Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00046
Isaac Ocampo Yahuarcani, Lelis Antony Saravia Llaja, Angela Milagros Nuñez Satalaya, Evelin Alana Rojas Alva, Alejandro Reategui Pezo, Edgar Gutierrez Gómez, José Edgar García Díaz
The present work includes the development and validation of two bilingual mobile applications initially created as basic learning tools in Educational Institutions in Amazonian indigenous communities of the Shipibo-Konibo and Taushiro languages, both with weakening and extinction problems. The applications seek to overcome or adapt to the conditions and limitations of indigenous communities, caused by a series of bureaucratic administrative processes, and also seek to be complementary tools or support to the Virtual Education services that the Peruvian government has been promoting in the context of the COVID-19 Pandemic, and although classes continue to develop virtually through television, radio, software messaging services and electronic platforms, these media have been receiving a series of criticisms by parents and part of the education sector regarding the quality of service. Through the realization of two case studies, favorable results were achieved on the use and potentialities of supporting the educational social inclusion of indigenous children. Finally, a comparative table was made on the frequent problems, the new problems that have arisen in the context of COVID-19, and the scope and advantages of each of the mobile applications. At the same time, it is suggested that government strategies incorporate the use of interactive mobile self-learning applications as complementary mechanisms to current educational services, which should be contextualized to the geographic, cultural and linguistic environment of students, taking into account the limited telecommunications and electricity coverage of indigenous communities in Peru.
{"title":"Mobile Applications as Tools for Virtual Education in Indigenous Communities During the COVID-19 Pandemic in the Peruvian Amazon","authors":"Isaac Ocampo Yahuarcani, Lelis Antony Saravia Llaja, Angela Milagros Nuñez Satalaya, Evelin Alana Rojas Alva, Alejandro Reategui Pezo, Edgar Gutierrez Gómez, José Edgar García Díaz","doi":"10.1109/CONTIE51334.2020.00046","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00046","url":null,"abstract":"The present work includes the development and validation of two bilingual mobile applications initially created as basic learning tools in Educational Institutions in Amazonian indigenous communities of the Shipibo-Konibo and Taushiro languages, both with weakening and extinction problems. The applications seek to overcome or adapt to the conditions and limitations of indigenous communities, caused by a series of bureaucratic administrative processes, and also seek to be complementary tools or support to the Virtual Education services that the Peruvian government has been promoting in the context of the COVID-19 Pandemic, and although classes continue to develop virtually through television, radio, software messaging services and electronic platforms, these media have been receiving a series of criticisms by parents and part of the education sector regarding the quality of service. Through the realization of two case studies, favorable results were achieved on the use and potentialities of supporting the educational social inclusion of indigenous children. Finally, a comparative table was made on the frequent problems, the new problems that have arisen in the context of COVID-19, and the scope and advantages of each of the mobile applications. At the same time, it is suggested that government strategies incorporate the use of interactive mobile self-learning applications as complementary mechanisms to current educational services, which should be contextualized to the geographic, cultural and linguistic environment of students, taking into account the limited telecommunications and electricity coverage of indigenous communities in Peru.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124073260","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00044
O. Aguilar, Ananí Gutiérrez Aguilar
The work purpose was to validate a teacher performance model, by establishing a relationship with the satisfaction of educational service at the university level, in Peru as in other countries of the world, are currently experiencing social isolation as one of the policies of governments in order to minimize the negative impacts of Covid-19. In Peru as part of an extreme set of measures adopted by the government, is the suspension of educational activities at all levels of education, so that, at the university level, from one day to another, teachers and their students have been conducting online learning sessions, through Learning Manangement System - LMS, this process of adaptation of a face-to-face education to the virtual, is having its impacts, which will surely be evaluated in the future. One of the key factors for the success of university education is undoubtedly the teacher's performance. Now, with the implementation of a virtual educational model, it is necessary to evaluate the models implemented. The research proposed is the validity of an evaluation model about teacher performance, for which the first step was the development of an instrument with 5 factors and 15 politomic items of graduated answers in the Likert scale, the selected factors respond to a theoretical construct related to the evaluation and teacher performance and a decisive question about the satisfaction of the service, adapted from the Net Promoter Score (NPS). For the model creation, we started with an exploratory analysis, which included a factorial analysis, secondly, we performed a confirmatory analysis with the PLS-SEM methodology which is a second generation multivariate method called Structural Equation Modeling with Partial Least Squares. The sample consists of 358 cases in university students of the social sciences area. It is concluded that the model proposed to evaluate the teaching performance establishing a relation with the student satisfaction, is valid.
