Screen Readers Research Articles

Higher theta-beta ratio during screen-based vs. printed paper is related to lower attention in children: An EEG study.

Reading is considered a non-intuitive, cognitively demanding ability requiring synchronization between several neural networks supporting visual, language processing and higher-order abilities. With the involvement of technology in our everyday life, reading from a screen has become widely used. Several studies point to challenges in processing written materials from the screen due to changes in attention allocation when reading from a screen compared to reading from a printed paper. The current study examined the differences in brain activation when reading from a screen compared to reading from a printed paper focusing on spectral power related to attention in fifteen 6-8-year-old children. Using an electroencephalogram, children read two different age-appropriate texts, without illustrations, presented randomly on the screen and on a printed paper. Data were analyzed using spectral analyses in brain regions related to language, visual processing, and cognitive control, focusing on theta vs. beta waveforms. Results indicated that while reading from a printed paper was accompanied by higher energy in high-frequency bands (beta, gamma), reading from the screen was manifested by a higher power in the lower frequency bands (alpha, theta). Higher theta compared to the beta ratio, representing challenges in allocating attention to a given task, was found for the screen reading compared to the printed paper reading condition. Also, a significant negative correlation was found between differences in theta/beta ratio for screen vs paper reading and accuracy level in the age-normalized Sky-Search task measuring attention and a positive correlation with performance time. These results provide neurobiological support for the greater cognitive load and reduced focused attention during screen-based compared to print-based reading and suggest a different reliance on attention resources for the two conditions in children.

ICT-Based Assistive Technology for Empowering Persons with Visual Impairment

The study employed comprehensive assistive technology (CAT) model to investigate use of ICT-based assistive technology (ICT-Based AT) for empowering persons with visual impairment. The objectives of the study wasto explore the strategies employed by people with visual impairments to learn ICT skills and the impact of using ICT-based AT for VIPs. Twenty-five (25) people with visual impairment graduate from the ICT skills training sessions at the Open University of Tanzania were interviewed using semi-structured interview guide. Findings indicated that ICT-Based AT training strategies for people with visual impairment require developing competences on keyboard and the use of screen reader. Furthermore, the use of ICT-Based AT has a significant positive impact on individuals with visual impairment in terms of enhancing their chances in accessing online learning, sense of empowerment and social inclusion. The present study makes a theoretical contribution to the field by enhancing the existing literature on the activity attributes of the CAT model. The study also calls for the government and stakeholders to enhance the use of ICT-Based AT for empowering persons with disabilities.

Mathematical Content Browsing for Print-disabled Readers Based on Virtual-world Exploration and Audio-visual Sensory Substitution

Documents containing mathematical content remain largely inaccessible to blind and visually impaired readers because they are predominantly published as untagged PDFs, which do not include the semantic data necessary for effective accessibility. Equations in such documents consist of text interlaced with lines and other graphical elements and cannot be interpreted using a screen reader. We present a browsing approach for print-disabled readers specifically aimed at such mathematical content. This approach draws on the navigational mechanisms often used to explore the virtual worlds of text adventure games with audio-visual sensory substitution for graphical content. The relative spatial placement of the elements of an equation are represented as a virtual world so the reader can navigate between elements. Text elements are announced conventionally using synthesised speech, while graphical elements, such as roots and fraction lines, are rendered using a modification of the vOICe algorithm. The virtual world allows the reader to interactively discover the spatial structure of the equation, while the rendition of graphical elements as sound allows the shape and identity of elements that cannot be synthesised as speech to be discovered and recognised. The browsing approach was evaluated by 11 blind and 14 sighted participants in a user trial that included identifying twelve equations extracted from PDF documents. Overall, equations were identified completely correctly in 78% of cases (74% and 83%, respectively, for blind and sighted subjects). If partial correctness is considered, then the performance is substantially higher. Feedback from the blind subjects indicated that the technique allows spatial information and graphical detail to be discovered. We conclude that the integration of a spatial model represented as a virtual world in conjunction with audio-visual sensory substitution for non-textual elements can be an effective way for blind and visually impaired readers to read currently inaccessible mathematical content in PDF documents.

