Efficient Feedback and Enabling Interaction in Virtual Worlds for Users with Visual Impairments
Bugra Oktay Department of Computer Science and Engineering
University of Nevada, Reno
Abstract
Despite the efforts for making virtual worlds accessible to users with visual impairments (VI),
we still lack an effective way of describing the virtual environment and having the users
interact with it. This work aims to complete these missing parts by generating meaningful
textual/audio feedbacks as necessary and by providing text-based interaction
capabilities.
1 Introduction
Virtual worlds are accommodating tens of millions of users worldwide. These 3D
environments are being used for socializing, educational purposes, business meetings and
so on. However, until recent research efforts [Folmer et al. 2009; IBM Human Ability and
Accessibility Center, 2010; Pascale et al. 2008; Trewin et al. 2008], users with VI, who can surf
through web pages, check e-mails and follow news online over the text-based 2D internet,
could not be a part of these highly graphical 3D virtual worlds. Screen readers, which are
essential tools for users with VI, could not be used to access and explore virtual worlds as
these have no textual representation [Abrahams, 2006].
TextSL [2010] is our research effort for the inclusion of the users with VI to virtual worlds. It is a
screen reader accessible, command-line interface which lets users to explore the
environment, communicate and interact in virtual worlds. Our experiences and the user
studies with TextSL revealed that even though our approach is efficient for communication
-the most common activity in virtual worlds [Griffiths et al. 2003]; it has important drawbacks
in other aspects: (1) Describing a crowded environment results in long speech feedbacks
which easily overwhelms the user; (2) Compared to the clients used by sighted users
[Imprudence Viewer, 2010; Linden Research, 2010; Snowglobe Viewer, 2010], TextSL offers
slower interaction due to its iterative nature; (3) Users cannot interact with the scripted
objects (e.g. cars, tour balloons, elevators) or even observe the changing environment; (4)
Users cannot create content.
2 Research Summary
2.1 Feedback
Creating more effective feedbacks is one of the two main goals of this research. However,
it is quite challenging to effectively describe the graphical virtual environment only with
PAGE 44 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
sound/speech and without overwhelming the user or missing important details. The
following two subsections describe our feedback creation approaches.
2.1.1 Synthesizer
TextSL lets the users query their environment to get information about the location and the
objects/avatars around. In densely populated areas, describing all objects at once usually
results in overwhelming feedbacks. On the other hand, not providing enough information
when there are a few objects around, causes more queries which simply means loss of
time. To be able to solve this problem, a synthesizer [Oktay and Folmer, 2010] is designed
that creates highly descriptive yet not overwhelming feedbacks.
The synthesizer will expand or summarize the initial feedback based on the user‘s
preferences (e.g. word limit, object detection range limit) and the object population of the
environment. Objects with non-descriptive names (e.g. ―object‖) will be removed from the
feedback. Objects that are decided to be of less importance (i.e objects that are far, small
etc.) will be filtered out by thresholding. Objects of the same type (e.g. cats) will be
grouped together. A taxonomy of virtual world objects will be created with the help of a
Second Life object labeling game called Seek-n-Tag [Yuan et al. 2010]. With the use of this
taxonomy, object names will be aggregated if they are members of the same class (e.g.
cats, dogs animals). The level of aggregation will be decided based on the desired
length of feedback.
How can we generate the most descriptive feedback for a specified length?
2.1.2 Ambient Sound
Even with the use of the synthesizer, the textual feedback may lack some important
information due to high population. Since we aim to minimize the number of queries, this
information should best be provided with a supplementary mechanism. Playing ambient
sound effects for the objects having distinctive sounds would enhance the descriptiveness
of feedback while it avoids overwhelming the user as speech and sound are perceived
differently. The use of spatial sound will also give the user an idea about the object‘s
location. Specific sound effects may be played for interactive objects or for objects on
sale. That way, apart from the object type and location, the user may learn about different
object properties.
To what extent, ambient sound can be included in feedback without overwhelming
the user?
2.2 Interaction
The second main goal of this research is to make interaction with the environment possible
for the users with VI. Nevertheless, this is even more challenging because it is the interaction
more than any other aspect that depends on vision. The following two sections describe
our approaches on command-based interaction.
2.2.1 Interacting with Scripted Objects
Virtual worlds are highly populated with scripted (interactive) objects. Interacting with the
objects and having an idea of what is happening around are crucial for being part of that
environment. However, activating a scripted object typically results in a behavior that can
only be perceived visually.
PAGE 45 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
A method called ―virtual eye‖ will help the users with VI to observe what happens when a
scripted object is touched/activated. Virtual eye is a black box observer where a number
of descriptors are employed. Each of these descriptors will be looking for a different
change (e.g. change in size, color, position etc.) and they will help to derive a meaningful
textual description out of the changes resulted by an interaction (e.g. ―the billboard
started to play a video tagged ‗wild life‘‖, ―the car changed its color from red to black
and started to go west‖).
How can ‗virtual eye‘ observe and describe the changes in a virtual environment?
2.2.2 3D Content Creation
Almost all the objects (from animals to buildings) in non-game-like virtual worlds are
created by the users. The economies of virtual worlds also mostly depend on user-created
object sales. However, since this is an entirely visual activity, users with VI cannot contribute
to the virtual environments by creating content.
Command-based content creation from the scratch is a very challenging task but since all
the objects in virtual worlds are made of small geometric blocks called ‗prims‘, letting users
apply basic operations (e.g. create, resize, paint, stretch, transform, connect) on simple
prims would be a good start. During the content creation process, the user will receive
detailed feedback about the current status of the content. Alternatively, with the help of
the taxonomy mentioned above, readily created object templates will be made
available and the users will be able to make any changes they like on those objects (e.g.
―create a car named myCar―, ―paint myCar blue‖).
What is the most efficient way of command-based content creation?
2.3 Status
A web-based version of TextSL has been implemented and it is available for public use
(along with the previous standalone version) [TextSL, 2010]. These implementations
currently have communication and exploration capabilities as well as limited interaction
features. First version of the synthesizer, which uses a basic taxonomy, has also been
integrated to the web-based TextSL.
