Concept Keyboard Research Articles

Concept keyboards in the animation of standard algorithms

Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view; this means representation and control occur through the visual channel. This approach has its limitations. To achieve better comprehension, we deal with multimodal interfaces that include the extended facilities of interaction together with those of the standard systems for data visualization and algorithm animation. The notion of specific concept keyboards is introduced. As a consequence, modern information and learning systems for algorithm animation are enhanced in such a way that control and interaction take place through appropriate interfaces designed and semi-automatically generated for this special purpose. In this paper, we provide some examples and report on a thorough evaluation to show the relevance of this new approach.

Web‐based Structured Hypermedia Algorithm Explanation system

PurposeThe purpose of this paper is to present the development of a system called Structured Hypermedia Algorithm Explanation (SHALEX), as a remedy for the limitations existing within the current traditional algorithm animation (AA) systems. SHALEX provides several novel features, such as use of invariants, reflection of the high‐level structure of an algorithm rather than low‐level steps, and support for programming the algorithm in any procedural or object‐oriented programming language.Design/methodology/approachBy defining the structure of an algorithm as a directed graph of abstractions, algorithms may be studied top‐down, bottom‐up, or using a mix of the two. In addition, SHALEX includes a learner model to provide spatial links, and to support evaluations and adaptations.FindingsEvaluations of traditional AA systems designed to teach algorithms in higher education or in professional training show that such systems have not achieved many expectations of their developers. One reason for this failure is the lack of stimulating learning environments which support the learning process by providing features such as multiple levels of abstraction, support for hypermedia, and learner‐adapted visualizations. SHALEX supports these environments, and in addition provides persistent storage that can be used to analyze students' performance. In particular, this storage can be used to represent a student model that supports adaptive system behavior.Research limitations/implicationsSHALEX is being implemented and tested by the authors and a group of students. The tests performed so far have shown that SHALEX is a very useful tool. In the future additional quantitative evaluation is planned to compare SHALEX with other AA systems and/or the concept keyboard approach.Practical implicationsSHALEX has been implemented as a web‐based application using the client‐server architecture. Therefore students can use SHALEX to learn algorithms both through distance education and in the classroom setting.Originality/valueThis paper presents a novel algorithm explanation system for users who wish to learn algorithms.

Evaluation of Microsoft's Comfort Curve Keyboard

The purpose of this study was to determine whether there were any postural, performance or perceived comfort differences between a conventional straight keyboard and a new ergonomic concept keyboard developed by Microsoft called the Comfort Curve. The concept keyboard was designed to promote more neutral postures in the wrist using a built-in, padded wrist rest to reduce wrist extension and curved keys in alphanumeric section of the keyboard to reduce ulnar deviation. Using a repeated measures design, 26 typists from various occupations randomly used each keyboard for a period of 15 minutes. Wrist postures were measured using electrogoniometers, typing speed and accuracy was measured using typing performance software and discomfort was subjectively measured in the hands, forearms and shoulders and neck. Compared to the conventional straight keyboard, the Comfort Curve keyboard reduced ulnar deviation by 2.2 ° (p < 0.01) and wrist extension by 6.5 ° (p <0.01). There was a small differences in typing speed (50.6 vs 51.8 WPM; p = 0.03) but no differences in accuracy (93.1% vs. 93.5%, p = 0.29) between the Comfort Curve and standard keyboards respectively. Subjective discomfort ratings in all measured body locations were lower with the Comfort Curve keyboard. The results indicate that the concept keyboard achieved its design goal of reducing wrist extension, ulnar deviation and discomfort while not compromising typing speed and accuracy.

Click on to keyboard poems

Use a concept keyboard to write poems. By Dave Smith, assistant marketing director for APU's mPowerNet ICT Training for Teachers.

How non-visual modalities can help the young visually impaired child to succeed in visual and other tasks

In this Paper, an account is given of some observational studies of young visually impaired children interacting with micro computer programs designed to encourage their 'looking' behaviour and their language skills. The use of control devices such as touch screens and concept keyboards is illustrated and discussed. The role of the teacher/parent in this interaction is examined with the intention of demonstrating that the software should not be seen as totally self- sufficient but should be regarded, rather, as a flexible and open-ended means of optimising the teaching/learning situation, providing immediate feedback and 'knowledge of results' to the child and presenting opportunities for the teacher/ parent to explore and capitalise upon unexpected responses by the child.

