Interlocutors and Interactions: Examining the Interactions Between Students With Complex Communication Needs, Teachers, and Eye-Gaze Technology

Authors

Rhonda McEwen, University of Toronto MississaugaFollow
Asiya Atcha, University of Toronto MississaugaFollow
Michelle Lui, University of Toronto MississaugaFollow
Roula Shimaly, University of Toronto MississaugaFollow
Amrita Maharaj, University of TorontoFollow
Syed Ali, University of TorontoFollow
Stacie Carroll, Toronto District School BoardFollow

Abstract

This study analyzes the role of the machine as a communicative partner for children with complex communication needs as they use eye-tracking technology to communicate. We ask: to what extent do eye-tracking devices serve as functional communications systems for children with complex communication needs? We followed 12 children with profound physical disabilities in a special education classroom over 3 months. An eye-tracking system was used to collect data from software that assisted the children in facial recognition, task identification, and vocabulary building. Results show that eye gaze served as a functional communication system for the majority of the children. We found voice affect to be a strong determinant of communicative success between students and both of their communicative partners: the teachers (humans) and the technologies (machines).

DOI

10.30658/hmc.1.7

Author ORCID Identifier

Rhonda McEwen 0000-0002-9451-2909

Michelle Lui 0000-0002-5859-8354

Recommended Citation

McEwen, R., Atcha, A., Lui, M., Shimaly, R., Maharaj, A., Ali, S., & Carroll, S. (2020). Interlocutors and interactions: Examining the interactions between students with complex communication needs, teachers, and eye-gaze technology. Human-Machine Communication, 1, 113-131. https://doi.org/10.30658/hmc.1.7