The Later Life Audio and Radio Co-operative (LLARC) is an England-wide network of older content creators, age-inclusive radio stations, third sector organisations, local authorities and academics working on ageing issues. The co-operative was established in 2019 as an outcome from a participatory action research project. Aiming to promote talk-based content created by older adults, the LLARC advocates for greater representation of older adults in broadcasting. This paper considers radio production as an approach to support civic participation in later life. Firstly, we present findings from a two-day radio festival for older adults at which the LLARC was launched. Drawing on discussions at the radio festival, we highlight three themes that underpin the LLARC's mission: 1) challenging ageist stereotypes; 2) advocating for intergenerational cohesion; and 3) considering radio as a technology for community engagement. Secondly, based on observations, we report on the organisation's ongoing digital development and adaptation to remote digital production workflows in response to the COVID-19 pandemic. We discuss the potential of radio as a technology to involve older adults in citizen dialogue. Due to its combination of digital and non-digital elements, we conclude that radio production can be an accessible technology for older adults to engage with in order to have their voices heard more widely. Our work contributes to key debates at the intersection of technology use and community engagement in later life, suggesting a central role for audio and radio as accessible routes to support public debates and promote citizen dialogue in later life.
{"title":"The Later Life Audio and Radio Co-operative:: considering radio as a technology to promote citizen dialogue in later life","authors":"A. Reuter, J. Liddle","doi":"10.1145/3439231.3439237","DOIUrl":"https://doi.org/10.1145/3439231.3439237","url":null,"abstract":"The Later Life Audio and Radio Co-operative (LLARC) is an England-wide network of older content creators, age-inclusive radio stations, third sector organisations, local authorities and academics working on ageing issues. The co-operative was established in 2019 as an outcome from a participatory action research project. Aiming to promote talk-based content created by older adults, the LLARC advocates for greater representation of older adults in broadcasting. This paper considers radio production as an approach to support civic participation in later life. Firstly, we present findings from a two-day radio festival for older adults at which the LLARC was launched. Drawing on discussions at the radio festival, we highlight three themes that underpin the LLARC's mission: 1) challenging ageist stereotypes; 2) advocating for intergenerational cohesion; and 3) considering radio as a technology for community engagement. Secondly, based on observations, we report on the organisation's ongoing digital development and adaptation to remote digital production workflows in response to the COVID-19 pandemic. We discuss the potential of radio as a technology to involve older adults in citizen dialogue. Due to its combination of digital and non-digital elements, we conclude that radio production can be an accessible technology for older adults to engage with in order to have their voices heard more widely. Our work contributes to key debates at the intersection of technology use and community engagement in later life, suggesting a central role for audio and radio as accessible routes to support public debates and promote citizen dialogue in later life.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125497465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading is a means to make Human Rights effective, mainly those related to full participation in society under equal conditions. Literacy is not natural but acquired, and it depends on many factors from personal capabilities to access to education from a geographical or financial point of view. Even in more developed countries where education is compulsory until adolescence, a growing number of children do not fully develop their reading skills. This fact makes reading a universal barrier towards equal opportunities. Learning to read is one solution to the problem, on the other hand, generating texts which are easier to read may also help. This article presents the Easy to Read existing standards, and describes some further standardisation requirements such as terminology, intended audience, workflows, formats, and languages that should be taken into consideration towards a 21st century Easy to Read recommendation
阅读是使人权有效的一种手段，主要是与平等条件下充分参与社会有关的人权。识字不是天生的，而是后天获得的，它取决于许多因素，从个人能力到从地理或经济角度来看接受教育的机会。即使在那些直到青春期都实行义务教育的较发达国家，也有越来越多的儿童没有充分发展他们的阅读技能。这一事实使阅读成为实现平等机会的普遍障碍。学习阅读是解决这个问题的一种方法，另一方面，生成更容易阅读的文本也可能有所帮助。本文介绍了Easy to Read现有的标准，并描述了一些进一步的标准化需求，如术语、目标受众、工作流、格式和语言，这些都是21世纪Easy to Read推荐中应该考虑的因素
