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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TL;DR: In this article, the authors reviewed major advances in verbal reports over the past decade, including new evidence on how giving verbal reports affects subjects' cognitive processes, and on the validity and completeness of such reports.
Abstract: Since the publication of Ericsson and Simon's work in the early 1980s, verbal data has been used increasingly to study cognitive processes in many areas of psychology, and concurrent and retrospective verbal reports are now generally accepted as important sources of data on subjects' cognitive processes in specific tasks In this revised edition of the book that put protocol analysis on firm theoretical ground, the authors review major advances in verbal reports over the past decade, including new evidence on how giving verbal reports affects subjects' cognitive processes, and on the validity and completeness of such reports In a new preface Ericsson and Simon summarize the central issues covered in the book and provide an updated version of their information-processing model, which explains verbalization and verbal reports They describe new studies on the effects of verbalization, interpreting the results of these studies and showing how their theory can be extended to account for them Next, they address the issue of completeness of verbally reported information, reviewing the new evidence in three particularly active task domains They conclude by citing recent contributions to the techniques for encoding protocols, raising general issues, and proposing directions for future research
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Abstract: When Linda Silverman and I wrote this paper in 1987, our goal was to offer some insights about teaching and learning based on Dr. Silverman’s expertise in educational psychology and my experience in engineering education that would be helpful to some of my fellow engineering professors. When the paper was published early in 1988, the response was astonishing. Almost immediately, reprint requests flooded in from all over the world. The paper started to be cited in the engineering education literature, then in the general science education literature; it was the first article cited in the premier issue of ERIC’s National Teaching and Learning Forum; and it was the most frequently cited paper in articles published in the Journal of Engineering Education over a 10-year period. A self-scoring web-based instrument called the Index of Learning Styles that assesses preferences on four scales of the learning style model developed in the paper currently gets about 100,000 hits a year and has been translated into half a dozen languages that I know about and probably more that I don’t, even though it has not yet been validated. The 1988 paper is still cited more than any other paper I have written, including more recent papers on learning styles.
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Abstract: Basado en los rapidos avances en lo que se sabe sobre como las personas aprenden y como ensenar de manera efectiva, este libro examina los conceptos centrales y las pedagogias centrales que deberian estar en el corazon de cualquier programa de formacion docente. A partir de los resultados de una comision patrocinada por la Academia Nacional de Educacion, este titulo recomienda la creacion de un plan de estudios de formacion docente informado con los elementos comunes que representan los estandares mas avanzados para la profesion. Escrito para formadores de docentes en programas tradicionales y alternativos, lideres universitarios y del sistema escolar, profesores, profesionales de desarrollo del personal, investigadores y formuladores de politicas educativas, el libro aborda el conocimiento fundamental clave para la ensenanza y analiza como implementar ese conocimiento dentro del aula.
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Book•
01 Aug 1985
3,107 citations