Future work includes the improvements on the synthesizer (and taxonomy), inclusion of
supplemental spatial ambient sound, design of the descriptors for the virtual eye,
development of command-based content creation and generalization of these solutions
for all open-source virtual worlds. Further user studies will be conducted to evaluate and
improve our solutions.
3 Conclusion
Our work is an effort to make virtual worlds more accessible for the users with VI by
generating meaningful, descriptive yet concise feedbacks, supplementing their
experience with spatial ambient sounds, letting them interact with objects while observing
the changes in the environment and providing 3D content creation abilities. Thanks to
these features, the users with VI will be able to truly experience virtual worlds as they have
never done before.
Acknowledgement
PAGE 46 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
This work is supported by NSF Grant IIS-0738921.
References
Abrahams, P. (2006). Second life class action. http://www.it-analysis.com/blogs
/Abrahams_Accessibility/2006/11/second_life_class_action.html.
Folmer, E., Yuan, B., Carr, D., Sapre, M. (2009). Textsl: A Command-Based Virtual World Interface
for the Visually Impaired. Proc. ACM ASSETS ‗09, 59-66.
Griffiths, M., Davies, M., and Chappell, D. (2003). Breaking the stereotype: The case of online
gaming. Cyber Psychology and Behavior. Vol. 6 Iss.1, 81-91.
IBM Human Ability and Accessibility Center, Virtual Worlds User Interface for the Blind.
http://services.alphaworks.ibm.com/virtualworlds/.
Imprudence Viewer. http://imprudenceviewer.org/.
Linden Research, Second Life. http://www.secondlife.com/.
Oktay, B., Folmer, E. (2010). Synthesizing Meaningful Feedback for Exploring Virtual Worlds Using
a Screen Reader. Proc. CHI 2010, 4165-4170.
Pascale, M., Mulatto, S., Prattichizzo, D. (2008). Bringing haptics to Second Life for visually
impaired people. Proc. EuroHaptics 2008, 896–905.
Snowglobe Viewer. http://snowglobeproject.org/.
TextSL: Screenreader accessible interface for Second Life. http://textsl.org
Trewin, S., Hanson, V., Laff, M., Cavender, A. (2008). Powerup: An accessible virtual world. Proc.
ACM ASSETS ‗08, 171–178.
Yuan, B., Sapre, M., Folmer, E. (2010). Seek-n-Tag: A Game for Labeling and Classifying Virtual
World Objects. Proc. GI'10.
About the Author
Bugra Oktay is a Ph.D. student at Computer Science and Engineering
Department of University of Nevada, Reno. He received his B.S. degree at
Middle East Technical University, Turkey in 2009. His research is on enabling
accessibility in virtual worlds.
PAGE 47 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
The Automation of Spinal Non-manual Signals in
American Sign Language
Lindsay Semler DePaul University
1 E. Jackson, Chicago, IL 60604
Abstract
American Sign Language (ASL) is the first language of the Deaf in the United States. The
most effective method for communication between the Deaf and Hearing is certified ASL
interpreters, however interpreters are not always available. In this case, the use of a
translator producing 3D animations of ASL could improve communication, however the
characterization of ASL for automated 3D animation is still an open question. The goal of
this research is to determine how and when non-manual signals are used in ASL sentences,
and develop a methodology to portray them as 3D animations.
Introduction
American Sign Language (ASL) is the preferred language of the Deaf in the United States
and most of Canada. It is a dynamic set of hand shapes, location, orientation, hand
movement, and non-manual signals. The most effective way for the Deaf and hear to
communicate is through certified ASL interpreters. Typically, ASL interpreters are in high
demand and are not always available, which means that communication among the
Deaf and hearing may be impaired or nonexistent. In these situations, a 3D animated
display of ASL could assist with breaking the communication barrier.
Non-manual Signals in ASL
A prerequisite to such a display is the ability to create well-formed, understandable
sentences automatically. Previous efforts have created a method for properly conjugating
agreement verbs in declarative sentences [Toro 2004], however the work only addresses
the motion and configuration of the hands and arms. An important aspect to the
understanding of ASL are non-manual signals; signals that are not expressed on the hands
[Valli 1995]. These include facial expressions, eye gaze, and movements of the head, spine,
and shoulders. The non-manual signals have a wide-ranging and diverse set of functions,
playing a role in phonology, morphology, syntax, and semantics [Baker 1983]. Previous
linguistic studies have identified eye gaze and head tilt [Bahan, 1996] but have not
researched the subtler, yet important aspects of non-facial non-manual signal production
such as shoulder and torso movement. This research examines the types of non-manual
signals used in ASL, and develops a methodology to portray them in 3D animations.
PAGE 48 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Research Goal
The goal of this research is to automate rotations of the shoulder and spine as they relate to
non-manual signals. There are three main milestones of this research: a motion study of
non-manual signals, geometric characterization of the observed motions, and
implementation of the mathematics as animation. The characterization of these motions
must be general enough that it can be applied to any sentence, as well as robust enough
to produce correct results on any figure with human proportions.
Results
Preliminary results from motion studies indicate that significant shoulder and body
movements occur only when the hands are outside the region we call the ‗zone of
comfort‘. This is a rectangular area roughly bounded on the top and sides by the shoulders,
and on the bottom by the waist.
Several phenomena of ASL production occur outside the zone of comfort, including a)
fingerspelling, b) two-handed raise, c) one-handed lateral, and d) two-handed
asymmetry. In the case of fingerspelling, the dominant hand is raised above and/or to the
side of the ‗zone of comfort‘. The one-handed signal occurs when one hand is outside the
width of the ‗zone of comfort‘, this case contains a twist in the body. In the case of two-
handed asymmetry, both hands are on one side of the midline of the body. This situation
contains a similar, but more pronounced twist in the waist, spine, and shoulders.
