Enhancing Learning Management Systems Utility for Blind Students: A Task-Oriented, User-Centered, Multi-Method Evaluation Technique.
01 Jan 2013-Vol. 12, Iss: 1, pp 1-32
TL;DR: It is demonstrated how TUME can be used to identify the unique problems and challenges of specific user types in using Web-based applications and suggests po-tential solutions.
Abstract: This paper presents a novel task-oriented, user-centered, multi-method evaluation (TUME) tech-nique and shows how it is useful in providing a more complete, practical and solution-oriented assessment of the accessibility and usability of Learning Management Systems (LMS) for blind and visually impaired (BVI) students. Novel components of TUME include a purposeful integra-tion of a multi-theoretic foundation and multiple methods to accurately identify users’ accessibil-ity and usability problems in Web interaction and identify design problems and solutions to en-sure technical feasibility of recommendations. The problems identified by TUME remain hidden from extant evaluation methods - therefore, these problems remain in Web-based applications. As a result, evaluation of Web-based applications remains confounded by users’ Web interaction challenges; their utility for specific user types remains unclear. Without appropriate evaluation of users’ problems and challenges in using Web-based applications, we cannot begin to solve these problems and challenges. This paper demonstrates how TUME can be used to identify the unique problems and challenges of specific user types in using Web-based applications and suggests po-tential solutions. The outcome is an accurate understanding of specific design elements that pre-sent roadblocks and challenges for the user in interacting with the Web-based application and feasible design modifications to potentially improve the utility of these applications for specific user types.
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31 Aug 2018
TL;DR: This trabalho propõe uma revisão sistemática da literatura, identificando os principais métodos da experiência do usuário cego aplicados nas interações por meio de dispositivos móveis.
Abstract: With the advancement of technological resources and access to information by means of different devices, there is a gap in the investigations of the user experience (UX) in mobile devices, more specifically in the blind user’s experience with respect to usability attributes aligned to the characteristics of accessibility. Thus, this work proposes a systematic review of the literature, identifying the main methods of blind users’ experience applied in interactions through mobile devices. In this way, 805 scientific papers were identified, and 34 were selected for the systematic review of the literature, which addressed subjects on usability, blind users’ experience and mobile devices. Through result extraction, sixteen different applied methods were identified in the blind users’ experience on mobile devices interaction. The applicability of methods supported by expert reviewers, the observation techniques, trial studies, validation and conformity verification with the Web Content Accessibility Guidelines (WCAG) are highlighted.
3 citations
Cites background from "Enhancing Learning Management Syste..."
...O método de observação direta tem como finalidade a realização da coleta de relatórios verbais de estudantes cegos (BABU & SINGH, 2013; FERATI et al., 2014; BAUMANN, 2012; KIRINIC et al., 2016; FRANCIS et al., 2013; KERKMANN & LEWANDOWSKI, 2012; BOSE & JURGENSEN, 2014; SCHOEBERLEIN & WANG, 2012;…...
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...…as diretrizes de acessibilidade (WCAG), possui o objetivo de disponibilizar uma visão geral das violações de acessibilidade e fornecer dicas úteis para revisores especialistas (PRIBEANU et al., 2014; NEUSCHMID et al., 2012; LEPORINI, 2011; BABU & SINGH, 2013; MURPHY, 2013; BOSE & JURGENSEN, 2014)....
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...…et al. (2015); MILNE et al. (2014); YESILADA et al. (2011); RUIZ et al. (2011); MARTÍNEZ & PLUKE (2014) 07 Verbaliz. pensamento (verbal think aloud) BABU & SINGH (2013) 08 Questionários estruturados e abertos BABU & SINGH (2013); FRANCIS et al. (2013); SCHOEBERLEIN & WANG (2012) 09 Análise de…...
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...…et al. (2014); NEUSCHMID et al. (2012) 05 Estudos experimentais SULTAN et al. (2015); FERATI et al. (2014); BAUMANN (2012) 06 Observação direta BABU & SINGH (2013); FERATI et al. (2014); BAUMANN (2012); KIRINIC et al. (2016); FRANCIS et al. (2013); KERKMANN & LEWANDOWSKI (2012); BOSE &…...
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...…RUIZ et al. (2011); MARTÍNEZ & PLUKE (2014) 07 Verbaliz. pensamento (verbal think aloud) BABU & SINGH (2013) 08 Questionários estruturados e abertos BABU & SINGH (2013); FRANCIS et al. (2013); SCHOEBERLEIN & WANG (2012) 09 Análise de dados de entrada MIAO et al. (2016); FAÇANHA et al. (2014);…...
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26 Jul 2018
TL;DR: This work proposes a systematic literature revision, identifying the main blind users experience methods applied in the mobile devices interaction, pointing out the applicability of methods supported by expert reviewers, the observation techniques, trial studies, validation and conformity verification with the Web Content Accessibility Guidelines.
