Towards Improving the e-learning Experience for Deaf Students: e-LUX

Borgia, Fabrizio; Bianchini, Claudia S.; Marsico, Maria De

doi:10.1007/978-3-319-07440-5_21

Cited by 5 publications

(5 citation statements)

References 10 publications

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“…This was to research e-learning design to accommodate deaf students. In [6][7][8], there is no analysis of adaptive e-learning. For this point, it is possible to indicate lessons and the learner's learning style, which adds a specific feature to e-learning.…”

Section: Discussionmentioning

confidence: 99%

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

Luangrungruang

Kokaew

2022

Sustainability

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Deaf students apparently experience hardship in conventional learning; however, despite their inability to hear, nothing can stop them from reading. Although they perform impressively in memorizing the information, their literacy and reading capability still appear to be weak since they lack the chance to revise by listening and practicing repetitively. Currently, the teaching media for deaf students are quite rare and inadequate, forcing them to face difficulties in integrating new knowledge, even though most of the contents are in a form of written, printed, downloaded, or even accessible via an e-learning platform. However, it is crucial to bear in mind that each learner is different. There is evidence showing that some learners prefer particular methods of learning, also known as learning preferences or learning styles. Thus, the present study reports the sequence of learning styles obtained by using a modified VRK + TSL model that categorized students based on their learning styles. We also propose four different ways of teaching using content-adaptive learning styles, namely visual, reading/writing, kinesthetic, and Thai sign language. Based on personal preferences and the principle of universal design under synthesized learning, an e-learning model was developed to identify deaf learners’ learning styles. The objective is to provide e-learning to identify the learning styles of hearing-impaired students and to respond with up-to-date e-learning materials that can be used anywhere and at any time. These materials must support the education of deaf students. As a result, learners have increased efficiency and increased learning outcomes.

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Section: Discussionmentioning

confidence: 99%

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

Luangrungruang

Kokaew

2022

Sustainability

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“…In fact, it can be observed that most of them prefer to communicate using SLs (AntinoroPizzuto et al, 2010a). Therefore, dealing with the issues of deaf-oriented accessibility using only written VL is quite unrealistic (Borgia, et al, 2014), and any VL-based solution (VL captioning and transcription) to overcome the digital divide rarely solves the problem completely. In other words, captioning-based accessibility design may support the needs of people who become deaf after the acquisition of speech and language (post-lingual deafness).…”

Section: Vocal Languages Sign Languages and Accessibilitymentioning

confidence: 99%

“…In fact, they are far more accurate, fast, and comfortable using the paper-pencil approach rather than dealing with the (more or less) complex interaction styles of a digital editor. For this reason, the design of a new generation of SignWriting editors has been planned (Borgia et al, 2014), able to relieve the user of any, or most at least, burden related to clicking, dragging, searching, browsing on the UI during the composition process of a sign. The purpose of the designers is to implement an interaction style which is as similar as possible to the paper-pencil approach that humans normally use when writing or drawing.…”

Section: Optical Glyph Recognition For Signwriting: Sw-ogrmentioning

confidence: 99%

“…The system features a high level of iconicity, which in turn makes it very easy to learn and to master. Finally, the possibility to be employed in everyday use makes it the ideal candidate for a wide diffusion (Borgia et al, 2014).…”

Section: Writing Systems For Sl In Literaturementioning

confidence: 99%

“…Such interoperability is the idea underlying a multi-application framework, whose purpose is making SignWriting effectively exploitable as a communication mean and as a learning support for deaf people. Such framework, named SignWriting-oriented resources for the deaf (SWord), has already been sketched (Borgia et al, 2014), and is under development. SWord is intended to support the acquisition of a corpus of signs from 2 possible sources: user-composed via digital editors (SWift, in particular), and digitized SignWriting corpora (currently on paper) via SW-OGR.…”

Section: Conclusion and Integration Perspectivesmentioning

confidence: 99%

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A Concrete Example of Inclusive Design

Bianchini¹,

Borgia²,

Marsico³

2017

The Wiley Handbook of Human Computer Interaction

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One of the continuing challenges of Human Computer Interaction research is the full inclusion of people with special needs into the digital world. In particular, this crucial category includes people that experience some kind of limitation in exploiting traditional information communication channels. One immediately thinks about blind people, and several lines of research aim at addressing their needs. On the contrary, limitations suffered by deaf people are oftenunderestimated. This is often the result of a kind of ignorance or misunderstanding of the real nature of their communication difficulties. This chapter aims at both increasing the awareness of deaf problems in the digital world, and at proposing the project of a comprehensive solution for their better inclusion. As for the former goal, we will provide a birds-eye presentation of history and evolution of understanding of deafness issues, and of strategies to address them. As for the latter, we will present the design, implementation and evaluation of the first nucleus of a comprehensive digital framework to facilitate the access of deaf people into the digital world.

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Navarrete

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2017

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Educational Resources (OER) are being fostered as a global movement for providing educational opportunities to all. However, people with disabilities are still excluded from full participation because of the lack of accessibility of OER websites, as well as of the resources themselves. This work presents a proposal for the design of OER websites that would enable equitable access for all users. This design aims to bridge the accessibility gap through the personalization of the whole OER environment to facilitate an accessible User Experience (UX) based on a user profile that includes the self-identification of disability status. This profile configures not only the "look and feel" of the interface but also the delivery of educational resources suitable for this user profile. To achieve this purpose, the design goes beyond compliance with the ISO/IEC 40500 W3C Web Content Accessibility Guidelines (WCAG) 2.0, since it includes the personalization of the accessible experience through usability considerations and adaptations of educational resources. The delivery of educational resources matches the user's profile with regards to their sensory abilities, cognitive faculties and their requirements of functionality control, display layout, and language. As a proof of concept, we have developed an OER website based on this design and have conducted a set of UX tests that include users with

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Towards Improving the e-learning Experience for Deaf Students: e-LUX

Cited by 5 publications

References 10 publications

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students

A Concrete Example of Inclusive Design

Bridging the accessibility gap in Open Educational Resources

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