视觉障碍用户在信息检索中使用数字系统的无障碍性

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Fridah Gatwiri Kiambati, Samuel Wanyonyi Juma, Brenda Aromu Wawire
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引用次数: 0

摘要

目的本文旨在评估数字信息系统的可访问性,将其作为视障(VI)用户进行信息检索时的一个关键可用性属性,从而为无障碍信息系统的开发提供参考。研究结果表明,性别并不影响屏幕阅读器兼容性、替代格式偏好、对无障碍内容或数字图书馆可浏览性的看法。相反,视力障碍类型、之前接受过的辅助技术(AT)培训和使用数字图书馆的频率对这些属性有重大影响。盲人学生报告了积极的体验,喜欢替代格式,并对无障碍内容表达了积极的看法,而低视力学生则面临更多挑战。事先接受过辅助技术培训和经常使用数字图书馆的学生,屏幕阅读器兼容性更高,导航能力更强。对于那些曾经接受过辅助技术培训的人来说,数字图书馆使用率的提高与获取替代内容有关。还需要进一步的研究来探讨可能影响数字系统无障碍性的其他因素,如用户界面的设计,以及对其他类别残疾(如听力障碍、肢体障碍、自闭症和智力障碍等)的数字系统无障碍性的评估。开发人员可以利用本研究的发现来提高数字平台与屏幕阅读器的兼容性,并提供替代格式和无障碍内容。以用户为中心的设计原则可用于创建易于浏览、对视觉障碍用户友好的界面。应向用户提供有关辅助技术的培训计划,以提高他们使用数字系统的技能和信心。这项研究还指出了为视障人士创建更具包容性和可用性的数字环境的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Accessibility of digital systems in information retrieval by users with visual impairment

Purpose

This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform development of accessible information systems.

Design/methodology/approach

This study used a cross-sectional survey design based on the quantitative research paradigm. Data was collected from 117 students with visual impairments from selected public universities in Kenya, using a semi-structured questionnaire adapted from Web Content Accessibility Guidelines.

Findings

This study revealed that gender did not influence screen reader compatibility, alternative format preferences, perceptions of accessible content or digital library navigability. Instead, type of visual impairment, prior assistive technology (AT) training and digital library use frequency significantly impacted these attributes. Blind students reported positive experiences, favouring alternative formats, and expressed positive views on accessible content while those with low vision faced more challenges. Prior training in assistive technology and frequent digital library use resulted in higher screen reader compatibility and better navigability. Increased digital library use was linked to access to alternative content for those with prior assistive technology training.

Research limitations/implications

This study contributes to the existing literature on accessibility of digital information systems for users with visual impairments. Further research is needed to explore other factors that may influence the accessibility of digital systems, such as the design of user interfaces as well as an evaluation of accessibility of digital systems for other categories of disabilities such as hearing impairment, physical impairment, autism and intellectual disability, among others.

Practical implications

The findings of this study have practical implications for the design and development of digital systems such as digital libraries. Developers can leverage findings of this study to enhance compatibility of digital platforms with screen readers and provide alternative formats and accessible content. User-centred design principles can be used to create interfaces that are easy to navigate and friendly to users with visual impairments. Training programmes on assistive technology should be provided to users to enhance their skills and confidence in using digital systems.

Originality/value

This study contributes towards design and creation of navigable systems that are compatible with screen readers. The study also points out the importance of creating more inclusive and usable digital environments for persons with visual impairments.

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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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