{"title":"Easy to Read Standarisation.: Some steps towards an international standard.","authors":"P. Orero, Clara Delgado, A. Matamala","doi":"10.1145/3439231.3440605","DOIUrl":"https://doi.org/10.1145/3439231.3440605","url":null,"abstract":"Reading is a means to make Human Rights effective, mainly those related to full participation in society under equal conditions. Literacy is not natural but acquired, and it depends on many factors from personal capabilities to access to education from a geographical or financial point of view. Even in more developed countries where education is compulsory until adolescence, a growing number of children do not fully develop their reading skills. This fact makes reading a universal barrier towards equal opportunities. Learning to read is one solution to the problem, on the other hand, generating texts which are easier to read may also help. This article presents the Easy to Read existing standards, and describes some further standardisation requirements such as terminology, intended audience, workflows, formats, and languages that should be taken into consideration towards a 21st century Easy to Read recommendation","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126418472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper consists of a co-design assistive technology to problem-solving capabilities and difficulties for people with disabilities of technology use through a value elicitation from person-user and interdisciplinary participants. Methods conducted semi-structured value-oriented interviews with five participants (medicine, design and engineering disciplines, a person-user with disability and a classmate friend) and an extended interview for a person-user from personal experience. Data were analyzed by conventional content analysis. As a result, assistive technology enhances a person-user with motor impairment disability capability with prototype orthosis to improve a professional activity. A value elicitation from prototype orthosis is designed by an interdisciplinary group with positive responses based on reactivating a non-dominant hand to complement the computer use. The conclusion presents how technology extends a biopsychosocial approach based on value-sensitive design, including value interdisciplinary sense-making.
{"title":"Interdisciplinary Co-Design Process of Assistive Technology in Value Elicitation","authors":"Christian Quintero, Juan-Diego Gallego","doi":"10.1145/3439231.3439234","DOIUrl":"https://doi.org/10.1145/3439231.3439234","url":null,"abstract":"The purpose of this paper consists of a co-design assistive technology to problem-solving capabilities and difficulties for people with disabilities of technology use through a value elicitation from person-user and interdisciplinary participants. Methods conducted semi-structured value-oriented interviews with five participants (medicine, design and engineering disciplines, a person-user with disability and a classmate friend) and an extended interview for a person-user from personal experience. Data were analyzed by conventional content analysis. As a result, assistive technology enhances a person-user with motor impairment disability capability with prototype orthosis to improve a professional activity. A value elicitation from prototype orthosis is designed by an interdisciplinary group with positive responses based on reactivating a non-dominant hand to complement the computer use. The conclusion presents how technology extends a biopsychosocial approach based on value-sensitive design, including value interdisciplinary sense-making.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131237203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Mercier, Kathleen Whissell-Turner, Ariane Paradis, I. Avaca
Process-oriented studies of cooperative learning from an educational neuroscience perspective has not been firmly quantified experimentally. Within a modeling approach aimed at the development of a systems dynamics model of affect and cognition, the goal of this exploratory study is to identify typical timescales of variation for continuous metrics of affect (Frontal Alpha Asymmetry (FAA): valence) and cognition (Cognitive Load (CL); Index of Cognitive Engagement (ICE); Frontal Midline Theta (FMT): attention). These metrics were obtained from 72 participants paired in dyads (player and watcher) from whom electroencephalography (EEG) was recorded for 2 hours while one participant was playing a serious game to learn Physics, and the other one was watching passively. The results show rather slow cyclical variation for every metric tested, accompanied in certain cases by short bursts of faster variations. This result converges with [Newell 1990] cognitive architecture assuming that psychophysiological measures capture activity at higher levels such as operation tasks and operations. Theoretical, methodological and applied implications are discussed. Also, the need for further fine-grained analyses of the context and other atypical analyses are expressed.
