Multimodal interfaces for inclusive learning

Marcelo Aaron Bonilla Worsley*, David Barel, Lydia Davison, Thomas Large, Timothy Mwiti

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this paper, we propose that the artificial intelligence in education (AIED) community lead the charge in leveraging multimodal interfaces, in conjunction with artificial intelligence, to advance learning interfaces and experiences that are more inclusive. Recent years has seen the development of various multimodal technologies for capturing voice, gesture and gaze-based input modalities, as well as various forms of auditory and haptic feedback. These modalities could be powerful tools for developing inclusive learning interfaces. To ground this idea, we present a set of examples for how this work can be transformative in democratizing access to technology, while also democratizing designing and building technology. Additionally, our examples reinforce how designing for inclusive learning can result in improved learning interfaces for the general population.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
EditorsRose Luckin, Kaska Porayska-Pomsta, Benedict du Boulay, Manolis Mavrikis, Carolyn Penstein Rosé, Bruce McLaren, Roberto Martinez-Maldonado, H. Ulrich Hoppe
PublisherSpringer Verlag
Pages389-393
Number of pages5
ISBN (Print)9783319938455
DOIs
StatePublished - Jan 1 2018
Event19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom
Duration: Jun 27 2018Jun 30 2018

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10948 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other19th International Conference on Artificial Intelligence in Education, AIED 2018
CountryUnited Kingdom
CityLondon
Period6/27/186/30/18

Fingerprint

Multimodal Interfaces
Artificial intelligence
Modality
Artificial Intelligence
Haptic Feedback
Gesture
Education
Feedback
Charge
Learning

Keywords

  • Accessibility
  • Computer vision
  • Constructionism
  • Haptics
  • Speech
  • Tangibles

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

Cite this

Worsley, M. A. B., Barel, D., Davison, L., Large, T., & Mwiti, T. (2018). Multimodal interfaces for inclusive learning. In R. Luckin, K. Porayska-Pomsta, B. du Boulay, M. Mavrikis, C. Penstein Rosé, B. McLaren, R. Martinez-Maldonado, ... H. U. Hoppe (Eds.), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings (pp. 389-393). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-319-93846-2_73
Worsley, Marcelo Aaron Bonilla ; Barel, David ; Davison, Lydia ; Large, Thomas ; Mwiti, Timothy. / Multimodal interfaces for inclusive learning. Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. editor / Rose Luckin ; Kaska Porayska-Pomsta ; Benedict du Boulay ; Manolis Mavrikis ; Carolyn Penstein Rosé ; Bruce McLaren ; Roberto Martinez-Maldonado ; H. Ulrich Hoppe. Springer Verlag, 2018. pp. 389-393 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
@inproceedings{f18a889ced1743039d2fe142e697d023,
title = "Multimodal interfaces for inclusive learning",
abstract = "In this paper, we propose that the artificial intelligence in education (AIED) community lead the charge in leveraging multimodal interfaces, in conjunction with artificial intelligence, to advance learning interfaces and experiences that are more inclusive. Recent years has seen the development of various multimodal technologies for capturing voice, gesture and gaze-based input modalities, as well as various forms of auditory and haptic feedback. These modalities could be powerful tools for developing inclusive learning interfaces. To ground this idea, we present a set of examples for how this work can be transformative in democratizing access to technology, while also democratizing designing and building technology. Additionally, our examples reinforce how designing for inclusive learning can result in improved learning interfaces for the general population.",
keywords = "Accessibility, Computer vision, Constructionism, Haptics, Speech, Tangibles",
author = "Worsley, {Marcelo Aaron Bonilla} and David Barel and Lydia Davison and Thomas Large and Timothy Mwiti",
year = "2018",
month = "1",
day = "1",
doi = "10.1007/978-3-319-93846-2_73",
language = "English (US)",
isbn = "9783319938455",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer Verlag",
pages = "389--393",
editor = "Rose Luckin and Kaska Porayska-Pomsta and {du Boulay}, Benedict and Manolis Mavrikis and {Penstein Ros{\'e}}, Carolyn and Bruce McLaren and Roberto Martinez-Maldonado and Hoppe, {H. Ulrich}",
booktitle = "Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings",
address = "Germany",

