TY - GEN
T1 - Mainstream but specialized
T2 - 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012
AU - Iwabuchi, Mamoru
AU - Takahashi, Maiko
AU - Nakamura, Kenryu
AU - Draffan, E. A.
PY - 2012
Y1 - 2012
N2 - In this study, two software development projects were introduced to support timekeeping and reading for students with cognitive disabilities using mainstream mobile technology. In the first project, two versions of a countdown timer were developed that showed the remaining time graphically, by the area size. A unique feature was added to the developed prototypes, preventing the user from unintentionally interrupting the running of the timer. The ebook reader developed in the second project offered students the chance to point to a phrase and have it read aloud with a highlight box around the characters. It was important for the students to have a digital replica of the printed textbook being used at the same time by others in the class. The study highlighted a key consideration for assistive technology development for those with cognitive disabilities: that of the essential balance between technical features and human skills, such as the system's ease of use, look and feel as well as cognitive adaptation, whilst applying mainstream technology to the provision of specialized support. The study also showed that solutions to time and reading difficulties should be considered in relation to available technology and the surroundings of the users.
AB - In this study, two software development projects were introduced to support timekeeping and reading for students with cognitive disabilities using mainstream mobile technology. In the first project, two versions of a countdown timer were developed that showed the remaining time graphically, by the area size. A unique feature was added to the developed prototypes, preventing the user from unintentionally interrupting the running of the timer. The ebook reader developed in the second project offered students the chance to point to a phrase and have it read aloud with a highlight box around the characters. It was important for the students to have a digital replica of the printed textbook being used at the same time by others in the class. The study highlighted a key consideration for assistive technology development for those with cognitive disabilities: that of the essential balance between technical features and human skills, such as the system's ease of use, look and feel as well as cognitive adaptation, whilst applying mainstream technology to the provision of specialized support. The study also showed that solutions to time and reading difficulties should be considered in relation to available technology and the surroundings of the users.
KW - Cognitive disability
KW - Dyslexia
KW - Education
KW - Mobile phone
KW - Tablet PC
KW - Time aid
UR - http://www.scopus.com/inward/record.url?scp=84860829145&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84860829145&partnerID=8YFLogxK
U2 - 10.1109/WMUTE.2012.28
DO - 10.1109/WMUTE.2012.28
M3 - Conference contribution
AN - SCOPUS:84860829145
SN - 9780769546629
T3 - Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012
SP - 117
EP - 121
BT - Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012
Y2 - 27 March 2012 through 30 March 2012
ER -