Using user centered design from a gender perspective. in3

Seminario IN3. 3/09/09 Carina Gonzalez

Using user-centered design from a gender perspective

Carina S. González González

[email protected]

Universidad de La Laguna


Summary• Introduction to Human Computer

Interaction (HCI)• Gender HCI & UCD (User Centered

Design)– User center gender

• Examples of applications that could be adapted to attend gender differences

• Intelligent and adaptive interfaces• Natural Interaction & Aumenteg Reality• Emotional and social factors on videogames in

online courses.


IntroductionHCI

• HCI a multidisciplinary subject from computer (techniques, graphics, languages, methodologies) and human (linguistics, social, cognitive psychology, human factors) areas

• There is no a general unified theory.• HCI involves the design, implemention,

testing and analysis of interactive systems in the context of the user’s task and works.


IntroductionHCI

• Methodologies and processes for designing interfaces methods for implementing interfaces

• Techniques for evaluating and comparing interfaces

• Developing new interfaces and interaction techniques

• Developing descriptive and predictive models and theories of interaction


IntroductionHCI

• International standards for HCI and usability

•the use of the product: effectiveness, efficiency and satisfaction in a particular context of use

•the user interface and interaction

•the process used to develop the product

•the capability of an organisation to apply user centred design

•the use of the product: effectiveness, efficiency and satisfaction in a particular context of use

•the user interface and interaction

•the process used to develop the product

•the capability of an organisation to apply user centred design

Can be categorised as primarily concerned with:

International Standards HCI & UsabilitySource: http://www.usabilitynet.org/tools/r_international.htm

• International standards for HCI and usability

http://www.usabilitynet.org/tools/r_international.htm






International Standards HCI & UsabilityHuman-centred design

ISO 13407: Human-centred design processes for interactive systems (1999)

ISO DTR 16982: Usability methods supporting human centred design (2001)

ISO/IEC 14598: Information Technology - Evaluation of Software Products (1998-2000)


IntroductionHCI

Design Interfaces

• Methodologies&Methods

affordance analysiscontextual design focus group

rapid prototyping

Scenario Based Design (SBD),

task analysis/task modeling

value-sensitive design

Wizard of Oz experiment

thinking aloud

User centered design (UCD)


IntroductionHCI

Design Interfaces

• Human Factors– Perceptual– Mental model– Attention– Memory


IntroductionHCI

• Interaction styles and paradigms

– Styles: command line interface, graphical user interface (GUI), Copy and paste, Cut and paste, WIMP (computing), point-and-click, drag-and-drop, direct manipulation interface, desktop, desktop metaphor, desktop environment, (the paper paradigm), window managers, WYSIWYG (what you see is what you get), Zooming user interface (ZUI), brushing and linking, crossing-based interfaces.

– Paradigms: hypertext, hypermedia and hyperlinks, speech recognition, speech synthesis, natural language processing, non-speech audio input, mouse gestures and handwriting recognition, haptics, telehaptics, Computer-mediated reality (Virtual reality (VR), Augmented reality (AR)), CSCW: Computer Supported Collaborative (or Cooperative) Work, collaborative software, Ubiquitous computing, Wearable computers, Wearable computing and cyborgs, brain-computer interfaces.


IntroductionHCI

• Some important names in the HCI’s Interface Design world– B. Schneiderman. Desing User Interfaces.

Graphic Interfaces– D. Norman. Design Everyday Things. Human

centered design. (Design and Emotions in TED)

– J. Nielsen. Design Usable Web Interfaces. Usability.

