The use of playful activities is common in introductory programming settings. Visually, these act... more The use of playful activities is common in introductory programming settings. Visually, these activities tend to be stimulating enough. However, these are not accessible for visually impaired children. This work presents TACTOPI-a system that consists of a tangible environment that provides navigation skills training and enriches sensorial experiences using sound, visual and tactile elements; It allows the learning of introductory concepts of computational thinking embedded in playful activities with storytelling that promote environmental education for children with visual impairments from 4 to 7 years old. The map is modular, customizable and has a docking system to place the elements allowing a fun tactile interaction. Another essential element is the 3D printed helm containing a joystick and buttons for the child to control and pre-program the instructions to be played by the robot. A study was carried out using a qualitative questionnaire to evaluate the system. Suggestions were collected from respondents experienced with blind children about the suitability, relevance and accessibility of this system for these children. From the results, it is possible to conclude that this is a tool that, despite some limitations, is efficient to introduce computational thinking; interactive elements that support activities in other disciplines and contexts; a tool that ensures accessibility and supports task training for the development of blind children.
We explore how commodity objects and technologies can be repurposed to provide a multimodal progr... more We explore how commodity objects and technologies can be repurposed to provide a multimodal programming environment that is accessible to children with visual impairments, flexible, and scalable to a variety of programming challenges. Our approach resorts to four main components: 1) a LEGO base plate where LEGO blocks can be assembled to create maps, which is flexible and robust for tactile recognition; 2) a tangible programming area where LEGOs, with 3D printed caps enriched with tactile icons, can be assembled to create a program; 3) alternatively, the program can be created through a voice dialogue; and 4) a low-cost OzoBot Bit. A preliminary study with educators suggests that the approach could be useful to a variety of developmental stages, is accessible and stimulating, and promising for CT training.
Revista Argentina de Ciencias del Comportamiento, 2015
Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or... more Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or hyperactivity impair social, academic or occupational function. Cognitive impairments in temporal abilities and delay aversion have been related to ADHD. The aim of this study is to design a game-like software that assesses temporal perception for the early detection of ADHD. Method: Two groups of 7 to 10 children (17 with ADHD and 17 control children) were compared on their performance on four game-like software based on Delay Aversion, Anticipation, Synchronization Tapping and Time reproduction experimental tasks. Results: All games detected significant differences between groups in accuracy or variability. The Discriminant function correctly classified 82.4% of the cases. Conclusions: Although the conversion of experimental tasks into game-like software implies a compromise between experimental rigour and screening efficiency, the use of videogames to measure cognitive processes is a...
Accessible introductory programming environments are scarce, and their study within ecological se... more Accessible introductory programming environments are scarce, and their study within ecological settings (e.g., at home) is almost non-existent. We present ACCembly, an accessible block-based environment that enables children with visual impairments to perform spatial programming activities. ACCembly allows children to assemble tangible blocks to program a multimodal robot. We evaluated this approach with seven families that used the system autonomously at home. Results showed that both the children and family members learned from what was an inclusive and engaging experience. Children leveraged fundamental computational thinking concepts to solve spatial programming challenges; parents took different roles as mediators, some actively teaching and scaffolding, others learning together with their child. We contribute with an environment that enables children with visual impairments to engage in spatial programming activities, an analysis of parent-child interactions, and reflections on inclusive programming environments within a shared family experience.
Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction, 2020
Communication among older adults in a care home is often reduced due to cognitive, communication,... more Communication among older adults in a care home is often reduced due to cognitive, communication, and mobility impairments. They tend to become isolated, which may lead to faster cognitive decline. We present an approach in which a robot is used as a communication vehicle between people located in adjacent rooms. To program the robot, we resorted to physical blocks with 3D icons. Older adults are able to create a sequence of messages that the robot delivers to another person or group. The blocks represented userrecorded voice messages, pre-recorded messages (e.g., proverbs), or actions (e.g., delivering cookies). A preliminary study with 22 older adults in a care home showed positive engagements between groups and an overall sense of excitement and fun. Carrier robots promise to extend the action range and operate as a communication tool, enabling interactions between people who may not be able to interact whenever they feel compelled to.
