scholarly journals A Influência de Mídias Multissensoriais na Aprendizagem de Crianças com Dislexia

2021 ◽  
Author(s):  
Ellen Paixão Silva ◽  
Glauco Amorim ◽  
Joel dos Santos
Keyword(s):  
Working Memory ◽  
Text Comprehension ◽  
Reading Speed ◽  
Reading Motivation ◽  
Reading Performance ◽  
Multimedia Applications ◽  
Experimental Results ◽  
Multimedia Content ◽  
Eye Tracker ◽  
Light Effects

Studies published in the literature indicate that the use of multimedia content improves the reading performance of students with dyslexia. However, most multimedia applications use only two of the five human senses. MBook, a multisensory book developed for this work, uses an eye tracker to synchronize wind, smell, sounds, and light effects to the text being read. It was based on the hypothesis that a multisensory reading could reduce the overload in working memory, thus improving comprehension. Experimental results point to a gain in text comprehension and an increase in reading speed by the student with dyslexia when multisensory media were used. Also, the use of the tool pointed to an increase in reading motivation.

Does Inverting Text Improve Reading Performance in Homonymous Hemianopes?

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 77-77
Author(s):  
M R Baker ◽  
J Henderson ◽  
A Hill
Keyword(s):  
Eye Movements ◽  
Low Vision ◽  
Reading Speed ◽  
Leading Edge ◽  
Visual Field Loss ◽  
Reading Performance ◽  
Sensory Level ◽  
Eye Tracker ◽  
Cognitive Component ◽  
The Right

Anecdotal information from rehabilitation practice of reading performance and low-vision practice suggests that where right homonymous parafoveal field loss impairs reading at the visual-sensory level, an improvement in reading speed can be achieved by inverting the text. This is because whilst left-field loss is considered to impair return eye movements to the beginning of a line, right-field loss is considered to reduce the spatial size of the perceptual window and increase its temporal extent by prolonging fixations times, reducing the amplitudes of saccades to the right, and introducing frequent regressive saccades. Inverting the text was thought to reverse these effects as the leading edge of the perceptual window is ‘returned’ to the sighted field so that in-line saccades can be visually guided. Here we report that this does not appear to be the case. In our study we measured the eye movements of patients with right homonymous hemianopia and others with peripheral loss due to retinitis pigmentosa as well as normal controls using an infrared video eye-tracker. All groups display a similar proportional prolongation of fixations times, reduction of saccadic amplitude, and proportion of regressive saccades when asked to read inverted text, which suggests a cognitive component of impairment independent of visual field loss in right homonymous hemianopes.

scholarly journals Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

2021 ◽  
Author(s):  
Ivar Bråten ◽  
Natalia Latini ◽  
Ymkje E. Haverkamp
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Prior Knowledge ◽  
Text Comprehension ◽  
Reading Motivation ◽  
Analytic Approach ◽  
Behavioral Engagement ◽  
Written Responses ◽  
Educational Implications ◽  
Intrinsic Reading Motivation

AbstractUsing a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown

2018 ◽  
Vol 17 (2) ◽  
pp. 333-365 ◽  
Author(s):  
Suzanne Luger
Keyword(s):  
Text Comprehension ◽  
Eye Tracker ◽  
Translation Process ◽  
Morphological Knowledge ◽  
Dutch Translation ◽  
Stimulated Recall ◽  
Problem Solving Strategies ◽  
Stimulated Recall Interviews

Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.

Immersive reading in virtual and augmented reality environment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pei-Luen Patrick Rau ◽  
Jian Zheng ◽  
Zhi Guo
Keyword(s):  
Augmented Reality ◽  
Liquid Crystal Display ◽  
Reading Speed ◽  
Reading Performance ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Head Mounted Displays ◽  
Virtual And Augmented Reality ◽  
Display Quality ◽  
Speed And Accuracy

Purpose This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment. Design/methodology/approach In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality. Findings Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task. Originality/value The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.