In some cases, several of these situations might occur at the same time, and multiple filters
were used following the guidelines above. Generally, the shoulders should always be
balanced with one another, except when both hands are raised. Additional observations
from the motion study included observing motion of the head and eye gaze. The head
typically tilts with the shoulders and rotates towards where the hands are pointing. Eye
gaze has a tendency to follow the dominant hand and typically begins movement just
before the sign.
These findings relate to kinesiology, however they also need to be analyzed in the context
of ASL linguistics. Previous research efforts studied the use of facial expressions as non-
manual signals and as emotional affect in ASL [Schnepp 2010], and this new research effort
has the potential to complement the facial nonmanuals signals by exploring the linguistic
and extra-linguistic influences on the spinal column, including body shifting, questions,
negation or negative expressions, and pointing signs as well as affect.
Conclusions
Plans for future work include implementing general filters for the above observations of
non-manual signals. The filters will then be applied to sentences based on ASL gloss
information, and will enable body movement and rotation in the body in regards to the
context of sentences. Further research will be conducted to determine when non-manual
signals are used in linguistics, compared to those used in kinesiology, as well as, how to
combine the non-manual signals for a 3D animated model.
PAGE 49 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
The addition of non-manual signals to the current 3D animations will improve
comprehension. When viewing previous animations without non-manual signals, Deaf and
viewers commented that the animations appeared mechanical. When reviewing
animations with non-manual signals, viewers were strongly positive in their comments. They
remarked on a more life-like quality of the motion, as well as making it easier to understand
the signing. With additional research, contextual based non-manual signals will allow the
model to convey a wider range of expression, and further aid in the understanding of the
3D animations.
References
Bahan, B. [1996] Non-Manual Realization of Agreement in American Sign Language.
Doctoral dissertation, Boston University, Boston, MA.
Baker, C. [1983] A microanalysis of the non-manual components of questions in American
Sign Language. In P. Siple (Ed.), Understanding language through sign language research.
New York: Academic Press. 1983. pp. 27-57.
Toro, J. [2004] Automated 3D Animation System to Inflect Agreement Verbs. Proceedings of
the Sixth High Desert Linguistics Conference. Albuquerque, New Mexico, November 4-6,
2004.
Valli, C. and Lucas, C. [1995] Linguistics of American Sign Language: An Introduction. 2nd.
Ed. Washington, DC: Gallaudet University Press, 1995.
Schnepp, J., Wolfe, R., and Donald, J. [2010] Synthetic Corpora: A Synergy of Linguistics
and Computer Animation. 4th Workshop on the Representation and Processing of Sign
Languages: Corpora and Sign Language Technologies. Malta, May 17-23, 2010.
PAGE 50 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Developing a Phoneme-based Talking Joystick for Nonspeaking Individuals
Ha Trinh School of Computing, University of Dundee
Dundee, Scotland, United Kingdom, DD1 4HN
Abstract
This research investigates the potential of developing a novel phoneme-based assistive
communication system for pre-literate individuals with severe speech and physical
impairments. Using a force-feedback joystick-like game controller as the access tool, the
system enables users to select forty-two phonemes (i.e., English sounds) used in literacy
teaching and combine them together to generate spoken messages. What distinguishes
this phoneme-based device from other communication systems currently available on the
market is that it allows users who have not mastered literacy skills to create novel words
and sentences without the need for a visual interface. Natural Language Processing (NLP)
technologies, including phoneme-to-speech synthesis, phoneme-based disambiguation
and prediction, and haptic force feedback technology are being incorporated into the
device to improve its accessibility and usability.
Background
Speech Generating Devices
Over the last thirty years there has been a substantial increase in the use of speech
generating devices (SGDs) to provide an augmentative and alternative means of spoken
communication for individuals with little or no functional speech (Glennen, 1997). Most of
the commercially available SGDs can be classified into two categories, namely
pictographic-based and letter-based SGDs, each of which has its own advantages and
disadvantages. Pictographic-based SGDs employ graphical symbols to encode a pre-
stored vocabulary, enabling users to sequence those symbols to produce spoken output.
Although this type of SGD allows for quick retrieval of commonly used words and
utterances, it requires users to browse through the symbol set and decode the visual
representations of pre-stored items, which might be problematic for individuals with
intellectual disabilities. Moreover, the restricted vocabulary encoded in these devices
might not satisfy the needs of those who would like to spontaneously create novel words
and messages in everyday conversations. To overcome this limitation, a number of letter-
based SGDs have been developed to enable nonspeaking users to spell their own
messages and generate them in the form of synthesized speech. Although this type of SGD
provides users with an open vocabulary, it requires users to master literacy skills; skills which
many children and adults with severe speech and physical impairments (SSPI) struggle to
acquire (Koppenhaver, 1992). This raises the question of how to design a communication
PAGE 51 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
device that could provide users with access to an unrestricted vocabulary and enable
them to generate novel messages without being literate.
The PhonicStick Project
The PhonicStick project, conducted at the University of Dundee, aims to develop a
phonics-based literacy learning tool for pre- literate children with SSPI. This talking joystick,
known as the PhonicStick, provides pre-literate children with access to the 42 spoken
phonemes introduced in the Jolly Phonics literacy program (Lloyd, 1998), and allows users
to blend these phonemes into spoken words (Black, 2008). The most prominent feature of
the PhonicStick is that it enables users to access the phonemes without the need for visual
displays. The 42 phonemes are divided into eight groups and mapped onto discrete
locations on the joystick workspace using a method adapted from the Quikwriting stylus
text input system (Perlin, 1998), as shown in Figure 1. The selection of each phoneme
consists of three stages: (1) Push the joystick from the centre of the joystick workspace into
the group to which the target phoneme belongs (this movement is shown by the straight
lines in Figure 1); (2) Move the joystick around its circumference to find the target phoneme
within that group; (3) Move the joystick back to the centre to select the target phoneme. Auditory cues are utilized to assist users in moving the joystick along pre-defined paths on
the joystick interface towards the location of target phonemes. The use of such a gestural
access method will help reduce the cognitive workload imposed on the users by
eliminating the need to decode any pictographic or orthographic representations of the
phonemes.
