The Effects of Menu Location on Eye Gaze Fixation …...ASHA 2017 11/11/17 rerc-aac.psu.edu 1 The...
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ASHA 2017 11/11/17 rerc-aac.psu.edu 1 The Effects of Menu Location on Eye Gaze Fixation Patterns within AAC Visual Scene Displays Tara O’Neill, MS, CCC-SLP, Krista Wilkinson, PhD, Janice Light, PhD, Caroline Fehr Acknowledgements and Disclosures This project was supported, in part, by funding from: • Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #H325D110008 • Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (The RERC on AAC), funded by grant #90RE5017 from the National Institute on Disability, Independent Living, and Rehabilitation (NIDILRR) within the Administration for Community Living (ACL) of the U.S. Department of Health and Human Services (HHS). •I have no other relevant financial or nonfinancial relationship(s) within the products or services described, reviewed, evaluated or compared in this presentation. Visual scene displays (VSDs) A VSD is one type of AAC display in which representations of concepts are embedded in an integrated scene (e.g., photograph) Benefits of VSDs: • Capture the social interactions in which children learn language • Provide contextual and event-based support for language learning Wilkinson, Light & Drager, 2012 Yay! birthday cake Why examine eye gaze on VSDs? •VSDs represent language concepts visually •Therefore, it is important to understand how individuals that use AAC attend to, perceive, and make sense of the visual information of the display (Wilkinson & Jagaroo, 2004; Wilkinson, Light & Drager, 2012). •How do we get this information? Fit visual cognition AAC VSD
Transcript of The Effects of Menu Location on Eye Gaze Fixation …...ASHA 2017 11/11/17 rerc-aac.psu.edu 1 The...
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TheEffectsofMenuLocationonEyeGazeFixationPatternswithinAACVisualSceneDisplaysTaraO’Neill,MS,CCC-SLP,KristaWilkinson,PhD,JaniceLight,PhD,CarolineFehr
AcknowledgementsandDisclosuresThisprojectwassupported,inpart,byfundingfrom:• PennStateAACLeadershipProject,adoctoraltraininggrantfundedbyU.S.DepartmentofEducationgrant
#H325D110008• RehabilitationEngineeringResearchCenteronAugmentativeandAlternativeCommunication(TheRERCon
AAC),fundedbygrant#90RE5017fromtheNationalInstituteonDisability,IndependentLiving,andRehabilitation(NIDILRR) withintheAdministrationforCommunityLiving(ACL)oftheU.S.DepartmentofHealthandHumanServices(HHS).
•Ihavenootherrelevantfinancialornonfinancialrelationship(s)withintheproductsorservicesdescribed,reviewed,evaluatedorcomparedinthispresentation.
Visualscenedisplays(VSDs)AVSDisonetypeofAACdisplayinwhichrepresentationsofconceptsareembeddedinanintegratedscene(e.g.,photograph)
BenefitsofVSDs:• Capturethesocialinteractionsinwhich
childrenlearnlanguage• Providecontextual andevent-basedsupport
forlanguagelearning
Wilkinson,Light&Drager,2012
Yay!
birthdaycake
WhyexamineeyegazeonVSDs?•VSDsrepresentlanguageconceptsvisually•Therefore,itisimportanttounderstandhowindividualsthatuseAACattendto,perceive,andmakesenseofthevisualinformationofthedisplay(Wilkinson&Jagaroo,2004;Wilkinson,Light&Drager,2012).
•Howdowegetthisinformation?
Fitvisualcognition AACVSD
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Eye-trackingresearchtechnology•Eye-trackerrapidlysamplesthepositionoftheparticipants’eyeswhilelookingatanimage
•Dataprovidedallowsustoexaminewhatelementswithintheimagereceiveattentionandforhowlong(amongothervariables)
•*Note:thistechnologydiffersfromAACdevicesthatarecontrolledbyeyegazeaccess
Tobii T60
PreviousinvestigationofeyegazeinphotographsHumansinphotographsattractvisualattention,evenwhentheyaresmall,offset,andnexttopotentiallydistractingitemsinthebackground(Wilkinson&Light,2014)
TD DS IDD ASD
CurrentInvestigationFurtherspreviousresearchbyexaminingeyegazefixationpatternsonstimulithatresembleactualVSDs
children
sharedeventoractivity
Question:Inthesemoresociallycomplexscenescontainingtwochildrenengagedinasharedactivity,whatattractsattentionwithintheVSD?
Freeviewingfor5seconds
Participantsgroup number CA
(average)PPVTageequivalent(average)
ASD 16 14;7 4;2
DS 15 17;8 4;6
IDD 15 15;11 5;11
TD 20 4;1 5;1
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ParticipantsacrossgroupsareattendingtothemeaningfuleventswithintheVSD(childrenandsharedactivity).
Thebackgrounddoesnotserveasadistraction.
Evenwithhighersocialdemands(2humanfigures),wedonotseegazeaversionawayfromhumansinparticipantswithASD.
WhatattractsattentionwithintheVSD?
TD DS
ASD IDD
However,AACsystemsthatutilizeVSDsareoftenmorecomplexthanasinglepicture.