– C. Stephanidis. Design for All. Accesibility

http://www.cs.umd.edu/~ben/



http://www.ted.com/index.php/talks/don_norman_on_design_and_emotion.html






http://www.ics.forth.gr/stephanidis/index.shtml

http://www.ics.forth.gr/stephanidis/index.shtml


HCI & UCD What is a User-Centered Approach?

a) using UCD as methodology


HCI & UCD Methodology in practice


http://www.mindmeister.com/maps/show/16010261




HCI & UCD

What is a User-Centered Approach? Core design Core design UCD activitiesUCD activities

Source: Jack Scanlon&Lynn Percival. IBM Software Group.http://www.ibm.com/developerworks/library/us-ucd/

b) analysing and modeling user characteristics

http://www.ibm.com/developerworks/library/us-ucd/





HCI & UCDIntelligent and Adaptive Interfaces

Source: Julio Abascal, Isabel Fernández de Castro, Alberto Lafuente, and Jesus Maria Cia. Adaptive Interfaces for Supportive Ambient Intelligence Environments. Laboratory of Human-Computer Interaction for Special Needs. ICCHP 2008, LNCS 5105, pp. 30–37, 2008.

c) designing adaptive/usable/accesible interfaces



Gender HCI & UCD • Gender HCI (*) is a subfield of HCI that focuses on the

design and evaluation of interactive systems for humans, with emphasis on differences in how males and females interact with computers.

• The main areas of interest are: – Effects of confidence and self-efficacy on interactions with

software– Design of gender-specific software– Design of interfaces and to study its effect.– Design of gender-neutral problem-solving software.

1. (*) Beckwith, L. and Burnett, M. Gender: An important factor in end-user programming environments?, In Proc. Visual Languages and Human-Centric Computing Languages, IEEE (2004), 107-114.

ftp://ftp.cs.orst.edu/pub/burnett/vlhcc04.gender.pdf


Gender HCI & UCD Researchers of Gender HCI had studied the field from different perspective:

• Preferences and opinions of actors and cognitive differences

between males and females has been studied (Arroyo, 2003, Arroyo et al, 2006; Bandura, 1977, Halpern, 2000).

• Stimulus’ influence and attraction of technological tools has been analyzed (Beckwith 2005, Beckwith et al, 2004, 2006, Burnett et al, 2004, Beckwith et al, 2006).

• Validators to analyze the semantic structure of web pages and videogames has been developed (Casell y Jenkins, 1998, Van Slyke et al, 2002).

• There are several studies about effects of software interfaces on different user profiles (Dillon and Watson, 1996, Kucian et al, 2005, Nuñez, 2003).


• Until recently, research has not considered whether the design of problem-solving software affect males and females differently.

• Attention to gender differences is important in the design of software.

• Evidence from other domains, such as psychology and marketing, strongly suggests that females process information and problem solve in very different ways that males do.

• Some research has shown that software is unintentionally designed for males.

• Needs of half the population for whom the software is intended are potentially being ignored.

•McDonough, J. P. (1999). Designer selves: Construction of technologically mediated identity within graphical, multiuser virtual environments. Journal of the American Society for Information Science, 50(10), 855-869.•Beckwith, Laura et al., "Effectiveness of End-User Debugging Features: Are There Gender Issues?" Proc. ACM Conf. Human Factors in Computing Systems, ACM Press, Apr. 2005, pp. 869-878.•Beckwith, Laura et al., "Tinkering and Gender in End-User Programmers' Debugging," Proc. ACM Conf. Human Factors in Computing Systems, ACM Press, Apr. 2006, pp. 231-240•Beckwith, Laura y Margaret Burnett, "Gender: An Important Factor in Problem-Solving Software?" Proc. IEEE Symp. Visual Languages and Human-Centric Computing Languages and Environments, IEEE Press, 2004, pp. 107-114.

Gender HCI & UCD


• Example: Videogames

• Since the design programs of today focus on user-centered design, and users of video games are increasingly female, then perhaps the way things are done in video game design has changed over the past 10 years. But not.

• The people designing the games are still mostly male. – Sony Online Entertainment announced a scholarship program aimed at

getting more girls into video game design because there still aren’t very many women game designers.

• The content of many video games are still male-oriented. – The list of best-selling video games are all mostly masculine themes.