A feasibility study to investigate the use of computers to provide additional aphasia therapy on a rehabilitation ward

ABSTRACT This year‐long project is based on the rehabilitation ward of Frenchay Hospital. The patients included in the project have a diagnosis of cerebrovascular accident (CVA). Several studies have already demonstrated the usefulness of the computer as a tool in therapy at the later stages in recovery from stroke. The main aim of the project was to assess the feasibility of providing ward‐based computer‐assisted therapy in the early stages of recovery as a supplement to regular aphasia therapy. Further aims were to assess the acceptability and usage of the computer and to establish the type and number of patients for whom this approach was suitable. All the patients referred to speech and language therapy on the rehabilitation ward were screened for suitability. Criteria for acceptance to the project were established. Over a period of eight months (at the time of writing), 32 patients were assessed. Ten of these had a speech and language diagonsis of dysarthria/dysphagia; three dysphagia; five dysarthria; and 14 dysphasia. Of the patients with dysphasia, four failed to meet the acceptance critieria (one was illiterate, one was depressed and two suffered further strokes). The remaining 10 received computer‐assisted aphasia therapy on the ward. Sessions were supervised by the speech and language therapist three times a week. The computer was, however, available to the patients at all times. A variety of software was used and exercises were tailor‐made to suit the client's changing needs. Two severely aphasic patients were only able to use the computer with the help of the clinician. They used a trackerball and the concept keyboard as input devices. Progress was minimal. The five moderately aphasic patients were able to follow through the exercises alone if the programme was started by ward staff or relatives. They were able to progress to using the keyboard as an input device and, by discharge from hospital, four were able to load the software unaided. The three patients with mild dysphasia were able to use the computer unaided. In these last two groups, progress was clearly reflected in the results that are stored on the disc for analysis. On discharge, a questionnaire was given to participating patients. All reported that they very much enjoyed this approach and found it very helpful. Only one had used a computer previously. All participants worked on the computer most days whilst on the ward, with one reporting more use than once a day. A further questionnaire has been devised for ward and therapy staff to assess their attitudes to this approach. The results of this are not available at the time of writing. It seems that patients with a mild or moderate dysphasia benefit most from this approach. The results recorded provide useful information on progress. Most importantly, the computer allows the patient unlimited access to an enjoyable form of intensive language remediation.

Contrasting computer input devices for teaching children with severe learning difficulties to read

AbstractMany teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.

Some Computer Strategies for Achieving Literacy in Australian Languages: The Yintarri Project

Yintarri is a West Australian government community school situated at Coonana: 180Km due east of Kalgoorlie. It has about sixty children who enter school speaking Wangkatja, a Western Desert language. There is no formal bi-lingual program; the language of instruction being English. The Yintarri Project is an International Literacy Year (ILY) funded program which uses touch-sensitive boards with microcomputers to assist in the development of literacy in both Wangkatja and English. This is accomplished, at Yintarri, with Concept Keyboards and Acorn BBC microcomputers though the same facilities could be provided with all other major types of computer. The project won a major ILY Literacy Achievement Award for its ‘Outstanding Contribution to Literacy‘.

Using the concept keyboard in modern languages

Using the concept keyboard in modern languages

The Concept Keyboard in education: A review and a survey report

This article reviews the educational use of a popular British‐made computer input device called the Concept Keyboard1. It reports on the results of a survey which questioned early years information technology advisory teachers of local education authorities in England and Wales. Findings of the survey indicate that these advisory teachers demonstrate a strongly favourable attitude towards use of the Concept Keyboard; that they possess a high level of competence in its use; and that they have a serious commitment to encouraging class teachers to adopt it for early childhood education.

Information technology in the early years classroom: A case study

This is a practical account of how one early years class used information technology to enrich and extend its pupils’ learning. Across the development of the topic a range of IT devices and software packages are used. The use of the Concept Keyboard in early database work is reported

REVIEWS

Books: Outside the Mainstream: A History of Special Education J.S. Hurt Books: School Reports in the Juvenile Court: A Second Look Report of a NACRO Working Party NACRO Books: Making The Special School Ordinary? Derek Baker and Keith Bovair (eds) Books: The Strugglers: Working with Children Who Fail to Learn to Read Tony Martin Books: Meeting Individual Needs Mel Ainscow and Jim Muncey Books: Child Language Disability Kay Mogford and Jane Sadler (eds) Books: Sexuality and Mental Handicap: An Educators Resource Book Hilary Dixon. Classroom Books and Materials: I Have Asthma I Am Blind Brenda Pettenuzzo Classroom Books and Materials: Mastering Maths Skills C. Barcham, R. Bushell and C. McDonnell Classroom Books and Materials: Spots, Feathers and Curly Tails Nancy Tafuri Classroom Books and Materials: So Much to Tell You John Marsden Software: Concept Keyboard Pudd ESM 1988 Software: Helping with Spelling Dorset County Psychological Service Software: Movaword Chalksoft Ltd. Software: Supastore Plus ‐ The Database for Education, Home and Business

