Improving Accessibility for Dyslexic Impairments using Augmented Reality

Gupta, Tushar; Sisodia, Mudita; Fazulbhoy, Schezeen; Raju, Mitali; Agrawal, Supriya

doi:10.1109/iccci.2019.8822152

Cited by 15 publications

(8 citation statements)

References 3 publications

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“…AR studies point towards its high significance in the 21 st century for learners with disabilities (Kellems et al, 2020), with related technology enabling teachers to succeed in satisfying the requirements of students with disabilities by allowing them to experience the real world combined with the virtual one, all the while linking it with reality (Karamanoli & Tsinakos, 2017). Nevertheless, research focused on the use of AR interventions for students with disabilities has yet to be extensively conducted as evidenced by the recommendations of Gupta et al (2019) and Kellems et al (2020). Among the studies that examined intellectually challenged elementary students using AR for teaching fundamental matching skills successfully was carried out by Richard et al (2007), while Smith et al (2016) used AR to examine teaching navigation skills to students with the same disabilities.…”

Section: Augmented Reality (Ar) In the Learning Environmentmentioning

confidence: 99%

Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

Alqarni

2021

JBSE

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This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students' attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. Keywords: augmented reality, attitudes towards science, learning disabilities, learning outcomes

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Section: Augmented Reality (Ar) In the Learning Environmentmentioning

confidence: 99%

Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

Alqarni

2021

JBSE

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“…In terms of metrics collected during application testing, researchers in [ 51 ] measured performance metrics such as reading speed, as well as preferences in fonts, size, text-to-background contrast ratio, line height, etc. The usability analysis conducted in [ 54 ] collected data such as task completion, number of errors, the time required to complete the task, user rating of the experience, and amount of instruction required.…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

“…Individual needs (physical and cognitive impairments) should be taken into account when designing systems for stroke rehabilitation, which is highlighted in [ 57 ] as one of the criteria for designing systems for stroke survivors. In addition, the research described in [ 51 ] has shown that there is no universal solution in terms of font types, sizes, spacing, and contrast for people with dyslexia. Therefore, personalization at the individual level is very important to improve both accessibility and user experience.…”

Section: Discussion and Future Workmentioning

confidence: 99%

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

Žilak

Car

Čuljak

2022

Sensors

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Mobile applications on smartphones and tablets have become part of our everyday lives. The number of augmented reality (AR) technology applications is also increasing. Augmented reality has proven to be effective in various areas of human life, from education, marketing, and training to navigation. All people have the right to access information and use available technologies, but not everyone has the same opportunities. To contribute to the digital inclusion of people who are often disadvantaged in this regard, we should think about the accessibility of digital technologies, including mobile augmented reality (MAR). The specificity of MAR is a new way of human–computer interaction compared to traditional mobile solutions. The objective of this review paper is to analyze the handheld AR solutions developed for people with different disabilities to identify accessibility challenges related to interaction when performing different tasks in AR. It also explores and presents accessibility features and other accessibility best practices, as well as potential future research directions related to the personalization and customization of such solutions for individuals. The results of this literature review can contribute to the creation of accessibility guidelines in the field of handheld AR and encourage the development of accessible AR solutions that can benefit not only people with disabilities but also people without disabilities.

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“…Furthermore, the majority of the studies that included a specific group of people with cognitive disabilities explored web accessibility issues for people with dyslexia [ 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 ]. Not surprisingly, these studies all explored elements of text-based webpages or web applications and highlighted a need for more graphical and/or visual presentation of online information.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 45 studies reviewed, 31 directly investigated websites, web applications, or web-based tools that support web accessibility for PwCDs. Many studies, 14 to be exact, either developed novel tools through the study or explored the use of novel tools created by the authors [ 31 , 38 , 40 , 41 , 47 , 50 , 51 , 58 , 60 , 62 , 63 , 64 , 65 , 66 ]. Additionally, 17 studies [ 30 , 32 , 33 , 34 , 35 , 36 , 42 , 45 , 49 , 53 , 55 , 56 , 57 , 62 , 67 , 68 , 69 ] investigated the potential for existing apps or web-based tools to support web accessibility for PwCDs.…”

Section: Resultsmentioning

confidence: 99%

The State of Web Accessibility for People with Cognitive Disabilities: A Rapid Evidence Assessment

Gartland

Flynn

Carneiro

et al. 2022

Behavioral Sciences

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Increased digitisation of day-to-day activities was occurring prior to the COVID-19 pandemic. The pandemic only accelerated the virtual shift, making web accessibility an urgent issue, especially for marginalised populations. Despite decades of work to develop, refine, and implement web accessibility standards, people with cognitive disabilities regularly experience many barriers to web accessibility. To inform ongoing work to improve web accessibility for people with cognitive disabilities, a systematic review was conducted. The main question guiding this review is: what are the state-of-the-art of interventions that support web accessibility for citizens, 9 years of age and up, living with cognitive impairment? A set of 50 search strings were entered into three academic databases: SCOPUS, ProQuest, and Web of Science. Systematic screening procedures narrowed the search returns to a total of 45 included papers. A data analysis revealed themes associated with the lived experiences of people with cognitive disabilities, tools for improving web accessibility, and methodological best practices for involving people with cognitive disabilities in research. These findings have immediate implications for ongoing research and the development of meaningful solutions to the problem of web accessibility for people with cognitive disabilities.

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Improving Accessibility for Dyslexic Impairments using Augmented Reality

Cited by 15 publications

References 3 publications

Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

A Systematic Literature Review of Handheld Augmented Reality Solutions for People with Disabilities

The State of Web Accessibility for People with Cognitive Disabilities: A Rapid Evidence Assessment

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