Evaluation of technology acceptance of a computer rehabilitation tool

Bozelle, Christelle; Bétrancourt, Mireille; Deriaz, Marielle; Pelizzone, M.

doi:10.1145/1463689.1463714

Cited by 2 publications

(4 citation statements)

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“…From this search, 175 items were found and, after applying exclusion criteria, it resulted in 07 included papers. Therefore, from this review, seven papers were selected [3,5,16,18,23,26,27].…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

“…On the subject of types of technology considered by researchers, [3] proposed a mobile application that translates a given English written phrase to Signwriting and vice-versa, as an alternative to exchanging SMS between people who are D/HH and hearing individuals; [5] conceived a speech rehabilitation system for D/HH children between 1 and 4 years old that use cochlear implants; [16] proposed a prototype of Sign Language Interpreter Module (SLI Module) to improve Web accessibility for deaf users, providing alternative information formats, which was evaluated by thirty one D/HH students with ages between 15 and 21; [18] evaluated mixed reality, using animated avatars, within an assistive learning system with hearing and deaf students; [23] proposed a Semantic and Syntactic Transcription Analysing Tool (SSTAT) to improve the quality of transcriptions delivered by automatic speech recognition systems, and evaluated it with deaf and hearing students; [26] investigated acceptance of the Dictation function of Nuance's Sample Voice Recognition App among eleven D/HH students with age average of 28; and, [27] chose Digital TV as the technology which was subsequently evaluated by people who are deaf and hearing individuals.…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

“…With respect to the constructs used by these researchers, [5] conducted acceptance evaluation with TAM but did not use other constructs; [26] used TAM in their investigation, including other factors that were relevant for technology use in educational environments, such as: hedonic quality attributes (emotional user experience), usability, future expectations of educational improvement, social influence, empowerment of technology, educational barriers; [27] proposed ADOPT-DTV model, adapted from UTAUT, and included three constructs -self-sufficiency, anxiety, attitudes -regarding the use of technologies and intention of adoption (will adopt, undecided, won't adopt). [3,16,18,23] proposed a new technology and conducted technology acceptance evaluations; however, these authors did not use or propose structured models.…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

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Technology Acceptance Evaluation by Deaf Students Considering the Inclusive Education Context

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2015

Human-Computer Interaction – INTERACT 2015

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As a consequence of the National Policy on Special Education on the Perspective of Inclusive Education in Brazil, established in 2007, mainstream schools have begun receiving a greater number of Deaf or Hard of Hearing (D/HH) students that previously attended specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to secondary school; i.e., there are reasons to believe that educational barriers are imposed on the means these students have of conquering a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account constructs that involve aspects of the inclusive education context, as well as performing a pilot test on the interaction of 16 D/HH users with a mobile application, called SESSAI, to evaluate the model. SESSAI consists of a technology-mediated form of communication, which allows hearing persons and D/HH individuals to interact through an automatic recognition system. Among the constructs of the model, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles of literature review and conduction of tests. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality (emotional user experience), and also considers issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users' personal motivation and context of use aspects, and it can be used for the purpose for which it was proposed. Further investigations need to be conducted in order to adjust the model questionnaire and to recruit a broader number of participants.

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Section: Systematic Literature Reviewmentioning

confidence: 99%

Section: Systematic Literature Reviewmentioning

confidence: 99%

Section: Systematic Literature Reviewmentioning

confidence: 99%

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Technology Acceptance Evaluation by Deaf Students Considering the Inclusive Education Context

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2015

Human-Computer Interaction – INTERACT 2015

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“…Com relação aos modelos de aceitação, apenas dois utilizaram os modelos TAM e UTAUT, respectivamente,Bozelle et al (2008) eQuico et al (2012). Nos outros 03 trabalhos, alguns fatores para avaliar a aceitação de recursos mediados por tecnologia foram utilizados, contudo, nenhum modelo formal já existente ou ; (ii) percepção da aceitação da transcrição; (iii) utilidade (usefulness); e, (iv) percepção de usabilidade.…”

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Aceitação de tecnologia por estudantes surdos na perspectiva da educação inclusiva

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Agradeço à minha querida amiga Tatiana Annoni Pazeto, que não mediu esforços para me ajudar ao longo dessa caminhada, especialmente nos momentos mais difíceis. Amigos de verdade são poucos e você faz parte desse grupo seleto! Minha "Profe" querida, professora Lucia Vilela Leite Filgueiras, agradeço imensamente por seus ensinamentos, por nossas conversas e pela inspiração que é, como mulher, profissional, e amiga (nas horas vagas). Não é por acaso que nós encontramos pessoas especiais pelo caminho de nossas vidas, fico feliz que o universo tenha conspirado para que esse encontro acontecesse. Agradeço à Associação de Surdos de Rondonópolis (ASSUROO), em nome de seu presidente Adilson Moraes, pela participação na pesquisa, pela confiança em meu trabalho e pelas amizades conquistadas. Tenho certeza que nos encontraremos muito pela frente. Agradeço às escolas que me receberam com tanto carinho. Ao professor Jáison Leite do CEAADA, e aos pessoal da Divisão de Educação Especial da Secretaria Municipal de Educação de Rondonópolis. Agradeço também as empresas: Nuance Brasil, em nome do colega Américo Talarico Neto, e KperSoft, em nome do amigo Emanuel J. Santos. Agradeço à CAPES, à FAPEMAT, à USP, em nome do professor Dr. André Riyuti Hirakawa, e à UFMT, em nome da professora Dra. Patrícia Cristiane de Souza e do professor Dr. Cristiano Maciel, por fazer possível esse sonho ser realizado. Algumas pessoas foram bem especiais em momentos desta tese, que sem elas provavelmente não seria tão prazeroso. Primeiramente, os intérpretes. Ah, os intérpretes! Abençoados sejam! Josimar Cézar,

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Evaluation of technology acceptance of a computer rehabilitation tool

Cited by 2 publications

References 2 publications

Technology Acceptance Evaluation by Deaf Students Considering the Inclusive Education Context

Technology Acceptance Evaluation by Deaf Students Considering the Inclusive Education Context

Aceitação de tecnologia por estudantes surdos na perspectiva da educação inclusiva

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