Development of a Web Application for Taking Tests by Blind People

The main purpose of this article is to de- scribethe process of creating a web application designed specifically for blind individuals to take tests. The author discusses the challenges that visually impaired individuals face when taking tests and how the new web application addresses these challenges. The application has been devel- oped using web accessibility guidelines and includes features such as screen reader compatibility, speech recognition, keyboard navigation, and high-contrast options. The author also discusses the testing process used to ensure that the application was effective and accessible for visually impaired users. The results of the study indicate that the application was successful in providing an accessible platform for blind individuals to take tests. The article provides valuable in- sights for developers interested in creating accessible web applications for individuals with disabilities.

A Personalized Avatar-Based Web Application to Help People Understand How Social Distancing Can Reduce the Spread of COVID-19: Cross-sectional, Observational, Pre-Post Study.

To reduce the transmission of SARS-CoV-2 and the associated spread of COVID-19, many jurisdictions around the world imposed mandatory or recommended social or physical distancing. As a result, at the beginning of the pandemic, various communication materials appeared online to promote distancing. Explanations of the science underlying these mandates or recommendations were either highly technical or highly simplified. This study aimed to understand the effects of a dynamic visualization on distancing. Our overall aim was to help people understand the dynamics of the spread of COVID-19 in their community and the implications of their own behavior for themselves, those around them, the health care system, and society. Using Scrum, which is an agile framework; JavaScript (Vue.js framework); and code already developed for risk communication in another context of infectious disease transmission, we rapidly developed a new personalized web application. In our application, people make avatars that represent themselves and the people around them. These avatars are integrated into a 3-minute animation illustrating an epidemiological model for COVID-19 transmission, showing the differences in transmission with and without distancing. During the animation, the narration explains the science of how distancing reduces the transmission of COVID-19 in plain language in English or French. The application offers full captions to complement the narration and a descriptive transcript for people using screen readers. We used Google Analytics to collect standard usage statistics. A brief, anonymous, optional survey also collected self-reported distancing behaviors and intentions in the previous and coming weeks, respectively. We launched and disseminated the application on Twitter and Facebook on April 8, 2020, and April 9, 2020. After 26 days, the application received 3588 unique hits from 82 countries. The optional survey at the end of the application collected 182 responses. Among this small subsample of users, survey respondents were nearly (170/177, 96%) already practicing distancing and indicated that they intended to practice distancing in the coming week (172/177, 97.2%). Among the small minority of people (n=7) who indicated that they had not been previously practicing distancing, 2 (29%) reported that they would practice distancing in the week to come. We developed a web application to help people understand the relationship between individual-level behavior and population-level effects in the context of an infectious disease spread. This study also demonstrates how agile development can be used to quickly create personalized risk messages for public health issues like a pandemic. The nonrandomized design of this rapid study prevents us from concluding the application's effectiveness; however, results thus far suggest that avatar-based visualizations may help people understand their role in infectious disease transmission.

Survey of Existing Electronic Readers for the Blind

Thanks to advancements in technology, a wide variety of electronic readers are available for the visually challenged with multiple input and output format options. We found out that the cost of most devices on offer is quite high. So, there exists a place for a new low cost, high translation accuracy and highly portable (small in size) device. Key Words: Blind, Electronic Readers, Stand-Alone Readers, Screen Readers, Speech Output, Braille Displays

Haptic Communication of Language.

In this review, the development of communication systems and devices that convey language tactually is examined, first from an historical perspective focusing on the communities who use the tactile modality to substitute for impairments in vision and/or hearing. Then, the more recent developments in wearable tactile communication systems for conveying text and speech to those without sensory impairments are reviewed. The performance of tactile display technology developed for these user communities is discussed in the context of the proficiency achieved by skilled users of natural methods of tactile communication. In tracing the history of tactile devices used to convey language, it is evident that technological advances in other domains, such as screen readers and speech synthesizers for the visually impaired and cochlear implants for those with hearing loss, have had a profound impact on the requirements for effective tactile language systems. For some communities, such as the Deafblind, it is essential that the tactile communication platform is bi-directional so that the user can both send and receive language. Devices developed to address such needs have yet to achieve commercial success. Recent research on wearable tactile displays has highlighted the importance of extensive training for learning and retaining languages presented tactually.

