3. 3
3
Eye tracker device: operates computer mouse functions
Detects and follows eye movements
Light emitting diodes illuminate the eyes
Reflections off corneal surface
System tracks eye movements
Calculations estimate position of eye and point of gaze (x,y coordinates)
Monocular or binocular
Eye Gaze Technology
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4
Computer Screen:
Adjustable height
Articulating arm or stand
Adjustable height table
Computer location
Background clutter
Room lighting
Windows/light sources
Distraction free
APH Tri-fold Board
User Positioning
8. 8
What Can We Learn?
Eye Gaze Technology for Children with Deafblindness
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9
Can the user attend to screen? Initiate interaction? Sustain
attention?
What colors result in the most attention?
Does the user attend to images with more or less detail?
Moving shapes vs. moving characters
Does the user track equally in all directions?
Questions
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Can the user sustain attention on a single object for short periods?
Does the user demonstrate a preference for certain images or
patterns?
Does the user demonstrate awareness of features of an image?
Does the user demonstrate understanding of cause & effect?
Questions
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11
Can the user communicate a preference?
Can the user sustain concentration for a longer period?
Can the user look at and explore the entire screen?
Can the user explore the screen to interact with objects?
Does the user demonstrate emerging awareness of control by
looking?
Questions
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Learning Goal: Visual Attention
Learning to attend to different visual stimuli and engage with the
screen
Game Play: Experiential
An experiential activity with no interaction required!
Levels represent a general progression of visual complexity
Level: 1 – Petals
Attend to very high contrast patterns of bold black and white lines and
shapes.
Student: J
Initial session
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Initial Session: Overall Performance 17%
Visual Attention: J demonstrated poor visual attention skills in this activity. (17%)
Attention: J attended to the screen briefly. (1%)
Reaction: J reacted to most images after a short delay. (62%)
Quality: When attending J's attention was sustained. (98%)
Consistency: J's behavior was consistent throughout the activity. (94%)
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Learning Goal: Visual Attention
Game Play: Experiential
Level: 2 – Petals
Attend to very high contrast patterns
of bold black and single colors lines
and shapes.
End of Year 1
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One Year Later: Performance Scores 50-80%
Visual Attention: Jared demonstrated some visual attention skills in this activity. (52%)
Attention: Jared attended to the screen for some of the time. (43%)
Reaction: Jared reacted to most images quickly. (81%)
Quality: When attending Jared's attention was sustained. (95%)
Consistency: Jared's behavior was consistent throughout the activity. (72%)
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End of Year Two
Learning Goal: Visual Attention
Game Play: Experiential
Level: 3 – Cubes
Attend to detailed patterns of multi-
colored, textured, and 3D images
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Transition time for activities
Attends to color; possible preference for green
Extended periods of absence: regression with recovery to previous
point
Time available for instruction (sandwich transitions)
Visual fatigue
Overwhelmed by combined visual/auditory stimuli
Outcomes: What Have We Learned?
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End of Eight Months
Learning Goal: Noticing Images
Learning to direct visual attention to specific
images
Game Play:
Look at an image to make it "pop." Eight images
in each activity.
Level: 1 – Balloons (Color)
Notice large images in the center of the screen.
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Preference for color over black & white
Prefers colors green and neon pink
Left field weakness
Learning to exert minimal movement to reposition visual focus
Strong response to visual activities
Fatigue factors
Outcomes: What Have We Learned?
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Using vision to experience, interact, create
Cause & effect using eye control
Visual attention with fixation on a single image
Initial skills for dwell selection
Early cursor control
Purposeful cursor movement
Application of Eye Gaze
42. 42
42
Color preferences
Placement of materials
Patterns of behavior
Visual skills
Communication skills
Simple vs. complex images
Time “available” for instruction
What Can We Learn?
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43
Inclusive Technology Guidebooks: http://www.inclusivetlc.com
Eye Gaze in the Classroom
Attention and Looking
Exploring and Playing
Choosing and Telling
How to Use myGaze® with HelpKidzLearn
Resources