Kirsten Ellis

Exploring sensor gloves for teaching children sign language

This research investigates if a computer and an alternative input device in the form of sensor gloves can be used in the process of teaching children sign language. The presented work is important, because no current literature investigates how sensor gloves can be used to assist children in the process of learning sign language. The research presented in this paper has been conducted by assembling hardware into sensor gloves, and by designing software capable of (i) filtering out sensor noise, (ii) detecting intentionally posed signs, and (iii) correctly evaluating signals in signs posed by different children. Findings show that the devised technology can form the basis of a tool that teaches children sign language, and that there is a potential for further research in this area.

Multimedia for primary school children learning sign language

This research explores the design, development and user testing of a purpose built multimedia resource to assist hearing children in Primary school to learn Australian Sign Language (Auslan). The multimedia application consists of vocabulary instruction, a story, song, game and a series of questions. Childrens preferences for characters and activities are investigated as are their opinion on the most appropriate number of signs per session and their enjoyment of learning Auslan in a multimedia environment.

Impact of Attention Training on Academic Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial.

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, post-training, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance.

Learning a physical skill via a computer: a case study exploring Australian Sign Language

The aim of this research project was to consider the implications of teaching a physical skill using a computer. The case study that was used was the development of a resource for teaching Australian Sign Language (Auslan) to hearing people that could be customised to cater for users individual learning preferences. Learning Auslan as visual spatial languages presents several interesting human--computer interaction challenges to the interface designer as the user is trying to learn a physical skill via the computer. In addition, multiple vocabularies could be targeted to meet the needs of different users by implementing dynamic insertion of resources. The premise for this approach was to empower the deaf community to create and customise their own teaching resources rather than being dependent on a programmer for each new version of the learning material.

Auditory attention control for human-computer interaction

An approach for auditory attention control was applied to an experimental environment with one main and one background task. The participants used the system for two periods, one with pure visual and the other with auditory enhanced attention control. The investigation and findings are reported in this paper. The findings indicate that the userpsilas concentration on the main task, in terms of fewer user errors, is better and the response times to critical events in the background is shorter with auditory enhanced attention control. The usability of the system was furthermore confirmed by the participants. Thus, the targeted use of auditory attention control is proposed as contribution to the efficient use of a computer system.

Errors and Feedback in the Beginner Auslan Classroom

Although the literature on general characteristics of effective sign language teaching is growing, relatively few studies have looked in detail at classroom practices or classroom discourse. This article draws on detailed observations of six beginner Australian Sign Language (Auslan) classes and postclass interviews with the teachers in order to explore students’ errors and teacher feedback strategies. In line with prior experimental studies it shows errors of movement and handshape to be the most frequent type of mistakes and more phonologically complex signs to be especially prone to errors. Teachers expressed varied philosophies about error correction but were observed to correct mistakes at generally equal frequencies in their classes. The article closes by reflecting on the relationship between error-correction approaches and general teaching methods and suggests areas where the curriculum may benefit from reform.

Experiences in Ethical Usability Testing with Children

This article describes the issues in conducting ethical usability testing with children including experiences in developing and testing sign language software on Kindergarten, Prep and Grade five, and Grade six children. It considers the unique requirement of researching with children and the process of gaining university approval to conduct research with children. It discusses the difficulties in gaining informed consent from teachers, parents, and children, protection of the research subject from harm and the difficulty in empowering children to instigate their right to refuse to participate in the research project. The article also discusses practical issues such as age appropriate practice, the duration of testing and recruitment of participants. Each issue is disused in theory and an example is given from a resent research project Auslan Children.

Turn It Over: A Demonstration That Spatial Keyboards are Logical for Braille

This demonstration illustrates the importance of the layout of a keyboard to using braille, which is highly dependent on its spatial arrangement. The design and layout of a keyboard for entering braille changes the mental effort required to transform the dots prior to inputting the braille cells. The design of two keyboards that can be used for entering braille onto an electronic device are contrasted for the demonstration. Keyboard 1 has the dots on the top and Keyboard 2 has the dots underneath. Each has inherent advantages and disadvantages.

Toddler Techie Touch Generation

This paper reports on a study of the interaction skills of forty-two children, between the ages of eighteen months to forty-two months, in using touch devices. A majority of the children had used a touch device previously and had prior experience with touch devices. Continuous swiping, discrete touching and directional swiping were found to be the easiest actions to complete. The drag interaction was more difficult but most children could complete the interaction. The pinch, stretch and rotate interactions were most difficult for the children to make successfully. Common errors included unintended movement during interactions, pressing too hard, and lack of precision due in part to the target size. This study expands the domain knowledge about a toddlers ability to interact with touch devices, allowing better creation and selection of interfaces for them to use.

Playing the game: effective gender role analysis techniques for computer games

The majority of gender studies of computer games examines game subsets, such as the first twenty minutes of gameplay, and extends their conclusions to the whole game and the game industry in general. The hypothesis of the subset effectively representing the entire game requires testing. This study addresses this problem by comparing the results of two commonly used subset methods to an analysis of a whole game. The findings show that the two subset analyses fail to identify gender representation inequalities that examining a whole game was able to discover. This result throws into doubt subset analysis methodology in games and indicates that the results of current subset techniques, such as those used by government games rating boards, are flawed. In analyzing the whole game, this study has developed a gender role coding technique for whole games that may be useful in future studies.