• So, it appears that the video game design industry hasn’t really changed that much at all over the past 10 years, even though their users have.

Gender HCI & UCD

http://www.cinemablend.com/games/SOE-Wants-Girls-To-Work-On-Free-Realms-MMO-16422.html





http://en.wikipedia.org/wiki/List_of_best-selling_video_games










• We need more empirical evidences about how males and females interact with computers

– Human factors (cognitive, phisical, ergonomic, etc.)– Categorization of information (gender differences in the

labeling and structuring of information);– How women think the task on the web;– How women think on design and style’s guide; and– How women cooperate, collaborate or interact on the net.

• Another important need is to elaborate a recomendations guide about gender differences to software designers.

Gender HCI & UCD


Gender HCI & UCD

• Some findings on gender differences research:

1. Differences on information processing, comunication and problem solving applied to software design.

2. Females has specif skills and use preferences on software in mathematics, programming, videogames, etc.

3. Related with user interface design or usability (*)

(*) Yu-chang Hsu (2007). Better educational website interface design: the implications from gender-specific preferences in graduate students. British Journal of Educational TechnologyPearson, J. & A. Pearson (2008). "An Exploratory Study into Determining the Relative Importance of Key Criteria in Web Usability: A Multi-Criteria Approach."

http://www3.interscience.wiley.com/journal/117984068/home








Gender HCI & UCD

• In problem-solving tasks:– (1) female end users had significantly lower self-

efficacy than males and

– (2) females with low self-efficacy were significantly less likely to work effectively with problem-solving features available in the software

•Beckwith, L. Burnett, M., Wiedenbeck, S., Cook, C., Sorte, S., and Hastings, M. Effectiveness of end-user debugging software features: Are there gender issues? ACM Conference on Human Factors in Computing Systems (2005), 869-878.•Busch, T. Gender differences in self efficacy and attitudes towards computer, Journal of Educational Computing Research 12,(1995)147-158.

ftp://ftp.cs.orst.edu/pub/burnett/chi05.gender.pdf

http://eusesconsortium.org/twiki/pub/Main/GenderReferenceFiles/GenderDiffSE_Busch.pdf


Gender HCI & UCD

• In spreadsheet problem-solving tasks, female end users were significantly slower to try out unfamiliar features.

Beckwith, L. and Burnett, M. Gender: An important factor in end-user programming environments?, In Proc. Visual Languages and Human-Centric Computing Languages, IEEE (2004), 107-114.

Beckwith, L. Burnett, M., Wiedenbeck, S., Cook, C., Sorte, S., and Hastings, M. Effectiveness of end-user debugging software features: Are there gender issues? ACM Conference on Human Factors in Computing Systems (2005), 869-878.

ftp://ftp.cs.orst.edu/pub/burnett/vlhcc04.gender.pdf

ftp://ftp.cs.orst.edu/pub/burnett/chi05.gender.pdf


Gender HCI & UCD • “Tinkering” (playfully experimenting) with features was

adopted by males more often than females. • Their approach to computers was "soft;" tactile,

artistic, and communicative

• Turkle, S. Computational reticence: Why women fear the intimate machine. In Technology and Women's Voices, Cheris Kramerae (ed.), (1988), 41-61.


Gender HCI & UCD

• Larger displays helped reduce the gender gap in

navigating virtual environments. • With smaller displays, males’ performance was better

than females’

• Czerwinski, M., Tan, D., and Robertson, G., Women take a wider view, In Proc. CHI 2002, ACM Press (2002), 195-202.

• Tan, S., Czerwinski, M., and Robertson, G., Women go with the (optical) flow, In Proc. of CHI 2003, Human Factors in Computing Systems, (2003), 209-215.

http://research.microsoft.com/users/marycz/chi2002fov.pdf

http://research.microsoft.com/users/marycz/chi2003flow.pdf


Gender HCI & UCD

• Several researchers explored what girls seek in

videogames, and implications for video game designers.

