Available online at www.sciencedirect.com
ScienceDirect Procedia Manufacturing 3 (2015) 5562 – 5569
6th International Conference on Applied Human Factors and Ergonomics (AHFE 2015) and the Affiliated Conferences, AHFE 2015
A Tangible Interface-based Application for Teaching Tactual Shape Perception and Spatial Awareness Sub-Concepts to Visually Impaired Children Rabia Jafria *, Asmaa Mohammed Aljuhanib, Syed Abid Alic a
b
Department of Information Technology, King Saud University, Riyadh 12371, Saudi Arabia Department of Computer Science, King Saud University, Riyadh 12371, Saudi Arabia, cAraware LLC, Wilmington, Delaware 49418, USA
Abstract A tangible user interface based software solution for teaching tactual shape perception and spatial awareness sub-concepts in small-scale space to visually impaired (VI) children is presented. The solution provides three-dimensional Computer-Aided Design (CAD) models of various objects conveying planar as well as three-dimensional representations of some basic shapes customized for different learning levels. The objects would be 3Dprinted and tagged on multiple sides. A computer vision-based system is utilized for recognizing and tracking these tagged objects on a transparent surface. Children can then feel these objects, place them on the surface and receive audio feedback regarding shape and spatial relationships in the context of various learning activities. The aim is to provide an engaging, low-cost, do-it-yourself solution which would alleviate the demands on the time, effort and financial resources of teachers and caregivers by allowing a VI child to review and reinforce the above-mentioned concepts autonomously at her own pace. A prototype version of this system is currently being implemented. The system would be extended in the future to allow instructors to create custom shapes and to teach other essential concepts such as object sequencing and texture recognition. © 2015 2015 The TheAuthors. Authors.Published byElsevier ElsevierB.V. B.V.This is an open access article under the CC BY-NC-ND license © Published by Peer-review under responsibility of AHFE Conference. (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AHFE Conference Keywords:Visually impaired; blind; tangible user interfaces; spatial awareness; shape perception; children; assistive technologies; education
* Corresponding author. Tel.: +966-53-240-0295. E-mail address:
[email protected]
2351-9789 © 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AHFE Conference doi:10.1016/j.promfg.2015.07.734
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1. Introduction Visually impaired (VI) children rely primarily on their sense of touch to learn the geometrical shapes and orientations of objects as well as the spatial relationships among them. Though simple two-dimensional shapes may be readily perceived, gaining an understanding of three-dimensional objects, especially in complex forms, requires prolonged tactual exploration accompanied by continual feedback in the form of physical and verbal cues from an instructor [1, 2]. This process may have to be repeated several times before an adequate mental representation of the object is formed and reinforced. Similar guidance is required to teach positional and spatial concepts in small scale space (i.e., space that neither surrounds one nor requires one to move about to comprehend its total spatial layout [3]), such as beside, inside, outside, on-the-right-of, on-the-left-of, above, below, right-side-up, upside down, moving objects towards and away from each other [4, 5]. Unfortunately, a scarcity of special education teachers [6], along with an often-encountered lack of financial resources to purchase non-visual educational supplies in classrooms for VI children essentially precludes the one-onone interaction and materials required for this mode of instruction (the problem is even more severe in developing countries, where 90% of the VI population resides [7]). In many countries, such as the United States [8], the dearth of special education teachers has been dealt with by mainstreaming VI children into public schools. However, teachers in these schools face similar challenges in terms of having neither sufficient time to expend on individual instruction nor adequate funds to acquire non-visual aids to teach their VI pupils the above-mentioned concepts. A software application which allows a VI child to review and reinforce the tactual shape recognition and spatial relationship concepts taught by the teacher may assist in alleviating both these problems: It would mitigate the demands on the teacher’s time and allow the students to learn at their own pace autonomously. Also, by 3D printing customized sets of various geometric objects and coupling them with the application, a tangible user interface (TUI) for tactual exploration and interaction can be provided. Given the rapidly decreasing costs of 3D printers and associated materials[9, 10]), these 3D printed objects (which can be customized in terms of size, color, texture and can be embossed with Braille markers and letters) would cost a fraction of the price for purchasing equivalent wooden or plastic geometric solids with similar customization. We are, therefore, developing a low-cost assistive TUI-based software solution to teach tactual shape perception and spatial awareness sub-concepts in small-scale space to VI children. Our solution expands upon Trackmate[11, 12], an open-source, do-it-yourself computer vision-based tangible tracking system by the MIT Media Lab’s Tangible Group for recognizing tagged objects (and their corresponding position, rotation and color information) when placed on a surface. To use our system, geometric objects, such as cubes, pyramids, etc., would be 3Dprinted and tagged on multiple sides. Children can then feel these objects, place them on the surface and receive audio feedback regarding shape and spatial relationships in the context of various learning activities. Braille words describing the shapes can optionally be printed on the objects. A prototype version of this system is currently being implemented. The software would eventually be made available online at no cost to the user. In terms of hardware, it would require a onetime purchase of the simplest 3D printer, a low-cost external webcam, some off-the-shelf materials for the TUI (plexiglass