{"title":"A model validation to establish the relationship between teacher performance and student satisfaction","authors":"O. Aguilar, Ananí Gutiérrez Aguilar","doi":"10.1109/CONTIE51334.2020.00044","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00044","url":null,"abstract":"The work purpose was to validate a teacher performance model, by establishing a relationship with the satisfaction of educational service at the university level, in Peru as in other countries of the world, are currently experiencing social isolation as one of the policies of governments in order to minimize the negative impacts of Covid-19. In Peru as part of an extreme set of measures adopted by the government, is the suspension of educational activities at all levels of education, so that, at the university level, from one day to another, teachers and their students have been conducting online learning sessions, through Learning Manangement System - LMS, this process of adaptation of a face-to-face education to the virtual, is having its impacts, which will surely be evaluated in the future. One of the key factors for the success of university education is undoubtedly the teacher's performance. Now, with the implementation of a virtual educational model, it is necessary to evaluate the models implemented. The research proposed is the validity of an evaluation model about teacher performance, for which the first step was the development of an instrument with 5 factors and 15 politomic items of graduated answers in the Likert scale, the selected factors respond to a theoretical construct related to the evaluation and teacher performance and a decisive question about the satisfaction of the service, adapted from the Net Promoter Score (NPS). For the model creation, we started with an exploratory analysis, which included a factorial analysis, secondly, we performed a confirmatory analysis with the PLS-SEM methodology which is a second generation multivariate method called Structural Equation Modeling with Partial Least Squares. The sample consists of 358 cases in university students of the social sciences area. It is concluded that the model proposed to evaluate the teaching performance establishing a relation with the student satisfaction, is valid.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115214877","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00049
G. A. Espinoza-Monteverde, J. Andrés Sandoval-Bringas, Brenda Elizabeth Ramírez Díaz, Amado Alejandro Leyva-Carrillo
In México there is no data that proves how digital natives use mobile devices to increase their learning process or for other leisure (like entertainment). However, Baja California Sur is one of the few states that show highest internet access inside users accommodation. Digital natives are born surrounded by digital devices, wich they use to develop unique abilities that boosts their learning process as well, while showing a better performance and advantage amongst other generations. How do they use mobile devices? How much time do they spend in social networks? Where do they get thier wifi connection from? What kind of apps they download?Our study demonstrates how users from 6 to 10 years old use mobile devices to spend time on social networks, more than an hour per day. They tend to download more games than we expected.On the other hand, it seems they are really concerned about their online appearance in social media networks rather than spending time on their own education.Despite of those aspects mentioned, some students do use mobile devices to use learning apps. In this regard, this usage can lead us to the enter key to their digital world and use their devices to enhance learning processes and finally to create more efficient educational strategies focused in diminishing the digital gap among young population.
{"title":"Knowledge and use of ICT in children from 6 to 10 years old: analysis and proposal of digital literacy","authors":"G. A. Espinoza-Monteverde, J. Andrés Sandoval-Bringas, Brenda Elizabeth Ramírez Díaz, Amado Alejandro Leyva-Carrillo","doi":"10.1109/CONTIE51334.2020.00049","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00049","url":null,"abstract":"In México there is no data that proves how digital natives use mobile devices to increase their learning process or for other leisure (like entertainment). However, Baja California Sur is one of the few states that show highest internet access inside users accommodation. Digital natives are born surrounded by digital devices, wich they use to develop unique abilities that boosts their learning process as well, while showing a better performance and advantage amongst other generations. How do they use mobile devices? How much time do they spend in social networks? Where do they get thier wifi connection from? What kind of apps they download?Our study demonstrates how users from 6 to 10 years old use mobile devices to spend time on social networks, more than an hour per day. They tend to download more games than we expected.On the other hand, it seems they are really concerned about their online appearance in social media networks rather than spending time on their own education.Despite of those aspects mentioned, some students do use mobile devices to use learning apps. In this regard, this usage can lead us to the enter key to their digital world and use their devices to enhance learning processes and finally to create more efficient educational strategies focused in diminishing the digital gap among young population.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126035112","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00015
Ygnacio Tomaylla Quispe, O. G. Gutierrez Aguilar, Ananí Gutiérrez Aguilar
This research objective was to know the satisfaction levels from a group of students towards an open source learning management system (LMS) as a complement and support to the classroom activities. The satisfaction variables were the planning and contents of the course, participation and teacher-student interaction, usability, multimedia elements and accessibility to the system. The quantitative approach research was developed with a sample of 83 students enrolled in a subject of the Architecture curriculum at the university level. A previously validated satisfaction questionnaire was used. It is concluded that students reveal to be in agreement in their level of satisfaction and implication with the use of an LMS that collaborates positively in the teaching-learning processes. The categories with the highest acceptance were the contents and planning, while the participation and interactivity of the students with the virtual environment was less accepted.
