Increasing participation in computer activities using eye-gaze assistive technology for children with complex needs

Hsieh, Yu Hsin; Granlund, Mats; Odom, Samuel L.; Hwang, Ai-Wen; Hemmingsson, Helena

doi:10.1080/17483107.2022.2099988

Cited by 12 publications

(2 citation statements)

References 49 publications

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“…These systems track the user's eye movements using computer vision algorithms and use that data to control a computer or other device. With the help of this technology, people with motor disabilities can interact with computers and other devices using only their eyes (Hsieh et al, 2022).…”

Section: Previous Work On Computer Vision In Assistive Technologies F...mentioning

confidence: 99%

Exploring the use of computer vision in assistive technologies for individuals with disabilities: A review

Sahoo,

Choudhury

2024

10.5267/j.jfs

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A wide range of obstacles faced by people with disabilities, such as visual impairment, motor disability, and communication difficulties, have shown significant promise for being addressed by computer vision. The state-of-the-art in computer vision-based assistive technology is examined in this report along with major future research topics and obstacles. In particular, this study explores how computer vision can be used for object recognition, navigation, facial recognition, sign language interpretation, and gesture-based control interfaces. It also discusses the benefits and drawbacks of various methodologies and technologies and offers examples of how computer vision can be incorporated into current assistive technologies to boost their efficacy. The ethical and privacy issues surrounding the use of computer vision in assistive technologies are covered in this study effort. The study also highlights the need for protocol standardization, better user-centered design, and the assessment of real-world effectiveness as future research objectives for improving the use of computer vision in assistive technology. Overall, this paper sheds light on how computer vision might completely alter the world of assistive technologies for people with impairments.

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Section: Previous Work On Computer Vision In Assistive Technologies F...mentioning

confidence: 99%

Exploring the use of computer vision in assistive technologies for individuals with disabilities: A review

Sahoo,

Choudhury

2024

10.5267/j.jfs

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“…Intermediate goals intend to facilitate subsequent interventions with participation as the desired outcome. For example, training children to use an eye gaze system to later enhance their use of graphic symbols for communication ( 21 ). Implicit goal setting occurs when we establish goals for skills training with the implicit assumption that the child will engage more in participation when employing the trained skills.…”

Section: Part 1 Defining the Concepts And Conceptual Overlapsmentioning

confidence: 99%

Participation as a means-implications for intervention reasoning

Granlund,

Imms

2024

Front. Rehabil. Sci.

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IntroductionThe increased focus among researchers and professionals on participation as an explicit intervention outcome has prompted a paradigm shift in both thought and practice. However, much research centers on altering participation outcomes in specific life situations and stages. This discussion paper considers “participation as a means” in pediatric rehabilitation and special education interventions, emphasizing its role in achieving lasting outcomes.MethodThis paper uses a Venn diagram approach to consider relations between three core concepts—participation, intervention, and outcomes—and their intersection. The paper's central theme revolves around the intersection of these concepts, wherein participation serves as a means to achieve enduring participation outcomes within the realms of rehabilitation and special education. The discussion is supported by contemporary empirical work and from literature identified in two recent scoping reviews focusing on the intervention process.ResultsAchieving enduring participation outcomes through participation in the intervention process necessitates creating a learning experience, with children and families actively participating in every step: identifying participation issues, seeking explanations, prioritizing intervention goals, selecting methods, implementing interventions, and evaluating the process and outcomes.DiscussionThis structured approach supports professionals and researchers to foster the skills and capacity required for lasting participation outcomes for children with impairments.

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