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.
Citations
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TL;DR: The findings of this study show that the experimental group encountered fewer number of help-seeking situations than the control group when interacting with the experimental and baseline versions of a DL.
Abstract: Blind and visually impaired (BVI) users experience vulnerabilities in digital library (DL) environments largely due to limitations in DL design that prevent them from effectively interacting with DL content and features. Existing research has not adequately examined how BVI users interact with DLs, nor the typical problems encountered during interactions. This is the first study conducted to test whether implementing help features corresponding to BVI users’ needs can reduce five critical help-seeking situations they typically encounter, with the goal to further enhance usability of DLs. Multiple data collection methods including pre-questionnaires, think-aloud protocols, transaction logs, and pre and post search interviews, were employed in an experimental design. Forty subjects were divided into two groups with similar demographic data based on data generated from pre-questionnaires. The findings of this study show that the experimental group encountered fewer number of help-seeking situations than the control group when interacting with the experimental and baseline versions of a DL. Moreover, the experimental group outperformed the control group on perceived usefulness of the DL features, ease of use of the DL, and DL satisfaction. This study provides theoretical and practical contributions to the field of library and information science. Theoretically, this study frames vulnerabilities of BVI users within the social model of disability in which improper DL design impairs their ability to effectively access and use DLs. Practically, this study takes into account BVI users’ critical help-seeking situations and further translates these into the design of help features to improve the usability of DLs.
25 citations
Cites background from "Enhancing Learning Management Syste..."
...Prior research (Babu & Singh, 2013; Clark, 2006; Di Blas et al., 2004; Leuthold, Bargas-Avila & Opwis, 2008) has consistently shown that while these supports are necessary for technical accessibility, they do not fully account for the differing abilities, needs, and challenges of BVI users in…...
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TL;DR: This paper raises awareness of design choices that can unintentionally bar blind information seekers from DL access, and further suggests solutions to reduce these design problems for blind users.
Abstract: Purpose
The purpose of this study is to explore design issues hampering the accessibility of digital libraries (DLs) for first-time blind users.
Design/methodology/approach
A combination of questionnaire, pre-interview, think-aloud and post-interview methods was used to collect data on non-visual interaction experiences with American Memory Digital Collection (AMDC) from 15 blind participants. Qualitative analysis via open coding revealed recurring themes on design problems and consequent difficulties for blind users in accessing DLs.
Findings
It was found that AMDC is not blind-friendly. Five categories of design problems were identified. Participants faced difficulty perceiving, operating and understanding content and controls needed for information retrieval.
Research limitations/implications
This paper does not offer a comprehensive set of design issues prevalent across DL design models, instead it focuses on design problems observed in a publicly available DL.
Practical implications
This paper raises awareness of design choices that can unintentionally bar blind information seekers from DL access, and further suggests solutions to reduce these design problems for blind users.
Originality/value
The paper’s originality is its identification of unique design problems that prevent blind users from effectively interacting with DLs.
13 citations
Cites background from "Enhancing Learning Management Syste..."
...The Web Content Accessibility Guidelines (WCAG) (W3C, 2005) addressed Web page interoperability with the SR. WCAG compliance is necessary but not sufficient to create a blind-friendly digital environment (Babu and Singh, 2013)....
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...The sight-centred design of digital resources presents challenges in SR-mediated interaction (Babu and Singh, 2013)....
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...WCAG compliance is necessary but not sufficient to create a blind-friendly digital environment (Babu and Singh, 2013)....
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...However, many users prefer listening to the page in chunks, rather than this continuous audio stream (Babu and Singh, 2013)....
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Dissertation•
01 Sep 2017
TL;DR: This research aims to provide a further understanding of the problems blind users have on the web by comparing and contrasting problems between blind and sighted users and testing how design solutions to prevalent problems benefit blind users’ experience.
Abstract: The web is an eminently visual medium. However, not everyone accesses web content visually. Research shows that using the web is challenging for blind users. To create a good user experience for blind users on the web, we need a comprehensive understanding of the users’ problems. Currently, there is little knowledge about the problem differences between blind and sighted users, which makes it difficult to suggest and test design solutions that address these problems.
This research aims to provide a further understanding of the problems blind users have on the web by comparing and contrasting problems between blind and sighted users and testing how design solutions to prevalent problems benefit blind users’ experience.
