Assisting People with Multiple Disabilities to Improve Computer Typing Efficiency through a Mouse Wheel and On-Screen Keyboard Software

2013 ◽  
Vol 462-463 ◽  
pp. 989-992
Author(s):  
Ching Hsiang Shih ◽  
Man Ling Chang ◽  
Ju Pien Huang ◽  
Yi Chieh Lin
Keyword(s):  
Multiple Disabilities ◽  
Outward Appearance ◽  
Standard Keyboard ◽  
Computer Mouse ◽  
Design Students ◽  
Conventional Computer

This study aims to find out if the two students with multiple disabilities can learn to use standard keyboard and computer mouse with the intervention of newly developed software. With built-in On-Screen Keyboard (OSK), the user can key in commands by using a standard mouse. Without changing the conventional computer mouse and outward appearance, a new mouse driver program was designed, of which the scroll wheel became a key to quickly click on OSK. With this design, students with multiple disabilities can complete the task fast and correctly by sliding the mouse wheel.

scholarly journals A Pneumatically-Actuated Mouse for Delivering Multimodal Haptic Feedback

2020 ◽  
Vol 10 (16) ◽  
pp. 5611
Author(s):  
Waseem Hassan ◽  
Hwangil Kim ◽  
Aishwari Talhan ◽  
Seokhee Jeon
Keyword(s):  
High Frequency ◽  
Static Pressure ◽  
Haptic Feedback ◽  
Impact Response ◽  
Psychophysical Experiment ◽  
Auditory Information ◽  
Haptic Information ◽  
Computer Mouse ◽  
High Frequency Vibrations ◽  
Conventional Computer

Most of the information a user obtains through a computer is visual and/or auditory. Providing synchronized haptic information in addition to visual and/or auditory information can significantly enhance user experience and perception of virtual objects. In this paper, we propose a pneumatically-controlled haptic mouse that can replace a conventional computer mouse and deliver multimodal haptic feedback using a single end-effector. The haptic mouse can deliver distinct haptic feedback, i.e., static pressure, high frequency vibrations, and impact response. It has a dual-layered silicone housing with two air chambers. The outer layer is stretchable, and when pumped with air, changes in size and delivers feedback directly to the hand. The inner layer is non-stretchable, and is used to hold the form of the haptic mouse. Various experiments were conducted to quantify the characteristics of haptic mouse. The haptic mouse can generate a static pressure of up to 0.6 Gs, vibrations up to 250 Hz, and provides a max actuation delay of 23 ms. Based on those characteristics, haptic geometry and texture rendering algorithms were developed. These algorithms were used to render virtual shapes and textures and were evaluated using a psychophysical experiment. The results show that participants were able to successfully identify the geometries and textures in most cases.

scholarly journals Optimization of the virtual mouse HeadMouse to foster its classroom use by children with physical disabilities

2013 ◽  
Vol 2 (4) ◽  
pp. 01-08 ◽  
Author(s):  
Merce Teixido ◽  
Tomás Palleja ◽  
Marcel Tresanchez ◽  
Davinia Font ◽  
Javier Moreno ◽  
...  
Keyword(s):  
Physical Disabilities ◽  
Low Cost ◽  
Head Movements ◽  
Computational Power ◽  
Computer Mouse ◽  
Image Processing Algorithms ◽  
Processing Algorithms ◽  
Virtual Mouse ◽  
Classroom Use ◽  
Conventional Computer

This paper presents the optimization of a virtual mouse called HeadMouse in order to foster its classroom use by children with physical disabilities. HeadMouse is an absolute virtual mouse that converts head movements in cursor displacement and facial gestures in click actions. The virtual mouse combines different image processing algorithms: face detection, pattern matching and optical flow in order to emulate the behaviour of a conventional computer mouse. The original implementation of HeadMouse requires large computational power and this paper proposes specific optimizations in order to enable its use by children with disabilities in standard low cost classroom computers.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Cognitive Processing of Miscommunication in Interactive Listening: An Evaluation of Listener Indecision and Cognitive Effort

2021 ◽  
pp. 1-17
Author(s):  
Jennifer M. Roche ◽  
Arkady Zgonnikov ◽  
Laura M. Morett
Keyword(s):  
Decision Making ◽  
Cognitive Processing ◽  
Language Processing ◽  
Cognitive Effort ◽  
Mouse Tracking ◽  
Computer Mouse ◽  
Decision Making Processes ◽  
Computer Mouse Tracking ◽  
Listening Task ◽  
Processing Effort

Purpose The purpose of the current study was to evaluate the social and cognitive underpinnings of miscommunication during an interactive listening task. Method An eye and computer mouse–tracking visual-world paradigm was used to investigate how a listener's cognitive effort (local and global) and decision-making processes were affected by a speaker's use of ambiguity that led to a miscommunication. Results Experiments 1 and 2 found that an environmental cue that made a miscommunication more or less salient impacted listener language processing effort (eye-tracking). Experiment 2 also indicated that listeners may develop different processing heuristics dependent upon the speaker's use of ambiguity that led to a miscommunication, exerting a significant impact on cognition and decision making. We also found that perspective-taking effort and decision-making complexity metrics (computer mouse tracking) predict language processing effort, indicating that instances of miscommunication produced cognitive consequences of indecision, thinking, and cognitive pull. Conclusion Together, these results indicate that listeners behave both reciprocally and adaptively when miscommunications occur, but the way they respond is largely dependent upon the type of ambiguity and how often it is produced by the speaker.

Passive resistance of hamstring muscles in children with severe multiple disabilities?

2000 ◽  
Vol 42 (8) ◽  
pp. 541-544 ◽  
Author(s):  
S Holt ◽  
S Baagøe ◽  
F Lillelund ◽  
S P Magnusson
Keyword(s):  
Multiple Disabilities ◽  
Passive Resistance ◽  
Hamstring Muscles

Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

Entrepreneurial Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nusa FAIN ◽  
Michel ROD ◽  
Erik BOHEMIA
Keyword(s):  
Influencing Factors ◽  
Future Study ◽  
Engineering Students ◽  
Initial Study ◽  
Longitudinal Survey ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Design Students ◽  
Commerce Students ◽  
Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

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