Second project: Educative game for blind children: Difference between revisions
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Version, P., & Proceedings, C. (2000). Proceedings of the 3rd international conference on disability , virtual reality and associated technologies ( ICDVRAT 2000 ). | Version, P., & Proceedings, C. (2000). Proceedings of the 3rd international conference on disability , virtual reality and associated technologies ( ICDVRAT 2000 ). | ||
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'''Science Learning by Blind Children through Audio-Based Interactive Software''' | '''Science Learning by Blind Children through Audio-Based Interactive Software''' | ||
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Sánchez, J., & Elías, M. (2007). Science learning by blind children through audio-based interactive software. Annual Review of CyberTherapy and Telemedicine, 157. | Sánchez, J., & Elías, M. (2007). Science learning by blind children through audio-based interactive software. Annual Review of CyberTherapy and Telemedicine, 157. | ||
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'''Learning through games''' | '''Learning through games''' | ||
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Hoffmann, L. (2009). Learning through games. Communications of the ACM, 52(8), 21. https://doi.org/10.1145/1536616.1536624 | Hoffmann, L. (2009). Learning through games. Communications of the ACM, 52(8), 21. https://doi.org/10.1145/1536616.1536624 | ||
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= Planning = | = Planning = | ||
Revision as of 17:59, 26 February 2018
0LAUK0: Robots Everywhere Group 2
Group members
- Yngwie Baron (0936539)
- Axel Deenen (0947031)
- Moos Müller (0936214)
- Dimitar Nikolov (1000095)
- Wybe van Vlokhoven (0914565)
Project definition
Approach
The way the final product is made consists of several stages. In the first stage knowledge is gathered. During this stage sources will be found on fields of educational benefits of games, games for blind people but also the way mathematics is taught to the blind. Interviews with an expert on the field of educating blind people will give insight into the possible requirements for the device. During this stage the things that the device should be able to do are defined. After all the requirements are quantified and the desired abilities are listed the second stage can begin. The second stage will be focused on writing the software necessary to fit the requirements. The final product would be an app that will run on a smartphone connected to some sort of device able to show braille. But for the moment it is enough to simulate the final device’s workings on a laptop since it is easily adapted to work with a smartphone. The final stage would be the testing phase. During this stage it is checked if all the requirements are met and everything works.
Results from literature research
After conducting a vast literature research, a brief summary of all articles and patents deemed relevant has been made. These summaries are listed below.
Preparation in and use of the Nemeth braille code for mathematics by teachers of students with visual impairments
[1]
Digital Games in Education : The Design of Games-Based Learning Environments
[2]
Proceedings of the 3rd international conference on disability , virtual reality and associated technologies
[3]
Science Learning by Blind Children through Audio-Based Interactive Software
[4]
Learning through games
[5]
Planning
Below is a shown the planning. If a cell is colored green, it means that the task presented in the same row should be done in the week of the same column. In red are shown the milestones.
Research
Solution
Discussion
Conclusion
References
- ↑ Amato, S., & Rosenblum, L. (2004). Preparation in and use of the Nemeth braille code for mathematics by teachers of students with visual impairments. Journal of Visual Impairment & Blindness (JVIB), 98(8), 1–25. Retrieved from http://www.afb.org/JVIB/jvib980804.asp
- ↑ Gros, B. (2007). Digital Games in Education : The Design of Games-Based Learning Environments. Journal of Research on Technology in Education, 40(1), 23–38.
- ↑ Version, P., & Proceedings, C. (2000). Proceedings of the 3rd international conference on disability , virtual reality and associated technologies ( ICDVRAT 2000 ).
- ↑ Sánchez, J., & Elías, M. (2007). Science learning by blind children through audio-based interactive software. Annual Review of CyberTherapy and Telemedicine, 157.
- ↑ Hoffmann, L. (2009). Learning through games. Communications of the ACM, 52(8), 21. https://doi.org/10.1145/1536616.1536624