2001 Conference Proceedings
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Design, Development and Evaluation of a Multimedia Program
About Assistive Technology Using a 3D Environment and Device
Simulations
Bernard Fleming, Jo Fleming and Robert Cunningham
Interdisciplinary Human Development Institute
University of Kentucky
Lexington, Kentucky 40506
E-mail: flemingb@ihdi.uky.edu
ORCCA Technology, Inc.
Lexington, Kentucky 40507
E-mail: orcca@orcca.com
ABSTRACT
This project is designing, developing, and evaluating an
interactive multimedia program to provide essential information
and training on a wide range of assistive technology (AT) devices
and systems for persons with disabilities, their families and
advocates, and professionals who provide AT services. This
training program incorporates a variety of instructional
strategies and technologies including user-controlled,
computer-based simulations of assistive devices and 3D rendered
objects which can be viewed and manipulated by the user. A number
of accessibility features are also incorporated into the program.
The program allows the user to obtain information and training
on: 1) the features and technical characteristics of a selection
of assistive devices; 2) basic principles of operation of these
devices; 3) technical requirements and compatibility information;
and, 4) potential applications and typical uses of these
devices.
BACKGROUND
The National Council on Disability Study on the Financing of
Assistive Devices and Services for Individuals with Disabilities
(1993) pointed out that in spite of the positive impact that AT
has had on the lives of many individuals with disabilities, it is
clear that awareness, understanding and access to AT are still
too often the result of where a person lives, their economic
class and racial heritage. It has also been found that there is a
lack of expertise in AT among persons with disabilities, family
members, professional service providers and advocates (Morris and
Button, 1995). Although the situation is improving greatly, there
is a scarcity of qualified AT service providers (Galvin and
Wobschall, 1996). Service providers are not easy to locate and,
for those few who are available, there are great demands on their
time (Langton, 1991). The Alliance for Technology Access (ATA)
provides public education, awareness programs and a variety of AT
related services at numerous centers throughout the U.S. In 1998
these centers provided direct services to 100,000 persons and
indirect services to 300,000. In spite of these large numbers,
the ATA estimates that fewer than 5 percent of people with
disabilities in the United States have accessed their services in
their first 11 years of operation. A U.S. Congress Office of
Technology Assessment Report in 1988 indicated that technology
can indeed have a powerful impact on consumer outcomes if
personnel have the training and skills to use the technology, an
education that provides vision and understanding of developing
technology, support for experimentation and innovation, and time
for learning and practice (Behrmann, 1995). A number of other
reports provide additional evidence for the need for expanded and
improved AT training and information (McGregor and Pachuski,
1996; Goodman, 1997; Behrmann, 1993; Kanny et al., 1991;
Vanderheiden, 1987; National Council on Disability; 2000). The
interactive, multimedia program described in this paper is
designed to provide a low-cost, easily disseminated, convenient
and effective alternative for the many individuals who need
essential information and training on the operation and uses of
AT devices but do not have access to the necessary AT expertise
or equipment.
METHODS
The program uses a metaphor of a community-based Assistive
Technology (AT) Center. For purposes of providing a realistic
experience, the entire environment, including AT devices, is
rendered in three dimensions using 3D Studio Max (Kinetix).
Within the AT Center are four rooms, each dedicated to a specific
area of AT: an Adaptive Computer Technology Room, a
Communications Technology Room, an Environmental Adaptations
Room, and a Mobility and Seating Room. Within each room the user
is presented with a selection of 3D objects depicting the
assistive devices. Interactive multimedia provides an effective
means to learn about these AT devices and systems. The program
uses a unique set of presentation and interaction technologies
which enhance the learning experience through: interactive user
control of the program content and sequence of presentation;
viewing photographic images and 3D objects; viewing 3D animations
of device configuration and functioning; user manipulation and 3D
viewing of modeled objects using QuickTimeVR technology (Apple
Computer); digital video presentation of uses of devices;
user-controlled, and operational simulations of a selection of
assistive devices. Multimedia authoring and programming of the
device simulations was accomplished with Authorware 5.1 Attain
(Macromedia). Accessibility features include captioning using
QuickTime (Apple Computer) text tracks, narration for all
on-screen text, video description using QuickTime audio tracks,
and hotkeys for navigation buttons. Audio narration can be
toggled on or off by clicking an on-screen icon.
In the prototype only the Adaptive Computer Technology Room and
associated AT have been completed. In this room, 25 broad
categories of alternative input and output devices and software
are presented. Knowledge statements were identified for each of
the categories of devices and incorporated into the instructional
design of the program. These knowledge statements were reviewed
and evaluated by a panel of 14 experts in the field of adaptive
computer technology. For all areas rated (knowledge statements,
example products and related technologies) the panel determined
that 90.1 to 98.1 percent of the items were considered essential
as written. Revisions to some items were suggested by the panel
and incorporated in the final version of the program.
