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Review of the Studies Using Kinect in Learning Environments of Individuals with Special Needs

Year 2015, Volume: 2 Issue: 1, 27 - 37, 30.04.2015

Abstract

As a result of rapid changes and developments in technology that recently started to be used in the field of education, the use of "Kinect" which is one of the latest innovations is increasing in learning environments. The most important feature of Kinect is that sensors detect the body movements and simultaneously project these movements on the screen as commands and consequently provide device and user interaction. This system which detects body movements in three dimensions and operates in a contactless manner has various application areas in the educational environments. Studies indicate that this new technology addressing the hearing, visual and motor skills at the same time have been used in education of individuals with special needs. The purpose of this study is to descriptively examine studies that focus on the use of the Kinect in education and rehabilitation of individuals with special needs. The findings of this study were discussed in accordance with the relevant literature and new suggestions for the use of Kinect with individuals with special needs are highlighted for the researchers and practitioners.

Key Words: Kinect, Individuals with Special Needs, Educational Technologies

References

  • Altanis, G., Boloudakis, M., Retalis, S., & Nikou, N. (2013). Children with motor impairments play a Kinect learning game: First findings from a pilot case in an authentic classroom environment. Interaction Design and Architecture(s) Journal – (IxD&A), 19, 91-104.
  • Blair, T. B., & Davis, C. E. (2013). Innovate engineering outreach: A special application of the Xbox 360 Kinect sensor. In Proceedings of Frontiers in Education Conference, 2013 IEEE (pp. 1279-1283), Institute of Electrical and Electronics Engineers (IEEE).
  • Boutsika, E. (2014). Kinect in education: A proposal for children with autism. Procedia Computer Science, 27, 123-129.
  • Çalıkuş, E., Köse, H., & İnce, G. (2014). Kinect interacted drum game for disabled children. In Proceedings of Signal Processing and Communications Applications Conference (SIU), 2014 22nd (pp. 734-737), IEEE.
  • Cárdenas, M. E., Villa, P., Vargas, R. E., Vega, L., & Quintero, R. R. (2013). Electronic agenda design for a class with special educational needs. In Proceedings of 2013 International Conference on Advanced ICT and Education (ICAICTE-13), Atlantis Press.
  • Chang, Y. J., Chen, S. F., & Huang, J. D. (2011). A Kinect-based system for physical rehabilitation: A pilot study for young adults with motor disabilities. Research in Developmental Disabilities, 32(6), 2566-2570.
  • Chang, Y. J., Han, W. Y., & Tsai, Y. C. (2013). A Kinect-based upper limb rehabilitation system to assist people with cerebral palsy. Research in Developmental Disabilities, 34(11), 3654-3659.
  • Christinaki, E., Triantafyllidis, G., & Vidakis, N. (2013). A gesture-controlled serious game for teaching emotion recognition skills to preschoolers with autism. In Proceedings of the 8th International Conference on the Foundations of Digital Games FDG 2013, (pp. 417-418).
  • Diment, L. E., & Hobbs, D. A. (2014). Interactive technologies that engage children with disabilities in visual art–A review. In Proceedings of Australian Biomedical Engineering Conference (ABEC), Canberra, Australia. ISBN: 978-1-922107-36-7
  • Goncalves, N., Costa, S., Rodrigues, J., & Soares, F. (2014). Detection of stereotyped hand flapping movements in Autistic children using the Kinect sensor: A case study. In Proceedings of Autonomous Robot Systems and Competitions (ICARSC), 2014 IEEE International Conference on (pp. 212-216), IEEE.
  • Jasmin, E., Couture, M., McKinley, P., Reid, G., Fombonne, E., & Gisel E. (2009). Sensori-motor and daily living skills of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(2), 231-241.
  • Kadakal, Y., Kıvrak, H., & Köse, H. (2014). Kinect based interactive music application for disabled children. In Proceedings of Signal Processing and Communications Applications Conference (SIU), 2014 22nd (pp. 453-456), IEEE.
  • Kamfiroozie, A., Zohari, M., & Dehbozorgi, F. (2013). Using Kinect in teaching children with hearing and visual impairment. In Proceedings of the 4th International Conference on e-Learning and e-Teaching, lCELET 2013 (pp. 86-90), IEEE.
  • Li, K. H., Lou, S. J., Tsai, H. Y., & Shih, R. C. (2012). The effects of applying game-based learning to webcam motion sensor games for autistic students' sensory ıntegration training. Turkish Online Journal of Educational Technology (TOJET), 11(4), 451-459.
  • Lin, C. Y., & Chen, S. H. (2014). Effectiveness of interactive teaching materials on special education and assistive technology. In Proceedings of Computer Science & Education (ICCSE), 2014 9th International Conference on (pp. 326-330). IEEE.
  • Ludlow, B. L. (2001). Technology and teacher education in special education: Disaster or deliverance?. Teacher Education and Special Education, 24(2), 143-163.
  • Sagirani, T., Ferdiana, R., & Kumara, A. (2013). The framework of learning media development for the children with special need. In Proceedings of Innovation and Technology in Education (MITE), 2013 IEEE International Conference in MOOC (pp. 180-184). IEEE.
  • Zhao, S., Whitney; A., & Sutton, K. (2013). HCI: Helping southland children with special needs. In Proceedings of 4th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2013) incorporating the 26th Annual Conference of the National Advisory Committee on Computing Qualifications, Hamilton, New Zealand, (pp. 239-240).