{"title":"Student interaction and satisfaction level with a LMS subject at a higher education institution","authors":"Ygnacio Tomaylla Quispe, O. G. Gutierrez Aguilar, Ananí Gutiérrez Aguilar","doi":"10.1109/CONTIE51334.2020.00015","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00015","url":null,"abstract":"This research objective was to know the satisfaction levels from a group of students towards an open source learning management system (LMS) as a complement and support to the classroom activities. The satisfaction variables were the planning and contents of the course, participation and teacher-student interaction, usability, multimedia elements and accessibility to the system. The quantitative approach research was developed with a sample of 83 students enrolled in a subject of the Architecture curriculum at the university level. A previously validated satisfaction questionnaire was used. It is concluded that students reveal to be in agreement in their level of satisfaction and implication with the use of an LMS that collaborates positively in the teaching-learning processes. The categories with the highest acceptance were the contents and planning, while the participation and interactivity of the students with the virtual environment was less accepted.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134160827","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00030
Israel Durán Encinas, M. A. C. León, J. A. S. Bringas, Manuel J. Ibarra, M. Cruz, J. G. S. Muñoz
Severe visual impairment (total or partial blindness) hinders the acquisition of knowledge and the development of certain skills, especially in children who begin their literacy process in conditions that have not adapted to their educational needs, thus affecting the reception and processing the information necessary for complete school growth. This article presents the design and construction of a support tool for the introduction to Braille, focused on children with blindness or visual impairment. The objective of this tool is to strengthen spatial orientation skills, the sense of touch, know the basic concepts to start the literacy process and promote educational inclusion through ICT, fostering a fun and motivating learning environment. K-BOX is a device that interacts with multiple sensors to detect whether the user is writing or reading by adjusting buttons. For each interaction, the device responds with an audio phrase related to the action performed, for example: "Write the letter A for the bee", "Read the letter B for the owl". The implementation of the prototype in toy format allows it to be used by anyone without the need for prior knowledge of Braille, even by classmates, which would favor social relationships and communication.
{"title":"Design of an interactive system to support the learning process prior to the braille system","authors":"Israel Durán Encinas, M. A. C. León, J. A. S. Bringas, Manuel J. Ibarra, M. Cruz, J. G. S. Muñoz","doi":"10.1109/CONTIE51334.2020.00030","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00030","url":null,"abstract":"Severe visual impairment (total or partial blindness) hinders the acquisition of knowledge and the development of certain skills, especially in children who begin their literacy process in conditions that have not adapted to their educational needs, thus affecting the reception and processing the information necessary for complete school growth. This article presents the design and construction of a support tool for the introduction to Braille, focused on children with blindness or visual impairment. The objective of this tool is to strengthen spatial orientation skills, the sense of touch, know the basic concepts to start the literacy process and promote educational inclusion through ICT, fostering a fun and motivating learning environment. K-BOX is a device that interacts with multiple sensors to detect whether the user is writing or reading by adjusting buttons. For each interaction, the device responds with an audio phrase related to the action performed, for example: \"Write the letter A for the bee\", \"Read the letter B for the owl\". The implementation of the prototype in toy format allows it to be used by anyone without the need for prior knowledge of Braille, even by classmates, which would favor social relationships and communication.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133279265","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}
Pub Date : 2020-10-01DOI: 10.1109/contie51334.2020.00026
F. J. Álvarez Rodríguez, R. Chavez Alba, J. P. Ponce Gallegos, I. Martín del Campo Aceves, J. P. Cardona Salas
This work presents an initial diagnosis for school inclusion applied in educational practices in the training of teachers in upper normal schools. Considering the need for inclusion in the classroom based on international and national trends on social and educational inclusion, this diagnosis is developed with the aim of presenting guidelines that allow an adequate implementation of this inclusion. The diagnosis defines elements of analysis in trans-disciplinary work, defining the profile of the individual for educational intervention, to name a few elements. The implementation in an initial stage is presented, as well as its application in a case study at the Escuela Normal Superior Federal de Aguascalientes. In this first diagnosis, teachers from the Superior Normal School, state specialists in educational inclusion and specialists in inclusive technologies were involved. The results obtained in this stage were the initial training of the students on how to deal with specific cases of a physical or cognitive disability in the classroom.