This article details a two-step method of quantifying eye movement transitions between areas of i... more This article details a two-step method of quantifying eye movement transitions between areas of interest (AOIs). First, individuals' gaze switching patterns, represented by fixated AOI sequences, are modeled as Markov chains. Second, Shannon's entropy coefficient of the fit Markov model is computed to quantify the complexity of individual switching patterns. To determine the overall distribution of attention over AOIs, the entropy coefficient of individuals' stationary distribution of fixations is calculated. The novelty of the method is that it captures the variability of individual differences in eye movement characteristics, which are then summarized statistically. The method is demonstrated on gaze data collected from two studies, during free viewing of classical art paintings. Normalized Shannon's entropy, derived from individual transition matrices, is related to participants' individual differences as well as to either their aesthetic impression or recogni...
Abstracts from the 15th EAI International Conference on Pervasive Computing Technologies for Healthcare, PervasiveHealth 2021, 6 December 2021, Tel Aviv, Izrael, 2022
Revista Argentina de Ciencias del Comportamiento, 2015
Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or... more Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or hyperactivity impair social, academic or occupational function. Cognitive impairments in temporal abilities and delay aversion have been related to ADHD. The aim of this study is to design a game-like software that assesses temporal perception for the early detection of ADHD. Method: Two groups of 7 to 10 children (17 with ADHD and 17 control children) were compared on their performance on four game-like software based on Delay Aversion, Anticipation, Synchronization Tapping and Time reproduction experimental tasks. Results: All games detected significant differences between groups in accuracy or variability. The Discriminant function correctly classified 82.4% of the cases. Conclusions: Although the conversion of experimental tasks into game-like software implies a compromise between experimental rigour and screening efficiency, the use of videogames to measure cognitive processes is a...
El presente proyecto tuvo como objetivo el desarrollo de un dispositivo de interacción tangible l... more El presente proyecto tuvo como objetivo el desarrollo de un dispositivo de interacción tangible llamado CETA (Ceibal Tangible). Esta herramienta permite a los usuarios interactuar con tablets (distribuidas por CEIBAL) por medio de la manipulación de objetos reales (fichas de plástico). Basándose en este esquema de interacción se desarrolló una aplicación. orientada a la estimulación cognitiva de las habilidades matemáticas (llamada BrUNO). Con el objetivo de poner a prueba CETA y su aplicabilidad, se desarrolló un programa de intervención en la escuela orientado a estimular las habilidades matemáticas (cardinalidad a través de tareas de composición numérica). De la misma participaron 65 escolares de 1er año de escuela. Se tomaron medidas del desempeño en matemática de los alumnos antes y después del programa. Los resultados sugieren que existió un incremento mayor en la mejora en matemáticas de los niños que jugaron a CETA en comparación con aquellos que interactuaron directamente con la pantalla (touch-screen) y quienes no realizaron ninguna actividad adicional a las previstas en el programa de estudios de ese nivel. El dispositivo desarrollado se encuentra disponible en la página web del proyecto (www.ceta.edu.uy) para ser descargado, implementado y modificado por la comunidad de educadores y desarrolladores nacionales e internacionales.
In this half-day workshop, we will explore how to co-design technology in inclusive classrooms wh... more In this half-day workshop, we will explore how to co-design technology in inclusive classrooms where children have diverse sensory, motor, cognitive or behavioral abilities. We will discuss barriers and opportunities in co-designing for inclusion, exploring techniques and tools to support learning in a collaborative environment. We encourage researchers, educators, parents, and other stakeholders to participate and provide their expertise and know-how in improving these environments, with an aim to support both inclusion and collaboration; and children's exploration of their own interests and approaches to learning. We seek to better understand research experiences in these environments, co-design techniques that were successfully used, and what they can teach the broader field of interaction design for children. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility design and evaluation methods.
Proceedings of the 20th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct
Visual information can be decoded very fast, letting us perceive and process a large amount of da... more Visual information can be decoded very fast, letting us perceive and process a large amount of data in parallel. There is a lot of knowledge organized as guidelines and recommendations for GUI design. However, for blind people that perceive the world through auditory and haptic channels, GUIs might not fit their needs. In this paper we present a prototype of LETS Math (Learning Environment for Tangible Smart Mathematics), a tangible system for mathematics learning for blind children. LETS Math consists of tangibles blocks with tactile and auditory feedback, a working space, and a tablet-mediated audio game.
