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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,
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knowledge and skills are the principal concern with respect to the adoption and usage of
learning technology for visually impaired learners. |
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