sheet, clamps, etc.) and access to a computer. The system would assist special education and mainstream teachers in terms of reducing the demands on their time, effort and financial resources. It can also benefit parents and caregivers who could easily set it up in a home environment. The rest of the paper is organized as follows: Section 2 presents an overview of previous work done on utilizing TUIs for educational applications for children in general and for teaching mathematical concepts to VI children in particular. Section 3 describes the design and architecture of the proposed system. Section 4 concludes the paper and identifies some directions for future work. 2. Related work Previous studies have shown that verbal descriptions alone are not sufficient to convey visual concepts, especially those of mathematics, to VI children[13].VI children understand these notions only through multiple experiences of tactual exploration of physical objects with their hands [14]. Therefore, instructors for VI students
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generally teach shapes and spatial relationships among objects in small-scale space by utilizing manipulatives [14](i.e., tangible objects for hands on learning) such as 3D geometric solids (cubes, pyramids, spheres, etc.) against the backdrop of a plain surface as a staging area – for children with low vision, the objects may be brightly colored for easier distinction[4].Some products for this purpose, specifically designed for VI students, include Geometro sets [15] (flat plastic shapes – triangles, squares, pentagons, and hexagons – that can be readily joined to form threedimensional solids) and Rotograph[16] (a set of wooden plates with cut-out shapes for helping the child understand the concept of rotation). However, the static nature of such manipulatives necessitates constant intervention and validation from the instructor [17]. Tangible user interfaces (TUIs)[18], which couple physical objects to digital representations, appear to offer a better alternative. TUIs have been shown to enhance learning for children by enriching their experience, play and development [19, 20]. Studies on this topic have reported that interaction with tangibles encourages engagement, excitement and collaboration [21], promotes discovery and participation [22], makes computation immediate and more accessible [23], and offers a resource for action in addition to an alternative form of data representation [24]. As pointed out in several studies (e.g., [25], [26]), these interfaces appear particularly suitable for learning in abstract problem domains by relating abstract concepts to physical experiences or concrete examples. The benefits offered by TUIs for learning have fueled research in this domain with several TUI-based educational applications being developed for sighted children in recent years [27-31]. However, research on exploiting this form of interaction for VI children is still in its infancy with just a handful of systems being introduced so far (e.g., for collaborative music creation[32] and teaching Braille letter recognition [33]). Though some prototype TUI-based applications have been developed to allow VI users to access graphs and charts (e.g., Riedenklau et al. [34] combine Tangible Interactive Objects (TAOs) [35] with interactive sonification[36] to enable users to explore scatter plots; the Tangible Graph Builder [37], a tabletop TUI system, allows users to browse and construct both line and bar graphs; Tac-tiles [38] utilizes a graphics tablet augmented with a tangible overlay tile to guide user exploration of graphs), however, our search revealed only a couple of such applications specifically designed to teach mathematical and geometrical concepts to VI children. One such product is AutOMathic[39], a system to teach arithmetic and beginning algebra using Braille-embossed blocks with barcodes affixed to their bases. The child can pick up a block, pass it over a barcode scanner attached to a computer and then place it within a grid on a touchpad device. In this way, an arithmetic problem, and later, its solution, can be laid out on the grid. Throughout the setup and solution phases, the computer builds, maintains and updates an internal model of the problem’s current status, tendering advice via speech whenever appropriate. This solution, however, is cost-prohibitive, requiring expensive components such as a large touchpad device, and involves the extraneous step of passing each block over a barcode scanner – identifying the block automatically when it is placed on the grid would be a more user-friendly alternative. Another such system is presented by Manshad et al. [40], which introduces Trackable Interactive Multimodal Manipulatives (TIMMs), programmable objects embedded with various sensors and motors and with markers underneath them. The TIMMS can be moved on an interactive tabletop, their positions, proximity and orientation can be tracked via an infrared camera and other associated hardware and they can provide tactile feedback to the user via the embedded vibration motors. This is a generic adaptable platform, the aim of which is to convert/ replace the static manipulatives commonly used in classrooms for VI students with digital manipulatives [41] which can then be utilized by the students to create, modify and interact with graphical representations on a multitouch tabletop to assist them in learning mathematical and scientific graphical concepts (e.g., graphs, diagrams, shapes, etc.) independently. This system has great potential for future development as a commercial product but, unlike our system, is comprised of several hardware components which the targeted end users (instructors and caregivers of VI children) cannot easily acquire and put together themselves. The scarcity of TUI-based shape recognition and spatial awareness education applications for VI children coupled with the suitability of this form of interaction for teaching these concepts as well as the huge learning potential of these interfaces, as revealed by several studies [19-26],provided us with the impetus for developing a TUI-based application for teaching and reinforcing tactual shape perception and small-scale spatial awareness concepts to this user group.We proceed to describe the design of our application in detail in the next section.
