Usability of E-learning Platform for Blind Students - Research Proposal Example

Accessibility and Usability of E-learning Platform for Blind Students: Task-Technology Fit Theory and Information Systems Strategies Course Evaluation Example Introduction Background of the problem The usability and accessibility of e-learning platform still remains challenging for blind students (Conway, 2013). Blind students have bad usability that leads to problems and confusion while using the e-learning platform, for example, blackboard (Gornitsky, 2011; Roberts, Crittenden, & Crittenden, 2011). In understanding whether blind students are contented with the e-learning platform accessibility and usability, it is essential to gauge their satisfaction (Kim, Han, Park, & Park, 2016). This is undertaken through understanding how pleasant is it while using the designs (Roberts, Crittenden, and Crittenden, 2011). Furthermore, it is important to relate to the errors that are made during the blind students' study. Blind students would be gauged through the errors they make, how these errors are severe and how easily the students can recover from the errors. Another approach is that how the blind student can memorize the designs after a while. Memorability can be induced through the reestablishment of proficiency by returning the design to the users after a period of not getting into the blackboard using, for example (Babu, Singh, & Ganesh, 2010). The efficiency is the key factor in determining the accessibility and usability of the e-learning platform for blind students as well as web designers; however, have to design the technology perfectly in order to satisfy the needs. Efficiency is determined when the users quickly recognize the design and how easily they can perform the tasks (Fichten et al., 2009). This introduces the aspect of learning whereby the users are supposed to accomplish the basic tasks. The skills of the users determine how they recognize the tasks and how they encounter the designs during the use of the e-learning platform (Mutula & Majinge, 2016). Usability enhances the ability and how easy the learners to recognize the human made objects. These are the objects that human being interacts with them on a daily basis. They include objects such as books, applications such as blackboard and website among others. The blind students are directed on how to undergo through recognition of these objects and their applications. Therefore, the skills are remembered but at different magnitude depending on the learning skills (Evans & Douglas, 2008). Problem statement Blind students still encounter challenges using e-learning platform. This study is an evaluation of the accessibility and usability of the e-learning platform, for example, blackboard for blind students with the aim of proving whether the current available assistive technology used are essential and fit to those aforementioned students or not. Significance of the problem In developing more accessible and usable designs and web applications for blind students, there is a need to consider their approaches to enhance their learning skills. More importantly, evaluating the efficiency of the current available assistive technology is essential. This contributes to the ability to remember these applications and designs easily with minimal errors, and the effective use of the assistive technology. The skills of blind students are considered to be unique, and hence they require unique applications, designs, and technology (Kirkpatrick, 2016). The basic consideration is their ability to learn more effectively, distinguish the web application and designs easily and ability to recognize them after a period. In addition, the technology used supposed to meet all the criteria and skills used by blind students. Purpose of the study This study seeks to know the available technologies that blind students are supposed to apply while using the e-learning platform, for example “blackboard”, and evaluate the efficiency of these technologies. The approach depends on the accessibilities and usability of the blackboard during blind students taking the information systems strategies course. The impact and utilities that are used during the development of the applications and designs are supposed to focus the interest and skills of the blind users. The developments of these technologies are critical to meet blind students’ requirements and encourage them to learn the applicability of the technology. Research questions 1. How to assess the usability and accessibility of thee-learning platform, for example blackboard for blind students? 2. What technologies are available for blind students in terms of using e-learning platform, for example blackboard? 3. Do the available technologies meet the needs of blind students? How? Literature review Task-technology fit theory Task-technology fit theory helps in understanding the technology impact on individual performance (Shin, Kim, Nam, & Cho, 2016). It means of examining or measuring the effectiveness of information systems in a selected individual or group of people. The study of task-technology fit is evaluated through comparing different models and cultural impacts pertaining the selected group of people such as blind students undertaking information systems courses (Shin, Kim, Nam, & Cho, 2016). Information systems are designed technology that aims at helping users such as blind students in performing different tasks more effectively and efficiently. Learning institutions that are offering information systems tend to invest heavily in improving the individuals or users performances [Geb08]. Different researches concerning task-technology fit has been conducted with the objective of linking the information systems with blind users or any other group of individual’s performances. The definition of task-technology fit is the degree at which the technology contributes in assisting the individual in performing their tasks. It indicates the fit depending on the tasks requirement, the abilities of individuals and technology functionality and interface [SHI091]. Relating to the information system, it is defined to computer technology systems that cover hardware, data and software, the user support services such as the help lines and