{"title":"Initial diagnosis for school inclusion in teacher training in higher normal schools. Case study: Escuela Normal Superior Federal de Aguascalientes \"Profesor José Santos Valdés\"","authors":"F. J. Álvarez Rodríguez, R. Chavez Alba, J. P. Ponce Gallegos, I. Martín del Campo Aceves, J. P. Cardona Salas","doi":"10.1109/contie51334.2020.00026","DOIUrl":"https://doi.org/10.1109/contie51334.2020.00026","url":null,"abstract":"This work presents an initial diagnosis for school inclusion applied in educational practices in the training of teachers in upper normal schools. Considering the need for inclusion in the classroom based on international and national trends on social and educational inclusion, this diagnosis is developed with the aim of presenting guidelines that allow an adequate implementation of this inclusion. The diagnosis defines elements of analysis in trans-disciplinary work, defining the profile of the individual for educational intervention, to name a few elements. The implementation in an initial stage is presented, as well as its application in a case study at the Escuela Normal Superior Federal de Aguascalientes. In this first diagnosis, teachers from the Superior Normal School, state specialists in educational inclusion and specialists in inclusive technologies were involved. The results obtained in this stage were the initial training of the students on how to deal with specific cases of a physical or cognitive disability in the classroom.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130539258","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00010
L. Ramos, F. Álvarez
From the study of methodologies focused on the construction of interactive systems, an adaptation was made for the construction of interactive systems based on tangible user interfaces and gamification techniques through a well-structured process. This proposal shows the main components of the methodology for the development of interactive systems based on tangible user interfaces and gamification techniques to produce quality interactive systems. The use of this methodology ensures that a quality product that meets the characteristics of functionality, usability, and reliability, desirable and necessary characteristics for an interactive system is produced from its early stages of development. A software prototype is also developed to teach children with visual problems mathematical fractions, which incorporates the proposed methodology, using the new techniques incorporated for the implementation of tangible interfaces and gamification techniques. The development methodology involves the study of various aspects, among which are user-centered design, tangible user interfaces, gamification techniques.
{"title":"METUIGA Methodology","authors":"L. Ramos, F. Álvarez","doi":"10.1109/CONTIE51334.2020.00010","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00010","url":null,"abstract":"From the study of methodologies focused on the construction of interactive systems, an adaptation was made for the construction of interactive systems based on tangible user interfaces and gamification techniques through a well-structured process. This proposal shows the main components of the methodology for the development of interactive systems based on tangible user interfaces and gamification techniques to produce quality interactive systems. The use of this methodology ensures that a quality product that meets the characteristics of functionality, usability, and reliability, desirable and necessary characteristics for an interactive system is produced from its early stages of development. A software prototype is also developed to teach children with visual problems mathematical fractions, which incorporates the proposed methodology, using the new techniques incorporated for the implementation of tangible interfaces and gamification techniques. The development methodology involves the study of various aspects, among which are user-centered design, tangible user interfaces, gamification techniques.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129089621","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00016
Arturo De Casso, Mónica A. Carreño, Carlos Sandoval, Andrés Sandoval, Israel Durán, J. Soto
This work deals with the creation of a mobile app for the app of the Peabody III exam in students of Basic Education in Baja California Sur. The Peabody III test allows to identify the level of vocabulary acquisition in a person, being necessary for a correct evaluation of the linguistic level developed by the individual. The linguistic development of a person influences the educational plan to follow during their formative years and impacts throughout their lives, for this reason the importance of the early application of the Peabody III test to detect any type of disability or outstanding attitude, and influence its correct institutional channeling. In Mexico, the staff of the Service and Support Units for Regular Education (USAER) of the Secretary of Public Education (SEP), are in charge of attending and channeling students with Special Educational Needs (NEE), being in charge of the Peabody III test application. The MPIII Mobile Application is created in order to help in the early detection of Language Disorder for its timely treatment, in addition to integrating with the WPIII Web System for the monitoring and storage of records, including ubiquity support for the Peabody test application III.
