Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children
Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children
复制标题
触觉字母：带有纹理提示的有形桌面，支持诵读困难儿童的字母学习
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
A. Antle
中科院分区：
文献类型：
--
作者：
Min Fan;A. Antle
阅读困难的孩子在学习阅读方面有很大的困难。虽然在人机界面方面的研究表明，有形的用户界面(TUI)具有支持儿童学习阅读的潜力，但很少有研究探索如何帮助阅读障碍儿童学习阅读。更少的研究专门研究了TUI中纹理线索在支持阅读学习中的设计空间。在本文中，我们提出了触觉字母，这是一个多模式的有形桌面，带有纹理线索，用于支持5-6岁阅读障碍儿童的英语字母-声音函电学习。这一原型被用作研究工具，以考察纹理线索在多通道TUI中在字母学习中的作用。我们讨论了当前的知识差距，决定了我们的核心设计策略的理论基础，以及我们在开发触觉信件时做出的后续设计决策。
Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.