• Among the implications were collaboration vs. competition preferences, and use of non-violent rewards versus death and destruction as rewards

• Gorriz, C. and Medina, C. Engaging girls with computers through software games. Communications of the ACM, (2000), 42-49.

• Cassell, J. Genderizing HCI, MIT Media Lab, (1998).• Cassell, J. and Jenkins, H. (Eds.), From Barbie to Mortal Kombat

: Gender and Computer Games, Cambridge, MA: MIT Press, (1998).

http://delivery.acm.org/10.1145/330000/323843/p42-gorriz.pdf?key1=323843&key2=6103519801&coll=portal&dl=ACM&CFID=23821858&CFTOKEN=26261732

http://eusesconsortium.org/twiki/pub/Main/GenderReferenceFiles/gender_.hci.just.pdf

http://eusesconsortium.org/twiki/pub/Main/GenderReferenceFiles/gender_.hci.just.pdf

http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=3929




Gender HCI & UCD

• In the home, where many appliances are programmable to some extent, different categories of appliance were found to be more likely to be programmed by men (e.g. entertainment devices) and by women (e.g. kitchen appliances).

• Rode, J.A., Toye, E.F. and Blackwell, A.F., The Fuzzy Felt Ethnography - understanding the programming patterns of domestic appliances. Personal and Ubiquitous Computing 8, (2004), 161-176.

http://www.cl.cam.ac.uk/~afb21/publications/2ADfuzzyFelt.pdf

http://www.cl.cam.ac.uk/~afb21/publications/2ADfuzzyFelt.pdf


Gender HCI & UCD

• Males and females had different perceptions for whether a web page would be appropriate. Females preferred more information on all web pages.

• Simon, S., The impact of culture and gender on web sites: An empirical study, The Data Base for Advances in Information Systems, 32(1), (2001), 18-37.

http://delivery.acm.org/10.1145/510000/506744/p18-simon.pdf?key1=506744&key2=2505548801&coll=portal&dl=ACM&CFID=23486558&CFTOKEN=89848799


Gender HCI & UCD

• Women who entered mathematics, science, and technology careers had high academic and social self-efficacy.

• Zeldin, A. and Pajares, F., Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, (2000), 215-246.

• Margolis, J., and Fisher, A. Unlocking the Clubhouse: Women and Computing. Cambridge, MA, MIT Press, (2001).

http://links.jstor.org/sici?sici=0002-8312%28200021%2937%3A1%3C215%3AATOSBO%3E2.0.CO%3B2-2

http://links.jstor.org/sici?sici=0002-8312%28200021%2937%3A1%3C215%3AATOSBO%3E2.0.CO%3B2-2



Gender HCI & UCD

“The researchers found that after ease of use, men preferred higher download speeds just over easy navigation, while women preferred easy navigation and accessibility. The researchers theorize that these preferences are because women use the Internet to build relationships while men use the Internet to find information”.

Pearson, J. & A. Pearson. Journal of Computer Information Systems 4 (2008): 115-127. (also available as full text)

http://www.allbusiness.com/media-telecommunications/internet-www/11565492-1.html

http://www.allbusiness.com/media-telecommunications/internet-www/11565492-1.html


Gender HCI & UCD • Some studies about Web and Gender 2.0.

Blogs & gender: http://tiscar.com/2007/03/31/blogs-y-genero/

• Twitter & gender: Investigación sobre género en Twitter: los hombres siguen a los hombres y pocos twittean. Harvard Business School.

http://tiscar.com/2007/03/31/blogs-y-genero/



http://www.dreig.eu/caparazon/2009/06/02/investigacion-sobre-genero-en-twitter-los-hombres-siguen-a-los-hombres-y-pocos-twittean/





Gender HCI & UCD

Then, ¿How HCI can help to design software more suitable/adaptive to the gender

characteristics?