The first study draws together the research literature into a common unified definition of web accessibility that was used to operationalise studies. The second study compared which verbal protocol (concurrent or retrospective) is better in user-based studies. The results showed that retrospective verbal protocol is a better option for eliciting problems on the web for blind and sighted users.
Then, an empirical study compared the problems between blind and sighted users on the web. The results showed that the problems the two user groups encounter largely differ. There are specific problem types distinct to blind users, but also the characteristics of the problem types that had instances by both user groups were very different. Moreover, many problems blind users encounter were in relation to the search and browse features of the websites.
A further investigation by two studies with blind users of how specific design solutions to prevalent problems users had (poor page structure, lack of feedback and excessive effort) in this specific design aspect showed that simple design solutions improve specific aspects of users’ experience. Although, for major improvements in the overall user experience a combination of design solutions is needed.
11 citations
Additional excerpts
...…2004; Lazar et al., 2012; Ramayah, Jaafar, & Yatim, 2013; Yoon, Newberry, Hulscher, & Dols, 2013), non-descriptive links (AbuDoush et al., 2013; R. Babu & Singh, 2013a; Brebner & Parkinson, 2006; Byerley & Beth Chambers, 2002; Disability Rights Commission, 2004; Federici et al., 2005; André…...
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DOI•
23 Jan 2014TL;DR: It shows how blind users think, act and perceive in performing common social media functions non-visually, and has implications for the design of non-visual user interfaces to access social media through ‘Internet of Things’ and in multi-tasking situations.
Abstract: Social media allow people to communicate, collaborate and socialize for personal and professional matters. However, their sight-centered design can present access and usability problems for the blind. Existing quantitative approaches to usability testing do not provide in-depth assessment of the problem. This paper presents a qualitative approach to test social media usability, and illustrates its application to evaluate Facebook for the blind. Think-aloud observation of six blind participants generated verbal evidence of their Facebook interaction experiences. Verbal protocol analysis explained the nature of interaction challenges in performing common Facebook functions. Design standards analysis explained design errors in Facebook interface. It helped identify remedial measures to potentially improve Facebook usability. Findings demonstrate the utility of the qualitative approach to feasibly evaluate social media usability for blind users. It shows how blind users think, act and perceive in performing common social media functions non-visually. This has implications for the design of non-visual user interfaces to access social media through ‘Internet of Things’ and in multi-tasking situations.
9 citations
Cites background or methods from "Enhancing Learning Management Syste..."
...Its hallmark is a combination user-centered and task-based approach, [15] with verbal protocol analysis, [5] an integrated problemsolving framework [11] and design standards analysis [12] for an in-depth, contextually-situated and experiential understanding of the problem....
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...Design standard analysis [12] identified design errors responsible and potential remedial measures....
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...Babu and Singh [12] employed design standards analysis to determine the accessibility and usability character of an interaction challenge....
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...[5] Babu, Singh and Ganesh [15] adapted VPA for a closer examination of blind users’ actions in completing online tasks....
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01 Jan 2015
TL;DR: Results show that locating Friend's profile and Timeline, reading, writing, and posting messages were significantly challenging, and participants needed additional time and effort to perform these basic SNS functions that are integral parts of informal learning activities.
Abstract: Social Networking Sites (SNS) are increasingly used in academia to facilitate informal learning, knowledge co-creation, and collaborative problem-solving. Deriving these pedagogic benefits requires SNS usability for all. This paper reports results of an early investigation into SNS usability for blind students. Think-aloud observations generated verbal evidence of six participants' Facebook interaction experiences. Verbal protocol analysis revealed where and how challenges arose in online social interactions. Design standards analysis identified responsible interface elements and potential remedial measures. Results show that locating Friend's profile and Timeline, reading, writing, and posting messages were significantly challenging. Participants needed additional time and effort, and occasionally sighted help, to perform these basic SNS functions that are integral parts of informal learning activities. Feasible design improvements are proposed that merit further investigation. Implications for educators, learning technologists, cognitive scientists, and usability experts are discussed.
8 citations
References
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Journal Article•
TL;DR: In this article, personalized online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances, which showed a statistically significant increase in achievement for the students using online homework.