Background Caregivers’ influence on young children’s eating behaviors is widely recognized. Nutri... more Background Caregivers’ influence on young children’s eating behaviors is widely recognized. Nutritional interventions that focus on the promotion of children’s healthy diet should actively involve parents, focusing on their feeding behaviors and practices. Methods This work aims to describe the development and study protocol of the SmartFeeding4Kids (SF4K) program, an online self-guided 7-session intervention for parents of young (2–6 years old) children. The program is informed by social cognitive, self-regulation, and habit formation theoretical models and uses self-regulatory techniques as self-monitoring, goal setting, and feedback to promote behavior change. We propose to examine the intervention efficacy on children’s intake of fruit, vegetables, and added sugars, and parental feeding practices with a two-arm randomized controlled with four times repeated measures design (baseline, immediately, 3 and 6 months after intervention). Parental perceived barriers about food and feed...
The 23rd International ACM SIGACCESS Conference on Computers and Accessibility, 2021
Introduction of computational thinking training in early childhood potentiates cognitive developm... more Introduction of computational thinking training in early childhood potentiates cognitive development and better prepares children to live and prosper in a future heavily computational society. Programming environments are now widely adopted in classrooms to teach programming concepts. However, these tools are often reliant on visual interaction, making them inaccessible to children with visual impairments. Also, programming environments in general are usually designed to promote individual experiences, wasting the potential benefits of group collaborative activities. We propose the design of a programming environment that leverages asymmetric roles to foster collaborative computational thinking activities Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).
International Journal of Child-Computer Interaction, 2021
Abstract Through a set of participatory design (PD) sessions with children with visual impairment... more Abstract Through a set of participatory design (PD) sessions with children with visual impairments and their educators, we understood current practices in maths teaching, and designed a novel system to support learning for this particular educational context. Sixteen children were engaged in 19 PD sessions to develop tangibles and auditory stimuli to represent numbers, and to explore activities to use through a tangible user interface. We describe the context and lessons learned along the PD process with children and educators, and their implications on the design. Two main outputs were derived: iCETA, a multimodal tangible user interface that allows the use of tangible blocks to represent numbers; and, Logarin, an audiogame designed for iCETA that enables mathematical training. We explored the use of iCETA and Logarin during 15 sessions with 11 children with visual impairments. Results indicate that playing Logarin is engaging and capable of promoting their mathematical abilities. This research supports evidence that PD is successful in bringing children and other stakeholders together to design a solution that fits children’s needs and promises educational impact.
The use of playful activities is common in introductory programming settings. Visually, these act... more The use of playful activities is common in introductory programming settings. Visually, these activities tend to be stimulating enough. However, these are not accessible for visually impaired children. This work presents TACTOPI-a system that consists of a tangible environment that provides navigation skills training and enriches sensorial experiences using sound, visual and tactile elements; It allows the learning of introductory concepts of computational thinking embedded in playful activities with storytelling that promote environmental education for children with visual impairments from 4 to 7 years old. The map is modular, customizable and has a docking system to place the elements allowing a fun tactile interaction. Another essential element is the 3D printed helm containing a joystick and buttons for the child to control and pre-program the instructions to be played by the robot. A study was carried out using a qualitative questionnaire to evaluate the system. Suggestions were collected from respondents experienced with blind children about the suitability, relevance and accessibility of this system for these children. From the results, it is possible to conclude that this is a tool that, despite some limitations, is efficient to introduce computational thinking; interactive elements that support activities in other disciplines and contexts; a tool that ensures accessibility and supports task training for the development of blind children.
We explore how commodity objects and technologies can be repurposed to provide a multimodal progr... more We explore how commodity objects and technologies can be repurposed to provide a multimodal programming environment that is accessible to children with visual impairments, flexible, and scalable to a variety of programming challenges. Our approach resorts to four main components: 1) a LEGO base plate where LEGO blocks can be assembled to create maps, which is flexible and robust for tactile recognition; 2) a tangible programming area where LEGOs, with 3D printed caps enriched with tactile icons, can be assembled to create a program; 3) alternatively, the program can be created through a voice dialogue; and 4) a low-cost OzoBot Bit. A preliminary study with educators suggests that the approach could be useful to a variety of developmental stages, is accessible and stimulating, and promising for CT training.
Revista Argentina de Ciencias del Comportamiento, 2015
Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or... more Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or hyperactivity impair social, academic or occupational function. Cognitive impairments in temporal abilities and delay aversion have been related to ADHD. The aim of this study is to design a game-like software that assesses temporal perception for the early detection of ADHD. Method: Two groups of 7 to 10 children (17 with ADHD and 17 control children) were compared on their performance on four game-like software based on Delay Aversion, Anticipation, Synchronization Tapping and Time reproduction experimental tasks. Results: All games detected significant differences between groups in accuracy or variability. The Discriminant function correctly classified 82.4% of the cases. Conclusions: Although the conversion of experimental tasks into game-like software implies a compromise between experimental rigour and screening efficiency, the use of videogames to measure cognitive processes is a...