My life

Spilsby Road Centre was very fortunate during the winter of 1987 to be given a computer: a BBC ‘B’ with many extras, including a printer, concept keyboard, micro‐mike, turtle, AMX Mono, and a selection of software. When it arrived almost everyone was excited at the prospect of using a computer for the first time and curious to find out what it could do.A group of staff and students soon became confident in use of the computer, and gradually the circle of knowledge widened. Pat Hearn, a 24‐year‐old student who has been labelled since childhood as having a severe mental disability and being “difficult”, was initially uninterested. One day, however, Pat was watching two students (hindered by myself) using the AMX art package and mouse, and producing some rather uninspired art work. After watching for some time, and with much encouragement, Pat eventually “had a go” herself and produced the Centre's first piece of “computer art”.Pat's confidence in the use of the computer gradually increased from then on and several people have since noticed that her general self‐confidence has increased also. It seems that for the first time Pat had found something she could do successfully on her own. She rapidly mastered the keyboard and soon learned how to plug in, switch on, insert a disc, and load the programme. This was when my problems started: how was I to share out computer time, giving everyone a fair chance?After doing some highly complicated mathematics with the number of students and the amount of teaching time, I worked out that each student would be able to spend only 20 minutes each week using the computer. Obviously this was not enough, so a Computer Club was formed enabling a small group of students, including Pat, to snatch extra computer time during lunch breaks. This has been a great success.Soon after the Computer Club started an Edword was fitted, (a simple word processing package). One young man wanted to do an up‐to‐date Top 40 to put on the notice board each week. Pat watched, fascinated, while I worked with him — deleting and inserting words, moving text around the page, and finally printing it out. She then surprised me by saying, “Can I use that? I want to write a book for my little sister”.In no time at all Pat was proficient in the use of Edword. The delighted expression on her face is a joy to watch when she deletes a mistake or corrects an error. She still needs a little help with grammar, but her spelling and punctuation has improved tremendously; I think because she can now see a word, know that it is wrong, and try innumerable variations until it looks right without having a page full of untidy‐looking crossings‐out. The fact that a perfect print‐out is possible has been the major motivation for Pat to persevere and succeed in an area where before she had only experienced failure.

Does a Computer System Help to Teach a Sight Vocabulary to Children with Severe Learning Difficulties?

Over the past decade, interest in the use of microelectronic equipment with pupils with special educational needs has grown. Schools in the United Kingdom have been provided with a wealth of information from the Council for Educational Technology (CET), the four Special Education Microelectronic Education Resource Centres (SEMERCs), Aids to Communication in Education (ACE) centre, and the Microelectronics Education Programme (MEP) on hardware and software currently available. Despite the great national interest in microtechnology, investigation of the prevalence and use of microcomputers in special schools indicates that the microcomputer is underutilized. A survey of special schools in Surrey local education authority (September 1985) indicated that of the 70 special schools and units in the authority, 24 percent did not have a micro at all, and 70 percent had only one. Very few schools had any access to specialized input and output devices (switches, concept keyboards, voice synthesizers, etc.). Frequen...

The CAV Concept: Computer‐Accessed Video using the Concept Keyboard

Abstract The use of computers to access video material has been the subject of many development programmes during the last few years. The project described here uses the Concept Keyboard (a touch‐sensitive pad) as an interface between the user and the video accessing system, to provide a further insight into the ways in which different elements of the new information technologies can be made to converge to produce entirely new dimensions of learning resources and to illustrate greater clarity of layout. The Concept Keyboard offers a substantial ease of operation over the conventional QWERTY keyboard as an input device.

Special keyboards for special needs

<span>This paper stresses the importance of good design at the child-computer interface. The Concept Keyboard is discussed as an example of a useful input device. It has a touch-sensitive surface overlaid by a rectangular sheet of paper. This "overlay" may be designed to meet the requirements of each individual program. Examples are given of various applications, including a project in which the Concept Keyboard has been used to develop the curriculum in environmental studies for children with moderate learning difficulties. Nature walks in various environments are simulated and the computer is integrated with other indoor and outdoor resources.</span>

Use of touch screen, concept keyboard and adaptive software in teaching classification skills to mentally handicapped children

Use of touch screen, concept keyboard and adaptive software in teaching classification skills to mentally handicapped children

Using LOGO with Infant School Children

Abstract The recent introduction of micro‐computers into schools is opening up many new avenues for developmental psychologists interested in studying how children learn. Of particular interest at present are approaches in which children program computers themselves, using languages such as LOGO and PROLOG. This paper describes a study in which a simplified version of LOGO was introduced to a group of six‐year‐olds in a severely deprived area of Edinburgh. The children used a special touch‐sensitive keyboard (Concept Keyboard) to control the movements of a floor‐crawling robot called a Turtle. The sessions with the Turtle were marked by high levels of concentration, collaborative problem‐solving and the use of mathematical language. Pre‐ and post‐tests on the British Ability Scales revealed statistically significant gains on the sub‐scales concerned with number and shape: these gains, however, were found only in the boys.

End-user oriented design of a flow-sheeting computer aid in minerals processing

The program GENFLOW was developed to meet a need in the minerals processing industry for a computer aid suited to the early stages of design. The development of this program was guided throughout by a careful analysis of end-user needs. Its major feature is a concept centred approach. The concepts which the designer uses in evaluating his problem are identified. These are communicated across the man/computer interface through a “concept keyboard”. The program is structured to translate these concepts appropriately in order to solve the problem presented. This approach has considerable impact on some of the standard difficulties of linear simulation and these are discussed.