Detalle Publicación


Software with augmented reality, virtual reality and natural interaction for atypical development individuals

Libro: Augmented virtual realities for social development. Experiencies between Europe and Latin America
Autores: Bossavit, B.; Ostiz Blanco, Mikel; Lizaso, M.; Pina-Calafi, A.; Grötsch, E.
Lugar de Edición: Buenos Aires
Editorial: Universidad de Belgrano
Fecha de publicación: 2014
Página Inicial - Final: 103 - 129
ISBN: 978-950-757-046-9
Resumen: This text introduces three different educational applications aimed at children with atypical development. These applications are the result of joint work carried out in collaboration between Universidad Pública de NavarraUPNA (Spain) and Fachhochschule Würzburg-Schweinfurt-FHWS (Germany). In all three cases, attempts have been made to contact potential end users of the applications in connection with content development, but also to have such users use and assess the new applications. The technologies employed are not strictly the same in all cases, but basically what has been used is ¿natural interaction¿, whether it be gesture- and/or posture-based or natural speech; these developments are supported by different kinds of devices (computers, tablets, projectors and screens). To a greater or lesser extent, the three applications have been tested, and in all cases the three lines of work have been confirmed. The first of these is related to the use of remote sensors and natural interaction (through Kinect) to work on social skills, performance of everyday tasks, and postural education. The application is being implemented in a special education school, and by an association of families with atypical development children. The second line of work is related to music learning through music, image and natural interaction (using tablets and/or interactive whiteboards). In this case, and after several tests carried out in formal education (primary, secondary, and special education) and non-formal special education, a decision has been taken to pursue this line of work in primary schools (between 7 and 11 years of age) and in special education. Finally, in connection with the third application, more focused on the autism spectrum, the response of children with general communication disorders to ¿speaking machines¿ has been observed. This project has involved important difficulties, as dealing with natural language is highly complex; however, some interesting lines of work have been identified, such as combining natural language and body language (using Kinect) as a combined project.