Accessible introductory programming environments are scarce, and their study within ecological se... more Accessible introductory programming environments are scarce, and their study within ecological settings (e.g., at home) is almost non-existent. We present ACCembly, an accessible block-based environment that enables children with visual impairments to perform spatial programming activities. ACCembly allows children to assemble tangible blocks to program a multimodal robot. We evaluated this approach with seven families that used the system autonomously at home. Results showed that both the children and family members learned from what was an inclusive and engaging experience. Children leveraged fundamental computational thinking concepts to solve spatial programming challenges; parents took different roles as mediators, some actively teaching and scaffolding, others learning together with their child. We contribute with an environment that enables children with visual impairments to engage in spatial programming activities, an analysis of parent-child interactions, and reflections on inclusive programming environments within a shared family experience.
Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction, 2020
Communication among older adults in a care home is often reduced due to cognitive, communication,... more Communication among older adults in a care home is often reduced due to cognitive, communication, and mobility impairments. They tend to become isolated, which may lead to faster cognitive decline. We present an approach in which a robot is used as a communication vehicle between people located in adjacent rooms. To program the robot, we resorted to physical blocks with 3D icons. Older adults are able to create a sequence of messages that the robot delivers to another person or group. The blocks represented userrecorded voice messages, pre-recorded messages (e.g., proverbs), or actions (e.g., delivering cookies). A preliminary study with 22 older adults in a care home showed positive engagements between groups and an overall sense of excitement and fun. Carrier robots promise to extend the action range and operate as a communication tool, enabling interactions between people who may not be able to interact whenever they feel compelled to.
This article details a two-step method of quantifying eye movement transitions between areas of i... more This article details a two-step method of quantifying eye movement transitions between areas of interest (AOIs). First, individuals' gaze switching patterns, represented by fixated AOI sequences, are modeled as Markov chains. Second, Shannon's entropy coefficient of the fit Markov model is computed to quantify the complexity of individual switching patterns. To determine the overall distribution of attention over AOIs, the entropy coefficient of individuals' stationary distribution of fixations is calculated. The novelty of the method is that it captures the variability of individual differences in eye movement characteristics, which are then summarized statistically. The method is demonstrated on gaze data collected from two studies, during free viewing of classical art paintings. Normalized Shannon's entropy, derived from individual transition matrices, is related to participants' individual differences as well as to either their aesthetic impression or recogni...
Abstracts from the 15th EAI International Conference on Pervasive Computing Technologies for Healthcare, PervasiveHealth 2021, 6 December 2021, Tel Aviv, Izrael, 2022
Revista Argentina de Ciencias del Comportamiento, 2015
Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or... more Attention-deficit/hyperactivity disorder (ADHD) is a behavioral syndrome where inattention and/or hyperactivity impair social, academic or occupational function. Cognitive impairments in temporal abilities and delay aversion have been related to ADHD. The aim of this study is to design a game-like software that assesses temporal perception for the early detection of ADHD. Method: Two groups of 7 to 10 children (17 with ADHD and 17 control children) were compared on their performance on four game-like software based on Delay Aversion, Anticipation, Synchronization Tapping and Time reproduction experimental tasks. Results: All games detected significant differences between groups in accuracy or variability. The Discriminant function correctly classified 82.4% of the cases. Conclusions: Although the conversion of experimental tasks into game-like software implies a compromise between experimental rigour and screening efficiency, the use of videogames to measure cognitive processes is a...
El presente proyecto tuvo como objetivo el desarrollo de un dispositivo de interacción tangible l... more El presente proyecto tuvo como objetivo el desarrollo de un dispositivo de interacción tangible llamado CETA (Ceibal Tangible). Esta herramienta permite a los usuarios interactuar con tablets (distribuidas por CEIBAL) por medio de la manipulación de objetos reales (fichas de plástico). Basándose en este esquema de interacción se desarrolló una aplicación. orientada a la estimulación cognitiva de las habilidades matemáticas (llamada BrUNO). Con el objetivo de poner a prueba CETA y su aplicabilidad, se desarrolló un programa de intervención en la escuela orientado a estimular las habilidades matemáticas (cardinalidad a través de tareas de composición numérica). De la misma participaron 65 escolares de 1er año de escuela. Se tomaron medidas del desempeño en matemática de los alumnos antes y después del programa. Los resultados sugieren que existió un incremento mayor en la mejora en matemáticas de los niños que jugaron a CETA en comparación con aquellos que interactuaron directamente con la pantalla (touch-screen) y quienes no realizaron ninguna actividad adicional a las previstas en el programa de estudios de ese nivel. El dispositivo desarrollado se encuentra disponible en la página web del proyecto (www.ceta.edu.uy) para ser descargado, implementado y modificado por la comunidad de educadores y desarrolladores nacionales e internacionales.