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3. System design and architecture We are developing aTUI-based softwaresolution to teach tactual shape perception and spatial awareness subconcepts in small-scale space to VI children. The solution will be comprised of three components: a tangible tracking system, 3D printed geometric objects, and a spatial application. Details of these components are as follows: Tangible tracking system: For tracking objects, we plan to utilize Trackmate[11, 12], an open-source, do-ityourself computer vision-based tangible tracking system introduced by the MIT Media Lab’s Tangible Group. The Trackmate system operates as follows: Objects of interest are tagged with specially designed circular barcodes (Fig. 1), where each barcode contains a six byte unique ID. The objects are then placed on a transparent surface with a webcam underneath it. A Tracker module reads the object’s tags by processing images from the webcam and sends information about the object’s identity, its position, its rotation and its color to a spatial application via LusidOSC[42], a protocol layer for unique spatial input devices which enables any LusidOSC-based application to work with the system. There are several ways that the hardware can be set up [12]. We are initially going to adopt the Portable Plexi Cliffhanger configuration [43], a simple setup which involves clamping a plexiglass sheet to a tabletop, then attaching a light bulb to the clamp and mounting the webcam on a tripod underneath the sheet (Fig. 2). However, we may later move on to the Hardwood Curio setup [44] since it offers greater portability by affixing the light bulb and webcam inside a box with a translucent cover.
Fig. 1.Trackmate code [11].
Fig. 2.System setup.
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3D printed geometric objects: 3D Computer-Aided Design (CAD) models of various objects conveying planar (i.e., square, triangle, circle, rectangle) as well as three-dimensional (i.e., cube, triangular pyramid, sphere, rectangular block) representations of some basic shapes would be provided as part of the system to enable the user to 3D print these out. For students with low vision, the objects conveying different shapes may be printed out in different colors.Since the importance of determining the points of origin and ending when recognizing shapes through touch has been underscored in previous studies [45], hence, the 3D printed objects will have a small Braille marker on one of the corners to mark a starting point for exploration . For more experienced learners, objects without markers could be 3D printed. For students who are proficient in Braille, the name of the shape may be printed in Braille on its surface next to the Braille marker to build the association between the shape and its representation in Braille letters. CAD models for these cases will be provided with the system. A unique Trackmate tag would be associated with each face of each object. The tags would be provided with the system and should be affixed to the appropriate faces of each object. Spatial application: A spatial application, connected to the tangible interface via the tracking system, would be developed which would enable a child to learn about shapes and small-scale spatial relationships by manipulating the 3D printed tagged objects. The child would interact with the application via touch and speech. She would put the objects on the transparent surface and move them around as directed by the application. She would also provide verbal input when prompted to do so by the system. The application would utilize the tracking system to track the objects and provide verbal instructions as well as verbal feedback on the child’s actions and responses via a speech interface. Other audio prompts may be added where appropriate, e.g., clapping and cheering sounds when the child does the task correctly and a neutral sound in case of an error. Some usage scenarios for this system to teach the child tactual shape perception, orientation and spatial relationships among objects in small-scale space are as follows: 1. Teaching tactual shape perception: a. The child picks up an object and feels its shape. She then puts it on the surface. The system tells her the name of that shape. b. The child picks up an object and feels its shape. She then puts it on the surface. The system asks her what the name of the shape is. The child says the name of the shape. If the correct name is provided, the system congratulates her; otherwise, it encourages her to try again. i. In future versions of the system, Braille input and output options may also be provided to allow the children to type in the name of the shape in Braille instead of saying it vocally. c. The system asks the child to put an object of a certain shape on the surface. The child finds the object and puts it on the surface. The system provides appropriate feedback. d. The system asks the child to find two objects of the same shape (e.g., cubes) and put them on the surface. The child places two objects on the surface. The system provides appropriate feedback. i. In future versions of the system, similarly shaped objects can be provided in different sizes. Variations of this activity may then be offered asking the child to first find objects of the same shape in different sizes and then to arrange them in order of size from biggest to smallest or vice versa. 2. Teaching orientation concepts: a. The system asks the child to put an object of a specific shape (e.g., a cube or a triangular pyramid) on the surface. It then asks her to turn it upside down/ on its right side/ on its left side. The child turns the objects. The system provides appropriate feedback. 3. Teaching spatial relationship concepts: a. The system asks the child to put any object on the surface. It then asks her to place another object on the surface next to/ in front of/ behind the first object. The child places another object on the surface. The system provides appropriate feedback. b. The system asks the child to put any object on the surface. It then asks her to place another object on the surface next to the first object. If done correctly, the system then asks the child to move the objects away from each other. If done correctly, it then asks her to move them towards each other. The child moves the objects. The system provides appropriate feedback.
