scholarly journals Designing Internet of Tangible Things for Children with Hearing Impairment

Information ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Sandra Cano ◽  
Victor Peñeñory ◽  
César A. Collazos ◽  
Sergio Albiol-Pérez
Keyword(s):  
Hearing Impairment ◽  
User Interfaces ◽  
Physical Environment ◽  
Tangible Interaction ◽  
Digital Information ◽  
Tangible User Interfaces ◽  
Social Emotional ◽  
Emotional Skills ◽  
The Social

Tangible User Interfaces (TUIs) are a new, non-traditional way to interact with digital information using a physical environment. Therefore, TUIs connect a physical set of objects that can be explored and manipulated. TUI can be interconnected over the Internet, using Internet of Things (IoT) technology to monitor a child’s activities in real-time. Internet of Tangible Things (IoTT) is defined as a tangible interaction applied to IoT. This article describes four case studies that apply IoTT to children with cochlear implants and children whose communication is sign language. For each case study, a discussion is presented, discussing how IoTT can help the child development in skills such as: social, emotional, psychomotor, cognitive, and visual. It was found that IoTT works best when it includes the social component in children with hearing impairment, because it helps them to communicate with each other and build social-emotional skills.

scholarly journals Grasping gestures: Gesturing with physical artifacts

2011 ◽  
Vol 25 (3) ◽  
pp. 255-271 ◽  
Author(s):  
Elise van den Hoven ◽  
Ali Mazalek
Keyword(s):  
User Interfaces ◽  
Interaction Design ◽  
Design Space ◽  
Tangible Interaction ◽  
Digital Information ◽  
Gesture Interaction ◽  
Touch Interaction ◽  
The Social ◽  
Physical Objects ◽  
Made In

AbstractGestures play an important role in communication. They support the listener, who is trying to understand the speaker. However, they also support the speaker by facilitating the conceptualization and verbalization of messages and reducing cognitive load. Gestures thus play an important role in collaboration and also in problem-solving tasks. In human–computer interaction, gestures are also used to facilitate communication with digital applications, because their expressive nature can enable less constraining and more intuitive digital interactions than conventional user interfaces. Although gesture research in the social sciences typically considers empty-handed gestures, digital gesture interactions often make use of hand-held objects or touch surfaces to capture gestures that would be difficult to track in free space. In most cases, the physical objects used to make these gestures serve primarily as a means of sensing or input. In contrast, tangible interaction makes use of physical objects as embodiments of digital information. The physical objects in a tangible interface thus serve as representations as well as controls for the digital information they are associated with. Building on this concept, gesture interaction has the potential to make use of the physical properties of hand-held objects to enhance or change the functionality of the gestures made. In this paper, we look at the design opportunities that arise at the intersection of gesture and tangible interaction. We believe that gesturing while holding physical artifacts opens up a new interaction design space for collaborative digital applications that is largely unexplored. We provide a survey of gesture interaction work as it relates to tangible and touch interaction. Based on this survey, we define the design space of tangible gesture interaction as the use of physical devices for facilitating, supporting, enhancing, or tracking gestures people make for digital interaction purposes, and outline the design opportunities in this space.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

scholarly journals Tangible interaction on tabletop, an illustrated federating framework

2017 ◽  
Vol Volume 5, Number 1 (Research articles) ◽  
Author(s):  
Sophie Lepreux ◽  
Julien Castet ◽  
Nadine Couture ◽  
Emmanuel Dubois ◽  
Christophe Kolski ◽  
...  
Keyword(s):  
User Interfaces ◽  
Point Of View ◽  
Tangible Interaction ◽  
Tangible User Interfaces ◽  
Complex Part ◽  
The Everyday ◽  
Tangible Object ◽  
International Audience ◽  
Coffee Table ◽  
The One