Kinect’in Özel Gereksinimli Bireylerle Kullanımı ile İlgili Yapılan Araştırmaların İncelenmesi

Year 2015, Volume: 2 Issue: 1, 27 - 37, 30.04.2015

Abstract

Teknolojideki hızlı değişim ve gelişimin sonucu olarak eğitim alanında kullanılmaya başlayan en son yeniliklerden birisi olan Kinect’in kullanım alanları giderek genişlemektedir. Kinect’in en önemli özelliği vücut hareketlerini algılayan sensörlerin aldıkları komutları ekrana yansıtması ve eş zamanlı olarak cihazla kullanıcı etkileşimini sağlayabilmesidir. Vücut hareketlerini üç boyutlu olarak algılayan ve aldığı komutlarla temassız bir şekilde çalışabilen bu sistem eğitim ortamlarında da farklı kullanım alanlarına sahiptir. Araştırmalar görme, işitme ve motor becerilere aynı anda hitap eden bu yeni teknolojinin özel gereksinimli bireylerin eğitiminde de kullanıldığını ortaya koymaktadır. Bu çalışmanın amacı Kinect’in özel gereksinimli bireylerin eğitim ve rehabilitasyon sürecinde kullanıldığı araştırmaları betimsel olarak incelemektir. Bulgular ilgili alanyazın doğrultusunda tartışılmış ve Kinect’in özel gereksinimli bireylerle farklı kullanım alanları konusunda öneriler getirilmiştir.