Abstract: With the exponential growth in the scientific interest on assessing the blind users experience in the web environment, it is essential to develop studies that correlate usability features lined up to the accessibility features. At the same time, with technological resources advances and access to information through different devices, there is a gap in the UX investigation in mobile devices, specifically, in the blind users experience. Therefore, this work proposes a systematic literature revision, identifying the main blind users experience methods applied in the mobile devices interaction. Thus, 805 scientific articles were identified through the literature, which approached subjects like usability, blind users experience and mobile devices. Through result extraction, sixteen different applied methods were identified in the blind users experience on mobile devices interaction. It is pointed out the applicability of methods supported by expert reviewers, the observation techniques, trial studies, validation and conformity verification with the Web Content Accessibility Guidelines.
2 citations
Cites background from "Enhancing Learning Management Syste..."
...…al. 2011] [Ruiz et al. 2011] [Martı́nez and Pluke 2014]; 7 Verbalização do pensamento/ Verbal Think Aloud [Babu and Singh 2013]; 8 Questionários estruturados e abertos [Babu and Singh 2013] [Francis et al. 2013] [Schoeberlein and Wang 2012]; 9 Análise de dados de entrada (microfone/teclado)…...
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...…2011] [Pribeanu et al. 2014] [Neuschmid et al. 2012]; 5 Estudos experimentais [Sultan et al. 2015] [Ferati et al. 2014] [Baumann 2012]; 6 Observação direta [Babu and Singh 2013] [Ferati et al. 2014] [Baumann 2012] [Kirinic et al. 2016] [Francis et al. 2013] [Kerkmann and Lewandowski 2012]…...
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...Observa-se que este número representa cerca de 4% do total de artigos identificados....
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...Assim, para obter melhores resultados, aplicam-se questionários estruturados e abertos [Babu and Singh 2013] [Francis et al. 2013] [Schoeberlein and Wang 2012]....
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...Observou-se que, por meio dos critérios de exclusão, cerca de 67% do total dos artigos identificados foram rejeitados....
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21 Sep 2018
TL;DR: In this article, the authors define the specific features of a network project and outline the characteristics of the described phenomenon: correlation with objective reality, correlation with the doer of the action, pedagogical relevance, product-directed character.
Abstract: The comprehensive nature of network projects builds up the foundation of universal study activities of a learner and a set of transferrable, vocational and special competencies of a student viewed within the scope of contemporary cross-cultural communication. The analysis of Russian and foreign models of net communication implemented while teaching a foreign language allowed to define the specific features of a network project and outline the characteristics of the described phenomenon: correlation with objective reality, correlation with the doer of the action, pedagogical relevance, product-directed character. The implementation of network projects provides access to acute authentic data in a foreign language, gives learners an opportunity to gain experience of cross-cultural communication, shapes the skills of behavior in a different cultural environment, forms intellectual flexibility, and enhances tolerance towards culture and mindset of foreign language speakers. Using resources of foreign sites, Web 2.0 social tools, telecommunication means of getting in touch with foreign language speakers lets learners perfect their personal experience of autonomous acquisition and application of knowledge, consider issues from various angles in accordance with cross-cultural approach, treat learning material reflectively, come to well-founded conclusions, make decisions, act reasonably in an indefinite situation, cooperate with representatives of a different culture. Implementing network projects in studying process makes the content of foreign language classes acquire a new meaning. The development of integral and analytical abilities helps build up a set of personal intellectual features, encourages the evolutions of the inner world of a learner as the subject of the educational process. © 2018 Published by Future Academy www.FutureAcademy.org.UK
1 citations
18 Dec 2012
TL;DR: In this article, the authors present the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
Abstract: This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-toface teaching in an Australian public high school. It explores the qualities that social and participatory media bring to the classroom while focussing on students as active and valued participants in the learning process. Building knowledge using the uniqueness of social media enabled students to become active and valued resources for both the teacher and their peers. Designing for learning is a key challenge facing education today; this case offers ideas for learning designers and contributes to a research base that can support educators from all sectors.
1 citations
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Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …
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TL;DR: This publication contains reprint articles for which IEEE does not hold copyright and which are likely to be copyrighted.
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TL;DR: This guide to the methods of usability engineering provides cost-effective methods that will help developers improve their user interfaces immediately and shows you how to avoid the four most frequently listed reasons for delay in software projects.
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11,929 citations
"Enhancing Learning Management Syste..." refers background or methods in this paper
...Violation of Satisfaction principle: This principle (Nielsen, 1993) highlights the importance of user satisfaction with the system and its function....
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...We also adopted usability principles/heuristics for BVI users (Nielsen, 1993); Principles of Good Design (Norman, 2002); and Golden Rules of Interface Design (Shneiderman & Plaisant, 2004)....
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...Violation of the Learnability and Efficiency principles: These principles of usability discussed in Nielsen (1993) are interrelated....
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