Figure 1. The mapping of the 42 phonemes onto the joystick workspace
To evaluate the potential of the joystick-based phoneme access paradigm, the
PhonicStick project undertook a pilot study within which a prototype joystick was
developed to enable access to a subset of six phonemes, including /s/, /a/, /t/, /p/, /n/,
and /i/. Evaluations conducted with seven children with varying degrees of speech and
physical impairments demonstrated that the participants were able to remember the
joystick movements required to access the six phonemes and create their own words
without the presence of visual cues (Black, 2008).
Since the PhonicStick makes use of speech sounds as the base units for word creation, it
PAGE 52 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
enables users to generate novel spoken words and messages without the need for literacy
skills. The question thus arises as to whether such a literacy learning tool could be optimized
to be an interactive communication device used by non-literate individuals with SSPI in real
time conversation.
Proposed Solution
This PhD research highlights two major problems that could prevent the PhonicStick from
being an effective communication system. First, the six-phoneme PhonicStick prototype
employs pre-recorded speech to produce spoken output (Black, 2008). With the full set of
42 phonemes, it would be infeasible to pre-record all possible combinations of these
phonemes. To solve this problem, the research explores the feasibility of incorporating
speech synthesis technology into the PhonicStick. It is expected that a phoneme extension
to existing text-to-speech systems will be integrated into the PhonicStick, allowing the
device to generate computerized speech from phoneme sequences. Experiments will be
conducted to evaluate the intelligibility of the phoneme-based synthetic speech using
well-established methodologies such as the Modified Rhyme Test (House, 1965). The
second major problem with the current PhonicStick is that the word creation process is very
slow and may require many physical movements, which may cause great difficulties for
users with physical disabilities. Thus, this research aims to investigate whether predictive
techniques, such as phoneme- based disambiguation and prediction, can be applied to
the PhonicStick to achieve joystick movement savings and increase the communication
rate. These techniques would enable the system to predict a list of probable next
phonemes or words given the previously selected phoneme sequence. Two methods have
been proposed to present the predicted list to the users without the need for a visual
interface. The first method employs auditory feedback by which predicted phonemes and
words will be spoken out. The second method utilizes force feedback technology by which
physical forces will be applied to guide the users towards the location of highly probable
next phonemes. The idea of incorporating force feedback into the prediction process is
inspired from an existing dynamics and probabilistic text entry system (Williamson, 2005).
A user-centered design methodology will be adopted in the research to ensure that the
needs and the desires of the end users will be properly addressed. There will be two groups
of stakeholders involved in the research, including: (i) non-literate individuals with SSPI who
will participate in the evaluation phases, (ii) speech and language therapists and
rehabilitation engineers who will be involved in the design of the optimal phonic layout (i.e.
the method of mapping the phonemes onto the joystick interface) and force feedback
features. An iterative, incremental approach will be employed throughout the system
design and development process to take advantage of early and continuous feedback
obtained from evaluations with a focus group. The system will be evaluated against a
number of criteria, including efficiency (i.e., the communication rate achieved by using
the system), learnability (i.e., how easy for the users to memorize the phonic layout and
learn to create spoken messages from phonemes with support of predictive features), and
user satisfaction.
Stage of Study
The research is in the process of implementing the first working prototype of the phoneme-
PAGE 53 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
based communication system. The prototype uses the Novint Falcon, a newly developed
haptic game controller, as its access tool. This haptic device is capable of generating high-
fidelity three-dimensional force feedback, thereby allowing for the implementation of the
proposed force feedback features at later stages of the development process. A
phoneme-to- speech synthesis module, which has functions to stream phoneme sequence
input into the Microsoft text-to-speech engine to produce spoken output, has been
integrated into the prototype. Results from evaluations with thirty English native speakers
who have normal hearing showed that the synthetic speech produced by the prototype
achieved a satisfactory level of intelligibility as it scored 92.6% correct on average in a
closed-response Modified Rhyme Test.
The research is currently focusing on the development of the phoneme-based predictive
techniques. The research is in progress of building a phoneme-based n-gram statistical
language model (Jurafsky, 2009), from which the proposed predictive features will be
developed. The frequency of occurrence of each phoneme computed from this model is
also being used to rearrange the current phoneme layout so that phonemes with high
frequencies will be located at easy-to-access positions on the joystick workspace. A series
of experiments with both disabled and non-disabled participants are being planned to
gather input for the design of the predictive features and to evaluate the usability of those
features upon their completion.
Conclusions
This research proposes a new type of communication system that has the potential of
overcoming the limitations of the picture and letter-based systems currently available on
the market. The solutions developed from this research would provide a large proportion of
people with SSPI who experience literacy difficulties with a new approach to speech
generation, thereby adding more flexibility to their communication strategies.
Since the proposed system explores the use of a novel gestural joystick-based interface
with the application of innovative technologies such as haptic force feedback, the
findings obtained from the design and development of the system would provide an
effective contribution to the research of non-classical interfaces, an interesting topic of
accessibility and usability research.
References
Black, R., Waller, A., Pullin, G., Abel, E. (2008). Introducing the PhonicStick: Preliminary
evaluation with seven children. Paper presented at the 13th Biennial Conference of
the International Society for Augmentative and Alternative Communication Montreal,
Canada.
Glennen, S. L., DeCoste, D. C. (1997). The Handbook of Augmentative and Alternative
Communication: Thomson Delmar Learning.
House, A., Williams, C., Hecker, M., Kryter, K. (1965). Articulation testing methods:
Consonantal differentiation with a closed response set. Journal of the Acoustical
Society of America, 37, 158-166.
PAGE 54 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Jurafsky, D. S., & Martin, J. H. (2009). Speech and language processing: an introduction to
natural language processing, computational linguistics, and speech recognition (2nd
ed.). London: Pearson Education, Inc.
