Paper-based multimedia interaction as learning tool for disabled children
Paper-based multimedia interaction as learning tool for disabled children
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纸质多媒体互动作为残疾儿童的学习工具
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Manuel Bordogna
中科院分区：
文献类型：
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作者：
F. Garzotto;Manuel Bordogna
我们研究的目的是支持严重残疾儿童在学校的认知、运动和情感发展。我们设计并实现了一套低成本且易于定制的新颖学习体验，并将增强替代通信（ACC）的视觉通信范式与多媒体有形技术相结合。使用我们实验室开发的应用程序框架（称为“Talking Paper”），教师和治疗师可以轻松地将传统的纸质元素（例如 PCS 卡、图画、图片）与多媒体资源（视频、声音、动画）相关联，并创建根据每个残疾儿童的特定学习需求定制的有趣的互动空间。基于纸张的元素可以作为儿童必须学习的概念的视觉表示、通信设备以及与多媒体资源交互的物理可供性。本文介绍了该方法及其在真实学校环境中的应用，强调了对残疾和非残疾儿童的好处。后者作为多媒体内容和学习活动的联合设计师参与其中。他们的创造性参与有利于群体凝聚力，增强了课堂的包容性和社区意识，使整个项目成为真正的全纳教育的手段。
The purpose of our research is to support cognitive, motor, and emotional development of severely disabled children in the school context. We designed and implemented a set of novel learning experiences that are both low-cost and easily customizable, and combine the visual communication paradigm of Augmented Alternative Communication (ACC) with multimedia tangible technology. Using an application framework developed at our lab (called "Talking Paper"), teachers and therapists can easily associate conventional paper based elements (e.g., PCS cards, drawings, pictures) to multimedia resources (videos, sounds, animations), and create playful interactive spaces that are customized to the specific learning needs of each disabled child. Paper based elements work as visual representations for the concepts children must learn, as communication devices, and as physical affordances for interacting with multimedia resources. The paper presents the approach and its application in a real school context, highlighting the benefits for both disabled and non disabled children. The latter were involved as co-designers of multimedia contents and learning activities. Their creative participation favored group-binding and increased tolerance and sense of community in the classroom, so that the overall project became a means for real inclusive education.