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Inclusive Learning through Real-time Tracking Display of Captions

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

9

DOI

10.18260/p.25647

Permanent URL

https://peer.asee.org/25647

Download Count

116

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Paper Authors

biography

Raja S. Kushalnagar Rochester Institute of Technology

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Raja Kushalnagar is an Assistant Professor in the Information and Computing Studies Department at the National Technical Institute for the Deaf at the Rochester Institute of Technology in Rochester, NY. He teaches information and/or computing courses, and tutors deaf and hard of hearing students in computer science/information technology courses.
His research interests focus on the intersection of disability law, accessible and educational technology, and human-computer interaction. He is focused on enhancing educational access for deaf and hard of hearing students in mainstreamed classrooms.
He worked in industry for over five years before returning to academia and disability law policy. Towards that end, he completed a J.D. and LL.M. in disability law, and an M.S. and Ph.D. in Computer Science.

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biography

Gary W. Behm Rochester Institute of Technology

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Gary W. Behm, Assistant Professor of Engineering Studies Department, and Director of NTID Center on Access Technology Innovation Laboratory, National Technical Institute for the Deaf, Rochester Institute of Technology.

Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a development engineering and manufacturing content expert. He develops and teaches all related engineering courses. His responsibility as a director of Center on Access Technology Innovation Laboratory include the planning, implementation and dissemination of research projects that are related to the need of accessibility. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He managed team members in delivering the next generation Advanced Process Control solution which replaced the legacy APC system in the 300 mm semiconductor fabricator. Behm has fifteen patents and has presented over 30 scientific and technical papers at various professional conferences worldwide.

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Aaron Weir Kelstone

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EDUCATION
Ed.D in Education, Northeastern University, Boston, Massachusetts, 2013
M.A. in English Literature Cleveland State University, Cleveland, Ohio, 2001
B.A. in English Literature Cleveland State University, Cleveland, Ohio, 1994
PROFESSIONAL EXPERIENCE
Senior Lecturer, 2010 & Program Director of Performing Arts, NTID ,2011
RECENT PUBLICATIONS
American Deaf Prose: 1980-2010: Gallaudet Deaf Literature Series, Vol. 1, “Homecoming,” Gallaudet UP, April, 2012
Wordgathering: A Journal of Disability Poetry, “Ruminations of a Cyborg,” (WWW.wordgathering.com) March, 2010
Vignettes of a Deaf Character: Foreword, Gallaudet UP, November 2010
Tactile Mind Press,“25-Cents,” Minneapolis, MN, 2001
RECENT GRANTS AND FOUNDATION FUNDING
NSF-funded dance production that interprets scientific principles for a general audience. Astrophysics and Dance: Engaging Deaf, Hard-of-Hearing, and Hearing Individuals in Science Education (NSF Award No. DRL-1136221) culminated in a dance performance that toured the country. It used a multimedia theatrical production to communicate information about gravitational astrophysics to members of the general public, with a special emphasis on deaf and hard-of-hearing individuals
OTHER RELEVANT EXPERIENCE
Theatre background provides insight related to the use and implementation of access technology in performance and presentation environments to support development of prototypes for use in performances.

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Brian Trager Rochester Institute of Technology

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Mary Rose Weber Rochester Institute of Technology

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I am currently a fifth year student at Rochester Institute of Technology (RIT) and studying Information Technology for B.S. My concentrations are web development and mobile development. My abilities are working as a team member solving problems. I am strongly motivated by new challenges.

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Shareef Sayel Ali Rochester Institute of Technology NTID and VTCSecure's ACE Innovation Lab

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Shareef wrote and designed the RTTD software. He works for VTCSecure and NTID on the FCC's Accessible Communication for Everyone (ACE) application. ACE is an open source platform that allows video calls and so much more. Shareef is pursuing his BS degree in Computer Science at RIT.

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Jason Dominick Lee Rochester Institute of Technology, Center on Access Technology

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I am fifth year Electrical and Mechanical Engineering Technology in the College of Applied Science & Technology at RIT. For over two years, I have worked as a hardware engineer under Center on Access Technology (CAT) department. During that period, I have developed first generation Real-Time Tracking Display (RTTD). I currently work on data collection for second generation RTTD in classroom purpose. I also work on third generation RTTD development for theater purpose.

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Abstract

Deaf and Hard of Hearing (DHH) students cannot follow classroom lectures without accommodations such as real-time speech-to-text transcription. Current classroom transcription systems, such as C-Print improve access to classroom lectures, but still do not provide equivalent access to spoken information. Thse transcription systems require the DHH students to watch the transcription on a personal laptop screen, which is suitable for speeches, but not engineering lectures. Unlike speeches, most engineering lectures include use of detailed visuals such as slides or diagrams, and sequential procedures. DHH students constantly look away from their laptop display to search and study the visuals. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers. However, the need to process simultaneous aural and visual information can also be taxing for hearing students, and previous studies have shown that they also benefit from real-time speech-to-text transcription.

We evaluated RTD display usability by both deaf and hearing students in an engineering class. The study examined the factors that influence hearing students' use of RTD as an alternative source of information to help with their learning process in the classroom, and the factors that influence deaf students' use of RTD.

Our evaluation showed that DHH students significantly prefer a continuously moving RTD with three lines, and prefer minimum distance between the presenter and images. On the other hand, hearing students significantly prefer RTD that moves from location to location and has 6 lines. Feedback from both participants suggest that future enhancements should focus on improving the flow and ending of each line of the display text.

Kushalnagar, R. S., & Behm, G. W., & Kelstone, A. W., & Trager, B., & Weber, M. R., & Ali, S. S., & Lee, J. D. (2016, June), Inclusive Learning through Real-time Tracking Display of Captions Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25647

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