The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

Juliana Samuel Kamaghe,Michael Kisangiri,Edith Talina Luhanga

doi:10.3991/ijet.v15i01.11453

Abstract

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

Highlights

The adoption of M-learning assistive technologies by visually impaired learners has been a major issue of discussion in the globe among the issues in m-learning
The study aimed at analyzing the knowledge, awareness, challenges, and usability of m-learning assistive technologies available to be used by visually impaired learners
The finding advocates from learners’ point of view that many higher learning Institutions in Tanzania are lacking m-learning technology only use e-learning for teaching and learning which sometimes make it difficult for visually impaired learners to engage in learning using their smart devices

Summary

Introduction

The adoption of M-learning assistive technologies by visually impaired learners has been a major issue of discussion in the globe among the issues in m-learning. For the case of visually impaired learners, it is difficult to engage themselves in using ICT adaptive tools for learning. It becomes very difficult for a visually impaired person to acquire knowledge when the concentration is made more on the graphical presentation of core learning contents. The objective of this research was to analyze the level of awareness and knowledge of technologies available for students with disabilities and identify gaps for improvement in Higher Learning Institutions. The study found that most of the learners do not have knowledge and skills of using m-learning are aware of assistive technology used to access mlearning when using in smart devices i.e. smartphones, tablets, kindles, etc

Objectives

Methods

Results

Discussion

Conclusion