{"title":"Mobile Application MPIII to determine level of vocabulary appropriation through the Peabody III test in Basic Education students","authors":"Arturo De Casso, Mónica A. Carreño, Carlos Sandoval, Andrés Sandoval, Israel Durán, J. Soto","doi":"10.1109/CONTIE51334.2020.00016","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00016","url":null,"abstract":"This work deals with the creation of a mobile app for the app of the Peabody III exam in students of Basic Education in Baja California Sur. The Peabody III test allows to identify the level of vocabulary acquisition in a person, being necessary for a correct evaluation of the linguistic level developed by the individual. The linguistic development of a person influences the educational plan to follow during their formative years and impacts throughout their lives, for this reason the importance of the early application of the Peabody III test to detect any type of disability or outstanding attitude, and influence its correct institutional channeling. In Mexico, the staff of the Service and Support Units for Regular Education (USAER) of the Secretary of Public Education (SEP), are in charge of attending and channeling students with Special Educational Needs (NEE), being in charge of the Peabody III test application. The MPIII Mobile Application is created in order to help in the early detection of Language Disorder for its timely treatment, in addition to integrating with the WPIII Web System for the monitoring and storage of records, including ubiquity support for the Peabody test application III.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"17 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123734969","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00012
Mónica A. Carreño-León, J. Andrés Sandoval-Bringas, Israel Durán Encinas, Rafael Cosio Castro, Italia Estrada Cota, Alejandro Leyva Carrillo
Children with autistic spectrum conditions are characterized by presenting a wide spectrum of serious limitations in several fundamental aspects of development: impaired social interactions and communication, and the presence of repetitive and restrictive patterns of interest and behavior. The different areas of science and technology have shown an interest in caring for people with special needs. In this research, the construction of a technological prototype is presented as a complement to the development of skills for learning in children on the autism spectrum. The technological prototype considers the incorporation of tangible objects that are recognized by gamified software applications. The proposed user interface is an object identifier board with RFID code, as well as a set of objects and / or cards that are recognized by the application. The prototype was first evaluated by experts in the area of special education and secondly by a user with characteristics of the autism spectrum. In both cases, the results obtained are considered favorable.
{"title":"Design of an interactive system of tangible interfaces to support learning in children with autism","authors":"Mónica A. Carreño-León, J. Andrés Sandoval-Bringas, Israel Durán Encinas, Rafael Cosio Castro, Italia Estrada Cota, Alejandro Leyva Carrillo","doi":"10.1109/CONTIE51334.2020.00012","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00012","url":null,"abstract":"Children with autistic spectrum conditions are characterized by presenting a wide spectrum of serious limitations in several fundamental aspects of development: impaired social interactions and communication, and the presence of repetitive and restrictive patterns of interest and behavior. The different areas of science and technology have shown an interest in caring for people with special needs. In this research, the construction of a technological prototype is presented as a complement to the development of skills for learning in children on the autism spectrum. The technological prototype considers the incorporation of tangible objects that are recognized by gamified software applications. The proposed user interface is an object identifier board with RFID code, as well as a set of objects and / or cards that are recognized by the application. The prototype was first evaluated by experts in the area of special education and secondly by a user with characteristics of the autism spectrum. In both cases, the results obtained are considered favorable.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114779946","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}
Pub Date : 2020-10-01DOI: 10.1109/CONTIE51334.2020.00038
J. C. Ocampo, M. A. C. León, J. A. S. Bringas, Israel Durán Encinas, J. G. S. Muñoz
The hearing impairment is the decrease or the loss of the capacity to listen, its causes can be congenital, hereditary, genetic or accidental. The people that live with this condition they face serious problems to unfold in the society, this is due to the difficulties to detect the sound sources, identify a sound, engaging in conversation, among others. One of the techniques that allow break the barrier communication with the people with disabilities impairment is the use of sign language. The which consists in using the hands, making a series of gestures and patterns, the which will make a sign for that can communicate, however, the number of people without disabilities impairment that have knowledge of this means of communication they are few, most of these are family and/or friends of the people with disabilities. In this paper presents a design of a technological prototype that by means of a glove in conjunction with the mobile app allows to translate sign language (in particular, the Mexican sign language), as well as the test and results obtained.
{"title":"Design of a Glove Like Support for the Learning of the Mexican Sign Language","authors":"J. C. Ocampo, M. A. C. León, J. A. S. Bringas, Israel Durán Encinas, J. G. S. Muñoz","doi":"10.1109/CONTIE51334.2020.00038","DOIUrl":"https://doi.org/10.1109/CONTIE51334.2020.00038","url":null,"abstract":"The hearing impairment is the decrease or the loss of the capacity to listen, its causes can be congenital, hereditary, genetic or accidental. The people that live with this condition they face serious problems to unfold in the society, this is due to the difficulties to detect the sound sources, identify a sound, engaging in conversation, among others. One of the techniques that allow break the barrier communication with the people with disabilities impairment is the use of sign language. The which consists in using the hands, making a series of gestures and patterns, the which will make a sign for that can communicate, however, the number of people without disabilities impairment that have knowledge of this means of communication they are few, most of these are family and/or friends of the people with disabilities. In this paper presents a design of a technological prototype that by means of a glove in conjunction with the mobile app allows to translate sign language (in particular, the Mexican sign language), as well as the test and results obtained.","PeriodicalId":244692,"journal":{"name":"2020 3rd International Conference of Inclusive Technology and Education (CONTIE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121499218","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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