A comparative study of an assistive e-learning interface among students with and without visual and hearing impairments

Farhan, Wejdan; Razmak, Jamil

doi:10.1080/17483107.2020.1786733

Cited by 16 publications

(10 citation statements)

References 40 publications

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“…There is a range of research papers that explored and recommended teaching strategies and alternative forms of assessment that can assist hearing-impaired students to learn through online learning platforms (Alsadoon & Turkestani, 2020;Farhan & Razmak, 2020;Krishnan et al, 2020;Mantzikos & Lapp, 2020;Mingsiritham & Chanyawudhiwam, 2020). These papers acknowledged that hearing impairment hinders students' ability to perceive information in the learning management systems and "requires the commitment of all stakeholders including researchers, designers, developers and academic decision makers to address these abilities."…”

Section: Research Problem and Significancementioning

confidence: 99%

“…Understanding these needs, preferences and challenges will allow the designers and developers of learning management systems and e-learning platforms to embed features that will facilitate the online learning experience for deaf and hard-of-hearing students. According to Farhan & Razmak (2020), designers and developers of e-learning systems must make it a priority to address the needs of hearing-impaired students in their interface and human computer interaction (HCI) designs.…”

Section: Research Problem and Significancementioning

confidence: 99%

“…These systems should also easily allow users to customize the language of the interface because studies revealed that "DHH students have weaker English language skills than their hearing peers" (McClive et al, 2020, p.2). Unfortunately, many software HCI developers and designers are not aware of these needs and preferences (Farhan & Razmak, 2020). Additionally, these developers and designers must also consider the perspective of educators, not merely for their hearing-impaired students (Farhan & Razmak, 2020).…”

Section: Theoretical Overviewmentioning

confidence: 99%

“…Unfortunately, many software HCI developers and designers are not aware of these needs and preferences (Farhan & Razmak, 2020). Additionally, these developers and designers must also consider the perspective of educators, not merely for their hearing-impaired students (Farhan & Razmak, 2020). Such special considerations are necessary and will help these students conduct tasks through interfaces that support their requirements.…”

Section: Theoretical Overviewmentioning

confidence: 99%

“…Educators also need "to produce multimedia with greater content customization" (Baroni & Lazzari, 2020, p.175). In an attempt to apply some of these customised considerations, Farhan & Razmak (2020) developed a new e-learning interface with interactional features for use by students with hearing and visual impairments. The interface allows students to "place the cursor over content for it to be read aloud and/or to provide sign language."…”

Section: Theoretical Overviewmentioning

confidence: 99%

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Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

Hashimi

Alsindi

2021

IJLTER

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As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students.

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