Interaction Design in a Context of Rehabilitation

Information and communication technology(ICT) mediated learning processes for people suffering from aphasia after an acquired brain injury are a relatively uncovered area of research. Helmer-Nielsen et al. (2014)[1] report about projects that study the effect of ICT-mediated speech therapists’ interventions in relation to word-finding. Konnerup (2015) [2] shows the effects on language rehabilitation, identity rebuilding and increased quality of life through virtual communication and learning environments.

The present study seeks to develop methods and tools for intensive intervention among people suffering from aphasia, with the purpose of increasing their possibilities for living independent and active lives. In the project, we design a digital environment for communication and learning for people with aphasia who require special learning processes for rebuilding language after a brain injury.

The project takes a user-centred design approach and employs the combination of an expert and a participatory design-mindset, with five aphasia patients and 17 speech therapists as active co-creators of the design [3]. The first step in the design process was to gain insight into users’ practice with an existing website via web analytics [4] and an heuristic expert evaluation [5]. Findings from the two studies provided the basis for qualitative, collaborative studies in the form of focus groups [6] and creative workshops [7]. The theoretical framework used to develop the research design consisted of a combination of learning theory, theories on the brain function and human-computer interaction.

The user study showed the needs for collaborative learning processes with communication and social interaction as their focus, tools to support multimodality expressions and customised teaching materials and feedback. In addition, the study revealed the needs for compatibility with several platforms, compensating aids and a minimalistic interface.

Based on these findings, we designed a virtual, interactive environment building on the following principles: a minimalistic interface, easy and secure navigation, social interaction, communication, computer supported collaborative learning (CSCL) processes, multimodality and learning in joint communities.
The main findings of the project present a clear picture of users’ needs to learn in joint communities and for the availability of multimodal expressions. Prospectively, an interactive design process is needed to accommodate additional needs that may arise due to technological developments, new knowledge about user needs and the processes of changes in social practices.