Designing an augmented reality application required a deep understanding of unique concepts like comfort zones and best practices for distance-independent type and UI size.
TAP
Herron School of Art + Design
Bob Waite & Haley Halstead
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TAP is a mixed reality glasses experience designed for educators and therapists to customize, automate, and gamify task analysis and video self-modeling.
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TAP generates flash cards with step-by-step prompts and graphics for completing tasks, and tracks task success through analytics.
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TAP creates video clips of the student's progress for task flashcards, and saves the data to the student's cloud profile.
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TAP is accessible to students and educators of varying skill levels, ages, vision, communication, and processing abilities or to those who speak English as a second language.
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TAP was designed through competitive analysis, ethnographic research, and user testing with consultation from special educators, speech pathologists, and occupational therapists.
Cliff Notes
Summary
Designing empathetic solutions with emerging technologies can help address the challenges faced by educators and therapists in teaching children with cognitive disabilities.
TAP, an augmented reality tool, offers a gamified and customized experience for task analysis and video self-modeling that enhances the lives of children with autism and other cognitive disabilities.
TAP enables educators and therapists to use mixed reality glasses and voice commands to add step-by-step prompts and flashcard graphics to a task list. The flashcards can be moved around in augmented reality space, and feedback is provided only when a step is completed correctly. As the child completes each task, video clips are created and organized for use in task flashcards, and task success is tracked on a dashboard with suggestions for improvement.
TAP is designed to be inclusive and accessible for ESL and visually impaired students.
This innovative solution was developed through competitive analysis, ethnographic research, and user testing. Its inclusive design allows it to be used by students and educators of varying skill levels, ages, vision, communication, and processing abilities.
Designing an augmented reality application required a deep understanding of unique concepts like comfort zones and best practices for distance-independent type and UI size.