Koppenhaver, D. A., & Yoder, D. E. (1992). Literacy issues in persons with severe speech and
physical impairments. In R. Gaylord-Ross, Ed. (Ed.), Issues and research in special
education (Vol. 2, pp. 156-201). NY: Teachers College Press, Columbia University, New
York.
Lloyd, S. M. (1998). The Phonics Handbook. Chigwell: Jolly Learning Ltd.
Perlin, K. (1998). Quikwriting: continuous stylus-based text entry. Paper presented at the
11th Annual ACM Symposium on User Interface Software and Technology, California,
United States.
Williamson, J., Murray-Smith, R. (2005). Hex: dynamics and probabilistic text entry Switching
and Learning in Feedback Systems (Vol. 3355, pp. 333-342): Springer.
About the Author
Ha Trinh is a PhD student in the School of Computing at the University
of Dundee. She completed her BSc (Hons) in Applied Computing at
the University of Dundee in June 2009 and started her PhD in August
2009, funded by the Scottish Informatics and Computer Science
Alliance (SICSA) and the University of Dundee. Her primary research
interests focus on Augmentative and Alternative Communication
(AAC) technology, in particular the application of Natural Language
Processing and multi-modal interaction to AAC systems.
PAGE 55 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Immersive Virtual Exercise Environment for People with Lower Body Disabilities
Shaojie Zhang P. Pat Banerjee Cristian Luciano University of Illinois at Chicago
842 W Taylor St., 2039ERF, Chicago, IL 60608
[email protected] [email protected] [email protected]
Abstract
This paper presents the development and evaluation of the use of virtual reality
technology, together with appropriately adapted exercises through an augmented reality
interface, to create Virtual Exercise Environments (VEEs). These environments allow persons
with lower body disabilities to exercise and train just like what people do in real world. The
major aim of this research is an architecture to create virtual exercise environments for
people with lower body disabilities, which can make exercise more enjoyable and less
repetitive. This paper presents our current research on this architecture to facilitate
participation and adherence using a VEE as a prototype and common-off-the-shelf
hardware components.
Introduction
It is well established that physical exercise can improve individual‘s health and lower the
risks of developing certain types of cancers, cardiovascular disease, and other serious
illnesses (Blair et al., 1989; Kampert et al., 1996), which is also associated with many
psychological benefits including lowering depression, anxiety, and stress (Gauvin &
Spence, 1995; Byrne & Byrne, 1993). This is especially true for people with lower body
disabilities. Sedentary lifestyle brings physical, attitudinal and societal barriers to beginning
and continuing a program of regular exercise. A recent review (Humpel et al., 2002)
showed that: (1) accessibility of facilities, (2) opportunities for physical activity, (3) safety,
(4) weather, and (5) aesthetics were leading determinants of participation in physical
activity. While the review focused on the general population, there is ample evidence
that these factors are usually more important in determining participation in physical
activity by people with disabilities. Weather conditions such as excessive heat in summer or
excessive cold and dangerous surfaces in the winter make outdoor exercise extremely
hazardous for people with disabilities. One approach to overcoming these barriers is to use
technology to bring equally, if not better, engaging, entertaining, and motivating indoor
exercise opportunities to people with disabilities.
With the increasing performance and decreasing cost of computers, it is becoming
possible to use the virtual reality techniques on the fitness machines in gyms and homes.
Use of fitness machines is often plagued by boredom and the resultant poor efforts. Very
few fitness centers offer fully accessible opportunities for people with lower body disabilities
and exercising at home can become boring for even the most dedicated exercise
participant. Virtual reality helps that by adding realism and motivation. Research has
PAGE 56 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
revealed that individuals are more likely to engage in a program of regular exercise if it is
fun (i.e. the enjoyment outweighs the discomfort) and if they have a ―partner‖ to exercise
with (Johnson et al., 1996). For persons with lower body disabilities, there are far fewer
opportunities to exercise with a partner, and exercise may be more likely to be perceived
as a chore than as a looked-forward-to part of the day‘s activities (Ravesloot et al., 1998;
Heath & Fentem, 1997).
As mentioned above, a lot of research on virtual reality has been explored in various areas,
and some applications have already become products in the market. These products
include the software systems for virtual athletic training and competition like NetAthlon
(www.riderunrow.com/products_na.htm), game consoles such as Nintendo
(www.nintendo.com), Sony Playstation (www.sony.com), X-Box (www.xbox.com), and so
on. These solutions are not suitable for research and development because they are not
open. Herein, we try to develop a Remote Exercise and Game Architecture Language
(REGAL) to create high level immersive VEEs. These environments allow people with lower
body disabilities to exercise more often in a highly engaging activity.
The major objective of our research is an architecture of virtual exercise environment to
make exercise more enjoyable and less repetitive for people with lower body disabilities.
For this group of people, accessible exercises in real world are very limited and it is hard or
even impossible to participate in certain enjoyable exercises such as swimming, running,
skiing, cycling, football, and so on. The architecture presented in this paper is designed to
provide opportunities to practice in as many exercises as possible. Our VEE architecture has
two features to make this happen: one is that people with lower body disabilities have full
access to the VEE; the other is that our VEE can support various exercises, including the pre-
loaded exercises we designed and new exercises implemented by other developers, and
various fitness equipments.
Current Methodology and Experiments
The architecture of the software is geared towards open standards for immersive virtual
exercise environment, which has the ability to support multiple fitness machines, various
sports and displays immersive 3D graphics. The architecture can support new exercises
implemented by other developers and the new exercises can be uploaded to the
architecture and be played by the participants in the same way as our pre-loaded
exercises.
In the current architecture shown in Fig. 1, two ways are provided to create the 3D virtual
model, either from an existing game or on top of the software core, which are Open
Inventor and PhysX. This architecture also provides tracking systems to get input from the
user‘s body movement. For people with lower body disabilities, the main body movement
comes from the users‘ hands/arms and heads. Two independent tracking systems are
included to track these two movements respectively. The architecture supports exercise
equipments that have serial communication like those supported by NetAthlon via serial
ports on PC. To support arbitrary equipments more flexibly, the hand tracking system is also
connected to the equipment so that the architecture comes independent of the
exercising equipments. The rendered image is output to the stereo driver for 3D display. We
also playback 3D spatialized stereo sound for each collision to provide a more realistic
experience.