Particularly,childrenmustbeabletovisuallyattendtoandnavigatebetweenvariousdisplayswithina
dynamicdisplaysystem.
Thisisoftenachievedthroughtheuseofanavigationmenuwithlinkstosubsequentpages.
Navigationmenu•Lightetal(2011)foundthatyoungchildrenwereabletosuccessfullynavigateAACtechnologieswhenthenavigationmenuwas:• (1)Availableatalltimes• (2)Includedthumbnails(smallerimages)ofactualdisplays
Question:WhatattractsattentioninthesevisuallycomplexstimulithatincludebothamainVSDandanavigationmenu?
ParticipantsacrossgroupsattendtoboththemainVSDandthenavigationmenu.
MoretimeisspentonthemainVSDthanthemenu.
LargeandprominenthumanfiguresinVSDdidnotprecludeattentiontomenu
SmallhumanfiguresinmenudidnotdistractfromVSD
TD DS
ASD IDD
Whatattractsattentionintheentiredisplay?(mainVSDandmenu)
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LocationofthenavigationmenuQuestion:How,ifatall,doesthelocationofthenavigationmenuaffectvisualattentiontotheelementswithintheVSD?
Dependentvariable=percentageoffixationtime
57% 53% 52% 54%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
TD ASD DS IDD
Percentageoffixationtimeonthechildren
18% 23% 16% 18%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
TD ASD DS IDD
Percentageoffixationtimeontheactivity
Question:Whatpercentageoffixationtimedoparticipantsspendonthechildren andsharedactivitywhenthenavigationmenuisonthetop?
ParticipantsacrossgroupsspendagreaterpercentageoffixationtimeonthechildrencomparedtothesharedactivitywithintheVSDinthebartopcondition.
49%
35%
56% 45%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
TD ASD DS IDD
Percentageoffixationtimeonthechildren
35% 44%
27% 37%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
TD ASD DS IDD
Percentageoffixationtimeonsharedactivity
Participantsinmostgroups(withtheexceptionofASD)spendmoretimeonthechildrencomparedtothesharedactivityinthebarbottomcondition.
Question:Whatpercentageoffixationtimedoparticipantsspendonthechildren andsharedactivitywhenthenavigationmenuisonthebottom?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
TD ASD DS IDD
Percentageoffixationtimeonthechildren
top bottom
0%
20%
40%
60%
80%
100%
TD ASD DS IDD
Percentageoffixationtimeonsharedactivity
top bottom
WiththeexceptionofparticipantswithDS,participantsacrossgroupsspendmoretimefixatingonthechildreninthemenutopconditioncomparedtomenubottom
Participantsacrossallgroupsspendmoretimeonthesharedactivityinthemenubottomconditioncomparedtothemenutopcondition.
WeverifiedthatthispatternwastrueregardlessofthecontentsofthemainVSD.Inotherwords,itwasnotduetothepicturesthemselves,butratherbecauseofthelocationofthemenu.
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ImplicationsforAACsystemdesign(1)HumanfiguresandasharedactivityshouldbeincludedaskeyelementsinAACVSDs• Theseelementsattractvisualattention,evenamongindividualswithASD• Backgroundisnotdistracting• VSDswiththeseelementsarenotvisuallyoverwhelming
ClinicalImplications(2)Wecanchangepatternsofvisualattentionbasedonthelocationofthenavigationmenu• Dependingonthelocationofthemenu,wemaypromotevisualattentionto
differentelements
LimitationsandfutureanalysesLIMITATIONS
•Smallsamplesizeslimitgenerality
•Didnotexamineeffectofexperience
•Examinedonlytwobarlocationconditions
•Didnotexaminecuedviewingdata
FUTUREANALYSESANDRESEARCH
•Useofmorefunctional,ecologicallyvalidtasks
•Examinerelationshipbetweeneyegazeandactualselection(viamotorresponse)
•Examineleftandrightmenulocations
•Examinecuedviewingdata
ReferencesLight,J.,Jakobs,T.,Drager,K.,Chew,K.,Guthrie,S.,Mellman,L.,&Riley,K.(2011).TheeffectsofAACtechnologieswithjustintimeprogrammingonthecommunicationofchildrenwithcomplexcommunicationneeds.Manuscriptinpreparation.Wilkinson,K.M.,&Light,J.(2014).Preliminarystudyofgazetowardhumansinphotographsbyindividualswithautism,Downsyndrome,orotherintellectualdisabilities:Implicationsfordesignofvisualscenedisplays. AugmentativeandAlternativeCommunication, 30,130-146.doi:10.1044/1092-4388(2011/10-0098)Wilkinson,K.M.,&Jagaroo,V.(2004).ContributionsofprinciplesofvisualcognitivesciencetoAACsystemdisplaydesign. AugmentativeandAlternativeCommunication, 20,123-136.doi:10.1080/07434610410001699717Wilkinson,K.M.,Light,J.,&Drager,K.(2012).Considerationsforthecompositionofvisualscenedisplays:Potentialcontributionsofinformationfromvisualandcognitivesciences. AugmentativeandAlternativeCommunication, 28,137-147.doi:10.3109/07434618.2012.704522
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