ABSTRACT
Massive Open Online Courses (MOOCs) have paved a new wave in the education world. Rich multimedia content coupled with mobile delivery mechanisms makes the content always available and engaging. This paper proposes VibRein to enrich the student interaction with multimedia learning content by making use of different sensors that are available on a mobile device to create an intelligent video consumption experience. VibRein as a companion is even more effective for students with intellectual disabilities who require some form of continuous supervision. It provides an assistive mechanism that keeps track of the user attention using the device camera (this can be particularly useful for students with attention disorder), and uses haptic feedback to recapture attention. In course of the video consumption, VibRein evaluates the learning by asking questions about the content in the video, and automatically force-rewinds to the location where the concept was explained if the user answers incorrectly. It uses tilt in four directions for response to questions, since touch, as a modality on mobile devices requires fine motor skills. An evaluation with 18 users with intellectual disabilities of various kind (autism, intellectual disability and attention deficit hyperactive disorder) suggests that VibRein can provide better learning with less intervention.
- David Attis, Colin Koproske, Chris Miller, Understanding the MOOC Trend 2012, Advisory Board Company Report, http://blogs.oregonstate.edu/engage/files/2012/12/Understanding-the-MOOC-Trend.pdf. Last accessed October 2013.Google Scholar
- Razzaq, L., Heffernan, N. T., et. al The Assistment project: Blending assessment and assisting. In Proc. of the 12th Artificial Intelligence in Education, Amsterdam: ISO Press. pp. 555--562. Google ScholarDigital Library
- Department for Education and Skills (2006) Learning Outside the Classroom Manifesto, Learning Outside the Classroom.Google Scholar
- UNESCO Working Paper Series. The Future of Mobile Learning: Implications for Policy Makers and Planners. UNESCO Publications. 2013.Google Scholar
- Suporn Pongnumkul, Mira Dontcheva, Wilmot Li, Jue Wang, Lubomir Bourdev, Shai Avidan, and Michael F. Cohen. 2011. Pause-and-play: automatically linking screencast video tutorials with applications. In Proc. UIST 2011, ACM Press (2011), 135--144. Google ScholarDigital Library
- Laurent Denoue, Scott Carter, Matthew Cooper, and John Adcock. 2013. Real-time direct manipulation of screen-based videos. In Proc. IUI 2013 Companion. ACM Press (2013), 43--44. Google ScholarDigital Library
- Wolfgang Hürst and Konrad Meier. 2008. Interfaces for timeline-based mobile video browsing. In Proc. MM 2008, ACM Press (2008), 469--478. Google ScholarDigital Library
- Thorsten Karrer, Moritz Wittenhagen, and Jan Borchers. 2009. PocketDRAGON: a direct manipulation video navigation interface for mobile devices. In Proc. MobileHCI 2009, ACM Press (2009), Article 47, 1--3. Google ScholarDigital Library
- Hao Jiang, Songhua Xu, and Francis Chi-Moon Lau. 2011. Capturing user reading behaviors for personalized document summarization. In Proc. IUI 2011, ACM Press (2011), 355--358. Google ScholarDigital Library
- Robert Bixler and Sidney D'Mello. 2013. Detecting boredom and engagement during writing with keystroke analysis, task appraisals, and stable traits. In Proc. IUI 2013, ACM Press (2013), 225--234. Google ScholarDigital Library
- Roberto Valenti, Alejandro Jaimes, and Nicu Sebe. 2008. Facial expression recognition as a creative interface. In Proc. IUI 2008, ACM Press (2008), 433--434. Google ScholarDigital Library
- Hana Vrzakova. Computational approaches to visual attention for interaction inference. In Proc. IUI 2013 Companion. ACM Press (2013), 37--40. Google ScholarDigital Library
- Scott S. Snibbe, Karon E. MacLean, Rob Shaw, Jayne Roderick, William L. Verplank, and Mark Scheeff. 2001. Haptic techniques for media control. In Proc. UIST 2001, ACM Press (2001), 199--208. Google ScholarDigital Library
- Burkay Sucu and Eelke Folmer. Haptic interface for non-visual steering. In Proc. IUI 2013. ACM Press (2013), 427--434. Google ScholarDigital Library
- Haska Steltenpohl and Anders Bouwer. 2013. Vibrobelt: tactile navigation support for cyclists. In Proc. IUI 2001, pp.417--426. Google ScholarDigital Library
- Raimund Dachselt and Robert Buchholz. 2009. Natural throw and tilt interaction between mobile phones and distant displays. In Ex. Abstracts CHI 2009, ACM Press (2009), pp. 3253--3258. Google ScholarDigital Library
- Yuan Du, Haoyi Ren, Gang Pan, and Shjian Li. 2011. Tilt & touch: mobile phone for 3D interaction. In proc. UbiComp 2011. ACM Press (2011), pp. 485--486. Google ScholarDigital Library
- Lovaas, O. Ivar, Behavioral treatment and normal educational and intellectual functioning in young autistic children. In Journal of Consulting and Clinical Psychology, Vol 55(1), Feb 1987, 3--9.Google ScholarCross Ref
- Lorna Wing. Judith Gould, Sybil R. Yeates, Lorna M. Brierly. Symbolic play in severely mentally retarded and in autistic children. In Journal of Child Psychology and Psychiatry. Volume 18, Issue 2, pages 167--178, April 1977.Google ScholarCross Ref
- Werry, I & Dautenhahn, K 1999. Applying Mobile Robot Technology to the Rehabilitation of Autistic Children. In Proc. SIRS 1999, pp. 265--272.Google Scholar
Index Terms
- VibRein: An Engaging and Assistive Mobile Learning Companion for Students with Intellectual Disabilities
Recommendations
Mobile assisted language learning in university efl courses in japan: Developing attitudes and skills for self-regulated learning
This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students' scores on the TOEIC Listening and ...
The Emergence of Mobile Devices Influencing Learning from the Viewpoint of Convergences
WMUTE '08: Proceedings of the Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in EducationThis paper describes the emergence of mobile devices influencing learning from the viewpoint of convergences. These convergences take place in three dimensions: (1) Technology: the convergence of mobile and Internet broadband technologies; (2) ...
Impact of parents mobile device use on parent-child interaction
This review attempts to provide an overview of parents' mobile device distractions while caring for their children and the implications of this distraction on parent-child relationships. This review was conducted on literature published through November ...
Comments