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Designing an Interactive Communication Assistance System for Hearing-Impaired College Students Based on Gesture Recognition and Representation

Author

Listed:
  • Yancong Zhu

    (School of Biological Science and Medical Engineering, Beihang University, Beijing 100191, China
    Faculty of Psychology, Beijing Normal University, Beijing 100875, China)

  • Juan Zhang

    (Faculty of Psychology, Beijing Normal University, Beijing 100875, China
    Human Resources Department, China Reform Health Management and Services Group Co., Ltd., Beijing 100028, China)

  • Zhaoxi Zhang

    (School of Engineering and Applied Sciences, University at Buffalo, Buffalo, NY 14260, USA)

  • Gina Clepper

    (College of Engineering, Purdue University, West Lafayette, IN 47907, USA)

  • Jingpeng Jia

    (College of Special Education, Beijing Union University, Beijing 100075, China)

  • Wei Liu

    (Faculty of Psychology, Beijing Normal University, Beijing 100875, China)

Abstract

Developing a smart classroom can make the modern classroom more efficient and intelligent. Much research has been conducted pertaining to smart classrooms for hearing-impaired college students. However, there have been few significant breakthroughs in mobilizing students’ learning efficiency as measured by information transmission, communication, and interaction in class. This research collects data through nonparticipatory observation and in-depth interviews and analyzes available data on classroom interaction needs of these students. We found that diversified explanations, recordable interactive contents, and interaction between teachers and students could improve the learning effects in the classroom. We also propose a tracking-processing method based on gesture recognition and representation and present a design for a processing system based on AT89C52 microcontroller and Kinect. In this way, sign language can be translated into text and all students can receive the information and participate in the interaction, which greatly improves students’ autonomy and enthusiasm of learning. This design enables deaf students to fully use classroom learning resources, reduces learning time costs, and improves learning efficiency. It can assist teachers in teaching and tutoring students to enhance their experience.

Suggested Citation

  • Yancong Zhu & Juan Zhang & Zhaoxi Zhang & Gina Clepper & Jingpeng Jia & Wei Liu, 2022. "Designing an Interactive Communication Assistance System for Hearing-Impaired College Students Based on Gesture Recognition and Representation," Future Internet, MDPI, vol. 14(7), pages 1-14, June.
    • Handle: RePEc:gam:jftint:v:14:y:2022:i:7:p:198-:d:852027
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    References listed on IDEAS

    as
    1. Li, Huan & Lin, Jiaying & Wu, Hongyu & Li, Zhaojun & Han, Mengxue, 2021. "“How do I survive exclusion?” Voices of students with disabilities at China’s top universities," Children and Youth Services Review, Elsevier, vol. 120(C).
    2. Darren Chadwick & Caroline Wesson & Chris Fullwood, 2013. "Internet Access by People with Intellectual Disabilities: Inequalities and Opportunities," Future Internet, MDPI, vol. 5(3), pages 1-22, July.
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    Cited by:

    1. Fenghua Xu & Yanru Yang & Junyuan Chen & A-Xing Zhu, 2022. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China," IJERPH, MDPI, vol. 19(21), pages 1-23, November.
    2. Raul Oltra-Badenes & Vicente Guerola-Navarro & José-Antonio Gil-Gómez & Dolores Botella-Carrubi, 2023. "Design and Implementation of Teaching–Learning Activities Focused on Improving the Knowledge, the Awareness and the Perception of the Relationship between the SDGs and the Future Profession of Univers," Sustainability, MDPI, vol. 15(6), pages 1-20, March.

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