Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Figures & data

Table 1. Video recordings of classroom interactions, by hours and minutes.

Numbers of participants	Class/activity	Anna	Steve
Multiparty interaction	Morning assembly	–	00:26
	English lesson	00:42	–
	Science lesson	00:16	00:43
	Mathematics lesson	00:19	–
	First language	00:13	–
	Summary	01:30	01:09
Four-party interaction	Lesson with one classmate	–	00:26
Dyadic interaction with assistant	Desk job	00:42	00:26
	Talk during break	00:41
	Totals	02:53	02:36

Table 2. Number of eye-gaze accessed SGD-mediated turns in the multiparty classroom interaction.

Design/practice	Teacher-initiated turns with participant responses		Participant-initiated turns with teacher responses
	Anna	Steve	Anna	Steve
Initiation was a display question	23	9	0	0
Initiation was an open-ended question	0	0	0	0
Initiation was a single word	0	0	0	5
Summoning the recipient by name	22	9	0	0
Responded without scaffolding	12	1	0	5
Responded with teacher scaffolding	9	0	0	0
Responded with assistant scaffolding	2	8	0	0

Figure 1. The teacher points at MERCURY in response to Anna’s Gaze at VENUS.

Figure 2. Steve Gazes at ELBOW and the assistant illustrates fingers with her hand.

Transcription conventions.

Statement	Convention
how are you	Naturally spoken turns are italicized
“four”	Synthetically spoken turns are italicized and placed in quotation marks
FOUR	Italic capital letters indicate a symbol on the SGD
#FOUR	One hash symbol before a word in italic capital letters indicates an un successful attempt at eye-gaze clicking on a symbol
##FOUR	Two hash symbols before a word in italic capital letters indicates a successful eye-gaze clicking that activates the synthetic voice or changes the page
( )	Empty parentheses indicate speech that is inaudible for the transcriber
xxx⌈xxx ⌊xxx xxx	Left-aligned brackets indicate the onset of simultaneous talk, or embodied action at the point where it begins
xxx⌉ xxx⌋xxx xxx	Right-hand brackets indicate where simultaneous actions ends.
{(nods) yes}	Curly braces indicate a combination of two semiotic modalities
(0.6)	Parenthesis surrounding a number indicate (in tenth of a second) the duration of a longer pause during or between turns.
.hh	A period preceding the letter h indicates an inhale.
two:::	A colon indicates an extension of the syllable or sound it follows. The number of colons marks the length of the duration.
two,	A comma indicates a slight rise at the end of a prosodic unit.
two?	A questioning mark indicates a high rise at the end of a prosodic unit.
xxx↑ xxx↓ xxx	Up or down pointing arrows indicate rises and falls in a turn’s pitch contour, immediately prior the pitch change.
^otwo^o	Degree signs indicate talk at a lower volume than surrounding talk.
^ootwo^oo	Double degree signs indicate whispering.
>two< >two<	Signs for more than (>) and less than (<) indicate speech that is faster or slower than surrounding speech.
do you mean that	Underlining of words or parts of words indicate emphasis.
(nods)	Parentheses contain a description of embodied actions (gaze, gesture, body posture, etc.).
((creaky voice))	Double parentheses contain a description of some aspect of spoken or embodied actions.