PAGE 57 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Based on the architecture, we designed a throwing game using the first option of creating
the 3D virtual model using Open Inventor and PhysX. This game was demonstrated at 2009
RESNA (Rehabilitation Engineering and Assistive Technology Society of North America). We
used the electromagnetic PCIbird tracker from Ascension Technologies Corp. for head and
the same sensor for hand tracking to simulate the change of viewport and hand
movement respectively, and a Samsung DLP HDTV to display the real time 3D graphics. The
feedback from the participants showed that they are satisfied with the natural interaction,
consistent and responsive virtual environment but they expect more, and participants with
lower body disabilities showed higher satisfaction with every aspect of the environment
than those without disabilities. (Zhang et al., 2010)
Fig. 1 REGAL architecture
We also designed a rowing demo using the second option of creating the 3D virtual model
from an existing game called FarCry. This demo also shows the support for various
equipments by using a prototype of rowing machine which has no PC communication. This
rowing demo was shown at the 2nd State of the Science Conference of Rectech 2010. The
head tracking system was the electromagnetic PCIbird tracking system from Ascension
Technologies Corp. and the hand tracking system was built based on the Nintendo Wii
remote controller and the managed library for Windows. This demo also shows our concept
of transferring fine motor control to gross motor control in playing games which provides
the game players more opportunities of exercising and having fun at the same time.
PAGE 58 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Future work
Research has shown that people are more likely to engage in a program of regular
exercise if they have partners to exercise together with. We plan to implement the virtual
environment for multiple users so that users can communicate and even compete with
either real or virtual partners. For the real partners, they can play either in the same place
or over the internet from different locations in the world. The current architecture can be
extended to run on interconnected geographically distant computers to allow remote
collaboration and multi-user participation. The networking component will be developed
to communicate between individual users.
Performance data such as speed, heart rate are usually very important to analyze the
participation and adherence of the users. Collection and analysis of performance data will
be one important component of the next version of the VEE. These performance data can
also be used to playback previous games and balance the users‘ levels when they
compete with each other over the internet.
A gesture library is also desirable for supporting various exercises such as skiing, walking and
cycling. This library will provide individual components to recognize the typical gestures for
different exercises so that they can be supported without making any change to the
architecture.
Conclusions
This paper gives a brief description of our current research on an architecture of virtual
exercise environment which helps people with lower body disabilities promote their life
style. The architecture provides the capability to create more enjoyable and engaging
virtual exercise environment for people with lower body disabilities. Two proof-of-concept
experiments were conducted to get the users‘ feedback and to evaluate the quality of
the architecture. The multiple-user mode, the performance database and the gesture
library will be added to the architecture in the next step.
References
Blair, S. N., Kohl, H. W., Paffenbarger, R. S., Clark, D. G., Cooper, K. H. & Gibbons, L. W. (1989)
Physical fitness and all-cause mortality. A prospective study of healthy men and
women. Journal of the American Medical Association, 262, 2394–2401.
Byrne, A. & Byrne, D. G. (1993) The effect of exercise on depression, anxiety, and other
mood states: A review. Journal of Psychosomatic Research, 37, 565–574.
Gauvin, L. & Spence, J. C. (1995) Psychological research on exercise and fitness: current
research trends and future challenges. The Sport Psychologist, 9, 434–448.
Heath, G. W. & Fentem, P. H. (1997) Physical activity among persons with disabilities -- A
public health perspective. Exercise and Sport Sciences Reviews, 25, 195-234.
Humpel, N., Owen, N. & Leslie, E. (2002) Environmental factors associated with adults'
participation in physical activity: A review. American Journal of Preventive Medicine,
22(3), 188-199.
PAGE 59 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Johnson, D. A., Rushton, S. & Shaw, J. (1996) Virtual reality enriched environments, physical
exercise and neuropsychological rehabilitation. The 1st European Conference on
Disability, Virtual Reality and Associated Technologies, Maidenhead, UK
Kampert, J. B., Blair, S. N., Barlow, C. E. & Kohl, H. W. (1996) Physical activity, physical fitness,
and all-cause and cancer mortality: a prospective study of men and women. Annual
Epidemiology, 6, 452–457.
Ravesloot, C., Seekins, T. & Young, Q. R. (1998) Health promotion for people with chronic
illness and physical disabilities: The connection between health psychology and
disability prevention. Health Psychology, 5, 76-85.
Zhang, S., Banerjee, P. P. & Luciano, C. (2010) Virtual exercise environment for promoting
active lifestyle for people with lower body disabilities. Networking, Sensing and Control
(ICNSC), 2010 International Conference on. 80-84
About the Authors
Shaojie Zhang is currently a Ph.D. student in the Department of
Computer Science in the University of Illinois at Chicago. She earned
her B.S. and M.S. degrees in Computer Science and Technology from
Tsinghua University (China) in 2005 and 2007 respectively. Her currently
research interests are virtual reality, virtual exercise environment and
accessibility for people with disabilities.
P. Pat Banerjee received his B.Tech from Indian Institute of Technology
and his Ph.D. in Industrial Eng. from Purdue University. He is currently a
Professor in the Departments of MIE, Computer Science, and
Bioengineering at UIC, and a visiting faculty in the Department of Surgery
at University of Chicago. He is an Associate Editor of IEEE Transactions for
Information Technology in Biomedicine, and is a Fellow of ASME. His
current research interests include virtual reality and haptic applications.
Cristian J. Luciano received his B.S. in Computer Science from the
Universidad Tecnológica Nacional (Argentina), his M.S. in Industrial
Engineering, his M.S. in Computer Science, and his Ph.D. in Industrial
Engineering and Operations Research from the University of Illinois at
Chicago (UIC). He is currently a Research Assistant Professor in the
Department of Mechanical and Industrial Engineering at UIC. His
research interests are virtual and augmented reality, haptics, scientific
visualization, and medical simulation.
