City Research Online

Abstract

Novel AI-infused educational technologies can give children with blindness the opportunity to explore concepts learned incidentally through vision by using alternative perceptual modalities. However, more effort is needed to support the meaningful use of such technological innovations for evaluations at scale and later wide-spread adoption. This paper presents the development and pilot evaluation of a curriculum to enable educators to support blind learners' self-exploration of social attention using the PeopleLens technology. We reflect on these learnings to present four design guidelines for creating curricula aimed to enable meaningful use. We then consider how formulations of "success"by our participants can help us think about ways of assessing efficacy in low-incidence disability groups. We conclude by arguing for our community to widen the scope of discourse around assistive technologies from design and engineering to include supporting their meaningful use.

Publication Type:	Conference or Workshop Item (Paper)
Additional Information:	Copyright © 2021 ACM. This article has been published by ACM and it's available online at: https://doi.org/10.1145/3441852.3471210. Permission to make digital or hard copies of all or part 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.
Publisher Keywords:	Human-centred AI, accessibility, blindness, children, disability, user evaluation, visual impairment
Subjects:	Q Science > QA Mathematics > QA75 Electronic computers. Computer science R Medicine > RE Ophthalmology
Departments:	School of Health & Psychological Sciences School of Health & Psychological Sciences > Language & Communication Science
SWORD Depositor:	Symplectic Administrator

Export

Downloads