b) analysing and modeling user characteristics



HCI & UCDExamples of Interfaces


Gender HCI & UCDExamples of Gender HCI

Web Content

http://tincluye.org/index.htmlContenido sexista en la web

“T-incluye es un analizador automático de páginas web, basado en técnicas de Inteligencia Artificial, cuyo objetivo es la extracción de los textos contenidos en una web para su posterior análisis con el fin de detectar usos del español que se desvíen de la norma del lenguaje no sexista.“

http://tincluye.org/index.html


• Intelligent and Adaptive Multimedia Interfaces in Education– Special Educational Needs and Users

• Dyslexia– Assesment and Treatment assisted by computers with voice recognition, adaptable interface

and inference engine for support desicions.• Down´s Syndrome

– A ITS for Teaching Elementary Mathematics» Inference Engine with Fuzzy Logic and Interface with XML templates .

– Basic Concepts

– Engineering Courses• Developing of new tools (HEVAH, SIMDE, SIJEM, MNEME, SCOMAX, SCOMIN,

SIENA) using adaptive tests, simulation and conceptual maps.

• Natural Interfaces and Augmented Reality (AR)– Computer Vision Techniques

• Detection of attention and motivation through eye tracking• Control of mouse’s point• Detection if shapes and movements and proyection of images in movement (real time)

• Emotional and social factors on videogames in online courses.• Integrating of Neverwinter Nights with Moodle Neverwinter Nights with Moodle • Ananilys of videogames motivational factors

HCI & UCDOther development that could be adapted to

support gender differences:


Some examples on Intelligent and Adaptive Multimedia

Interfaces in Education

• Special Educational Needs:– Dyslexia: SICOLE – Down syndrome: DIVERMATES

(*) Proyecto SICOLE: Un sistema basado en el conocimiento para el diagnóstico y tratamiento de las dificultades de aprendizaje de lectura”.PLAN NACIONAL DE I+D, PROYECTO FINANCIADO CON FONDOS FEDER. REGIONES OBJETIVO 1 Y 2. 2000-2002.(**) Proyecto DiverMates: Aprendizaje socio-constructivista a través de interfaces accesibles y el análisis de errores en operaciones aritméticas básicas para alumnado con síndrome de Down. Ministerio de Trabajo y Asuntos Sociales. 2006-2007


Intelligent and Adaptive Multimedia Interfaces in Education

• Problem: how to generate automatically presentations of educational material in order to assess dyslexia– We have a lot of information (images/sounds/ text) without

classification– We have a lot of activities– For each type of task there are needed mix the right media for a

type of task and type of dyslexia.

• Solution: create an inference engine to decide and select the media for each task and level, connected with a database, and use templates for the final presentation, filling at the moment.

DYSLEXIA



SICOLE’s Architecture

DrawsWordsPhrasesBackgroundsAudioFeedbacksExplanations…

Module and Type of task (Genere, Number, Auditiva, Double Sylabe, etc..)

Presentations are different exersices of a tyoe of task

(defclass EVAL_ESTRUCTURA_A (is-a EVAL) (role concrete) (pattern-match reactive)(slot idn(create-accessor read-write)(type INTEGER) (default 6))(slot picture1 (create-accessor read-write) (type INTEGER))(slot word (create-accessor read-write)(type INTEGER))(slot id_exp (create-accessor read-write)(type INTEGER)(default 0))))


Intelligent and Adaptive Multimedia Interfaces in Education

• Problem: to detect errors in operation and problem solving automatically and give feedback and help adapted to the student.

• Solution: to create an inference engine for the automatic detection error module (Datamining), cognitive model user to problem-solving (Knowledge Based System), to make accesible interfaces trough hardware and software (using DCU methodology &Computer Vision techniques).

DOWN SYNDROMEDIVERMATES


DIVERMATES

DATAMINING

MULTIMEDIA HCI SEN EDUCATION(MATHEMATICS

)

Detección y Clasificación de Errores

Reconoci-miento de Patrones

PelículaGuión

GuiónTécnico

GuiónLiterario

StoryBoard

Software Hardware

Usabili-dad

Accesibi-

lidad

DCU

InterfazAdaptada

Det.Mot

EmulP.T

SíndromeDe

Down

Perfíl

Físico Cognitivo

Resol.Prob.

