David J. Brown

Kieran Woodward, Eiman Kanjo, David J Brown et al.

Children can find it challenging to communicate their emotions especially when experiencing mental health challenges. Technological solutions may help children communicate digitally and receive support from one another as advances in networking and sensors enable the real-time transmission of physical interactions. In this work, we pursue the design of multiple tangible user interfaces designed for children containing multiple sensors and feedback actuators. Bluetooth is used to provide communication between Tangible Toys (TangToys) enabling peer to peer support groups to be developed and allowing feedback to be issued whenever other children are nearby. TangToys can provide a non-intrusive means for children to communicate their wellbeing through play.

Kieran Woodward, Eiman Kanjo, David J. Brown et al.

Stress is a growing concern in modern society adversely impacting the wider population more than ever before. The accurate inference of stress may result in the possibility for personalised interventions. However, individual differences between people limits the generalisability of machine learning models to infer emotions as people's physiology when experiencing the same emotions widely varies. In addition, it is time consuming and extremely challenging to collect large datasets of individuals' emotions as it relies on users labelling sensor data in real-time for extended periods. We propose the development of a personalised, cross-domain 1D CNN by utilising transfer learning from an initial base model trained using data from 20 participants completing a controlled stressor experiment. By utilising physiological sensors (HR, HRV EDA) embedded within edge computing interfaces that additionally contain a labelling technique, it is possible to collect a small real-world personal dataset that can be used for on-device transfer learning to improve model personalisation and cross-domain performance.

Misbahu S. Zubair, David J. Brown, Matthew Bates et al.

Visual Programming Tools (VPTs) allow users to create interactive media projects such as games and animations using visual representations of programming concepts. Although VPTs have been shown to have huge potential for teaching children with cognitive impairments including those with Autism Spectrum Condition (ASC), research has shown that existing VPTs may not be accessible to them. Therefore, this study proposes a set of recommendations for the design of accessible VPTs for children with ASC. Recommendations were initially gathered and validated by interviewing experts (n=7). The interviews were thematically analysed to identify recommendations. A second set of interviews with a subset of the initial experts (n=3) was then conducted to validate the gathered recommendations. An examination of the available literature was then conducted to identify additional recommendations for the design of VPTs. These recommendations arose from those used for the design of other interactive applications for children with ASC (e.g. virtual environments, serious games) and not identified as part of those the initially gathered from interviews. A novel set of recommendations for the design of VPTs for children with ASC and additional cognitive impairments has been defined as the result of this study.

Kieran Woodward, Eiman Kanjo, David Brown

Mental well-being technologies possess many qualities that give them the potential to help people receive assessment and treatment who may otherwise not receive help due to fear of stigma or lack of resources. The combination of advances in sensors, microcontrollers and machine learning is leading to the emergence of dedicated tangible interfaces to monitor and promote positive mental well-being. However, there are key technical, ergonomic and aesthetic challenges to be overcome in order to make these interfaces effective and respond to users' needs. In this paper, the barriers to develop mental well-being tangible interfaces are discussed by identifying and examining the recent technological challenges machine learning, sensors, microcontrollers and batteries create.User-oriented challenges that face the development of mental well-being technologies are then considered ranging from user engagement during co-design and trials to ethical and privacy concerns.

Bernadette Spieler, Christian Schindler, Wolfgang Slany et al.

Game creation challenges in schools potentially provide engaging, goal-oriented, and interactive experiences in classes; thereby supporting the transfer of knowledge for learning in a fun and pedagogic manner. A key element of the ongoing European project No One Left Behind (NOLB) is to integrate a game-making teaching framework (GMTF) into the educational app Pocket Code. Pocket Code allows learners to create programs in a visual Lego-style way to facilitate learning how to code at secondary high schools. The concept of the NOLB GMTF is based on principles of the Universal Design for Learning (UDL) model. This framework provides a coherent approach to learning and teaching by integrating leisure oriented gaming methods into multi-discipline curricula. One output of this framework is the integration of game-based methods via game templates that refer to didactical scenarios that include a refined set of genres, assets, rules, challenges, and strategies. These templates allows: 1) teachers to start with a well-structured program, and 2) pupils to add content and adjust the code to integrate their own ideas. During the project game genres such as adventure, action, and quiz, as well as rewards or victory point mechanisms, have been embedded into different subjects, e.g., science, mathematics, and arts. The insights gained during the class hours were used to generate 13 game templates, which are integrated in Create@School (a new version of the Pocket Code app which targets schools). To test the efficiency of these templates, user experience (UX) tests were conducted during classes to compare games created by pupils who used templates and those who started to create a game from scratch. Preliminary results showed that these templates allow learners to focus on subject-relevant problem solving activities rather than on understanding the functionality of the app.