Artificial Intelligence as Supporting Reader in Breast Screening: A Novel Workflow to Preserve Quality and Reduce Workload.

To evaluate the effectiveness of a new strategy for using artificial intelligence (AI) as supporting reader for the detection of breast cancer in mammography-based double reading screening practice. Large-scale multi-site, multi-vendor data were used to retrospectively evaluate a new paradigm of AI-supported reading. Here, the AI served as the second reader only if it agrees with the recall/no-recall decision of the first human reader. Otherwise, a second human reader made an assessment followed by the standard clinical workflow. The data included 280 594 cases from 180 542 female participants screened for breast cancer at seven screening sites in two countries and using equipment from four hardware vendors. The statistical analysis included non-inferiority and superiority testing of cancer screening performance and evaluation of the reduction in workload, measured as arbitration rate and number of cases requiring second human reading. Artificial intelligence as a supporting reader was found to be superior or noninferior on all screening metrics compared with human double reading while reducing the number of cases requiring second human reading by up to 87% (245 395/280 594). Compared with AI as an independent reader, the number of cases referred to arbitration was reduced from 13% (35 199/280 594) to 2% (5056/280 594). The simulation indicates that the proposed workflow retains screening performance of human double reading while substantially reducing the workload. Further research should study the impact on the second human reader because they would only assess cases in which the AI prediction and first human reader disagree.

스크린리더(Screen Reader) 사용자 관점에서의 메타버스 플랫폼 접근성 실태 분석

스크린리더(Screen Reader) 사용자 관점에서의 메타버스 플랫폼 접근성 실태 분석

WordMelodies: Supporting the Acquisition of Literacy Skills by Children with Visual Impairment through a Mobile App

WordMelodies is a mobile app that aims to support inclusive teaching of literacy skills for primary school students. Thus it was designed to be accessible both visually and through screen reader, and it includes over 80 different types of exercises for practicing literacy skills, each with adjustable difficulty levels, in Italian and in English. WordMelodies is freely available for iOS and Android devices. However, it has not been previously evaluated with children having visual impairments. Thus, in this article, we evaluate the app usability, its perceived ease of use, appreciation and children’s autonomy while using it, as well as the characteristics of the end users. To achieve this, we conducted a user study with 11 primary school students with visual impairments, and we analyzed app usage logs collected from 408 users in over 1 year from the app publication. We show that app usability is high, and most exercises can be completed autonomously. The exercises are also perceived to be easy to perform, and they are appreciated by the participants. Finally, we provide insights on how to address the identified app limitations and propose future research directions.

The Accessibility of Data Visualizations on the Web for Screen Reader Users: Practices and Experiences During COVID-19

Data visualization has become an increasingly important means of effective data communication and has played a vital role in broadcasting the progression of COVID-19. Accessible data representations, however, have lagged behind, leaving areas of information out of reach for many blind and visually impaired (BVI) users. In this work, we sought to understand (1) the accessibility of current implementations of visualizations on the web; (2) BVI users’ preferences and current experiences when accessing data-driven media; (3) how accessible data representations on the web address these users’ access needs and help them navigate, interpret, and gain insights from the data; and (4) the practical challenges that limit BVI users’ access and use of data representations. To answer these questions, we conducted a mixed-methods study consisting of an accessibility audit of 87 data visualizations on the web to identify accessibility issues, an online survey of 127 screen reader users to understand lived experiences and preferences, and a remote contextual inquiry with 12 of the survey respondents to observe how they navigate, interpret, and gain insights from accessible data representations. Our observations during this critical period of time provide an understanding of the widespread accessibility issues encountered across online data visualizations, the impact that data accessibility inequities have on the BVI community, the ways screen reader users sought access to data-driven information and made use of online visualizations to form insights, and the pressing need to make larger strides towards improving data literacy, building confidence, and enriching methods of access. Based on our findings, we provide recommendations for researchers and practitioners to broaden data accessibility on the web.

