In this paper we describe the development of a new immersive 3D learning environment to increase mathematical skills of deaf children. The application teaches mathematical concepts and ASL (American Sign Language) math terminology through user interaction with fantasy 3D virtual signers and environments. The program can be displayed in immersive devices and includes a gesture control system comprised of a pair of pinch gloves and a 6-degrees-of-freedom wrist tracker.

http://hpcg.purdue.edu/idealab/pubs/SIGGRAPH_2006a.pdf

An immersive virtual environment for learning sign language mathematics

We are using the results of the study to improve the design of both programs. We plan to repeat these evaluations several times as development of both programs progresses. Evaluation with kindergarten and elementary school deaf children and their teachers will be done in collaboration with the Indiana School for the Deaf and will start in the fall of 2009. We will report the results in a future article. A strong need exists for solutions that allow deaf users to communicate and interact in an environment free of prejudice, stigma, technological barrier, or other obstacles. The fact that all children were able to engage with and complete the tasks in both test systems is encouraging.

Two Novel Technologies for Accessible Math and Science Education

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

In this paper we report a study aimed at determining the most effective animation technique for representing ASL (American Sign Language) finger-spelling. Specifically, in the study we compare two commonly used 3D computer animation methods (keyframe animation and motion capture) in order to ascertain which technique produces the most ‘accurate’, ‘readable’, and ‘close to actual signing’ (i.e. realistic) rendering of ASL finger-spelling. To accomplish this goal we have developed 20 animated clips of fingerspelled words and we have designed an experiment consisting of a web survey with rating questions. 71 subjects ages 19-45 participated in the study. Results showed that recognition of the words was correlated with the method used to animate the signs. In particular, keyframe technique produced the most accurate representation of the signs (i.e., participants were more likely to identify the words correctly in keyframed sequences rather than in motion captured ones). Further, findings showed that the animation method had an effect on the reported scores for readability and closeness to actual signing; the estimated marginal mean readability and closeness was greater for keyframed signs than for motion captured signs. To our knowledge, this is the first study aimed at measuring and comparing accuracy, readability and realism of ASL animations produced with different techniques. Keywords—3D Animation, American Sign Language, Deaf Education, Motion Capture.

/pdf/3d-rendering-of-american-sign-language-finger-spelling-a-48dc3qqayn.pdf

3D Rendering of American Sign Language Finger-Spelling: A Comparative Study of Two Animation Techniques

Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing DHH. This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and surveys provide data from the primary implementation of the technology in an ecologically valid setting. Findings included similar results from both teachers and students with regard to attitudes and transfer of skills within the game to those in traditional curriculum. Unintended outcomes, such as gaining orienteering skills and peer-tutoring, were also noted. The results helped to inform the designers of educational technology with ways to relate with classroom instructors and children when creating advanced mobile applications.

/pdf/teaching-math-to-deaf-hard-of-hearing-dhh-children-using-3mon03x4lu.pdf

Teaching Math to Deaf/Hard-of-Hearing DHH Children Using Mobile Games: Outcomes with Student and Teacher Perspectives

We present a new highly interactive computer animation tool to increase the mathematical skills of deaf children. We aim at increasing the effectiveness of (hearing) parents in teaching arithmetic to their deaf children, and the opportunity of deaf children to learn arithmetic via interactive media. Using state-of-the-art computer animation technology we have designed and modeled three 3-dimensional virtual signers. The signs for mathematical terminology, performed by a non-hearing signer, have been captured with an electro-mechanical motion capture system and have been applied to the 3D characters. Macromedia Director MX Shockwave Studio has provided the platform for the design of interactive learning activities and for Web delivery. Smoothness of motion (in real time) and interactivity have been achieved via a new method of programmable blending of animation segments. Our program is the first attempt at using interactive 3D animation to improve the mathematical abilities of deaf pupils. Though our resea...

Sign Language for K-8 Mathematics by 3D Interactive Animation

We present a new highly interactive program to teach American sign language (ASL) for K-3 mathematics by 3D animation. We aim at increasing: (1) the opportunity for deaf children to learn arithmetic via interactive media; (2) the effectiveness of (hearing) parents in teaching arithmetic to their deaf children; (3) the effectiveness of ASL K-8 mathematics teachers. Using state-of-the-art 3D computer animation technology we have created a learning tool to be used for K-8 classroom and home learning, and for closed captioning in interactive media and Internet.

http://ieeexplore.ieee.org/iel5/9225/29243/01320220.pdf

The MathSigner: an interactive learning tool for American sign language

We present a new highly interactive program to teach American Sign Language (ASL) for K-3 mathematics by 3D animation. We aim at increasing: (1) the opportunity for deaf children to learn arithmetic via interactive media; (2) the effectiveness of (hearing) parents in teaching arithmetic to their deaf children; (3) the effectiveness of ASL K-8 mathematics teachers. Using state-of-the-art 3D computer animation technology we have created a learning tool to be used for K-8 classroom and home learning, and for closed captioning in interactive media and internet.

The MathSigner: An Interactive Learning Tool for American Sign Language K-3 Mathematics

Given the variability in compounding education provided by Doctor of Pharmacy (PharmD) programs, incorporation of compounding-focused learning experiences within pipeline programs and co-curricular education may provide students with important exposure, networking opportunities, and skill development. Compounding education can be incorporated into areas outside of the core curriculum, including pipeline programming for pre-pharmacy students and the co-curriculum for current pharmacy students. This article, which is a perspective commentary, will discuss suggestions for designing and implementing these types of learning opportunities, including considerations for faculty and budgets and related benefits for learners. These ideas will be discussed in the context of examples provided by a college of pharmacy who has implemented these learning experiences. To ensure well-trained pharmacists continue to pursue compounding careers, it is vital that pharmacy programs provide ample opportunities for student exposure and training in this area. Pharmacy programs are encouraged to incorporate compounding- focused learning experiences within pipeline programming and the co-curriculum. Future research is needed to investigate the impact of such experiences on students' compounding knowledge and skills and their pursuit of compounding careers.

Zachary Martin

Papers

Sign Language for K-8 Mathematics by 3D Interactive Animation

The MathSigner: an interactive learning tool for American sign language

The MathSigner: An Interactive Learning Tool for American Sign Language K-3 Mathematics

Opportunities for Pipeline Programming and Co-curriculum Learning Experiences--A Perspective Commentary.