Anahtar Kelimeler: Kinect, Özel Gereksinimli Bireyler, Eğitim Teknolojileri

References

  • Altanis, G., Boloudakis, M., Retalis, S., & Nikou, N. (2013). Children with motor impairments play a Kinect learning game: First findings from a pilot case in an authentic classroom environment. Interaction Design and Architecture(s) Journal – (IxD&A), 19, 91-104.
  • Blair, T. B., & Davis, C. E. (2013). Innovate engineering outreach: A special application of the Xbox 360 Kinect sensor. In Proceedings of Frontiers in Education Conference, 2013 IEEE (pp. 1279-1283), Institute of Electrical and Electronics Engineers (IEEE).
  • Boutsika, E. (2014). Kinect in education: A proposal for children with autism. Procedia Computer Science, 27, 123-129.
  • Çalıkuş, E., Köse, H., & İnce, G. (2014). Kinect interacted drum game for disabled children. In Proceedings of Signal Processing and Communications Applications Conference (SIU), 2014 22nd (pp. 734-737), IEEE.
  • Cárdenas, M. E., Villa, P., Vargas, R. E., Vega, L., & Quintero, R. R. (2013). Electronic agenda design for a class with special educational needs. In Proceedings of 2013 International Conference on Advanced ICT and Education (ICAICTE-13), Atlantis Press.
  • Chang, Y. J., Chen, S. F., & Huang, J. D. (2011). A Kinect-based system for physical rehabilitation: A pilot study for young adults with motor disabilities. Research in Developmental Disabilities, 32(6), 2566-2570.
  • Chang, Y. J., Han, W. Y., & Tsai, Y. C. (2013). A Kinect-based upper limb rehabilitation system to assist people with cerebral palsy. Research in Developmental Disabilities, 34(11), 3654-3659.
  • Christinaki, E., Triantafyllidis, G., & Vidakis, N. (2013). A gesture-controlled serious game for teaching emotion recognition skills to preschoolers with autism. In Proceedings of the 8th International Conference on the Foundations of Digital Games FDG 2013, (pp. 417-418).
  • Diment, L. E., & Hobbs, D. A. (2014). Interactive technologies that engage children with disabilities in visual art–A review. In Proceedings of Australian Biomedical Engineering Conference (ABEC), Canberra, Australia. ISBN: 978-1-922107-36-7
  • Goncalves, N., Costa, S., Rodrigues, J., & Soares, F. (2014). Detection of stereotyped hand flapping movements in Autistic children using the Kinect sensor: A case study. In Proceedings of Autonomous Robot Systems and Competitions (ICARSC), 2014 IEEE International Conference on (pp. 212-216), IEEE.
  • Jasmin, E., Couture, M., McKinley, P., Reid, G., Fombonne, E., & Gisel E. (2009). Sensori-motor and daily living skills of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(2), 231-241.
  • Kadakal, Y., Kıvrak, H., & Köse, H. (2014). Kinect based interactive music application for disabled children. In Proceedings of Signal Processing and Communications Applications Conference (SIU), 2014 22nd (pp. 453-456), IEEE.
  • Kamfiroozie, A., Zohari, M., & Dehbozorgi, F. (2013). Using Kinect in teaching children with hearing and visual impairment. In Proceedings of the 4th International Conference on e-Learning and e-Teaching, lCELET 2013 (pp. 86-90), IEEE.
  • Li, K. H., Lou, S. J., Tsai, H. Y., & Shih, R. C. (2012). The effects of applying game-based learning to webcam motion sensor games for autistic students' sensory ıntegration training. Turkish Online Journal of Educational Technology (TOJET), 11(4), 451-459.
  • Lin, C. Y., & Chen, S. H. (2014). Effectiveness of interactive teaching materials on special education and assistive technology. In Proceedings of Computer Science & Education (ICCSE), 2014 9th International Conference on (pp. 326-330). IEEE.
  • Ludlow, B. L. (2001). Technology and teacher education in special education: Disaster or deliverance?. Teacher Education and Special Education, 24(2), 143-163.
  • Sagirani, T., Ferdiana, R., & Kumara, A. (2013). The framework of learning media development for the children with special need. In Proceedings of Innovation and Technology in Education (MITE), 2013 IEEE International Conference in MOOC (pp. 180-184). IEEE.
  • Zhao, S., Whitney; A., & Sutton, K. (2013). HCI: Helping southland children with special needs. In Proceedings of 4th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2013) incorporating the 26th Annual Conference of the National Advisory Committee on Computing Qualifications, Hamilton, New Zealand, (pp. 239-240).
There are 18 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Kürşat Öğülmüş

Macid Melekoğlu

Publication Date April 30, 2015
Published in Issue Year 2015 Volume: 2 Issue: 1

Cite

APA Öğülmüş, K., & Melekoğlu, M. (2015). Kinect’in Özel Gereksinimli Bireylerle Kullanımı ile İlgili Yapılan Araştırmaların İncelenmesi. SDU International Journal of Educational Studies, 2(1), 27-37. https://doi.org/10.33710/sduijes.223865
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ISSN:2148-9068