Gestural interaction and reading skills: a case study of people with Down syndrome

Torres Carrión, Pablo Vicente; González González, Carina; Bernal Bravo, César; Infante Moro, Alfonso

doi:10.1007/s10209-021-00855-7

Author

Torres Carrión, Pablo Vicente; González González, Carina; Bernal Bravo, César; Infante Moro, Alfonso
Publication Date

2021-12
Publisher

Springer
Citation

Torres-Carrion, P., González-González, C., Bravo, C.B. et al. Gestural interaction and reading skills: a case study of people with Down syndrome. Univ Access Inf Soc (2021). https://doi.org/10.1007/s10209-021-00855-7
Abstract

People with Down syndrome present cognitive difficulties that affect their reading skills. In this study, we present results about using gestural interaction with the Kinect sensor to improve the reading skills of students with Down syndrome. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. We also found that the number of errors and delay time in the interaction decreased between sessions in the experimental group
URI

http://hdl.handle.net/10272/21126

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Fichero	Tamaño	Formato	Ver	Description
Torres-Carrion2021_Article_GesturalInteractionAndReadingS.pdf	1.552Mb	PDF	View/Open	Versión editor

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Gestural interaction and reading skills: a case study of people with Down syndrome

Author

Torres Carrión, Pablo Vicente; González González, Carina; Bernal Bravo, César; Infante Moro, Alfonso UHU Authority

Publication Date

2021-12

Publisher

Springer

Citation

Torres-Carrion, P., González-González, C., Bravo, C.B. et al. Gestural interaction and reading skills: a case study of people with Down syndrome. Univ Access Inf Soc (2021). https://doi.org/10.1007/s10209-021-00855-7

Abstract

People with Down syndrome present cognitive difficulties that affect their reading skills. In this study, we present results about using gestural interaction with the Kinect sensor to improve the reading skills of students with Down syndrome. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. We also found that the number of errors and delay time in the interaction decreased between sessions in the experimental group