Abstract: Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of each student while changing one or more numeric values in the problem statement. A comparison of performance on common quizzes, exams, and final course grades between students using the textbook and online homeworks versus students completing textbook homework and simple, multiple choice reading quizzes showed a statistically significant increase in achievement for the students using online homework. Of note, 91% of the students using online homework achieved C or better as their final course grade compared with 72% of the students in the control group. Student evaluations show that 66% of the students prefer textbook homework in combination with online homework to maximize learning of the course material.
26 citations
Journal Article•
TL;DR: The current study assesses the instructional impact of a treatment designed to facilitate the learning of object-oriented systems development (OOSD) for students who previously demonstrated an inclination towards a visual learning style.
Abstract: 1. INTRODUCTION There are many differing contexts associated with the word "style." In a general context, style may refer to the characteristics which signify, unify, or distinguish an entity via form or function (Merriam-Webster, 2008). It is common to describe and classify unique styles in many domains. For example, there are various architectural styles that may be classified by elements of form, material, time period, and indigenous geographic region. Similarly, there are many distinct literary styles, classified by form, genre, and technique. However, style is not a term that is particularly well-associated with the processes that comprise the complex mechanism of individual learning. However, recent research suggests that the style by which one learns and applies knowledge is an important characteristic to consider in the aggregate educational processes (Graf, Lin and Kinshuk, 2008; Kolb and Kolb, 2009; Syler et al., 2006; Thorton, Haskell and Libby, 2006; Zualkernan, Allert, and Qadah, 2006) Acknowledgement of unique learning styles is an attempt to characterize the complex processes by which one acquires knowledge (Kolb, Rubin and McIntyre, 1974). Learning style may be thought of as a formulation of preconceptions by an individual engaged in the activity of learning (Biggs and Moore, 1993). These preconceptions may include a combination of one's expectations based on previous experiences, one's cognitive ability, and one's personality (Hall, Cegielski and Wade, 2006; Kiguwa and Silva, 2007). The literature in the area of learning styles indicates that some individuals demonstrate a more rapid absorption of subject matter when the pedagogical approach utilized in instruction closely mirrors the students learning style inclination (Felder and Silverman, 1988; Garcia, Schiaffino and Amandi, 2008; Honey and Mumford, 1992; Kolb, 1984; Litzinger and Osif, 1993; Park et al., 2010). The motivation for the current study is very specific with regard to the aforementioned assertion. The current study assesses the instructional impact of a treatment designed to facilitate the learning of object-oriented systems development (OOSD) for students who previously demonstrated an inclination towards a visual learning style. From the results of this study, instructors engaged in the teaching of OOSD may better utilize knowledge regarding learning styles as a tool to enhance student performance. The remainder of this manuscript is arranged in the following manner. First, we describe the significant concepts associated with learning styles; an area of popular pedagogical research that is heretofore underrepresented in information systems (IS) development research. Next, we describe the unique aspects of teaching OOSD. Thus, we present a comprehensive review of the general literature of learning styles and subsequently discuss the applications of such concepts to IS development through the contextual perspective of object-oriented programming languages (OOPL). Then, we propose a model that serves as the framework for this study and the basis of hypothesis development. Next, we discuss the methods employed to 1) assess the learning styles of the study participants and 2) measure the affect on outcomes via the treatment applied to the subjects. Finally, we present our findings as they relate to education of students engaged in OOSD courses. 2. LITERATURE REVIEW 2.1 Learning Styles Learning is a predominant cognitive function in human beings, which drives the development of new capacities, skills, values, understanding, and preferences (Yannakakis, Maragoudakis and Hallam, 2009). We define learning as the acquisition of different types of knowledge through the assimilation of data via the five senses. Although the definition is concise, the construct of learning is multifaceted (Saljo, 2009). Review of the published literature on learning reveals several substantial areas of active investigation related to the activity. …
26 citations
Journal Article•
TL;DR: In this paper, the authors investigated differences in learning styles between students at similar universities located in geographically distinct locations using Schemeck, Ribich and Ramanaiah's (1977) Inventory of Learning Processes (ILP).
