Interactive system based on artificial intelligence and robotic arm to enhance arabic sign language learning in deaf children

Tailored support is crucial for deaf and hearing-impaired children to overcome learning difficulties, particularly during primary education. The absence of listening profoundly hinders the progression of the learning journey, as it plays a pivotal role in language acquisition. Employing assistive te...

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Bibliographic Details
Published in:Education and information technologies 2024-12, Vol.29 (18), p.24563-24580
Main Authors: Nedjar, Imane, M’hamedi, Mohammed
Format: Article
Language:English
Subjects:
Arabic language
Artificial intelligence
Children
Children & youth
Cognition & reasoning
Cognitive ability
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Deafness
Education
Educational Technology
Elementary education
Hearing disorders
Hearing loss
Information Systems Applications (incl.Internet)
Language acquisition
Learning disabilities
Native language acquisition
Robotics
Robots
Sign language
Simulation
User Interfaces and Human Computer Interaction
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Summary:Tailored support is crucial for deaf and hearing-impaired children to overcome learning difficulties, particularly during primary education. The absence of listening profoundly hinders the progression of the learning journey, as it plays a pivotal role in language acquisition. Employing assistive technology is one approach to address this issue in the field of education. This paper introduces RSA, an interactive system designed for the recognition and simulation of letters in Arabic Sign Language. Our system’s objective is to enrich language learning in an engaging manner. RSA utilizes artificial intelligence to identify and recognize the gestures corresponding to Arabic letters in real-time. Additionally, the system has the capability to replicate these letters through the utilization of a robotic arm. Thanks to its simplicity, the system holds promise in enhancing the acquisition of Arabic sign language skills for deaf children.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-024-12826-5