also the training (Shinohara& Tenenberg, 2009). Furthermore, technologies are indicated as the tools that are used by the users performing the tasks. Tasks, on the other hand, are defined as the action carried out by the user to turning inputs into outputs. In ensuring the information systems provides positive impacts on the user's performances, the utilization of technology and having good task fit through the technology support [Tip04]. In any case of missing either the task-technology fit or its utilization, the technology would not contribute to performance improvement. Two models are connected to the technology performance. Utilization model is the most common model that is connected to the users’ attitudes, beliefs and also behaviors. The model shows that increased utilization leads to the positive performance impacts [Qua99]. The Task-technology fit is the second model that indicates performance increases when the technology initiated features and support tends to fit the requirements of the tasks (Safar, 2008). In most cases, the performance impacts that are obtained and associated with the information systems tend to be difficult in measuring them directly. The information system researchers focus on the surrogate information system success measures through under evaluations (Victory, 2003). The user evaluation indicates the assessment that is made by the identified user that is conducted through a survey that have associated series of questions as the users are supposed to respond on the positive to negative features and experience concerning the information system qualities. Depending on the selected users of information system such as blind students, the evaluations are effective if the information system success measures are undertaken through identification of specific positive impact and constructs [Andnd]. The user evaluation should be undertaken on the basis of task-technology fit. According to the task-technology fit components, the characteristics of task and technology contribute to determine the information system. On the other end of task-technology fit model, the performance impacts and utilization are the results that are expected. In connection to the usability accessibility by the blind students to the e-learning platform, for example, blackboard relates to the task-technology fit model (Im, 2014). The approach shows that blind students are supposed to be introduced to the characteristic of the task and technology that fits to their user categories. After learning these characteristics, they are in a position of determining the tasks and learning technology application. The hardware, software and data characteristics recognition would help the blind students to determine the designs and applications that they are supposed to use (Rico, Bachrach, Sánchez-Manzanares, & Collins, 2011). Furthermore, the instructors are supposed to ensure they have sharp memory to remember these characteristics after a period. On the other end of the Task-technology fit model, the blind students are gauged with the outcome. The outcome evaluations include the performance impacts and utilization. The blind students are supposed to experience positive impacts for using information system. The course should ensure the blind students accessibility and usability leads to positive impacts in information system class. The utilization aspect shows that students are capable of using these applications and designs for blind students (Mutula & Majinge, 2016). Therefore, the Task-technology fit theory expresses the connection that exists in usability and accessibility of blackboard by blind students in information system course. Assistive technology Assistive technology covers adaptive and rehabilitative devices that are essential for people with disabilities. Assistive covers the process of selecting locating and application of the technological devices for people with disabilities. Assistive technology seeks to promote independence of people with disabilities trough enabling them to perform their tasks that were not capable or unable to accomplish (Kim, Han, Park, & Park, 2016). It also considers easing and simplifying the tasks that people with disabilities had problem or difficulties in accomplishing through provision of enhancement or changing the methods that were used. All these can be possible through technological accomplishment as it simplifies or eases the tasks to be undertaken [Kim162]. In most cases, people with visual impairments depend with different technologies that enhance their independency. This is accompanied through the use of the range of tools and techniques that are technologically improved. There are different technologies that are applicable to the visual impaired persons such as screen readers, Braille embosses, desktop video and screen magnifiers (Safar, 2008). Therefore, for the blind students undertaking information system strategies course in blackboard platform, for example, use some of these technologies to enhance their usability and accessibility to blackboard, for example. Under the assistive technology for blind students, Text-to-Braille, Jaws screen-reader, verbal command among others are used to assist in accessibility and usability. Text-to-Braille As an assistive technology, Braille technology helps blind or visually impaired students to undertake common tasks that include writing, Internet browsing and typing in Braille [Mut161]. Other essential assistive technology includes text printing, chatting engagements, files downloading, electronic mails and also reading documents among other activities. The Text-to-Braille allows blind or visually impaired students to contribute and undertake online courses, completing all the sorts of assignments being offered in school like any other students (Kim, Han, Park, & Park, 2016). This assistive technology is also essential in even in professional as it helps teachers to administer and lecture using the software and hardware applications. The Text-to-Braille technology is helpful to blind people as they can access texts, reading books and also libraries as it facilitates the Braille texts printing. Refreshable Braille Display This is assistive technological device that operates by lowering and raising electronically