VRML-based representations of ASL fingerspelling on the World Wide Web
Assets '98 Proceedings of the third international ACM conference on Assistive technologies
An intelligent tutoring system for deaf learners of written English
Assets '00 Proceedings of the fourth international ACM conference on Assistive technologies
The development of language processing support for the ViSiCAST project
Assets '00 Proceedings of the fourth international ACM conference on Assistive technologies
Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Applications
Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Applications
StoryKit: tools for children to build room-sized interactive experiences
CHI '01 Extended Abstracts on Human Factors in Computing Systems
Human-computer interaction for kids
The human-computer interaction handbook
Letting every pupil learn Japanese hand alphabets with VIUAL interfaces
CHI '04 Extended Abstracts on Human Factors in Computing Systems
A simple but powerful automatic term extraction method
COMPUTERM '02 COLING-02 on COMPUTERM 2002: second international workshop on computational terminology - Volume 14
What you look like when learning hand alphabets
Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology
Interaction Design and Children
Foundations and Trends in Human-Computer Interaction
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We are developing an easy-to-use edutainment system: Practice! YUBIMOJI AIUEO (PYA). The objective is to promote basic expressions of Kana characters (AIUEO) of Japanese hand alphabets (YUBIMOJI) to ordinary children at elementary school age. PYA seems to work well from users' behaviors and responses, however, the effectiveness has not been fully confirmed, so far. In this paper, we have carried out series of intensive experiments at classrooms of Sumiyoshi Elementary School (7 or 8 years old; 83 subjects). The results are summarized as follows: 1) Devices the children use to learn do not affect the performance just after the study; 2) the PC use is effective when the target characters are complex and similar; and 3) The PC users keep remembering difficult shapes of characters after one month. These results have suggested that the use of PCs is superior to the ordinary oral lectures, however, it depends on the features of characters.