PAGE 60 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Accessible Electronic Health Records:
Developing a Research Agenda
Andrew Sears Vicki Hanson
Information Systems Department School of Computing
UMBC University of Dundee
[email protected] [email protected]
Abstract An NSF-sponsored workshop, convened in October 2010, addressed the question of a
research agenda that would lead to accessible electronic health records. The highest
priority identified research areas included addressing the challenges people experience as
a result of temporary disabilities; understanding and addressing the issues faced by older
adults; investigating the efficacy of personalization technologies for improving accessibility;
documenting the current state-of-the-art with regard to the accessibility of existing
electronic health records; and carefully documenting the potential benefits of accessible
electronic health records for various audiences and with regard to potential improvements
in one‘s health.
Introduction Electronic solutions for storing, retrieving, sharing, and analyzing health related information
are being deployed rapidly. Solutions may be designed for healthcare professionals or
consumers. As a result, people may access the records infrequently or frequently, they may
access a single record repeatedly (i.e., consumers reviewing their record) or many different
records occasionally (i.e., providers preparing to meet with patients), or they may need to
compare information across records (i.e., researchers looking for patterns). Individuals may
enter or update information, or they may simply access the information which is likely to
include a combination of text and graphics. Security must be maintained, collaboration
should be supported, and privacy must be ensured. While solutions are being proposed,
the accessibility of electronic health records has not been adequately addressed.
Accessibility of electronic health records is a significant concern since all individuals,
including those with disabilities, should be able to access this information. While there has
been significant research on accessibility in the context of information technologies, there
has been limited attention focused specifically on accessibility in the context of electronic
health records. Careful consideration of the needs of individuals with disabilities, combined
with existing accessibility solutions, can address many of the difficulties that may be
experienced. Specific examples of solutions which may prove useful include the use of
keyboard navigation as an alternative for individuals with visual impairments who find
traditional pointing devices difficult to use, high-contrast displays and the use of larger fonts
for individuals with certain visual impairments, textual descriptions of images for individuals
who blind, captioning of videos for individuals with hearing impairments, simplified text for
PAGE 61 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
individuals with cognitive impairments, and supporting alternative input devices for
individuals with physical disabilities.
An NSF-sponsored workshop was held in the days preceding the ASSETS 2010 conference,
with participants from both the US and the UK. The workshop was organized by Andrew
Sears of UMBC and Vicki Hanson of the University of Dundee. Participants included
academic researchers, representatives of non-profit organizations, and government
agencies. They had expertise in accessibility and healthcare including experience with
electronic health records. The purpose was to discuss issues and challenges associated
with ensuring that future electronic solutions for storing, retrieving, sharing, and analyzing
health related information are accessible to the widest possible segment of the population.
The goal of this specific meeting was to identify critical issues that need to be addressed by
the research community if accessibility is to be effectively addressed in the context of
electronic health records. Through the outcomes of this meeting, further goals were to:
educate accessibility researchers with regard to the concerns and needs of the
healthcare community;
educate the healthcare community with regard to issues, challenges, and existing
solutions with regard to making relevant information accessible to individuals with
disabilities.
Process This one and one-half day event began with a brief review of the agenda and goals for
the event. This was followed by brief introductions, allowing individuals to identify
themselves, their affiliations, and their research interests. Next, there were a series of brief
presentations designed to ground the subsequent conversation. Presentations were from:
Eileen Elias of JBS International discussed policy-related issues associated with
accessibility and electronic health records;
Raja Kushalnagar of the Rochester Institute of Technology discussed legal issues;
David Baquis of the US Access Board talked about accessibility and electronic health
records;
Sharon Laskowski and Lana Lowry of the US National Institute of Standards and
Technology focused on implementation and standards-related issues.
These presentations were followed by a breakout session during which two groups talked
about critical user groups that should be given consideration as accessibility is discussed as
well as policy-related issues that the groups felt would be particularly important if the goal
of ensuring that electronic health records are accessible is to be achieved.
The second day began with another series of four presentations:
Jeffrey Bigham of the University of Rochester discussed issues that affect individuals with
visual impairments;
Juan Pablo Hourcade of the University of Iowa talked about older adults and electronic
health records;
Dean Karavite of Children‘s Hospital of Philadelphia talked about implementation issues
within a hospital environment;
PAGE 62 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Debbie Somers of eHealth Insight also focused on implementation-related issues.
These presentations lead directly into a group discussion of issues that need to be
addressed through research which lead naturally into a conversation that focused on
prioritizing the research topics that were identified.
Outcomes The initial discussions reaffirmed the diversity of users in terms of their backgrounds, roles,
and priorities including clinicians and administrative personnel as well as the patients, their
families, and their caregivers. It was also recognized that electronic health records affect
many different types of organizations. There was significant discussion regarding policies
and laws which could affect efforts to ensure that electronic health records are accessible.
The group also discussed the relationship between usability and accessibility as well as the
goal of ensuring that electronic health records are accessible to everyone regardless of
whether they have legally-defined disability or not. This same discussion explored the
motivation of organizations to address, or to not address, accessibility in the context of
such records. The final topic explored was the concept of disabilities, with the group
adopting the perspective that the context for disabilities can be permanent (e.g., an
individual may be blind) or temporary (e.g., and individual with a broken arm may have a
cast that limits movement), and can also be associated with the environment (e.g.,
working in a noisy environment or a room with poor lighting) or the activities in which an
individual is engaged (e.g., stressful occupations).
While these initial considerations were useful, and framed the discussions that followed, the
primary goal for the workshop was to identify issues that the group felt needed to be
addressed through additional research. Many issues were discussed. While the group
agreed that more research was needed to address all of the issues that had been
identified, by the end of the workshop a short list of the highest priority areas for research
was created; an additional list of important issues that should be addressed through
research was also generated.
