A Tui- Based Storytelling For Promoting Inclusion In The Preschool Classroom Preliminary Results On Acceptance

dc.creatorGutierrez Posada
dc.creatorJulian Esteban; Hornung
dc.creatorHeiko H.; Martins
dc.creatorMaria Cecilia; Calani Baranauskas
dc.creatorMaria Cecilia
dc.date2015
dc.date2016-06-07T13:32:49Z
dc.date2016-06-07T13:32:49Z
dc.date.accessioned2018-03-29T01:48:34Z
dc.date.available2018-03-29T01:48:34Z
dc.identifier978-3-319-20684-4; 978-3-319-20683-7
dc.identifierA Tui- Based Storytelling For Promoting Inclusion In The Preschool Classroom Preliminary Results On Acceptance. Springer-verlag Berlin, v. 9177, p. 89-100 2015.
dc.identifier0302-9743
dc.identifierWOS:000364988000009
dc.identifier10.1007/978-3-319-20684-4_9
dc.identifierhttp://link.springer.com/chapter/10.1007%2F978-3-319-20684-4_9
dc.identifierhttp://repositorio.unicamp.br/jspui/handle/REPOSIP/243546
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1307244
dc.descriptionTechnologies such as Tangible User Interfaces (TUIs) take advantage of the natural ability of children to tell stories, play and explain their personal and social behavior. TUI technologies can be designed to constitute scenarios of technology use for all and thus benefit inclusive schools. Challenges of designing such scenarios in the classroom include distraction of students, acceptance by teachers, and inclusion of students with disabilities. In this paper we focus on investigating the acceptance of a TUI environment, designed for the educational context of creating, sharing and telling stories collaboratively. We present a system as background for an evaluation of acceptance based on the Self Assessment Manikin model. Two groups of subjects participated in the evaluation: a group of HCI specialists, and a group of teachers working in an inclusive educational context. The pilot study with HCI specialists established a baseline showing that the system potentially has a high acceptance rate. The teachers reported in a subsequent study high levels of Pleasure and Arousal while we detected greater variance in the Dominance dimension. Although we do not see this variance as critical, it requires attention for the more complex modes of the system.
dc.description9177
dc.description
dc.description
dc.description89
dc.description100
dc.description
dc.description
dc.description
dc.languageen
dc.publisherSPRINGER-VERLAG BERLIN
dc.publisher
dc.publisherBERLIN
dc.relationUNIVERSAL ACCESS IN HUMAN-COMPUTER INTERACTION: ACCESS TO LEARNING, HEALTH AND WELL-BEING, UAHCI 2015, PT III
dc.rightsfechado
dc.sourceWOS
dc.subjectComputer Science, Information Systems
dc.subjectComputer Science, Interdisciplinary Applications
dc.subjectComputer Science, Theory & Methods
dc.titleA Tui- Based Storytelling For Promoting Inclusion In The Preschool Classroom Preliminary Results On Acceptance
dc.typeActas de congresos


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