DESCRIPTION OF PROGRAM
The figure above illustrates the Adaptive Computer Technology
Room. On the left side of the room is a standard computer
workstation. In the center is a shelf containing a variety of
adaptive computer software. On the right is a shelf containing a
representative variety of adaptive computer hardware. The user
chooses one of these three components and then can choose to
examine any of the objects at the computer workstation or on one
of the shelves. As the cursor moves over the objects, each object
is highlighted and the generic name for the object appears, for
example, Expanded Keyboard, Dynamic Braille Display, Speech
Recognition software, or On-Screen Keyboard software.
For an example, if the user chooses the Expanded Keyboard object
from the hardware shelf, the screen shown above appears. The
image of the example keyboard (Intellikeys) is a geometrically
and technically accurate 3D QuickTimeVR object which can be
manipulated and viewed from any perspective. Along the bottom of
the screen are six action buttons and a "Print" button which will
display PDF (Adobe) files which can be printed to obtain a
printout of essential information presented in the program. The
most current information on accessing PDF files by screen readers
will be included in the program by linking to the program's Web
site. The six action buttons allow the user to select among:
"Definition"; "Category Features"; "Products and Sources"; "Uses
and Examples" which include images and video of typical uses of
these devices; a "Try it Out!" section which presents the
opportunity to interact with a simulated Expanded Keyboard with
three programmed overlays; and a section containing "Related
Technology". This same interactive screen design is used for each
device presented in the Adaptive Computer Technology Room.
The figure above shows the screen which appears when the user
selects the "Try it Out!" button for the Expanded Keyboard. The
user operates the Expanded Keyboard by clicking and dragging one
of three different overlays to place on top of the image of the
expanded keyboard. When the user clicks on a symbol or key on the
keyboard overlay the appropriate action on the computer monitor
screen occurs. This action could also include generation of an
accompanying sound.
The figure above shows the screen which appears when the user
selects the "Try it Out!" button for the On-Screen Keyboard
software. The user operates the On-Screen Keyboard with the mouse
and text is entered on a simulated word processor and displayed
on a simulated computer screen. The user may experiment with
three modes of operation: direct selection with switch
activation, direct selection with the dwell feature, or
row-column scanning activated with the mouse button.
EVALUATION RESULTS
The value and usability of the prototype program has been
evaluated by 247 professionals, students and consumers at
multiple locations across the United States including university
classes, inservice training sessions and assistive technology
conferences. Interface design, multimedia components, need for
product, value of the product for their work, and potential
instructional effectiveness were evaluated. A 1-5 Likert Scale
was used. Mean scores ranged from 4.44 to 4.76 for all variables.
These results indicate high scores in each of the five dimensions
confirming that the content and format were acceptable to the
evaluators. Participants were also asked to rate the program in
comparison to traditional techniques typically used to teach
about AT. In summary, 42 percent of the evaluators indicated that
the program should be used in conjunction with traditional
techniques, 15 percent indicated the program would be just as
effective as traditional techniques and 42 percent indicated that
the program would be more effective than traditional
techniques.
REFERENCES
Behrmann, M.M. (1993). Assistive Technology Issues for Virginia
Schools-Final Report. George Mason University.
Behrmann, M.M. (1995). Assistive Technology Training. In: Flippo,
K.F., Inge, K.J. and Barcus, J.M.. Assistive Technology: A
Resource for School, Work and Community. Brookes Publishing Co.,
Baltimore, MD, 1995.
Galvin, J.C. and Wobshall, R.A. (1996). Assistive
Technology-related Legislation and Policies. In: Galvin, J.C. and
Scherer, M.J. Evaluating, Selecting, and Using Appropriate
Assistive Technology. Aspen Publishers, Gaithersburg, MD,
1996.
Goodman, S. (1997). United Cerebral Palsy Association - Policies
Related to Assistive Technology Devices and Services for Infants
and Toddlers Report.
Kanny, E., Anson, D. and Smith, R. (1991). A survey of technology
education in entry-level curricula: quantity, quality and
barriers. Occup. Ther. J. Research 11: 311-318.
Langton, A.J. (1991). Critical Issues Impacting the Use of
Assistive Technology. Center for Rehabilitation Technology
Services, Columbia, SC.
McGregor, G. and Pachuski, P. (1996). Assistive Technology in
Schools: Are Teachers Ready, Able and Supported? J. Spec. Ed.
Technol. 8(1): 4-15.
Morris, M.W. and Button, C. (1995). Access to Assistive
Technology: A Public Policy Status Report. Impact 8 (1):
2-3.
National Council on Disability. (2000). Federal Policy Barriers
to Assistive Technology. Washington, D.C.
Vanderheiden, G.C. (1987). Service Delivery Mechanisms in
Rehabilitation Technology. Am. J. Occup. Ther. 41
(11):703-710.
ACKNOWLEDGEMENTS
This project was funded by the Administration on Developmental
Disabilities: University Affiliated Programs-Training Initiative
Projects and National Institutes of Health: National Institute of
Child Health and Human Development Grant #R43HD36927-01.
Bernard Fleming, PhD, ATP
Interdisciplinary Human Development Institute
University of Kentucky
Lexington, Kentucky 40506
859-257-7225
E-mail: flemingb@ihdi.uky.edu
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