{"title":"虚拟教室的非视觉使用:基于屏幕阅读软件的分析","authors":"Wiebke Köhlmann, U. Lucke","doi":"10.1109/ICALT.2014.172","DOIUrl":null,"url":null,"abstract":"Inclusion gains in importance in educational settings and thus also in synchronous online learning and collaboration. New barriers arise for blind users because of dynamic, synchronous and graphical content and interfaces. This paper defines scenarios, analyses to what extent these virtual classrooms can be used by blind learners using the screen reading software Jaws and describes barriers encountered.","PeriodicalId":268431,"journal":{"name":"2014 IEEE 14th International Conference on Advanced Learning Technologies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Non-visual Usage of Virtual Classrooms: An Analysis Using Screen Reading Software\",\"authors\":\"Wiebke Köhlmann, U. Lucke\",\"doi\":\"10.1109/ICALT.2014.172\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Inclusion gains in importance in educational settings and thus also in synchronous online learning and collaboration. New barriers arise for blind users because of dynamic, synchronous and graphical content and interfaces. This paper defines scenarios, analyses to what extent these virtual classrooms can be used by blind learners using the screen reading software Jaws and describes barriers encountered.\",\"PeriodicalId\":268431,\"journal\":{\"name\":\"2014 IEEE 14th International Conference on Advanced Learning Technologies\",\"volume\":\"5 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2014 IEEE 14th International Conference on Advanced Learning Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT.2014.172\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2014 IEEE 14th International Conference on Advanced Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT.2014.172","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Non-visual Usage of Virtual Classrooms: An Analysis Using Screen Reading Software
Inclusion gains in importance in educational settings and thus also in synchronous online learning and collaboration. New barriers arise for blind users because of dynamic, synchronous and graphical content and interfaces. This paper defines scenarios, analyses to what extent these virtual classrooms can be used by blind learners using the screen reading software Jaws and describes barriers encountered.
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