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These activities can also be combined to teach multiple concepts at the same time: for instance, the activities for teaching spatial relationship concepts can also be extended to teach tactual shape perception, by asking the child to place an object of a specific shape – instead of any object – on the surface. Since games have been reported to be more efficacious for teaching various concepts than traditional methods of instruction [46], we would eventually prefer to present these exercises in the format of games, such as those suggested in [47], to create a more engaging and enjoyable learning experience. We are planning to consult with instructors for VI children at various local institutions for the VI in Riyadh, Saudi Arabia, as well as the United States to gain more insight into how they teach these concepts to their pupils and receive their feedback about what other activities should be incorporated into our system to better adapt it to the needs of the targeted users. 4. Conclusion and future work We have presented a TUI-based software application which utilizes custom 3D printed geometric objects for teaching tactual shape perception and small-scale spatial awareness sub-concepts to VI children. Such a system would mitigate the demands on the teacher’s time and allow a child to learn and reinforce these concepts autonomously at her own pace. Utilizing a simple 3D printer for creating the geometric objects would allow the teacher to print out multiple sets of objects customized according to the proficiency level of the student – objects with Braille markers, without Braille markers, and with Braille words – at a fraction of the cost incurred if multiple sets of equivalent wooden or plastic geometric solids with the same customizations were to be purchased from a store. Though the initial purchase of a 3D printer would incur some financial cost (and even this would become a nonissue in the future given the rapidly decreasing prices of 3D printers and associated materials [9, 16]), however, in the long term, this would be offset by eliminating the high monetary expenses and effort to purchase multiple plastic or wooden geometric objects in numbers in high proportion to the number of students. Moreover, if any object is lost or damaged, it can be conveniently replaced by 3D printing it out again. The 3D printer would prove even more advantageous for future iterations of the system where similar-shaped objects of various sizes can be 3D printed to teach such concepts as big and small. We plan to test the system with VI children at local institutions and adapt it according to feedback from them and their instructors. The system can be extended in the future to teach other essential concepts such as visual association (to those with low vision), object sequencing and texture recognition. Moreover, the capability to track each user’s progress and auto-selecting the appropriate skill level can be added. To enhance the feedback, a distinct musical tone may be associated with each shape which can be played when the child puts the shape on the surface (similar to the system described in [48]). The child can be rewarded for putting the shapes in a certain sequence by combining those tones to play a tune. The recent advent of color 3D printers [49] should also make it feasible to eliminate the hassle of printing out and sticking the tags on the objects’ faces – the CAD models for the objects could simply be modified so that tags are printed on the objects’ faces in a contrasting color. A limited set of shapes and geometric objects are currently being provided with the prototype version of the system. However, this set can be extended to include any objects that the instructor wishes to introduce. In accordance with the do-it-yourself nature of this system, we want to give this capability to the instructor herselfby providing an interface that allows her to create CAD models of new geometric forms; the new geometric forms would then be automatically incorporated into the system. References [1] V. S. Argyropoulos, "Tactual shape perception in relation to the understanding of geometrical concepts by blind students," British Journal of Visual Impairment, vol. 20, pp. 7-16, 2002. [2] D. H. Clements and J. Sarama, Learning and teaching early math: The learning trajectories approach: Routledge, 2014. [3] L. E. Potter, "Small-scale versus large-scale spatial reasoning: Educational implications for children who are," Journal of Visual Impairment & Blindness, vol. 89, p. 142, 1995. [4] C. Willings. (2014, October 17, 2014). Concept Development and Spatial Awareness for Students who are Blind or Visually Impaired. Available: http://www.teachingvisuallyimpaired.com/concept-development.html
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