New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Deaf and Hard of Hearing (DHH) students cannot follow classroom lectures without accommodations such as real-time speech-to-text transcription. Current classroom transcription systems, such as C-Print improve access to classroom lectures, but still do not provide equivalent access to spoken information. Thse transcription systems require the DHH students to watch the transcription on a personal laptop screen, which is suitable for speeches, but not engineering lectures. Unlike speeches, most engineering lectures include use of detailed visuals such as slides or diagrams, and sequential procedures. DHH students constantly look away from their laptop display to search and study the visuals. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers. However, the need to process simultaneous aural and visual information can also be taxing for hearing students, and previous studies have shown that they also benefit from real-time speech-to-text transcription.
We evaluated RTD display usability by both deaf and hearing students in an engineering class. The study examined the factors that influence hearing students' use of RTD as an alternative source of information to help with their learning process in the classroom, and the factors that influence deaf students' use of RTD.
Our evaluation showed that DHH students significantly prefer a continuously moving RTD with three lines, and prefer minimum distance between the presenter and images. On the other hand, hearing students significantly prefer RTD that moves from location to location and has 6 lines. Feedback from both participants suggest that future enhancements should focus on improving the flow and ending of each line of the display text.
Kushalnagar, R. S., & Behm, G. W., & Kelstone, A. W., & Trager, B., & Weber, M. R., & Ali, S. S., & Lee, J. D. (2016, June), Inclusive Learning through Real-time Tracking Display of Captions Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25647
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