The most significant issues, from the perspective of the workshop attendees, include
addressing the challenges individuals experience as a result of temporary disabilities (while
many solutions will address both permanent and temporary disabilities, the group felt it was
not only important to consider chronic disabilities but also to understand accessibility and
usability from the standpoint of a person with a temporary disability since this individual
may not normally require accessible technologies and thus may be using these
technologies for the first time); understanding and addressing the issues faced by older
adults; investigating the efficacy of personalization technologies for improving accessibility;
documenting the current state-of-the-art with regard to the accessibility of existing
electronic health records; and carefully documenting the potential benefits of accessible
electronic health records for various audiences and with regard to potential improvements
in one‘s health.
The second group of issues, which were also viewed as being important but were given a
lower priority than those issues identified above, included addressing accessibility for
individual having multiple disabilities; understanding and more effectively supporting
collaborative and social aspects of electronic health records (e.g., ensuring that
PAGE 63 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
technology does not hinder caregiver-patient interactions); and ensuring accessibility as
we transition from paper archives to electronic records.
In addition to these two lists of high-priority research foci, the group discussed many other
topics that were considered to be in need of additional attention by the research
community. While personalization was a high priority topic, other forms of adaptation were
also considered important, including one-time adaptation based on an individual‘s abilities
and adaptation as an individual‘s abilities change over time (e.g., the challenges
experienced due to Multiple Sclerosis may vary throughout the day). Input solutions
continue to be inadequate for many individuals with disabilities, especially those with
dexterity impairments. There was significant interest in the idea of reducing the need for
expensive third-party solutions by building accessibility solutions into off-the-shelf products
(e.g., iPhone) or through the use of open source solutions.
It was recognized that additional work is needed to develop effective arguments as to why
organizations developing electronic health records should seek to ensure that their systems
are accessible. It also was acknowledged that more accessible solutions are not always
the most successful in the marketplace. The relatively poor record of successful adoption of
accessibility solutions needs to be studied with the goal of understanding the various
factors that must be addressed if adoption rates are to be increased.
Privacy and security were both considered major barriers to the success of accessible
electronic health records. While usable security has received attention, accessible security
has received significantly less attention. Participants also discussed opportunities to
leverage both cloud computing as a way to deliver accessibility solutions as well as
crowdsourcing as a tool for supporting accessibility. It was recognized that accessibility
involves ensuring that individuals with a variety of disabilities can access all forms of
information. While significant quantities of information may be stored as text, research also
needs to explore the issues involved in making images and auditory information accessible
to all users regardless of their disabilities.
As part of these efforts, and many others, it was stressed that individuals with disabilities
must be integrated into the research projects identified throughout the workshop. Ideally,
this would not just be as participants in studies seeking to evaluate solutions, but also as
members of the research team throughout the entire project.
Participants David Baquis, US Access Board
Jeffrey Bigham, University of Rochester
Eileen Elias, JBS International
Larry Goldberg, WGBH National Center for Accessible Media
Vicki Hanson, University of Dundee
Juan Pablo Hourcade, University of Iowa
Faustina Hwang, University of Reading
Dean Karavite, Children‘s Hospital of Philadelphia
Raja Kushalnagar, Rochester Institute of Technology
Sharon Laskowski, National Institute of Standards and Technology
Lana Lowry, National Institute of Standards and Technology
Aqueasha Martin, Clemson University
Bambang Parmanto, University of Pittsburgh
PAGE 64 SIGACCESS NEWSLETTER, ISSUE 99, JAN 2011
Michelle Rogers, Drexel University
Andrew Sears, UMBC
Katie Siek, University of Colorado at Boulder
Debbie Somers, eHealth Insight
About the authors
Andrew Sears is the Constellation Professor of Information Technology
and Engineering and a Professor and Chair of the Information Systems
Department at UMBC. Dr. Sears‘ research explores issues related to
human-centered computing and accessibility. Some of his research
projects have addressed issues associated with mobile computing,
health information technologies, speech recognition, managing
interruptions while working with information technologies, and
assessing an individual's cognitive status via normal daily interactions
with information technologies. Dr. Sears‘ research activities have been
supported by various companies, government agencies, and
foundations including IBM, Intel, Microsoft, Motorola, NSF, NIDRR, NIST, and the Verizon
Foundation. He is an Editor-in-Chief of the ACM Transactions on Accessible Computing and
serves on the editorial boards of several additional journals including the European Journal
of Information Systems, the International Journal of Human-Computer Studies, and
Universal Access in the Information Society. He served as Conference and Technical
Program Co-Chair of the ACM Conference on Human Factors in Computing Systems (CHI
2001) and both General Chair and Program Chair for the ACM SIGACCESS Conference on
Computers and Accessibility (ASSETS 2005 and ASSETS 2004). Dr. Sears currently serves as
the Chair of the ACM Special Interest Group on Accessible Computing. He earned his BS in
Computer Science from Rensselaer Polytechnic Institute and his Ph.D. in Computer Science
with an emphasis on Human-Computer Interaction from the University of Maryland –
College Park.
Vicki Hanson is Professor of Inclusive Technologies at the University of
Dundee, and Research Staff Member Emeritus from IBM Research.
She has been working on issues of inclusion for older and disabled
people throughout her career, first as a Postdoctoral Fellow at the
Salk Institute for Biological Studies. She joined the IBM Research
Division in 1986 where she founded and managed the Accessibility
Research group. Her primary research areas are human-computer
interaction, ageing, and cognition. Applications she has created
have received multiple awards from organizations representing older and disabled users.
She is Past Chair of ACM's Special Interest Group on Accessible Computing (SIGACCESS)
and is the founder and co-Editor-in-Chief of ACM Transactions on Accessible
Computing. Prof Hanson is a Fellow of the British Computer Society and was named ACM
Fellow in 2004 for contributions to computing technologies for people with disabilities. In
2008, she received the ACM SIGCHI Social Impact Award for the application of HCI
research to pressing social needs. She currently is Chair of the ACM SIG Governing Board
and is the holder of a Royal Society Wolfson Merit Award.