1. Eyeland: A Visually-Impaired Accessible English Learning Application Using a Design-Based Research Framework
- Author
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Karen Villalba, Miguel Jimeno, Heydy Robles, Leonardo Vergara, Camilo Sinning, Leonardo Lizcano, Breynner Hurtado, and Wilson Nieto
- Subjects
Design-based research ,accessible EFL application ,visually impaired students ,mobile task-based teaching ,serious games ,Electrical engineering. Electronics. Nuclear engineering ,TK1-9971 - Abstract
This paper presents a Design-Based Research (DBR) framework for the development of an accessible English as a Foreign Language (EFL) application tailored for visually impaired users to support them in terms of audio enhancement, tactile feedback, screen reading and speech-to-text. The framework comprises four phases: the identification and analysis of current gaps in language learning applications and design of language content; the architectural design of the application, including its pedagogical components selection and revision of taxonomies; the testing and implementation of the application; and finally, the refinement process and formulation of design principles. Traditional language learning apps often rely on visual content, which is challenging for visually impaired users. Eyeland prioritizes auditory and tactile methods, ensuring compatibility with screen readers, high-contrast themes, robust zooming features, and audio descriptions for images to make learning accessible. This research focuses on creating a mobile application to enhance English teaching at the A1 level for high school students in Colombia, addressing challenges such as resource quality, collaborative learning, and inclusion of students. The methodology involves mobile task-based teaching. Visually impaired students showed an overall average score increase from 4.8 to 6.9, while sighted learners experienced a more significant rise from 4.1 to 9. High ratings for accessibility features show an overall satisfaction of 91.67. The study emphasizes the importance of mobile-assisted tasks for inclusive classroom practices and suggests further research on the role of serious games in Task-Based Language Teaching (TBLT). Overall, the research contributes insights into designing inclusive technology-enhanced learning tools for EFL education, demonstrating the potential of serious games in providing accessible content and fostering autonomous and collaborative learning for visually impaired students.
- Published
- 2024
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