Enhancing the acceptance of interactive online learning of hearing-impaired students

Yuh Tyng Chen, Shyh-Nan Liou

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Interactive online learning environment with audiovisual multimedia has improved significantly in increasing learning effectiveness. However, for hearing-impaired students who have difficulties in internet multimedia systems associated with audio and visual information require further design to overcome their limitation. To this end, the present study develops an interactive online learning environment to increase accessibility and interactivity for hearing-impaired students based on hyperlink techniques, modular concepts and online discussions. In particular, for increasing accessibility, in Course Design, to capture attention and arouse interests, 1) we provide pre-course briefing with sign language and lip language, and displaying learning outcome, for reducing cognitive loading, and 2) categorize topics and simplify course contents, for providing enough time to comprehend, moreover, we add 3)self-assessment and online forum as synchronized discussion. For increasing interactivity, in Interface Design, we provide 4) index buttons for fast understanding of course outline and 5) self selection of course, and 6) impressive visual guide to highlight important points and to help comprehension of course contents. Our empirical experiments based on 60 hearing-impaired students showed that the abovementioned five enhancement designs have significant increase their intention to use interactive online learning environment manifested in Technology Acceptance Model (TAM). The results showed that the accessibility and interactivity respectively produced significant effects on perceived ease of use and perceived usefulness, and then that the hearing-impaired students felt helpful and intended to use the interactive online learning environment as often as needed. However, it was also found that perceived ease of use did not produce direct effects on the hearing-impaired students' intention to use. The implication in design better online learning environment for particular users and contribution in developing orange technology of learning are discussed.

Original languageEnglish
Title of host publicationIEEE International Conference on Orange Technologies, ICOT 2014
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages141-144
Number of pages4
ISBN (Electronic)9781479962846
DOIs
Publication statusPublished - 2014 Nov 12
Event2014 IEEE International Conference on Orange Technologies, ICOT 2014 - Xi'an, China
Duration: 2014 Sep 202014 Sep 23

Other

Other2014 IEEE International Conference on Orange Technologies, ICOT 2014
CountryChina
CityXi'an
Period14-09-2014-09-23

Fingerprint

Audition
Students
Multimedia systems
Internet
Experiments

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Engineering(all)

Cite this

Chen, Y. T., & Liou, S-N. (2014). Enhancing the acceptance of interactive online learning of hearing-impaired students. In IEEE International Conference on Orange Technologies, ICOT 2014 (pp. 141-144). [6956619] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ICOT.2014.6956619
Chen, Yuh Tyng ; Liou, Shyh-Nan. / Enhancing the acceptance of interactive online learning of hearing-impaired students. IEEE International Conference on Orange Technologies, ICOT 2014. Institute of Electrical and Electronics Engineers Inc., 2014. pp. 141-144
@inproceedings{75c061e4f7fc4b6ebb4116eaf77f0e95,
title = "Enhancing the acceptance of interactive online learning of hearing-impaired students",
abstract = "Interactive online learning environment with audiovisual multimedia has improved significantly in increasing learning effectiveness. However, for hearing-impaired students who have difficulties in internet multimedia systems associated with audio and visual information require further design to overcome their limitation. To this end, the present study develops an interactive online learning environment to increase accessibility and interactivity for hearing-impaired students based on hyperlink techniques, modular concepts and online discussions. In particular, for increasing accessibility, in Course Design, to capture attention and arouse interests, 1) we provide pre-course briefing with sign language and lip language, and displaying learning outcome, for reducing cognitive loading, and 2) categorize topics and simplify course contents, for providing enough time to comprehend, moreover, we add 3)self-assessment and online forum as synchronized discussion. For increasing interactivity, in Interface Design, we provide 4) index buttons for fast understanding of course outline and 5) self selection of course, and 6) impressive visual guide to highlight important points and to help comprehension of course contents. Our empirical experiments based on 60 hearing-impaired students showed that the abovementioned five enhancement designs have significant increase their intention to use interactive online learning environment manifested in Technology Acceptance Model (TAM). The results showed that the accessibility and interactivity respectively produced significant effects on perceived ease of use and perceived usefulness, and then that the hearing-impaired students felt helpful and intended to use the interactive online learning environment as often as needed. However, it was also found that perceived ease of use did not produce direct effects on the hearing-impaired students' intention to use. The implication in design better online learning environment for particular users and contribution in developing orange technology of learning are discussed.",
author = "Chen, {Yuh Tyng} and Shyh-Nan Liou",
year = "2014",
month = "11",
day = "12",
doi = "10.1109/ICOT.2014.6956619",
language = "English",
pages = "141--144",
booktitle = "IEEE International Conference on Orange Technologies, ICOT 2014",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
address = "United States",

}

Chen, YT & Liou, S-N 2014, Enhancing the acceptance of interactive online learning of hearing-impaired students. in IEEE International Conference on Orange Technologies, ICOT 2014., 6956619, Institute of Electrical and Electronics Engineers Inc., pp. 141-144, 2014 IEEE International Conference on Orange Technologies, ICOT 2014, Xi'an, China, 14-09-20. https://doi.org/10.1109/ICOT.2014.6956619

Enhancing the acceptance of interactive online learning of hearing-impaired students. / Chen, Yuh Tyng; Liou, Shyh-Nan.

