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Investigation of Smartphones as assistive technology

Investigation of Smartphones as assistive technology. Brian Tompsett, Neil Gordon, Jim Keane Department of Computer Science University of Hull, Hull HU6 7RX England http://www.hull.ac.uk. Introduction.

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Investigation of Smartphones as assistive technology

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  1. Investigation of Smartphones as assistive technology Brian Tompsett, Neil Gordon, Jim Keane Department of Computer Science University of Hull, Hull HU6 7RX England http://www.hull.ac.uk

  2. Introduction • Aim of the project was to consider how a disabled student could use modern devices to overcome their disability and better engage with their learning than with traditional assistive technologies • We also wanted to evaluate whether this could provide a more cost effective solution and/or usable solution

  3. Technologies - devices • Nokia N96 smartphone with keyboard • Supports note taking, sound recording and video recording • Problems dropping keyboard connection • Difficult to connect to eduroam and lack of support for some VLE technologies • Flimsy appearance • Lack of multitasking (e.g. sound recording and note taking)

  4. Devices • Nokia N810 Internet Tablet • Limited note taking – 20 mins or so • Good for viewing PDF files • Effective resource – WikiPedia and email access good • A helpful supplementary device – but not a replacement for a laptop

  5. Devices • Apple IPod Touch • Good way to read lecture notes in PDF or PowerPoint • Could support various VLE sites • Lack of file/folder support for files though – so need emailing to an account in order to read them • More suitable as a way of accessing resources than creating notes etc.

  6. Technologies • Development platforms: Mac, Windows • WiFi – Eduroam • Virtual Learning Environments • SharePoint • Blackboard • Sakai (eBridge)

  7. Plan and approach • Initial task to evaluate how easy it was to connect each device to eduroam • From this, to provide guidance documents to students on using the network • Then to determine how easily the device worked with various VLE technologies • Several students with different special needs were loaned the devices and recorded their experiences using the devices

  8. Developments • Keyboard Size is important • A folding wireless keyboard is probably essential for small devices • Multitasking is important • Wi-Fi in learning spaces is fundamental • Proprietary technologies in VLEs is a barrier

  9. Other points • Small screen size makes them portable – but the option to link to a larger screen would be helpful • Application development could further their utility • Standardisation and interopability of Eduroam will be critical for future development • Restrictions on network connectivity may limit their utility

  10. Benefits/outcomes of approach • Identified difficulties in using such devices allowing advice to be prepared on overcoming these • Students already had experience of traditional supportive technologies and could compare the utility of the new ones • The students appeared to value the initiative • Technical notes on usage produced • Presentations on the use to disseminate good practice • Devices that seem good in the short term can become irritating in the longer term • Standard approaches to technology support can become a barrier to these types of assistive technology

  11. Conclusions • Small person devices have definite value as assistive technology, but their capability is still not fully mature. • Key issues: • Keyboard size • Multitasking • WiFi support and availability • Difficulties with non-standard technologies e.g. VLEs and Eduroam • These types of small project are valuable in engaging students and disability services. • Future work on new devices and approaches would be valuable, and dissemination within the community • Also, development of software for portable devices to support learning would be beneficial

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