Abstract
Smart Assistive Technologies (SAT) can be a powerful tool in supporting education environments and inclusion for learners with visual/hearing impairments. For example, while captions in videos are a necessity for deaf users, audio reading is inevitable for blind ones. Including such technologies into a smart e-learning environment provide huge opportunities to customize the content presentation to needs and ability of learners. Despite the number of models being introduced during the last decade, acceptance model and behavioral model are, yet, exhibiting design drawbacks for learners with visual and hearing impairments. Meanwhile, the e-learning initiatives in the universities have paid great efforts in order to optimize usability of conventional e-learning systems. However, optimizing assistive e-learning systems is not covered in the recent research. Central to e-learning optimization is the learners’ realization problem; in terms of the size of gap between learners’ expectations and real interaction measures. This paper presents a study of measure the usability of assistive e-learning systems and modeling better interaction based on adjusted Fitt’s Law to consider time of movement for assistive technologies embedded in e-learning systems. The proposed usability evaluation considers the hardness of mental operations during e-learning various activities.
Highlights
There is a number of theories and models emphasizing the behavior of an individual towards using information technology, yet, little is known on the individual’s experience while interacting with that technology [15]
We propose a usability study of a Smart Assistive Learning Technology (SALT) system
Experimentation results have been shown the system to be efficient for recognizing learner's single disability or multiple disabilities where applicable and identify the associated assistive technologies. This adaptive interaction would in turn reduce the hardness of mental operations for learners in recognizing the actions to be selected in the system
Summary
There is a number of theories and models emphasizing the behavior of an individual towards using information technology, yet, little is known on the individual’s experience while interacting with that technology [15]. The dissimilarity between design model of e-learning system and the real situation of the system implementation expressed what is known as a realization problem. While captions in videos are a necessity for deaf users, audio reading is inevitable for blind ones Including such technologies into a smart e-learning environment, provide huge opportunities to customize the content to needs and ability of learners. Experimentation results have been shown the system to be efficient for recognizing learner's single disability or multiple disabilities where applicable and identify the associated assistive technologies. This adaptive interaction would in turn reduce the hardness of mental operations for learners in recognizing the actions to be selected in the system
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