Digital inclusion of students with visual impairment: A usability evaluation of digital information system interface

• In Event: Project- and Place-Based Evaluations of Inclusive Practices

Proposal

Introduction
Usability is an important aspect of the interface design of any information retrieval system since it impacts the user experience and overall satisfaction with the information system.
Digital inclusion campaigns have previously resulted in developing of relevant laws and guidelines, such as the Americans with Disabilities Act (ADA) in the United States, as well as international standards like the Web Content Accessibility Guidelines. Disability activists continue to advocate for the digital inclusion of persons with disability, and they often cite these international tools. Despite the efforts in digital inclusion, students with visual impairment continue to experience usability challenges of such digital interfaces. Babu and Xie (2017) observe that information-seeking behavior of persons with visual impairment is characterized by difficulties in searching for relevant digital content. A report from Kenya National Population and Housing Census (KNBS, 2019) shows that visual impairment is the second most prevalent disability, following physical disability. Clearly, failure to address usability challenges that individuals with visual impairment encounter when using digital information retrieval systems, such as digital libraries, would result in the exclusion of a significant portion of the population from accessing lifelong learning opportunities.
This paper acknowledges the struggles that students with disabilities experience in their interaction with digital information technologies. While in agreement with previous advocates, protestors, and disability activists, the paper challenges and recommends an urgent change in the status quo of digital inclusion for students with visual impairment. The paper particularly focuses on the usability of digital information systems by students with visual impairment during the process of accessing and retrieval of the desired digital content. The ultimate goal of digital inclusion is to have digital systems that are responsive to the needs of persons with special needs and disabilities. This way, they can participate in the information society and become contributors to the knowledge economy.
Objective
The overall goal of the study is to examine the usability of digital information system interfaces during information retrieval by students with visual impairment. Specifically, the paper seeks to determine the level of user-friendliness, efficiency, learnability, accessibility, and overall satisfaction with digital libraries interfaces by students with visual impairment during information retrieval.
Methods
The study used a cross-sectional survey design in which 126 students with visual impairment and 12 special needs librarians were targeted. A complete enumeration technique was used to select all for the study. Questionnaires, interview guides and focus group discussions were used to collect data from the students and special needs librarians. Descriptive and inferential statistical methods were used in the analysis and presentation of quantitative data emanating from closed ended Likert Scale questionnaire items. Descriptive statistics used included frequency tables, percentages, mean and variances while inferential statistics used included chi-square tests of association, correlation, and linear regression. Chi-square tests statistic was used to ascertain association between usability attributes and respondents’ demographic indicators while correlation and regression analysis was used to analyse the nature of relation between usability attributes and information retrieval. Qualitative data was analysed using thematic approach, achieved through a systematic coding system
Findings
The study findings revealed that digital libraries were not friendly to use by students with visual impairment, with 58% of the students citing unfriendliness compared to 27% who said the DL was friendly, while 15% were not sure. Regarding the efficiency of digital libraries, 54% of students with visual impairment reported that digital libraries are efficient. On user satisfaction with digital libraries, it was found that 57% of students with visual impairment were dissatisfied. The findings further revealed that the user's level of satisfaction was independent of their gender and age. Research findings also established that only 39% of students with visual impairment found digital libraries easy to learn. Further, the study findings revealed that digital libraries were not accessible to persons with visual impairment and that some of them lacked the basic accessibility requirements for the visually impaired as guided by the Web Content Accessibility Guidelines. This study established that there is a close interrelation among four usability attributes; friendliness, efficiency, learnability, and accessibility, as they all correlated positively to user satisfaction.
Conclusion and policy recommendations
The study concludes that prior training of students with visual impairments in assistive technology is a requisite to meaningful utilisation of digital libraries and other information retrieval systems. Thus, the study recommends institutionalization of assistive technology training as a strategy to enhance the use of digital library resources among users with visual impairment. The study also recommends the involvement of persons with visual impairment in usability testing of information retrieval (IR) systems such as digital libraries to facilitate the design of friendly, efficient, easy-to-learn, satisfying, and accessible systems.
Link to the theme and sub-theme
Protests have been instrumental in advocating for the rights and inclusivity of persons with disabilities. This paper fits in well within the 2024 conference theme ‘the power of protest’ specifically the 1st sub-theme, ‘Histories of Protest’ within the focus question ‘What have been the enduring legacies of protests through and for education?’. The protests and advocacy activities of yesterday’s disability activists have informed the improvements in policy and practice through the levels of digital inclusion we see today for persons with disabilities. This paper explores the extent to which previous protests have influenced accessibility, inclusivity, and opportunities for students with visual impairment in the digital era. Through this evaluation, the paper recommends further policy actions to aid in bridging the gaps that still exist, as identified by the study.

Authors

• Fridah Gatwiri Kiambati, African Population and Health Research Center (APHRC)

• Kennedy Marigi Kamau, African Population & Health Research Centre

• Brenda Aromu Wawire, African Population and Health Research Center