Conveying Emotions through Shape-changing to Children with and without Visual Impairment
Abstract
1 Introduction
2 Related Work
2.1 Touch and Emotional Expression
2.2 Tactile Exploration & Visual Disability
2.3 Emotional Recognition & Visual Disability
3 User Study
3.1 Design of shapes and emotional expressions
3.2 Design of emotional storytelling activity
3.3 User Study Design
3.3.1 Hypotheses.
3.3.2 Participants.
3.3.3 Procedure.
3.3.4 Measures.
4 Findings
4.1 Mapping Tactile Stimuli to Emotions
Sighted children consistently associate each tactile stimulus with an emotion. Children with VI are less consistent.
Emotion associations significantly differed from random selection in five stimuli.
Tactile Stimuli | S | VI |
Tentacles_D | \(\chi ^2(4)=6.000,p=.199, {\color {black}V=.250}\) | \(\chi ^2(5)=14.556,p=.012, {\color {black}V=.348}\) * |
Tentacles_S | \(\chi ^2(4)=11.833,p=.019, {\color {black}V=.351}\) * | \(\chi ^2(4)=2.846,p=.584, {\color {black}V=.172}\) |
Wrinkles_D | \(\chi ^2(5)=5.000,p=.416, {\color {black}V=.204}\) | \(\chi ^2(5)=7.444,p=.190, {\color {black}V=.239}\) |
Wrinkles_S | \(\chi ^2(4)=27.667,p\lt.001, {\color {black}V=.480}\) * | \(\chi ^2(4)=10.538,p=.032, {\color {black}V=.318}\) * |
Spikes_D | \(\chi ^2(4)=14.000,p=.016, {\color {black}V=.382}\) * | \(\chi ^2(4)=14.556,p=.012, {\color {black}V=.374}\) * |
Spikes_S | \(\chi ^2(4)=9.750,p=.045, {\color {black}V=.319}\) * | \(\chi ^2(4)=3.615,p=.461, {\color {black}V=.186}\) |
Goosebumps_D | \(\chi ^2(4)=2.500,p=.776, {\color {black}V=.161}\) | \(\chi ^2(4)=10.111,p=.072, {\color {black}V=.312}\) |
Goosebumps_S | \(\chi ^2(4)=9.500,p=.091, {\color {black}V=.315}\) | \(\chi ^2(4)=1.296,p=.730, {\color {black}V=.112}\) |
Concaves_D | \(\chi ^2(4)=7.667,p=.105, {\color {black}V=.283}\) | \(\chi ^2(4)=6.308,p=.177, {\color {black}V=.246}\) |
Concaves_S | \(\chi ^2(4)=10.583,p=.032, {\color {black}V=.332}\) * | \(\chi ^2(4)=5.846,p=.321, {\color {black}V=.237}\) |
4.1.1 Order effects.
4.2 Mapping Tactile Stimuli to Valence and Arousal
4.3 Mapping Strategies
5 Discussion
5.1 Which emotions do children map to each shape-changing stimulus?
5.2 Differences and similarities in shape mapping between children with and without visual impairment
Emotion | Sighted | VI |
Happy | tentacles_S | tentacles_D |
Calm | wrinkles_S & concaves_S | wrinkles_S |
Fear | spikes_D & spikes_S | spikes_D |
Anger | spikes_D & spikes_S | spikes_D |
Sad | concaves_D | none |
5.3 What are children’s rationale for mapping tactile stimuli to emotions?
5.4 Comparing with prior research on shape-changing emotional mappings
Emotion | Shape | Material | Movement | Sighted | VI | MVA |
Happy | tentacle | soft and flexible | inflate/deflate | static | dynamic | dynamic |
Calm | wrinkle | soft with roughness | slow inflate/deflate | static | static | static |
Fear | spikes | flexible with hard tips | fast inflate/vacuum | dynamic | dynamic | dynamic |
Anger | spikes | flexible with hard tips | fast inflate/vacuum | dynamic | dynamic | dynamic |
Sad | none | - | - | - | - | - |
5.5 Broader implications and Design Guidelines
5.5.1 Using stories in affective computing studies.
5.5.2 Tactile-emotional mapping based on daily "visual" experiences.
5.5.3 Design guidelines for emotional shapes.
5.6 Future application in children with different visual abilities
5.7 Limitations and Future Work
6 Conclusion
Acknowledgments
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Index Terms
- Conveying Emotions through Shape-changing to Children with and without Visual Impairment
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