}

Worsley, MAB, Barel, D, Davison, L, Large, T & Mwiti, T 2018, Multimodal interfaces for inclusive learning. in R Luckin, K Porayska-Pomsta, B du Boulay, M Mavrikis, C Penstein Rosé, B McLaren, R Martinez-Maldonado & HU Hoppe (eds), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10948 LNAI, Springer Verlag, pp. 389-393, 19th International Conference on Artificial Intelligence in Education, AIED 2018, London, United Kingdom, 6/27/18. https://doi.org/10.1007/978-3-319-93846-2_73

Multimodal interfaces for inclusive learning. / Worsley, Marcelo Aaron Bonilla; Barel, David; Davison, Lydia; Large, Thomas; Mwiti, Timothy.

Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. ed. / Rose Luckin; Kaska Porayska-Pomsta; Benedict du Boulay; Manolis Mavrikis; Carolyn Penstein Rosé; Bruce McLaren; Roberto Martinez-Maldonado; H. Ulrich Hoppe. Springer Verlag, 2018. p. 389-393 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Multimodal interfaces for inclusive learning

AU - Worsley, Marcelo Aaron Bonilla

AU - Barel, David

AU - Davison, Lydia

AU - Large, Thomas

AU - Mwiti, Timothy

PY - 2018/1/1

Y1 - 2018/1/1

N2 - In this paper, we propose that the artificial intelligence in education (AIED) community lead the charge in leveraging multimodal interfaces, in conjunction with artificial intelligence, to advance learning interfaces and experiences that are more inclusive. Recent years has seen the development of various multimodal technologies for capturing voice, gesture and gaze-based input modalities, as well as various forms of auditory and haptic feedback. These modalities could be powerful tools for developing inclusive learning interfaces. To ground this idea, we present a set of examples for how this work can be transformative in democratizing access to technology, while also democratizing designing and building technology. Additionally, our examples reinforce how designing for inclusive learning can result in improved learning interfaces for the general population.

AB - In this paper, we propose that the artificial intelligence in education (AIED) community lead the charge in leveraging multimodal interfaces, in conjunction with artificial intelligence, to advance learning interfaces and experiences that are more inclusive. Recent years has seen the development of various multimodal technologies for capturing voice, gesture and gaze-based input modalities, as well as various forms of auditory and haptic feedback. These modalities could be powerful tools for developing inclusive learning interfaces. To ground this idea, we present a set of examples for how this work can be transformative in democratizing access to technology, while also democratizing designing and building technology. Additionally, our examples reinforce how designing for inclusive learning can result in improved learning interfaces for the general population.

KW - Accessibility

KW - Computer vision

KW - Constructionism

KW - Haptics

KW - Speech

KW - Tangibles

UR - http://www.scopus.com/inward/record.url?scp=85049361289&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049361289&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-93846-2_73

DO - 10.1007/978-3-319-93846-2_73

M3 - Conference contribution

SN - 9783319938455

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 389

EP - 393

BT - Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings

A2 - Luckin, Rose

A2 - Porayska-Pomsta, Kaska

A2 - du Boulay, Benedict

A2 - Mavrikis, Manolis

A2 - Penstein Rosé, Carolyn

A2 - McLaren, Bruce

A2 - Martinez-Maldonado, Roberto

A2 - Hoppe, H. Ulrich

PB - Springer Verlag

ER -

Worsley MAB, Barel D, Davison L, Large T, Mwiti T. Multimodal interfaces for inclusive learning. In Luckin R, Porayska-Pomsta K, du Boulay B, Mavrikis M, Penstein Rosé C, McLaren B, Martinez-Maldonado R, Hoppe HU, editors, Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Springer Verlag. 2018. p. 389-393. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-319-93846-2_73