{"title":"Good Vibrations: Tuning a Systems Dynamics Model of Affect and Cognition in Learning to the Appropriate Frequency Bands of Fine-Grained Temporal Sequences of Data: Frequency Bands of Affect and Cognition","authors":"J. Mercier, Kathleen Whissell-Turner, Ariane Paradis, I. Avaca","doi":"10.1145/3439231.3440604","DOIUrl":"https://doi.org/10.1145/3439231.3440604","url":null,"abstract":"Process-oriented studies of cooperative learning from an educational neuroscience perspective has not been firmly quantified experimentally. Within a modeling approach aimed at the development of a systems dynamics model of affect and cognition, the goal of this exploratory study is to identify typical timescales of variation for continuous metrics of affect (Frontal Alpha Asymmetry (FAA): valence) and cognition (Cognitive Load (CL); Index of Cognitive Engagement (ICE); Frontal Midline Theta (FMT): attention). These metrics were obtained from 72 participants paired in dyads (player and watcher) from whom electroencephalography (EEG) was recorded for 2 hours while one participant was playing a serious game to learn Physics, and the other one was watching passively. The results show rather slow cyclical variation for every metric tested, accompanied in certain cases by short bursts of faster variations. This result converges with [Newell 1990] cognitive architecture assuming that psychophysiological measures capture activity at higher levels such as operation tasks and operations. Theoretical, methodological and applied implications are discussed. Also, the need for further fine-grained analyses of the context and other atypical analyses are expressed.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121451770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As with most software development projects, the WADcher observatory to monitor web accessibility must cater to the needs of the eventual users, be they web commissioners, developers or expert reviewers. However, these three different groups show quite different requirements with regard to their tasks and their proficiency when using monitoring tools and also understanding of technologies and web accessibility in general. Therefore, a common observatory needs to consider all of these requirements and as best as possible fulfil them. The realization of this claim then can only be tested through extensive user testing with representatives of all groups. Another important aspect regarding web accessibility are the different legal frameworks that have been set up in European countries as well as the different tools and rulesets that can and should be used. To verify whether all national requirements are actually met, the tests also need to extend beyond a single country and must include a widespread test group.
{"title":"Pilot studies for evaluating a web accessibility observatory","authors":"Christian Vogelauer","doi":"10.1145/3439231.3439243","DOIUrl":"https://doi.org/10.1145/3439231.3439243","url":null,"abstract":"As with most software development projects, the WADcher observatory to monitor web accessibility must cater to the needs of the eventual users, be they web commissioners, developers or expert reviewers. However, these three different groups show quite different requirements with regard to their tasks and their proficiency when using monitoring tools and also understanding of technologies and web accessibility in general. Therefore, a common observatory needs to consider all of these requirements and as best as possible fulfil them. The realization of this claim then can only be tested through extensive user testing with representatives of all groups. Another important aspect regarding web accessibility are the different legal frameworks that have been set up in European countries as well as the different tools and rulesets that can and should be used. To verify whether all national requirements are actually met, the tests also need to extend beyond a single country and must include a widespread test group.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117186048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In times such as these of world pandemic where the spread of COVID-19 has resulted in the shutdown of schools and universities for face-to-face learning activities, the use of digital technology was intensified. The online learning environment is different to the regular classroom environment. Technology may offer multiple opportunities for learning and diverse means for teaching. The use of technological solutions to enable the continuity of learning from home raised challenges to continue effective teaching-learning processes. Considering online learning, some dimensions have been identified as relevant for learning to occur and be effective. Students’ readiness for online learning is one of these dimensions. This brief study aimed to measure undergraduate Psychology students’ online learning readiness at a Portuguese university. Participants exhibited above-medium levels of readiness toward online learning and presented highest readiness in the subscale of technical skills, followed by communication competencies, and the lowest readiness in the subscales related to social competencies both with classmates and the instructor/teacher. From these results, we can derive implications for teaching practice.