the combination of pins. The electronic process produces Braille that appears on the computer screen. The refreshable Braille device is connected with a special cable to the standard computer. Braille display takes the information that is appearing on the computer screen and then translating it and displaying on Braille. In refreshing the Braille displayed information in line, a series of electronic driven pins pop up hence forming the Braille characters [Sat16]. The movement of the cursor on the screen highlights the line in Braille characters into a resolution that visual impaired person can observe. Braille Printer/Embosser This is the printer that is attached to computer with the sole purpose of producing Braille copy of text. The Braille embosser can also be attached to the note taking devices with the aim of producing Braille copy text too [Bis16]. The visual impaired students can use the same technology in printing personal and written work using the Braille embosser. Braille Translation Software The software is essential in converting the printed texts into the Braille. This translated text is then printed for visual impaired student using the Braille printer. Advantages of using Braille Braille is relatively easily learnt, read and printed through embossing technology. This helps the students who are visual impaired to get a chance to use computer in learning [Kan15]. It simplifies their tasks and improving the performances in task-technology fit. The Braille adapts technology to enhance the capability of visual impaired students to conducts their studies especially in the information systems strategies course in blackboard, for example [Mek15]. The students are dependent of the Braille to enhance their learning capability through usability and accessibility. Braille devices as assistive technology, enables visual impaired students to enjoy technology through joining chatting platform, screen reading, printing notes and books and libraries [Per151]. The students use the technology to acquire all the learning information they require during research. Braille helps while printing the notes and typing through embossing. Disadvantages of using Braille The Braille technology requires only the students who have been taught to use Braille. It is disadvantage to the blind person who has not yet learned to use Braille as they cannot read. The errors that can happen during brailing cannon be erased. This requires strictness and carefulness while typing not to mislead the visually impaired students. Hypothesis I order to evaluate the efficiency of Braille technology by blind students and apply the task-technology fit theory; the following are the proposed hypothesis: H1a: Text-to-Braille technology affects positively in terms of the use when blind students take quizzes on the blackboard, for example, in information systems strategies course. H1b: Text-to-Braille technology affects positively in terms of the use when blind students submit assignments on the blackboard, for example, in information systems strategies course. H1c: Text-to-Braille technology affects positively in terms of the use when blind students exploring and downloading course content on the blackboard, for example, in information systems strategies course. H1d: Text-to-Braille technology affects positively in terms of the use when blind students participate in the discussions board in the blackboard, for example, in information systems strategies course. Jaws screen-reader JAWS stands for Job Access With Speech, is a computer program under the Microsoft windows for screen reading. It allows the blind and visually impaired users to read the screen using a text-to-speech output or even through application of refreshable Braille display. Jaws screen-reader is considered as the most world popular screen reader technology that is developed for computer users with vision problems, as they cannot see screen content (Im, 2014). Users’ use JAWS get to listen to speech and Braille output using the most popular computer applications. The software application tends to include mode designed for specific web application and activated only when Internet connectivity is enhanced [She06]. Users tend to listen to the screen reader as it elaborates on the web pages. It starts with declaring the title and the links of the web page it is reading. The speech is toggled using the on/off with Ctrl Key, arrow keys helps in navigating up and down while the Tab Key helps in moving between the links and controls [She07]. The visual impaired persons are guided to learn all these keys to enable them to use computer technology on their own. JAWS features are set in a configurability as they are described as complex as web designers are the recommended trainer for the user. They are entitled to ensure accessibility and usability is well undertaken by the visually impaired person to avoid drawing the wrong conclusions. Advantages of using JAWS screen-reader The screen-reader offers the input to speech synthesizers. It helps the users to depend with the computer speech as it reads the texts displayed on the screen. The screen reader is equipped with synthesizer and it offers the speech output of choice (Victory, 2003). The screen-reader is more efficient to the learners as well to the trainers as it has both visual and audio outputs. Therefore, it provides video resolutions and audio volumes depending on the users. Visual impaired students depend with the JAWS as it enables them to learn easily depending on their interested mode of studying [Ton07].It provides keys command application as an alternative to the mouse using. It depends on the uses capability and wiliness to use the most convenient means to control the screen-readers. JAWS screen-reader can be used in different settings such as schools, home and offices. The only requirement is support of Internet explorer in the setting desirable by the user. JAWS screen reader has an option to the user to choose between the male or female voice [Ann09]. The user has the opportunity to choose the best voice they want to listen. Furthermore, it is not boring as one can change the voice depending on their convenience and how they like listening. Furthermore, these languages are available in international languages