June 24, 2017
June 24, 2017
June 28, 2017
Diversity and ASEE Diversity Committee
Deaf and hard of hearing (deaf) students are underrepresented in engineering disciplines, in part because they do not have full access to spoken information even with aural-to-visual accommodations. Some deaf or hard of hearing (deaf) students in lecture or labs rely on captions that display speech as text in real-time. They usually watch captions through a personal display. The disadvantage of focusing on a visually separated screen from the lab activities, is that they cannot easily see other students or current lab activity. This isolation contributes to student frustration and risk of doing poorly or withdrawing from introductory engineering courses with lab components. They also cannot tell who is talking or when, and cannot interrupt, and this sense of isolation contributes to lack of inclusion and sense of belonging. To a smaller extent, some hearing students misunderstand spoken information, especially in lab environments.
We extend and evaluate the use of our Real-Time Text Display (RTTD), to handle multiple speakers (RTTD-MS) for engineering labs. RTTD was developed to address the isolation of deaf students. It projected a real-time display of captions (RTTD) above a teacher who moved around in class lectures. We extend the RTTD system to track and display captions multiple speakers: RTTD-MS.
Our first study with RTTD found that deaf students in engineering course lectures significantly prefer it over captions on personal displays. Our second study with RTTD, over several engineering course lectures revealed that hearing students also preferred it over no captions at all. The hearing students preferred it because they could review spoken information that they misheard or missed, by reviewing captions that are displayed for several seconds.In this paper, we explore issues related to speech access and group communication through surveys and evaluation of RTTD-MS, for both deaf and hearing students in first year, introductory level engineering laboratory sections.
Our survey of first year deaf and hearing students about their perception of accessibility and inclusiveness of lab sessions sessions indicated that deaf students felt lab sessions were much more confusing than classroom lectures, and that they were not satisfied with the accessibility of captions, and did not feel included as they did not know who was speaking. New hearing students also, but felt they often missed information when they did not understand unfamiliar words or concepts in group activities in lab sessions. Our evaluation of RTTD-MS analyzed how deaf and hearing students used RTTD-MS to access information and feel more included in group activities in lab sessions. The study gathered both quantitative and qualitative information from each feature of the RTTD-MS display, such as speaker identification and the number of displayed lines. It reports the feedback and comments from the students on how direct and alternative access to spoken information promotes accessibility and inclusion of both deaf and hearing students in first year, engineering lab sections.
Kushalnagar, R. S., & Behm, G. W., & Ali, S. S., & Harvey, S. M., & Bercan, K. G. (2017, June), Enhancing participation of deaf engineering students in lab discussion Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28278
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015