Understanding users and their needs

Donegan, Mick; Morris, Jeffrey D.; Corno, Fulvio; Signorile, Isabella; Chio, A; Pasian, Valentina; Vignola, A.; Buchholz, Margret; Holmqvist, Eva

doi:10.1007/s10209-009-0148-1

Cited by 43 publications

(26 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Goossens (1989) proposed that eye gaze is a natural response mode and precedes the verbal response mode; eye gaze also may be easier, quicker, and more effective than other testing accommodations, especially for people with physical disabilities (Donegan et al 2009). Casey et al (2007) suggested that under cognitively demanding conditions (for example, test taking), learners revert to a previous and more immature level of response mode in order to accurately respond to questions.…”

Section: Discussionmentioning

confidence: 99%

Comparing Two Response Modes in a Mathematics Test for Learners in Foundation Phase with Severe Physical Disabilities: A South African Example

Bornman

Donohue

Mare

et al. 2016

International Journal of Educational Sciences

View full text Add to dashboard Cite

Research suggests that tests with non-modified response formats may be biased against learners with severe physical disabilities, with test scores reflecting the extent of learners' disabilities rather than their actual potential. This study aimed to compare the performance of learners with severe physical impairments on their mathematics scores using two different response modes. Forty-two learners from schools in the Gauteng province in South Africa were selected for the study. A cross-over within-groups design was used. Participants were randomly assigned to two groups; each learner participated in both conditions (oral response and eye gaze), but in the opposite order. The tests were repeated after a week when the alternative response mode was used. Participants' scores for the eye-gaze response mode were found to be significantly higher than their scores for the oral response mode. Implications for use in the classroom are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Comparing Two Response Modes in a Mathematics Test for Learners in Foundation Phase with Severe Physical Disabilities: A South African Example

Bornman

Donohue

Mare

et al. 2016

International Journal of Educational Sciences

View full text Add to dashboard Cite

show abstract

“…Eye gaze technologies may appear intuitively easy to use, but in fact they are both cognitively and visually complex [13], relying on consistent control of eye movements, as well as the ability to switch between using gaze to explore a screen to selecting a cell or item on that screen [30]. Mastering these skills takes time (up to at least 20 months by one estimate [31]), can involve considerable physical and cognitive effort, but can be motivating and perceived to be well worth that effort [32]. Researchers are still at the early stage of evaluating how best to organize items on a visual display to maximize ease of access for each individual [33], and how best to provide user feedback to support learning [34].…”

Section: Innovations In Input/access Methodsmentioning

confidence: 99%

Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs

Smith¹

2019

Folia Phoniatr Logop

View full text Add to dashboard Cite

Individuals with complex communication needs have benefited greatly from technological innovations over the past two decades, as well as from social movements that have shifted focus from disability to functioning and participation in society. Three strands of technological innovation are reviewed in this paper: (1) innovations in the tools that have become available, specifically tablet technologies; (2) innovations in access methods (eye gaze technologies and brain-computer interfaces); and (3) innovations in output, specifically speech technologies. The opportunities these innovations offer are explored, as are some of the challenges that they imply, not only for individuals with complex communication needs, but also for families, professionals, and researchers.

show abstract

“…Although eye gaze technology was initially mainly used for people who were literate and cognitively able, advances in this technology have enabled its application to persons with more diverse abilities, including preliterate children [1]. Messages on electronic AAC systems for preliterate children are typically encoded using pictorial (also called graphic) symbol systems such as Picture Communication Symbols (PCS), SybolStix or Widgit.…”

Section: Introductionmentioning

confidence: 99%

Eye gaze technology: a South African perspective

Niekerk

Tonsing

2014

Disability and Rehabilitation: Assistive Technology

View full text Add to dashboard Cite

Purpose: Based on the bioecological model by Bronfenbrenner, this paper will provide a broad perspective on factors that need to be taken into account in order to facilitate communication and participation in preliterate children making use of electronic AAC systems accessed through eye gaze.Method: Two case studies of children who have been provided with the technology described are presented. The case studies were analysed using the four nested systems of the ecology as a framework to describe not only the environment, but also the processes and interactions between the persons and their context.Results: Risk and opportunity factors are evident at all levels of the ecology.Conclusions: While a good fit between the person and the technology is an essential starting point, additional factors pertaining to the partner, the immediate environment as well as meso-, exo-and macrosystemic issues (such as societal attitudes and funding sources) have a significant influence on benefits derived. In resource-limited environments, the lack of support at more distal levels of the ecology (meso-, exo and marosystemic levels) seems to be a factor that differentiates these environments from more resourced ones. Page 2 Eye gaze technology: A South African Perspective KeywordsAugmentative and alternative communication, children with severe physical disabilities, eye gaze access, graphic symbols, little or no functional speech. Implications for Rehabilitation: Within resource-limited environments lack of support from wider ecological systems pose a risk to the implementation of eye gaze technology. Attempts to improve collaboration between all role players could provide the opportunity for the establishment of an integrated plan for intervention and set the stage for information sharing and multiskilling between role players. Intervention should not only be aimed at addressing the needs of the individual client and their family, but also focus on building community capacity that could provide support to others.

show abstract

Understanding users and their needs

Cited by 43 publications

References 10 publications

Comparing Two Response Modes in a Mathematics Test for Learners in Foundation Phase with Severe Physical Disabilities: A South African Example

Comparing Two Response Modes in a Mathematics Test for Learners in Foundation Phase with Severe Physical Disabilities: A South African Example

Innovations for Supporting Communication: Opportunities and Challenges for People with Complex Communication Needs

Eye gaze technology: a South African perspective

Contact Info

Product

Resources

About