and hence, the device can be used by any user as long as they have background to any international language. Disadvantages of using JAWS screen-reader JAWS screen-reader is expensive. This makes it unaffordable to many visual impaired persons especially those living in deplorable conditions. The speed of typing and speech are supposed to be moderate. Too fast typing tends to distort the speech and hence making students or users lack of proper flow of the speech [Rob131]. Some of the synthesized voices are difficult to listen and hence making users to strain to capture the information provided. Hypothesis I order to evaluate the efficiency of JAWS screen-reader technology by blind students and apply the task-technology fit theory; the following are the proposed hypothesis: H2a: JAWS screen-reader technology affects positively in terms of the use when blind students take quizzes on the blackboard, for example, in information systems strategies course. H2b: JAWS screen-reader technology affects positively in terms of the use when blind students submit assignments on the blackboard, for example, in information systems strategies course. H2c: JAWS screen-reader technology affects positively in terms of the use when blind students exploring and downloading course content on the blackboard, for example, in information systems strategies course. H2d: JAWS screen-reader technology affects positively in terms of the use when blind students participate in the discussions board in the blackboard, for example, in information systems strategies course. Approach and Methodology Research Approach The accessibility and usability of e-learning platform for blind students research seeks to explore available assistive technology to enhance performance impact and utilization. The research analyzes the task-fit technology to relate on the task and technology characteristics influences [Bar99]. The task and technology applied by visual impaired students helps in relating to accessibility and usability of e-learning platform, for example, blackboard during the students take the information systems strategies course. The research focuses on taking quizzes, submission of assignments, exploration of course content and discussion participation by blind students. The achievement of the research depends on the performance impact and utilization of available assistive technology to enhance the blind students’ studies [Ike08]. The assistive technology contributes in enhancing and improving the visual impaired students in their studies. There are various methods that assistive technologies are applied in accessibility and usability such as Text-to-Braille, Jaws screen-reader and Video magnifiers. Research Design The research design of this study takes qualitative method approach as it emphasizes on social constructive perspectives. The study uses the research problems following the research questions that are based on the experiences and literature review. The size of the sample can be smaller as even a single sample can be used to reveal the observations or interview required. The study seeks to use qualitative approach as the assistive technology and Task-Technology Fit Theory tend to explain the application of the technology to improve the learning of blind students. Sampling The research study focuses on random sampling of the blind students from different learning institutions. The random sampling would be taken on the perspective of accessibility and usability of assistive technology to enhance the student’s performance [Mar03]. The tasks that would be considered are based on the assistive technology and the impact to their education of blind and visual impaired students. Data analysis and results The approach of analyzing the data results would depend on the applicability of the assistive technology. The performance impact and utilization of the assistive technology would be gauged through how blind students would undertake their tasks. The method of analysis would depend on the performance of the blind students and how they respond to tasks provided. The results would be drawn on charts and tables that would provide relation between high performance and low tasks results. Conclusion Accessibility and usability of e-learning platform for blind students has been enabled through assistive technology. The Task-Technology Fit Theory indicates the technology, individual and task characteristics influences to the applicable technology that fits tasks intended. The performance impact and utilization are observed through the resultant of technology, individual and task characteristic. The assistive technologies such as Text-to-Braille and Job Access With Speech (JAWS) helps in explaining the some of the devices that are applicable by blind students. The approach takes different devices depending on the needs of the students, their response in learning and how application and designs are related to information systems strategies course. The evaluation in performance of these devices that is Refreshable Braille Display, Braille Printer/Embosser and Braille Translation Software has different function to meet the demand for blind students. These devices help in printing Braille, notes and assignment for the students. Even though they advantageous to the blind students educations, they have challenges in their applicability, technical maintenances and in need of professional expertise. The implementation of accessibility and usability reflects on how the research seeks to use the assistive technology to improve performance and evaluation. The visual impaired students are supposed to be assisted in enhancing their study through technology. The text-to-Braille enables the students to employ technology in texts, writing and even reading. The study reflects on the accessibility and usability of the technology by the blind and visual impaired students. Therefore, the assistive technology contributes in enhancing education for the blind students. References Anderson, J. (n.d). How Technology Brings Blind People into the Workplace. Harvard Business Review. 67(2), 36-40. Babu, R., Singh, R., & Ganesh, J. (2010). Understanding blind users’ Web accessibility and usability problems. 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