In this half-day workshop, we will explore how to co-design technology in inclusive classrooms wh... more In this half-day workshop, we will explore how to co-design technology in inclusive classrooms where children have diverse sensory, motor, cognitive or behavioral abilities. We will discuss barriers and opportunities in co-designing for inclusion, exploring techniques and tools to support learning in a collaborative environment. We encourage researchers, educators, parents, and other stakeholders to participate and provide their expertise and know-how in improving these environments, with an aim to support both inclusion and collaboration; and children's exploration of their own interests and approaches to learning. We seek to better understand research experiences in these environments, co-design techniques that were successfully used, and what they can teach the broader field of interaction design for children. CCS CONCEPTS • Human-centered computing → Participatory design; Accessibility design and evaluation methods.
Proceedings of the 20th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct
Visual information can be decoded very fast, letting us perceive and process a large amount of da... more Visual information can be decoded very fast, letting us perceive and process a large amount of data in parallel. There is a lot of knowledge organized as guidelines and recommendations for GUI design. However, for blind people that perceive the world through auditory and haptic channels, GUIs might not fit their needs. In this paper we present a prototype of LETS Math (Learning Environment for Tangible Smart Mathematics), a tangible system for mathematics learning for blind children. LETS Math consists of tangibles blocks with tactile and auditory feedback, a working space, and a tablet-mediated audio game.
Background Caregivers’ influence on young children’s eating behaviors is widely recognized. Nutri... more Background Caregivers’ influence on young children’s eating behaviors is widely recognized. Nutritional interventions that focus on the promotion of children’s healthy diet should actively involve parents, focusing on their feeding behaviors and practices. Methods This work aims to describe the development and study protocol of the SmartFeeding4Kids (SF4K) program, an online self-guided 7-session intervention for parents of young (2–6 years old) children. The program is informed by social cognitive, self-regulation, and habit formation theoretical models and uses self-regulatory techniques as self-monitoring, goal setting, and feedback to promote behavior change. We propose to examine the intervention efficacy on children’s intake of fruit, vegetables, and added sugars, and parental feeding practices with a two-arm randomized controlled with four times repeated measures design (baseline, immediately, 3 and 6 months after intervention). Parental perceived barriers about food and feed...
The 23rd International ACM SIGACCESS Conference on Computers and Accessibility, 2021
Introduction of computational thinking training in early childhood potentiates cognitive developm... more Introduction of computational thinking training in early childhood potentiates cognitive development and better prepares children to live and prosper in a future heavily computational society. Programming environments are now widely adopted in classrooms to teach programming concepts. However, these tools are often reliant on visual interaction, making them inaccessible to children with visual impairments. Also, programming environments in general are usually designed to promote individual experiences, wasting the potential benefits of group collaborative activities. We propose the design of a programming environment that leverages asymmetric roles to foster collaborative computational thinking activities Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).
International Journal of Child-Computer Interaction, 2021
Abstract Through a set of participatory design (PD) sessions with children with visual impairment... more Abstract Through a set of participatory design (PD) sessions with children with visual impairments and their educators, we understood current practices in maths teaching, and designed a novel system to support learning for this particular educational context. Sixteen children were engaged in 19 PD sessions to develop tangibles and auditory stimuli to represent numbers, and to explore activities to use through a tangible user interface. We describe the context and lessons learned along the PD process with children and educators, and their implications on the design. Two main outputs were derived: iCETA, a multimodal tangible user interface that allows the use of tangible blocks to represent numbers; and, Logarin, an audiogame designed for iCETA that enables mathematical training. We explored the use of iCETA and Logarin during 15 sessions with 11 children with visual impairments. Results indicate that playing Logarin is engaging and capable of promoting their mathematical abilities. This research supports evidence that PD is successful in bringing children and other stakeholders together to design a solution that fits children’s needs and promises educational impact.
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Papers by Ana C Pires