Algorit-mos

Méto-dos

Categ.Error

Dominio de la Lógica y los Números a Nivel de Educ.

Infantil y Primaria

Technology Education

AgentesVirtuales

MULTIDISCIPLINARY

SEN TeachersEDUCATION MatematiciansIPO and DATAMINING Computer Science EngineersMultimedia Graphic desingners


DIVERMATES

• Down’ syndrome characteristics:• Phisical deficits

– Psicomotricity – Visual and auditive

• Cognitive problems. – Need more time to recognition – Tendency to distraction– Difficultis to control the look– Poor ability to concentrate


DIVERMATES

• Problem solving and Down’ syndrome

• Difficulties– Understanding the statement. – Implementation of the algorithms.– With to transfer to other situations

They require no abstract knowledge, but applied to everyday life situations

– Most significant sources of error:

– Graph, motricity and perceptual problems. – Assembly errors– Puts numbers in the correct columns of and lack of knowledge of the orders of

units – Confuse the role of zero. – Ignorance of the algorithm.


DIVERMATES


Intelligent and Adaptive Multimedia Interfaces in Education Engineering Courses

3D Agent controled byBayesian Nets

&Test Manager System

HEVAH & PORTAD


HEVAH & PORTAD

• Problem: Generate tests automatically adapted to the level of user independently of domain

• Solution: Use the Bayesian approach• Check and update the student’ s knowledge state about a

particular domain during the interaction


Natural Interfaces & ARDIVERMATES• Goals:

– a) to detect the level of attention or motivation, – b) to support users with motricity problems.

• Computer Vision Techniques Used:– a) Gaze tracking– b) Mouse tracking

ACTIMEL MIRROR EFFECT• Goal:

– To detect user gesture and movement– To apply special effects on the user in real time

• Computer Vision Techniques Used:– Motion tracking– Objects and body tracking– Appling of special effects on real time


• Con la ayuda de un sistema de visión por computador es posible detectar donde fija la mirada una persona.

• Los niños con síndrome de Down tienden a despistarse fácilmente y a perder interés por lo que se les presenta en la pantalla del ordenador.

• Con el sistema propuesto podemos, de forma automática, saber si el alumno está o no prestando atención y qué es lo que más le interesa de todo aquello que se le muestra.

Natural InterfacesGaze tracking


• En una primera fase, intentamos detectar si el alumno al menos mira hacia la pantalla.

• Existen diversas formas de afrontar este problema.

• Una posible estrategia consiste en determinar la orientación de una elipse que se ajuste a la zona de la piel de la cara y cuello del sujeto. Según la orientación de la misma podemos hacernos una idea aproximada de hacia donde está mirando.

Natural InterfacesGaze Tracking


• En una segunda fase, se intenta detectar con más precisión incluso a qué parte de la pantalla está mirando el sujeto.

• Con la ayuda del zoom de nuestra cámara podemos detectar el movimiento de las pupilas y hacer un seguimiento de las mismas.

• Es necesario establecer algún tipo de “mapping” entre las posiciones relativas de las pupilas y diferentes puntos de la pantalla.

Natural InterfacesGaze Tracking


Natural Interaction and ARMotion& Body Tracking and Special Effects

ULL Patent Pending ES200901210

Proyecto de Investigación Actimel Mirror Effect. DANONE. 2008-2009

Different user profiles Different interaction-user experience


Emotional and social factors on videogames in online courses.

NeverWinter Nights & Moodle

• Goal: – to study the social and emotional factors of

the interactions in the learning community of online courses using videogames.