Video Conferencing Tools: Comparative Study of the Experiences of Screen Reader Users and the Development of More Inclusive Design Guidelines

Since the first lockdown in 2020, video conferencing tools have become increasingly important for employment, education, and social interaction, making them essential tools in everyday life. This study investigates the accessibility and usability of the desktop and mobile versions of three popular video conferencing tools, Zoom, Google Meet, and MS Teams, for visually impaired people interacting via screen readers and keyboard or gestures. This involved two inspection evaluations to test the most important features of the desktop and mobile device versions and two surveys of visually impaired users to obtain information about the accessibility of the selected video conferencing tools. Sixty-five people answered the survey for desktop and 94 for mobile platforms. The results showed that Zoom was preferred to Google Meet and MS Teams but that none of the tools was fully accessible via screen reader and keyboard or gestures. Finally, the results of this empirical study were used to develop a set of guidelines for designers of video conferencing tools and assistive technology.

Tangible Progress: Tools, Techniques, and Impacts of Teaching Web Development to Screen Reader Users

Despite a growing demand for Web Development and adjacent tech skills, there is a lack of accessible skills training for screen reader users. To address this gap, we developed tools and techniques to support screen reader users in learning web development. In this article, we describe our design, implementation, and evaluation of a nine-week web development workshop, designed to introduce screen reader users to HTML, CSS, and JavaScript. We taught the remote workshop using synchronous lectures followed by one-on-one time with Teaching Assistants (TAs) and included a resource-rich website, tactile diagrams, and discussion forum. We evaluated the effectiveness of our tools and the impact of the workshop during, immediately following, and one year after the workshop. At its conclusion, students demonstrated their knowledge of web development basics by creating and publishing their own websites; showed an increase in self-efficacy; and maintained a high level of interest in the subject. Participation also benefited TAs who reported increased confidence in understanding accessibility concepts, increased interest in pursuing work related to accessibility, and plans to apply what they learned. One year after the workshop, both students and TAs reported a lasting impact. Most notably, students had applied their understanding of design concepts, reported that the workshop helped them prepare for career changes or helped them in their current job functions, and that it gave them both the language and confidence to problem-solve web and accessibility issues. TAs felt that the workshop broadened their understanding of blind students’ abilities; especially when provided with accessible materials and tools, it gave them a better understanding of digital accessibility and assistive technologies, and they shared examples of how they continue to apply learnings and advocate for accessibility. Based on these findings, we recommend techniques and tools to support screen reader users’ learning web development, the inclusion of job-focused sub-topics, and suggestions for engaging with post-secondary institutions to pair service learning with tech skills training. We close with recommendations for implementing and adapting the workshop using our open-educational materials to expand the availability and breadth of accessible tech skills training and co-learning experiences for post-secondary students.

E-books vs. paper books: comparison of children’s reading comprehension and Behavior

People of the current generation, those born after the 1990s, are sometimes referred to as "Millennials" because of their familiarity to and comfort with technological advancements. They grow up in a world where everyone carries a minicomputer in their pocket (Zainuddin et al., 2020), and they utilize digital tools as an integral part of almost every aspect of their lives. However, studies on how digital technologies affect pupils' academic performance and motivation are still in their infancy. The purpose of this research is to explore how sixth graders' perceptions of their e-reading experiences are influenced by their use of personalized/gamified/PDF electronic reading practices at school and how that, in turn, affects their reading comprehension and motivation levels while studying English as a foreign language (EFL). Using a quasi-experimental design, this research surveys 80 Greek sixth graders from public schools on their experiences with online gaming. The study's subjects are divided into three experimental and one control groups. Each exploratory group received a prescribed reading schedule for one of the three electronic reading formats (PDF, gamified, or customized) during therapy. Contrarily, the control group was given a written guided reading schedule to adhere to. However, there was no discernible difference in the reading comprehension levels of the four groups, despite the fact that the experimental group read from a different medium than the control group did. The findings suggest that EFL students' usage of screen reading may boost their drive to read, which is promising.

