Browsing by Author "Kamaghe, Juliana"

Now showing 1 - 2 of 2

Enhanced m-learning assistive technology to support visually impaired learners in Tanzania the case of higher learning institution
(NM-AIST, 2021-03) Kamaghe, Juliana
The growing penetration of mobile and networked devices, for example, standard phones, smartphones and tablets have gradually transformed the mode of teaching and learning in Higher Learning Institutions (HLIs). The learning process is increasingly online, with students using electronic devices to access content and to self-learn at any time and from any place. This online ubiquitous learning is termed electronic-learning, or mobile learning (M-learning) when mobile devices are used. In Tanzania, 36% of people aged 24-29, which is the largest age group of students in HLIs, own a mobile device. As a result, m learning has been increasingly adopted by HLIs. However, little is known on the level of engagement in M- learning by visually impaired learners (VILs) in Tanzania; for instance, the tools they use and the challenges encountered when accessing learning contents. With an estimated 250 VILs in Tanzanian HLIs, it is essential to ensure that the ever-increasing reliance on electronic and mobile learning does not leave them with knowledge and skills gaps, as these could contribute to poor performance, dropping out and lower chances of employment after graduation. In this regard, assistive technology is needed in HLIs because as the world shifts from traditional classroom settings to online settings, VILs needs it in order to move with the pace and improve academic achievement. This study is intended to determine the usability of existing versatile assistive technologies among VILs in Tanzanian HLIs and the challenges that they face when accessing online learning platforms. User requirements for assistive features were gathered, and an assistive technology prototype was developed and validated. Data were collected via surveys and interviews involving 33 VILs in four HLIs. The study found that 67% of respondents did not know about mobile assistive technologies or integrated assistive technologies on online learning platforms. Also, 66% could not afford smartphones and were therefore unable to use assistive technologies. The prototype was developed for Android devices and consists of three parts: a user management component for user authentication; a learning resources component for a learning management system available in their HLIs; and a speech synthesizer. Whereby the platform can be able to synthesizer text and graphical contents into audio content, with the pitch analyzer. A usability test was conducted with 7 VILs using the System User Scale (SUS) questionnaire. The prototype achieved an average score of seventy-six-point eight percent (76.8%), which was higher than the 68% usability score given to existing Android accessibility tools. It is confirmed that accessibility, ii knowledge and skills are the principal concern with respect to the adoption and usage of learning technology for visually impaired learners.
Usability test for cloud-based m-learning assistive technology for visually impaired learners in Tanzania’s higher learning institutions
(International Journal of Advanced Technology and Engineering Exploration, 2019-08) Kamaghe, Juliana; Luhanga, Edith; Michael, Kisangiri
The advancement of learning technologies has paved the way for learners to learn at their own pace. For visually impaired learners have been relying on other learners to get information through their smart devices. The purpose of this study focuses on usability test for designing assistive technology prototypes for m-learning to be used by visually impaired learners. The research was conducted to gather user requirement in developing m-learning assistive technology by which its Android packet kit was installed in smart devices to enable visually impaired learners to get accessibility and usability of the mobile learning management system available. The developed m-learning assistive technology prototype provide services to visually impaired learners through smart devices. The system contains three parts; namely, user management include user authentication for higher learning institutions, learning resources, and speech synthesizer. The overall results were obtained was 78%, which exceeded the standard results for usability, which is 68%; this shows that m-learning assistive technology perceived the use and acceptance by the intended users (visually impaired learners).