Abstract: This study investigated differences in learning styles between students at similar universities located in geographically distinct locations using Schemeck, Ribich and Ramanaiah's (1977) Inventory of Learning Processes (ILP). Students at the midwestern university scored significantly higher than the students at the western university on both the Deep Processing and Methodical Study subscales of the ILP. In addition, male students at both institutions scored significantly higher on the Deep. Processing subscale and significantly lower on the Methodical Study subscale than female students. These findings indicate the importance of continued investigation into differences that exist with respect to learning styles, such as gender, within institutions, and between institutions, and what may initially cause these differences. In addition, these results indicate the importance of validating findings with respect to learning styles at another similar institution. ********** Previous research (Gadzella, Stephens, & Baloglu, 2002; Kozminsky & Kaufman, 1992; Miller, Always, & McKinley, 1987; Schmeck, Ribich, & Ramanaiah, 1977) indicates that success at the college level is highly influenced by an individual's learning style. Further studies have aimed to delineate differences in the learning styles of particular populations of students. The majority of these studies have focused on identifying potential differences in the learning styles employed by students of different genders (Kozminsky & Kaufman, 1992; Miller et al., 1987; Miller, Finley, & McKinley, 1990; Schmeck & Ribich, 1978; Schmeck et al., 1977; Verma, 1994), ethnicity (Gadzella, Masten, & Huang, 1999; Matthews, 1994), majors (Biberman & Buchanan, 1986; Gadzella & Masten, 1998; Matthews, 1994; Skogsberg & Clump, 2003; Stewart & Felicetti, 1992), upper or lower divisional standing (Skogsberg & Clump, 2003; Stewart & Felicetti, 1992) and university type (Reading-Brown & Hayden, 1989). However, many of these studies have contradictory findings. Could these incongruous findings be due to the fact that the research has been conducted at universities with dissimilar populations? Could there be an effect due to the university's academic orientation, or the geographic location of the university itself?. The present study seeks to gain insight into these factors by comparing the learning styles of students attending two universities of similar size and Carnegie classification, but in distinct geographic locations. A considerable amount of literature indicates that the learning styles Schmeck et al.'s (197) Inventory of Learning Processes measures relate to academic achievement when it is measured by the diverse factors of GPA, college entrance exams, or course grades (Albaili, 1993; 1994; Bartling, 1988; Gadzella, Ginther, & Williamson, 1987; Gadzella et al., 2002; Kozminsky & Kaufman, 1992; Miller et al., 1987; Miller et al., 1990; Schmeck & Grove, 1979; Watkins & Hattie, 1981; Watkins, Hattie, & Astilla, 1983; Westman, 1993). Dissension between studies begins to appear when the learning styles of students of discrete populations are investigated. During the development of the ILP, Schmeck et al. (1977) did not find significant differences between the learning styles of male and female students, which is consistent with what other researchers have found (Kozminsky & Kaufman, 1992; Miller et al., 1987; Schmeck & Ribich, 1978; Verma, 1994). More recently, however, Miller et al. (1990) conducted a comparison of the learning styles between males and females using the same instrument and found that there were indeed significant differences between the genders. In this study, Miller and his associates found that males scored significantly higher on the Deep Processing subscale, and females scored significantly higher on the Methodical Study subscale. Furthermore, Matthews (1994) using Canfield's Learning Styles Inventory (LSI) also found significant differences in the learning styles of males and females, even when the samples were limited to discrete disciplines such as math, business, social sciences and education. …
25 citations
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Journal Article•
TL;DR: In this paper, the authors examined attitudes concerning active learning of 135 instructors in three Israeli higher education institutions and 56 European distance and e-learning instructors who, for the past five years, have taught in active learning environments.
Abstract: Instruction in higher education has developed significantly over the past two decades, influenced by two trends: promotion of active learning methods and integration of web technology in e-Learning. Many studies found that active teaching improves students' success, involvement and thinking skills. Nevertheless, internationally, most instructors maintain traditional teaching methods. A research tool – Active Instruction Tendency – (AIT) questionnaire developed on the basis of 'active instructors' experience exposed the transitions they had undergone. Following a review of the literature and examination of 'active instructors' attitudes, six key areas that may characterize the lecturer's tendency to adopt active learning were identified. Using the AIT questionnaire, we examined attitudes concerning active learning of 135 instructors in three Israeli higher education institutions and 56 European distance and e-learning instructors. Their attitudes were compared with the attitudes of 'active instructors' who, for the past five years, have taught in active learning environments. In all six identified instruction areas, significant differences were found between attitudes of 'active instructors' and other instructors. Identification of these differences expands the theoretical knowledge corpus concerning instructors' attitudes toward active learning, presenting a new tool to characterize these attitudes.
24 citations