IEEE International Conference on Orange Technologies, ICOT 2014. Institute of Electrical and Electronics Engineers Inc., 2014. p. 141-144 6956619.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Enhancing the acceptance of interactive online learning of hearing-impaired students

AU - Chen, Yuh Tyng

AU - Liou, Shyh-Nan

PY - 2014/11/12

Y1 - 2014/11/12

N2 - Interactive online learning environment with audiovisual multimedia has improved significantly in increasing learning effectiveness. However, for hearing-impaired students who have difficulties in internet multimedia systems associated with audio and visual information require further design to overcome their limitation. To this end, the present study develops an interactive online learning environment to increase accessibility and interactivity for hearing-impaired students based on hyperlink techniques, modular concepts and online discussions. In particular, for increasing accessibility, in Course Design, to capture attention and arouse interests, 1) we provide pre-course briefing with sign language and lip language, and displaying learning outcome, for reducing cognitive loading, and 2) categorize topics and simplify course contents, for providing enough time to comprehend, moreover, we add 3)self-assessment and online forum as synchronized discussion. For increasing interactivity, in Interface Design, we provide 4) index buttons for fast understanding of course outline and 5) self selection of course, and 6) impressive visual guide to highlight important points and to help comprehension of course contents. Our empirical experiments based on 60 hearing-impaired students showed that the abovementioned five enhancement designs have significant increase their intention to use interactive online learning environment manifested in Technology Acceptance Model (TAM). The results showed that the accessibility and interactivity respectively produced significant effects on perceived ease of use and perceived usefulness, and then that the hearing-impaired students felt helpful and intended to use the interactive online learning environment as often as needed. However, it was also found that perceived ease of use did not produce direct effects on the hearing-impaired students' intention to use. The implication in design better online learning environment for particular users and contribution in developing orange technology of learning are discussed.

AB - Interactive online learning environment with audiovisual multimedia has improved significantly in increasing learning effectiveness. However, for hearing-impaired students who have difficulties in internet multimedia systems associated with audio and visual information require further design to overcome their limitation. To this end, the present study develops an interactive online learning environment to increase accessibility and interactivity for hearing-impaired students based on hyperlink techniques, modular concepts and online discussions. In particular, for increasing accessibility, in Course Design, to capture attention and arouse interests, 1) we provide pre-course briefing with sign language and lip language, and displaying learning outcome, for reducing cognitive loading, and 2) categorize topics and simplify course contents, for providing enough time to comprehend, moreover, we add 3)self-assessment and online forum as synchronized discussion. For increasing interactivity, in Interface Design, we provide 4) index buttons for fast understanding of course outline and 5) self selection of course, and 6) impressive visual guide to highlight important points and to help comprehension of course contents. Our empirical experiments based on 60 hearing-impaired students showed that the abovementioned five enhancement designs have significant increase their intention to use interactive online learning environment manifested in Technology Acceptance Model (TAM). The results showed that the accessibility and interactivity respectively produced significant effects on perceived ease of use and perceived usefulness, and then that the hearing-impaired students felt helpful and intended to use the interactive online learning environment as often as needed. However, it was also found that perceived ease of use did not produce direct effects on the hearing-impaired students' intention to use. The implication in design better online learning environment for particular users and contribution in developing orange technology of learning are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84916211966&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84916211966&partnerID=8YFLogxK

U2 - 10.1109/ICOT.2014.6956619

DO - 10.1109/ICOT.2014.6956619

M3 - Conference contribution

SP - 141

EP - 144

BT - IEEE International Conference on Orange Technologies, ICOT 2014

PB - Institute of Electrical and Electronics Engineers Inc.

ER -

Chen YT, Liou S-N. Enhancing the acceptance of interactive online learning of hearing-impaired students. In IEEE International Conference on Orange Technologies, ICOT 2014. Institute of Electrical and Electronics Engineers Inc. 2014. p. 141-144. 6956619 https://doi.org/10.1109/ICOT.2014.6956619