{"title":"Student's Online Learning Readiness In Times Of Covid-19: Self-Report Of Undergraduate Psychology Students In Portugal: Student's Online Learning Readiness in times of Covid-19","authors":"Marisa Carvalho, R. Cunha","doi":"10.1145/3439231.3440609","DOIUrl":"https://doi.org/10.1145/3439231.3440609","url":null,"abstract":"In times such as these of world pandemic where the spread of COVID-19 has resulted in the shutdown of schools and universities for face-to-face learning activities, the use of digital technology was intensified. The online learning environment is different to the regular classroom environment. Technology may offer multiple opportunities for learning and diverse means for teaching. The use of technological solutions to enable the continuity of learning from home raised challenges to continue effective teaching-learning processes. Considering online learning, some dimensions have been identified as relevant for learning to occur and be effective. Students’ readiness for online learning is one of these dimensions. This brief study aimed to measure undergraduate Psychology students’ online learning readiness at a Portuguese university. Participants exhibited above-medium levels of readiness toward online learning and presented highest readiness in the subscale of technical skills, followed by communication competencies, and the lowest readiness in the subscales related to social competencies both with classmates and the instructor/teacher. From these results, we can derive implications for teaching practice.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130210852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New advances in Information and Communication Technologies (ICT) have generated a convergent media environment towards the web. Digital media is ubiquitous and sometimes we might not realise how now much it affects our daily lives, as it is being used to communicate, entertain, learn, and almost all other activities. At present, most digital content is still not accessible for all. The requirement for digital accessibility when accessing ICT products has increased since the endorsement of the Convention on the Rights of Persons with Disabilities (UNCRPD) by European Directives. This article will first present an overview of the current state of digital accessibility legal framework in Europe. This will enable a better understanding of the existing gaps in the market and the training needs in the digital accessibility field. The methodology followed in the first stage of the IMPACT project will then be presented. Firstly, an analysis of the existing training in the digital accessibility field was conducted, which was used as the basis to create a first draft of the competences and skills that a digital accessibility professional should acquire and master. Secondly, an online survey to assess the defined competences and map the current status of digital accessibility in Europe was conducted. Results obtained will be discussed and further steps in the project which involve the design of a modular curriculum and the certification process will be outlined.
{"title":"Mapping The European Digital Accessibility Field: The IMPACT Project","authors":"Estella Oncins","doi":"10.1145/3439231.3440608","DOIUrl":"https://doi.org/10.1145/3439231.3440608","url":null,"abstract":"New advances in Information and Communication Technologies (ICT) have generated a convergent media environment towards the web. Digital media is ubiquitous and sometimes we might not realise how now much it affects our daily lives, as it is being used to communicate, entertain, learn, and almost all other activities. At present, most digital content is still not accessible for all. The requirement for digital accessibility when accessing ICT products has increased since the endorsement of the Convention on the Rights of Persons with Disabilities (UNCRPD) by European Directives. This article will first present an overview of the current state of digital accessibility legal framework in Europe. This will enable a better understanding of the existing gaps in the market and the training needs in the digital accessibility field. The methodology followed in the first stage of the IMPACT project will then be presented. Firstly, an analysis of the existing training in the digital accessibility field was conducted, which was used as the basis to create a first draft of the competences and skills that a digital accessibility professional should acquire and master. Secondly, an online survey to assess the defined competences and map the current status of digital accessibility in Europe was conducted. Results obtained will be discussed and further steps in the project which involve the design of a modular curriculum and the certification process will be outlined.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129539907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
People who are blind or have severe low vision (BLVP) often rely on synthesized voice (output) to interact with computers. Thanks to Voice Assistants (VAs), BLVP can now use voice commands to interact (input) with a range of devices. Yet, very little is known about how they use VAs. This exploratory paper reports on semi-structured, face-to-face interviews with (N=10) legally blind adults, including typhlotechnicians, who teach other BLVP to use digital technologies and may themselves be blind people. Whilst the current impact of VAs on our everyday lives focuses on aiding in the completion of simple day-to-day activities, the results show that the ‘couple’ Apple Siri and Voice Over has a strong, positive impact on the everyday lives of our participants. They reported using VAs mostly as a tool, not as a social actor, and that productivity was more important for them than privacy in their everyday use of Siri. Implications for design and research are outlined.