• Tecniques:– Integrating of 3D Game Engine NeverWinter Nights with Moodle– Use of DCU and Scenario Based Model to the design and the

evaluation











Some references• Carina Gonzalez, D. Guerra, H. Sanabria, L. Moreno (2009). Automatic system for the detection and analysis of

errors to support the personalized feedback . Expert Systems with Applications. doi:10.1016/j.eswa.2009.05.027

• Carina González y Francisco Blanco. “Emociones con Videojuegos: incrementando la motivación para el aprendizaje”. Revista: Teoría de la Educación. Monográfico 2008 - 9 (3): "Videojuegos". Editorial: Ediciones Universidad de Salamanca. Noviembre 2008.

• Carina González y Francisco Blanco. “Integrating educational 3D games in Moodle as affective interface”. Revista: Simulation & Gaming. Editorial: SAGE. Vol. 39. Nº3. 399-413. September 2008.

• Carina S. González, D. Guerra, M. Noda, A. Bruno, H. Sanabria, L. Moreno. “Diagnóstico automático de errores aritméticos y ayudas adaptadas para niños con síndrome de Down”. Revista: Revista da Sociedad Brasilera de Educación Matemática: SBEM RS. Nº 8. 77-88. Noviembre 2007.

• L. Moreno, C.S. González, I. Castilla, E.J. González, J.F. Sigut. "Applying a Constructivism and Collaborative Methodological Approach in Engineering Education". Computers and Education Journal, Volumen 47 (3). 891-915 Fecha: 2007.

• L. Moreno, C.S. González, I. Castilla, E.J. González, J.F. Sigut. “SIMDE: An Educational Simulator of ILP Architectures with Dynamic and Static Scheduling". COMPUTER APPLICATIONS IN ENGINEERING EDUCATION. Fecha: 2007.

• A. Bruno, M.A. Noda, R.M. Aguilar, C.S. González, L. Moreno, V. Muñoz. Título: "Analisis de un tutorial inteligente sobre conceptos lógicos-matemáticos en alumnos con Síndrome de Down". Revista: Relime, Volumen: 9 (2). 211-226, Año: 2006.

• González C.S., Estevez J., Muñoz V., Moreno L., Alayon, S.SICOLE: Diagnóstico y tratamiento computarizado de la Dislexia en español.. Revista: PIXEL-BIT. REVISTA DE MEDIOS Y EDUCACIÓN. Nº 24. Fecha: Junio de 2004. http://www.sav.us.es/pixelbit/marcoabj24.htm

A. Bruno, C. González, L. Moreno, M. Noda, R. Aguilar, V. Muñoz. Teaching Mathematics to Children with Down´s Syndrome. AIED'2003 (Arificial Intelligent in Education). Workshop "Advanced Technologies for Mathematics Education" . Sydney Australia.. July, 2003.

• Moreno L., González C., Muñoz V., Estévez J., Aguilar R., Sánchez J, Sigut .J., Piñeiro J. “Integrating Multimedia Technology, Knowledge Based System and Speech Processing for the Diagnostic and Treatment of Developmental Dyslexia”. Intelligent Tutorial Systems.Lecture Notes in Computer Science 2363 Springer Verlag (Eds.). ISBN 3-540-43750-9. Fecha: 2002.

• Autores: Moreno L., González C.S., Aguilar R.M., Estévez J.I., Sánchez J.L., Barroso C. “Adaptive Multimedia Interface for Users with Intellectual and Cognitive Handicaps”. Intelligent Tutorial Systems. Lecture Notes in Computer Science 1839. Springer Verlag. ISBN 3-54067655-4. 2000.

•

http://dx.doi.org/10.1016/j.eswa.2009.05.027




http://www.sav.us.es/pixelbit/articulos/n24/n24art/art2408.htm

http://www.sav.us.es/pixelbit/articulos/n24/n24art/art2408.htm

http://www.sav.us.es/pixelbit/marcoabj24.htm






Thank you!Thank you!

Carina S. González González

[email protected]

Universidad de La Laguna

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