Supporting Personal Narrative for Children with Complex Communication Needs
Supporting Personal Narrative for Children with Complex Communication Needs
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DOI：
10.1145/2240156.2240163
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发表时间：
2012-07-01
影响因子：
3.7
通讯作者：
Reiter, Ehud
中科院分区：
文献类型：
--
作者：
Black, Rolf;Waller, Annalu;Reiter, Ehud
有复杂沟通需求的儿童使用语音输出沟通辅助工具，很少进行长时间的对话。“今天学校怎么样。. . ?“设计了一个系统，使这些儿童能够谈论他们在学校的日子。该系统使用数据到文本技术从传感器数据生成叙述。通过观察、访谈和原型制作，确保利益攸关方参与系统的设计。三个孩子的评价表明，原型系统，自动生成的话语，有可能支持残疾人更好地参与互动对话。对话成绩单和观察结果的分析表明，儿童能够访问相关的对话，并有更多的控制在对话中相比，他们通常的互动，控制主要在于与说话的合作伙伴。目前正在进一步研究开发一种改进的、更坚固的系统，以支持不同语言能力水平的用户。
Children with complex communication needs who use voice output communication aids seldom engage in extended conversation. The "How was School today. . . ?" system has been designed to enable such children to talk about their school day. The system uses data-to-text technology to generate narratives from sensor data. Observations, interviews and prototyping were used to ensure that stakeholders were involved in the design of the system. Evaluations with three children showed that the prototype system, which automatically generates utterances, has the potential to support disabled individuals to participate better in interactive conversation. Analysis of a conversational transcript and observations indicate that the children were able to access relevant conversation and had more control in the conversation in comparison to their usual interactions where control lay mainly with the speaking partner. Further research to develop an improved, more rugged system that supports users with different levels of language ability is now underway.