Alleviation of Educational Stress of Visually Impaired Students through Intelligent Virtual Assistant at College Level

Abstract

Students with visual impairment find it difficult to explore their environment due to their visual limitations and face challenges. The inaccessible physical environment of academic institutes, inflexible assessment techniques, and dependence on others to accomplish tasks are causes of stress for visually impaired people they face in their studies. The current study was conducted to explore the lived experiences of visually impaired students using Intelligent Virtual Assistants studying at a secondary level of education. A phenomenological interpretive approach was implied for data collection. For this purpose, 15 participants were selected for in-depth interviews through a semi-structured guide. All the interviews were recorded and transcribed. Coding was made, and themes were derived. Analysis of data in the form of Findings indicated that Visually impaired students use various features of IVAs in their education and daily living. The use of IVAs has improved their accessibility, mobility, independence, motivation, confidence, autonomy, and social integration, which have played a positive role in their studies and daily lives. It is recommended that the use of technology should be encouraged in educational institutions for people having special needs. Educational institutes may take full advantage of technology to impart education to people who have special needs.