Testing the usability of information technology applicatins with learners with special educational needs (SEN)
Testing the usability of information technology applicatins with learners with special educational needs (SEN)
复制标题
测试信息技术应用程序对有特殊教育需要（SEN）的学习者的可用性
DOI：
--
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
P. Williams
中科院分区：
文献类型：
--
作者：
P. Williams
本文报告了一项研究的“可用性”要素，该研究考察了针对特殊教育需要（SEN）学生的多媒体学习环境（LE）的开发，旨在将学习者的要求与学习材料相匹配，从教师和学习支持助理制定的认知和可访问性概况中得出。在开发该系统的过程中，研究人员研究了如何进行可用性测试，以有意义地让有认知障碍的人参与其中。方法是在与工作人员访谈和大量观察涉及计算机使用的课程后制定的。可用性测试本身由一系列来自各种 SEN 来源的分级活动组成。他们只需要一两个动作——激活鼠标和/或引导光标——就可以完成。该研究强调了与由特殊教育需要学生组成的用户群体合作时固有的一些问题，包括解释违规行为和其他行为模式、使任务有意义，以及考虑帮助者的存在和提供的帮助程度。特别令人感兴趣的是任务的智力水平与系统的物理易用性相匹配的问题。本文提出了各种方法来避免引发的问题，并为进一步发展旨在促进独立学习和包容性的基于计算机的活动提出了建议。
This paper reports on the ‘usability’ element of a study examining the development of a multimedia Learning Environment (LE) for Special Educational Needs (SEN) students, designed to match learner requirements to learning materials, as elicited from cognitive and accessibility profiles drawn up by teachers and learning support assistants. In developing the system, the researchers examined how usability tests could be undertaken that meaningfully involved people with cognitive disabilities. Methods were developed following interviews with staff and much observation of lessons involving the use of computers. The usability tests themselves consisted of a series of graded activities drawn from various SEN sources. They required only one or two actions – activating a mouse and/or guiding a cursor – for completion. The study highlighted a number of issues inherent in working with a user group comprising SEN students, including interpreting non-compliance and other behaviour patterns, making tasks meaningful, and accounting for the presence and degree of assistance given by a helper. Of particular interest was the issue of matching the intellectual level of tasks with the physical ease-of-use of the system. The paper suggests various methods for obviating problems elicited, and makes recommendations for the further development of computer-based activities designed to promote independent learning and inclusivity.