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Hearing training
Mike Sharples
Learning Sciences Research Institute
University of Nottingham
www.nottingham.ac.uk/lsri/msh
How can we design assistivetechnology to help people learnto cope with hearing problems?
Coping with hearing problems
• Learning to use auditory assistivedevices
–Adaptive fitting of hearing aids
–Adapting to transformed sounds
–Developing strategies for interaurallistening
• Learning to communicate despitehearing impairment
Personalised learning that ispart of everyday life and isproductive
Learning as…
• Changing behaviour
• Enhancing skills
• Storing information
• Gaining knowledge
• Making sense of the world
• Interpreting reality in a different way
Changing behaviour Tone/ syllable/ speechdiscrimination
Enhancing skills Sound localisation
Storing information Improving workingmemory
Gaining knowledge Knowing when towear a hearing aid
Making sense of theworld
Interpreting noisyconversation
Interpreting reality ina different way
Adjusting socially
Personalised training
• Matched– Training matches hearing problem
• Adaptive– Training continually adjusts to performance
• Contextual– Training adjusts to location, time available
• Customisable– User can adjust the visual appearance and
presentation
• Informative– Gives feedback on performance
Taking learning into everyday life
Productive learning
• The stronger the learner’s motivation,the greater the engagement
• The greater the engagement, thelonger the time-on-task
• The longer the time-on-task, themore productive the learning
Motivation
• Extrinsic motivation– Graphics
– Feedback
– Reward
• Intrinsic motivation– Challenge
– Control
– Curiosity
– Levels
– Cycle of engagement and reflection
Example – changing behaviour
• Tone discrimination
• Game mechanics
• Intrinsic and extrinsic motivation