The VIVID model : accessible IT e-learning environments for the vision impaired

Sighted learners and vision impaired learners experience different problems when accessing e-learning environments. Web designers use complex visual images and interactive features which learners with vision impairment are unable to access. Learners with vision impairment must rely on assistive technologies to acquire the information they are seeking. Vision impaired learners must have conversion facilities to translate the contents of these displays into readable and accessible formats.This research identifies problems faced by learners with vision impairment and demonstrates how e-learning environments must be modified to ensure success. The most significant problems are the lack of accessibility to teaching materials and an inability to participate in the learning experience to the same extent as sighted learners. Learning materials designed for sighted learners are often unsuited to those with vision impairment. Frequently, text provided is too small and unable to be altered; colour graphics are of little value unless accompanied by text or audio description and interactive Web sites present numerous challenges in navigation. Most courses are designed for sighted learners and learners with vision impairment struggle to maintain the required timeframe because of difficulties in reading texts and documents, completing assignments and sourcing reference materials due to their inaccessible formats and presentation.These problems result in lower academic achievement for vision impaired learners, which in turn lead to a lack of choices in employment opportunities. Learning environments for people with vision impairment need specific consideration in design and implementation. This ensures that the learning materials meet their needs and allow maximum accessibility so that the learners can achieve the same outcomes as their sighted peers.There is a small number of existing models to assist the design of e-learning sites for people with a disability. Kelley’s holistic model (2005) and Seale’s contextualised model (2006) are designed for people with disabilities in general and not specifically for those with vision impairment. Lazar’s Web accessibility integration model (2004) does not take into account the importance of social elements. Prougestaporn’s WAVIP model, (2010) whilst it has generic guidelines, the model is limited in its scope.Venable’s Design Science Research method was chosen to investigate the specific problems faced by vision impaired learners enrolled in IT e-learning courses. The characteristics of approximately one hundred adult vision impaired learners were investigated using two case study environments. The data were collected by observation and semi-structured interviews. Additionally, data were collected from these same learners to identify their specific needs in a Web-based learning situation. Accessibility needs were also identified and analysed. These activities involved the Problem Diagnosis stage in the Design Science Research model. Accessibility guidelines and legal and statutory requirements from several sources were also investigated. The components needed to deliver an effective, fully accessible IT curriculum in two Web-based e-learning environments for the vision impaired was then identified.Information was compiled from studying two learning environments for the vision impaired. Data instruments used in this phase were observations and semi-structured interviews with vision impaired learners and teachers. These activities involved the Problem Diagnosis and Theory Building stages of the Venable model. The relationships between the characteristics and needs of the learner, and the components of the learning environment for an Information and Communications and Technology (ICT) curriculum were analysed and then synthesised to build a conceptual model of an effective Web-based e-learning environment for the vision impaired.A new theoretical model, the Vision Impaired using Virtual IT Discovery (VIVID) was then developed. This holistic framework takes into account the specific needs of vision impaired learners. It also includes a social element which vision impaired learners identified as being extremely important to the success of their learning. This activity involved both the Technology Design/Invention state and the Theory Building stage in the Venable model.An evaluation was carried out by a focus group of eight experts in the field of accessible and e-learning course design and the model was then modified to incorporate their suggestions.The resulting model is a high level, comprehensive conceptual model that can be applied in differing pedagogical environments relating to IT education for adult learners with vision disabilities. It provides a framework to guide education managers, instructional designers and developers who are creating accessible IT e-learning environments for the vision impaired.Whilst this model relates only to the IT area, further research could extend its use to other curriculum areas and to those learners with multiple disabilities

Proceedings of the 2nd European conference on disability, virtual reality and associated technologies (ECDVRAT 1998)

The proceedings of the conferenc

The Successful Foreign Language Classroom: Affect, Empathy, and Engagement

This portfolio is the culmination of the author’s work in the Master of Second Language Teaching program at Utah State University. Throughout this collection the author shares her personal views and experiences from teaching secondary and postsecondary beginning Spanish courses, supporting her claims with existing research. The portfolio consists of three sections: (1) teaching perspectives, (2) research perspectives, and (3) annotated bibliographies. The objective of this work is to identify hindrances to the progress of foreign language teachers and learners, and best practices to stimulate their success. On the basis that language learning can promote cross-cultural understanding, these findings are valuable to educators and learners who seek to bridge cultural divides and unify their communities—one classroom at a time

Towards a Sustainable Life: Smart and Green Design in Buildings and Community

This Special Issue includes contributions about occupants’ sustainable living in buildings and communities, highlighting issues surrounding the sustainable development of our environments and lives by emphasizing smart and green design perspectives. This Special Issue specifically focuses on research and case studies that develop promising methods for the sustainable development of our environment and identify factors critical to the application of a sustainable paradigm for quality of life from a user-oriented perspective. After a rigorous review of the submissions by experts, fourteen articles concerning sustainable living and development are published in this Special Issue, written by authors sharing their expertise and approaches to the concept and application of sustainability in their fields. The fourteen contributions to this special issue can be categorized into four groups, depending on the issues that they address. All the proposed methods, models, and applications in these studies contribute to the current understanding of the adoption of the sustainability paradigm and are likely to inspire further research addressing the challenges of constructing sustainable buildings and communities resulting in a sustainable life for all of society

Design and Evaluation of a Virtual Reality Game to Improve Physical and Cognitive Acuity

Physical and mental health are both integral to healthy living and ageing, and a causal-cum-symbiotic relationship has been observed between the two. Physical and cognitive activities such as exercise and board games are known to promote healthy ageing. In this regard, highly engaging lightboard games are known to improve hand-eye coordination, reflexes, and motor skills for individuals. Immersivity of virtual reality games can transform mundane and repetitive exercise routines into stimulating experiences, and they can be utilized by users to improve physical and cognitive performance from the comfort of their homes. In this study, we adopt design science framework to design, develop and evaluate a VR BATAK lightboard game to improve physical reaction, hand-eye coordination, visual memory and cognitive processing. Based on the findings from evaluation over three phases, we propose three design principles related to accessibility, sensory cueing and cognitive loading, as theoretical and practical contributions of this study

Transforming our World through Universal Design for Human Development

An environment, or any building product or service in it, should ideally be designed to meet the needs of all those who wish to use it. Universal Design is the design and composition of environments, products, and services so that they can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability. It creates products, services and environments that meet people’s needs. In short, Universal Design is good design. This book presents the proceedings of UD2022, the 6th International Conference on Universal Design, held from 7 - 9 September 2022 in Brescia, Italy.The conference is targeted at professionals and academics interested in the theme of universal design as related to the built environment and the wellbeing of users, but also covers mobility and urban environments, knowledge, and information transfer, bringing together research knowledge and best practice from all over the world. The book contains 72 papers from 13 countries, grouped into 8 sections and covering topics including the design of inclusive natural environments and urban spaces, communities, neighborhoods and cities; housing; healthcare; mobility and transport systems; and universally- designed learning environments, work places, cultural and recreational spaces. One section is devoted to universal design and cultural heritage, which had a particular focus at this edition of the conference. The book reflects the professional and disciplinary diversity represented in the UD movement, and will be of interest to all those whose work involves inclusive design