Blind people cannot enter text on touch devices using common input methods. They use special input methods that have lower performance (i.e. lower entry rate and higher error rate). Most blind people have muscle memory from using classic physical keyboards, but the potential of using this memory is not utilized by existing input methods. The goal of the project is to take advantage of this muscle memory to improve the typing performance of blind people on wide touch panels. To this end, four input methods are designed, and a prototype for each one is developed. These input methods are compared with each other and with a standard input method. The results of the comparison show that using input methods designed in this report improves typing performance. The most promising and the least promising approaches are specified.

Orientador: Nahim Marun Filho / Resumo: De natureza interdisciplinar, esta pesquisa envolve a comparação e adaptação de conceitos das áreas de Neurociência, Cognição, Psicologia Cognitiva e Educação Física sobre a Memória Muscular para a Performance do Violoncelo. A pesquisa inicia-se com os fundamentos neurofisiológicos de como o cérebro aprende e acessa novas memórias motoras e como as emoções as influenciam, entre outros aspectos neurocientíficos. Pesquisa também as características funcionais e os tipos de memórias, incluindo a formação de agrupamentos ou chunks motores, na visão psicológica cognitiva. Apresenta cada um dos Estágios da Aprendizagem Motora e, fundamentada em estudos científicos, evidencia a importância do Estudo Preliminar e do Estudo Lento. Aborda também sobre a capacidade de Atenção Seletiva e a importância da Repetição para o Aprendizado Motor, com estratégias de estudo e sugestões para o desenvolvimento de um sistema de automatização motora mais eficiente. O estudo relaciona o aprendizado da linguagem e do vocabulário com o aprendizado da performance instrumental, adaptando os conceitos de Vocabulário Motor ao repertório violoncelístico, apresentando exemplos e algumas sugestões de soluções técnicas nesse processo. Por fim, com base nos dados científicos coletados por meio da pesquisa, apresentam-se estratégias para a aquisição de competências motoras, tanto para situações de ensino como para situações de performance em público, resultando em um Sistema Sensório-Motor de Precisão para o Estud... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Of interdisciplinary nature, this research involves the comparison and adaptation of concepts from the areas of Neuroscience, Cognition, Cognitive Psychology and Physical Education on Muscle Memory for Cello Performance. The research begins with the neurophysiological foundations of how the brain learns and accesses new motor memories and how emotions influence them, among other neuroscientific aspects. It also researches the functional characteristics and types of memories, including the formation of motor chunks, from a cognitive psychological perspective. It presents each of the Stages of Motor Learning and, based on scientific studies, highlights the importance of Preliminary Study and Slow Practice. It also addresses our capacity for Selective Attention and the importance of Repetition for Motor Learning, with study strategies and suggestions for the development of a more efficient motor automation system. This study relates the learning of language and vocabulary with the learning of instrumental performance, adapting the concepts of Motor Vocabulary to the cello repertoire, presenting examples and some suggestions of technical solutions in this process. Finally, based on the scientific data collected through the research, the study presents strategies for the acquisition of motor skills, both for teaching situations and for public performance situations, resulting in a Precision Sensory-Motor System for cello study. / Doutor

Denna undersökning handlar om handskriftens närvaro i den digitala skolan 2021 och vilka attityder lärare och elever har till att skriva för hand respektive att skriva på datorn samt fördelar och nackdelar med de båda skrivmetoderna. Empirin har samlats in genom observationer i klassrum och intervjuer med lärare och elever. Samtalen var digitala för ena gruppen och genom enskilda fysiska möten i den andra gruppen. Resultaten i denna undersökning gav både väntade och oväntade svar. Eleverna ansåg att de skrev längst texter på datorn tack vare rättstavningsprogrammen vilket var ett förväntat svar på frågan. Men att två tredjedelar av eleverna ansåg att de skrev en text snabbare för hand än på datorn var en oväntad vinkling. Lärarnas attityder handlade om skriftsättens olika fördelar och nackdelar. Empirin gav förväntade svar om hur bra handskrift är för det långsiktiga lärandet och de digitala hjälpmedlens möjligheter. Observationen visade att det skrivs både för hand och på datorn i skolan idag samt att skillnaden i tid mellan skrivsätten är mindre än jag hade uppfattningen om när jag började samla in empirin. / This survey is about the handwriting's presence in the digital school in 2021 and what attitudes teachers and students have to writing by hand and writing on the computer, respectively and advantages and disadvantages of both writing methods. The empirics have been collected through classroom observations and interviews with teachers and students. The conversations were digital for one group and through individual physical meetings in the other group. The results in this examination provided both expected and unexpected answers. The students felt that they wrote the longest texts on the computer thanks to the spelling programs, which was an expected answer to the question. But the fact that two-thirds of students thought they were writing a text faster by hand than on the computer was an unexpected slant. Teachers' attitudes were about the different advantages and disadvantages of the two types of writing. Empirical services provided expected answers about the quality of handwriting for long-term learning and the possibilities of digital aids. The observation showed that it is written both by hand and on the computer at school today and that the difference in time between writing methods is smaller than I had the idea of when I started collecting the empirical.