A Mind Map for Brainstorming Sessions with Blind and Sighted Persons

Schnelle-Walka, Dirk; Alavi, Ali; Ostie, Patrick; Mühlhäuser, Max; Kunz, Andreas

doi:10.1007/978-3-319-08596-8_34

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…Our work is based on the evaluation results of a focus group with blind participants as described in [17]. This focus group was in favor of detecting deictic gestures which are known and considered to be the most relevant form of nonverbal communication elements.…”

Section: Design Considerationsmentioning

confidence: 99%

“…Deictic gestures are cospeech pointing gestures [4], which highlight a certain artifacts on the common workspace. Thus, as stated by Schnelle-Walka et al [17], an inclusive mind map must support (i) access for the blind participants to the artifacts being displayed on the tabletop, and (ii) access to the important non-verbal communication elements. While many digital content and interactions on the tabletop (the artifact level) can already be accessed by blind people using standard screen readers together with a Braille display and/or speech output [15], nonverbal communication elements above the tabletop are almost impossible to access, if they are not reflected by the artifacts on the tabletop.…”

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

Making Tabletop Interaction Accessible for Blind Users

Kunz

Schnelle-Walka

Alavi

et al. 2014

Proceedings of the Ninth ACM International Conference on Interactive Tabletops and Surfaces

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Section: Design Considerationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Making Tabletop Interaction Accessible for Blind Users

Kunz

Schnelle-Walka

Alavi

et al. 2014

Proceedings of the Ninth ACM International Conference on Interactive Tabletops and Surfaces

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“…In [8], Mindmap-based brainstorming sessions are described to push the integration of BVIP in meetings. In [19], a Mindmap along with a LEAP sensor is described for tracking pointing gestures over an interactive horizontal surface. A prototypical system simulated gestures by sighted users and made them accessible to BVIP [16].…”

Section: State Of the Artmentioning

confidence: 99%

Pointing Gesture Based User Interaction of Tool Supported Brainstorming Meetings

Dhingra

Koutny

Günther

et al. 2020

Lecture Notes in Computer Science

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This paper presents a brainstorming tool combined with pointing gestures to improve the brainstorming meeting experience for blind and visually impaired people (BVIP). In brainstorming meetings, BVIPs are not able to participate in the conversation as well as sighted users because of the unavailability of supporting tools for understanding the explicit and implicit meaning of the non-verbal communication (NVC). Therefore, the proposed system assists BVIP in interpreting pointing gestures which play an important role in non-verbal communication. Our system will help BVIP to access the contents of a Metaplan card, a team member in the brainstorming meeting is referring to by pointing. The prototype of our system shows that targets on the screen a user is pointing at can be detected with 80% accuracy.

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“…For example, enterprises can use it for knowledge management, especially in digital form ( Lin and Faste, 2011 ). Professional workers can use it for brainstorming, communication, and planning, especially for people with impaired vision ( Schnelle-Walka et al, 2014 ). Students can use it for note-taking, brainstorming in writing and group projects, as well as reflection ( Vijayakumar, 2011 ; Tee et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

et al. 2022

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Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.

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A Mind Map for Brainstorming Sessions with Blind and Sighted Persons

Cited by 7 publications

References 7 publications

Making Tabletop Interaction Accessible for Blind Users

Making Tabletop Interaction Accessible for Blind Users

Pointing Gesture Based User Interaction of Tool Supported Brainstorming Meetings

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

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