SIM-SR—Semiotic Inspection Method Mediated by Screen Reader: Analysing the Benefits of Bringing Communicability to the Accessibility Evaluation Table

Abstract Accessibility--> inspection methods provide an important complement to user evaluations in the development of interactive systems. However, many inspection methods tend to focus on violations of guidelines and are limited in conveying the impact of such problems when delivering their results. Drawing from the theoretical framework of Semiotic Engineering of Human–Computer Interaction, this paper presents SIM-SR—Semiotic Inspection Method Mediated by Screen Reader and an investigation to collect indicators about the method’s applicability and insights it can generate. In order to assess its applicability, we conducted three case studies employing the method, analysing how aspects of accessibility and communicability were approached and results generated. Regarding SIM-SR insights, we used WCAG 2.1 criteria to discuss how communicative breakdowns relate to accessibility guidelines and their impact. Our results show that SIM-SR went beyond identifying guidelines violations and led evaluators to consider the impact of accessibility issues on the system’s communicability and different levels of communicative breakdowns that users with visual disabilities could experience during interaction.

A Feasibility Study of the Kasi Learning System to Support Independent Use of STEM Diagrams by Students With Visual Impairments

Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.

Accessible Bar Charts Through Textual Description Templates

Data charts are very prevalent in everyday life in different contexts, from economics to politics. However, people with blindness and low vision do not have easy access to this information since they use screen reader software. This software does not extract the information available graphically, but only the chart legend and the text. Among the solutions proposed in the literature, there are crowdsourcing techniques when a person is responsible for interpreting the chart, which can cause bias in the chart’s interpretation. To solve this problem, we proposed textual description templates for simple and grouped bar charts to inform the chart data in a standardized way to users, excluding the interpretation bias. The methodology of this work was divided into three stages: a definition of templates for textual description and testing with 30 participants; the application of textual description templates in an assistive technology tool and testing with 45 participants; the validation of the results found through interviews and tests with 3 specialists. We have iteratively refined templates generated at each stage with users tests, and we carried out quantitative and qualitative analyses. An assistive technology tool, ChartVision, was developed to consume the templates. Finally, we interviewed a specialist about how he would explain chart materials to blind students at university, and we carried out a validation of the final templates with two other professionals from the health and education areas who deal with people with blind people in their daily lives. The main contributions are three textual description bar charts templates: simple bar for applications with sequential reading or reading on-demand, grouped bar for applications with sequential reading, and grouped bar for applications on-demand. The secondary contribution is ChartVision. Other findings include considerations about the synthetic voice used in the tests, expected characteristics for a better understanding of the chart, and interaction ways to access the information.

Practical Physical Educator Tools for Evaluating and Using App Accessibility Features

Students with disabilities may experience barriers to curriculum when inaccessible apps are incorporated into the classroom. To support physical educators, this report offers guidance on identifying (section I) and using (section II) app accessibility features within physical education classrooms. Example applications and resources are shared that will empower educators to evaluate and effectively integrate accessible apps within their own practice. A checklist and illustrative examples, FlipGrid & Padlet, provide physical educators with a practical approach to integrating apps that are high in accessibility features (e.g., closed captioning, alternative text for images, screen reader compatibility), create inclusive learning spaces (e.g., multi-modal participation options), and reduce barriers to curriculum and learning.

The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.

Imagining the Future of Digital Publishing

As a journal founded by graduate students in one of the few visual studies programs in the United States, Refract has always sought to consider its own role within its relatively new and often-contested disciplinary field. This focus on the possibilities and limitations of visual studies methodologies is exemplified by our Voices of Visual Studies section, an ongoing, cross-volume conversation between diverse practitioners. However, we have had fewer discussions about the implications of our open access digital publication method, despite the fact that such a format also represents a relatively novel approach to scholarly production. While Refract’s founding editors debated the merits and drawbacks of digital publication, the majority of our conversations in subsequent years have centered on the goal of increasing accessibility: our digital team has worked to ensure that Refract’s format is compatible with evolving screen reader technology and that we are producing effective alt text, for example.Recent funding from The Humanities Institute (THI) at our home campus, the University of California, Santa Cruz, has given us an opportunity to extend these preliminary efforts and deepen our understanding of the stakes of digital publishing by producing a special supplement titled “Imagining the Future of Digital Publishing.”