International audience Since many years, the Human-Computer Interaction community is interested in the tangible user interfaces (TUI). A part of these TUI focuses on the interaction performed with one or several objects. The domain is in extension by the development of contactless objects (using NFC, RFID technology, etc.). In the system, tangible objects could represent data, action, or complex part. Interaction on a table, which is a common furniture in the everyday life and used in multiple activities (desktop, coffee table, kitchen table, etc.), opens a new way for the research and development in HCI. This article proposes to use a framework, previously proposed in a conjunct article, to characterize applications supported by the couple <interactive tabletop, tangible object>. These applications aim at supporting complex business tasks; they are described from a technological point of view on the one hand, and from an applicative point of view on the other hand. These applications show the benefit brought by the couple <interactive tabletop, tangible object> to the interaction and they are immersed in the framework. The framework shows with these instantiations that it is generic and supports such descriptions. Depuis plusieurs années, les interfaces tangibles impliquant des interactions réalisées via un ou plusieurs objets prennent une importance grandissante en interaction homme-machine. Ce domaine est en extension grâce au développement d'objets exploitant des technologies sans contact (NFC, RFID, etc.). L'objet tangible représente un sujet ou une action ; cet objet agit sur le système, telle une action sur une interface « classique ». L'interaction sur table, c'est-à-dire sur un meuble présent dans la vie courante et utilisé à diverses fins (bureau, table à manger, table de salon, table bar, etc.), ouvre un champ nouveau de recherche et de développement. Nous proposons d'illustrer un cadre proposé dans un article conjoint, en positionnant des applications mettant en oeuvre le couple <table, objet tangible>. Plusieurs applications, visant à supporter chacune une tâche métier complexe, sont décrites à la fois d'un point de vue technologique et d'un point de vue applicatif. Ces applications montrent les apports de l'association <table, objet tangible> à l'interaction et sont caractérisées selon les dimensions du cadre de conception présenté dans un article conjoint, montrant ainsi la généricité et le pouvoir descriptif du cadre proposé.

scholarly journals Traditional Mosque Architecture: Portrayal of society sociology

2021 ◽  
Vol 6 (17) ◽  
pp. 205-214
Author(s):  
Ilyana Sujak ◽  
Ida Marlina Mazlan ◽  
Nor Syawallina Azman ◽  
Nur Ulfah Awatif Umairah Alias
Keyword(s):  
Open Access ◽  
Peer Review ◽  
Physical Environment ◽  
Publishing House ◽  
Case Study Method ◽  
The Social ◽  
International Publishing ◽  
Open Access Article ◽  
Design And Construction

Mosque architecture built to reflect the physical environment in which Muslim society manifest their beliefs and behaviours. This research attempts to discover the portrayal of society sociology in traditional mosque architecture. It analyses the social beliefs and behaviours manifestation in the design and construction of the traditional mosque. The case study method is applied, consisting of on-site building measurement, on-site observation, and interview with expert informants on the old Kampung Tuan Mosque. The findings from this research conclude a significant portrayal of society sociology found in the aspect of design and construction of the mosque. Keywords: Architecture, Traditional Mosque, Society, Sociology eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i17.2804

scholarly journals “My BEST friends, the books”

2019 ◽  
Vol 12 (2) ◽  
pp. 151-163
Author(s):  
Κaterina Dermata
Keyword(s):  
Picture Books ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Multimodal Texts ◽  
Content Type ◽  
Emotional Skills ◽  
Young Readers ◽  
Best Friends ◽  
The Social ◽  
Literary Characters

Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase. Findings The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely. Originality/value Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.

scholarly journals The Concept of Drama in Vygotsky’s Theory: Application in Research

2016 ◽  
Vol 12 (3) ◽  
pp. 189-207 ◽  
Author(s):  
O.V. Rubtsova ◽  
H. Daniels
Keyword(s):  
Social Situation ◽  
Scientific School ◽  
Social Emotional ◽  
Genetic Method ◽  
Behavioural Difficulties ◽  
The Social ◽  
Theory Application ◽  
Conducting Research ◽  
The Uk

The article focuses on some aspects of L.S. Vygotsky’s early works, which are interpreted as the under- lying basis of the cultural-historical theory and might be applied while conducting research in the framework of this scientific school. The concepts of “drama”, “pereghivanie” and “reflective communication” as well as their role in applying experimental-genetic method in research are analysed. Results of a research project “Drama and exclusion”, conducted in the UK in 2014—2015 on the basis of two arts-based organisations working with young people with various kinds of social, emotional and behavioural difficulties, are discussed. A case-study with a group of children at risk of school exclusion is given as an example of applying a “dramatic event” as a cultural tool for reorganising the social situation of development.

Sign in / Sign up

Export Citation Format

Share Document