{"title":"Apple Siri (input) + Voice Over (output) = a de facto marriage: An exploratory case study with blind people","authors":"Sergio Sayago, Mireia Ribera","doi":"10.1145/3439231.3440603","DOIUrl":"https://doi.org/10.1145/3439231.3440603","url":null,"abstract":"People who are blind or have severe low vision (BLVP) often rely on synthesized voice (output) to interact with computers. Thanks to Voice Assistants (VAs), BLVP can now use voice commands to interact (input) with a range of devices. Yet, very little is known about how they use VAs. This exploratory paper reports on semi-structured, face-to-face interviews with (N=10) legally blind adults, including typhlotechnicians, who teach other BLVP to use digital technologies and may themselves be blind people. Whilst the current impact of VAs on our everyday lives focuses on aiding in the completion of simple day-to-day activities, the results show that the ‘couple’ Apple Siri and Voice Over has a strong, positive impact on the everyday lives of our participants. They reported using VAs mostly as a tool, not as a social actor, and that productivity was more important for them than privacy in their everyday use of Siri. Implications for design and research are outlined.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115009793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the growing concern to make museums accessible to individuals with visual impairments, their participation in these institutions is still limited, given the multiple barriers they often experience and the lack of assistive technologies to promote access. This research investigates the perspectives of 72 blind and partially sighted individuals on enhancing their visiting experience in museums. A co-created framework to improve visitors’ autonomy is proposed, concluding that sensory, intellectual and physical access must be integrated into the pre, on-site and post phases of visiting museums.
{"title":"Perspectives of Visually Impaired Visitors on Museums: Towards an Integrative and Multisensory Framework to Enhance the Museum Experience","authors":"Roberto Vaz, D. Freitas, António Coelho","doi":"10.1145/3439231.3439272","DOIUrl":"https://doi.org/10.1145/3439231.3439272","url":null,"abstract":"Although the growing concern to make museums accessible to individuals with visual impairments, their participation in these institutions is still limited, given the multiple barriers they often experience and the lack of assistive technologies to promote access. This research investigates the perspectives of 72 blind and partially sighted individuals on enhancing their visiting experience in museums. A co-created framework to improve visitors’ autonomy is proposed, concluding that sensory, intellectual and physical access must be integrated into the pre, on-site and post phases of visiting museums.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120820823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent years have seen an increase in XR (Cross Reality) applications including virtual and augmented or mixed reality technologies for older adults, particularly for physical and cognitive training and rehabilitation. These technologies have the potential to provide an enjoyable, motivating and engaging environment for older adults and allow for individualized skill practice. However, “older adults” encompass a diverse and dynamic group of users and “one-size-fits-all” approach is not appropriate for designing XR applications for this user group. We argue that personalization is essential for addressing the diversity and ensure that XR applications are useful and acceptable for older adults. In this paper we analyze and discuss the key aspects in personalization and propose a generic architecture for personalized XR applications for older adults.
{"title":"Towards Personalized XR Training and Rehabilitation Applications for Older adults","authors":"Weiqin Chen","doi":"10.1145/3439231.3439271","DOIUrl":"https://doi.org/10.1145/3439231.3439271","url":null,"abstract":"Recent years have seen an increase in XR (Cross Reality) applications including virtual and augmented or mixed reality technologies for older adults, particularly for physical and cognitive training and rehabilitation. These technologies have the potential to provide an enjoyable, motivating and engaging environment for older adults and allow for individualized skill practice. However, “older adults” encompass a diverse and dynamic group of users and “one-size-fits-all” approach is not appropriate for designing XR applications for this user group. We argue that personalization is essential for addressing the diversity and ensure that XR applications are useful and acceptable for older adults. In this paper we analyze and discuss the key aspects in personalization and propose a generic architecture for personalized XR applications for older adults.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122830648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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