EMMO

2008 ◽  
pp. 364-389
Author(s):  
U. Westermann ◽  
Sonja Zillner ◽  
Karin Schellner ◽  
Wolfgang Klas
Keyword(s):  
Multimedia Applications ◽  
Multimedia Application ◽  
Multimedia Content ◽  
Semantic Description ◽  
Practical Applications ◽  
Modeling Formalism ◽  
Content Modeling ◽  
Distributed Infrastructure

Current semantic approaches to multimedia content modeling treat the content’s media, the semantic description of the content, and the functionality performed on the content, such as rendering, as separate entities, usually kept on separate servers in separate files or databases and typically under the control of different authorities. This separation of content from its description and functionality hinders the exchange and sharing of content in collaborative multimedia application scenarios. In this chapter, we propose Enhanced Multimedia MetaObjects (Emmos) as a new content modeling formalism that combines multimedia content with its description and functionality. Emmos can be serialized and exchanged in their entirety — covering media, description, and functionality — and are versionable, thereby establishing a suitable foundation for collaborative multimedia applications. We outline a distributed infrastructure for Emmo management and illustrate the benefits and usefulness of Emmos and this infrastructure by means of two practical applications.

On the Use of Web Services in Content Adaptation

2011 ◽  
pp. 2099-2114
Author(s):  
Khalil El-Khatib ◽  
Gregor V. Bochmann ◽  
Abdulmotaleb El Saddik
Keyword(s):  
Web Services ◽  
Network Connectivity ◽  
Multimedia Applications ◽  
Multimedia Content ◽  
The Internet ◽  
Content Adaptation ◽  
Core Component ◽  
Multimedia Streams ◽  
To Come ◽  
A Chain

The tremendous growth of the Internet has introduced a number of interoperability problems for distributed multimedia applications. These problems are related to the heterogeneity of client devices, network connectivity, content formats, and user’s preferences. The challenge is even bigger for multimedia content providers who are faced with the dilemma of finding the combination of different variants of a content to create, store, and send to their subscribers that maximize their satisfaction and hence entice them to come back. In this chapter, the authors will present a framework for trans-coding multimedia streams using an orchestration of Webservices. The framework takes into consideration the profile of communicating devices, network connectivity, exchanged content formats, context description, users’ preferences, and available adaptation services to find a chain of adaptation services that should be applied to the content to make it more satisfactory to clients. The framework was implemented as a core component for an architecture that supports personal and service mobility.

Management of Multimedia Semantics Using MPEG-7

2011 ◽  
pp. 182-192
Author(s):  
Uma Srinivasan ◽  
Ajay Divakaran
Keyword(s):  
Multimedia Applications ◽  
Point Of View ◽  
Multimedia Content ◽  
Content Description ◽  
Multimedia Semantics ◽  
Pros And Cons ◽  
Content Semantics

This chapter presents the ISO/IEC MPEG-7 Multimedia Content description Interface Standard from the point of view of managing semantics in the context of multimedia applications. We describe the organisation and structure of the MPEG-7 Multimedia Description schemes which are metadata structures for describing and annotating multimedia content at several levels of granularity and abstraction. As we look at MPEG-7 semantic descriptions, we realise they provide a rich framework for static descriptions of content semantics. As content semantics evolves with interaction, the human user will have to compensate for the absence of detailed semantics that cannot be specified in advance. We explore the practical aspects of using these descriptions in the context of different applications and present some pros and cons from the point of view of managing multimedia semantics.

scholarly journals Reconciling print-size and display-size constraints on reading

2020 ◽  
Vol 117 (48) ◽  
pp. 30276-30284
Author(s):  
Nilsu Atilgan ◽  
Ying-Zi Xiong ◽  
Gordon E. Legge
Keyword(s):  
Display Size ◽  
Low Vision ◽  
Reading Speed ◽  
Reading Performance ◽  
Unified Framework ◽  
Size Constraints ◽  
Minimum Number ◽  
Dual Constraints ◽  
Digital Formats ◽  
Print Size

Two fundamental constraints limit the number of characters in text that can be displayed at one time—print size and display size. These dual constraints conflict in two important situations—when people with normal vision read text on small digital displays, and when people with low vision read magnified text. Here, we describe a unified framework for evaluating the joint impact of these constraints on reading performance. We measured reading speed as a function of print size for three digital formats (laptop, tablet, and cellphone) for 30 normally sighted and 10 low-vision participants. Our results showed that a minimum number of characters per line is required to achieve a criterion of 80% of maximum reading speed: 13 characters for normally sighted and eight characters for low-vision readers. This critical number of characters is nearly constant across font and display format. Possible reasons for this required number of characters are discussed. Combining these character count constraints with the requirements for adequate print size reveals that an individual’s use of a small digital display or the need for magnified print can shrink or entirely eliminate the range of print size necessary for achieving maximum reading speed.

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