Catherine Holloway

Sumaya Ahmed Salihs, Isaac Wiafe, Jamal-Deen Abdulai et al.

This study presents an approach for collecting speech samples to build Automatic Speech Recognition (ASR) models for impaired speech, particularly, low-resource languages. It aims to democratize ASR technology and data collection by developing a "cookbook" of best practices and training for community-driven data collection and ASR model building. As a proof-of-concept, this study curated the first open-source dataset of impaired speech in Akan: a widely spoken indigenous language in Ghana. The study involved participants from diverse backgrounds with speech impairments. The resulting dataset, along with the cookbook and open-source tools, are publicly available to enable researchers and practitioners to create inclusive ASR technologies tailored to the unique needs of speech impaired individuals. In addition, this study presents the initial results of fine-tuning open-source ASR models to better recognize impaired speech in Akan.

Sahan Bulathwela, María Pérez-Ortiz, Catherine Holloway et al.

Artificial Intelligence (AI) in Education has been said to have the potential for building more personalised curricula, as well as democratising education worldwide and creating a Renaissance of new ways of teaching and learning. Millions of students are already starting to benefit from the use of these technologies, but millions more around the world are not. If this trend continues, the first delivery of AI in Education could be greater educational inequality, along with a global misallocation of educational resources motivated by the current technological determinism narrative. In this paper, we focus on speculating and posing questions around the future of AI in Education, with the aim of starting the pressing conversation that would set the right foundations for the new generation of education that is permeated by technology. This paper starts by synthesising how AI might change how we learn and teach, focusing specifically on the case of personalised learning companions, and then move to discuss some socio-technical features that will be crucial for avoiding the perils of these AI systems worldwide (and perhaps ensuring their success). This paper also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We also emphasise the need for collectively designing human-centered, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as support new emerging pedagogies. Finally, we ask what would it take for this educational revolution to provide egalitarian and empowering access to education, beyond any political, cultural, language, geographical and learning ability barriers.

Lan Xiao, Catherine Holloway

AI accessibility tools have mostly been designed for individual use, helping one person overcome a specific functional barrier. But for many people with disabilities, complex tasks are accomplished through collaboration with others who bring complementary abilities, not solitary effort. We propose a three-layer framework, Channelling, Coordinating, and Co-Creating, that rethinks AI's role in ability-diverse collaboration: establishing shared informational ground across abilities, mediating workflows between collaborators with different abilities, and contributing as a bounded partner toward shared goals. Grounded in the Ability-Diverse Collaboration framework, grounding theory, and Carlile's 3T framework, it extends the ``agents as remote collaborators'' vision by centring the collaborative, interdependent ways people with disabilities already work.

Anastasia Schmitz, Catherine Holloway, Youngjun Cho

Advances in tactile-audio feedback technology have created new possibilities for deaf people to feel music. However, little is known about deaf individuals' perception of musical emotions through vibrotactile feedback. In this paper, we present the findings from a mixed-methods study with 16 profoundly deaf participants. The study protocol was designed to explore how users of a backpack-style vibrotactile display perceive intended emotions in twenty music excerpts. Quantitative analysis demonstrated that participants correctly identified happy and angry excerpts and rated them as more arousing than sad and peaceful excerpts. More positive emotions were experienced during happy compared to angry excerpts while peaceful and sad excerpts were hard to be differentiated. Based on qualitative data, we highlight the benefits and limitations of using vibrations to convey musical emotions to profoundly deaf users. Finally, we provide guidelines for designing accessible music experiences for the deaf community.

Youngjun Cho, Nadia Bianchi-Berthouze, Manuel Oliveira et al.

Automatically monitoring and quantifying stress-induced thermal dynamic information in real-world settings is an extremely important but challenging problem. In this paper, we explore whether we can use mobile thermal imaging to measure the rich physiological cues of mental stress that can be deduced from a person's nose temperature. To answer this question we build i) a framework for monitoring nasal thermal variable patterns continuously and ii) a novel set of thermal variability metrics to capture a richness of the dynamic information. We evaluated our approach in a series of studies including laboratory-based psychosocial stress-induction tasks and real-world factory settings. We demonstrate our approach has the potential for assessing stress responses beyond controlled laboratory settings.

Tigmanshu Bhatnagar, Youngjun Cho, Nicolai Marquardt et al.

Designing for situational awareness could lead to better solutions for disabled people, likewise, exploring the needs of disabled people could lead to innovations that can address situational impairments. This in turn can create non-stigmatising assistive technology for disabled people from which eventually everyone could benefit. In this paper, we investigate the potential for advanced haptics to compliment the graphical user interface of mobile devices, thereby enhancing user experiences of all people in some situations (e.g. sunlight interfering with interaction) and visually impaired people. We explore technical solutions to this problem space and demonstrate our justification for a focus on the creation of kinaesthetic force feedback. We propose initial design concepts and studies, with a view to co-create delightful and expressive haptic interactions with potential users motivated by scenarios of situational and permanent impairments.