To measure HCI you need to imply many influencing factors, which will determine the effectiveness on an emotional level. The effectiveness of HCI can be measured through the usability of a computer system by human. In order for a computer system to be effective the HCI levels must be easy to use especially people with disabilities as if it’s hard to use then the people are not able to perform effectively meaning the system is not good. My design of my interface must have fewer feature, functions and steps.
There are number of ways the measure effectiveness of HCI such testing such as speed of interaction, number of errors from actions, ease of understanding by the user. You can also measure how long it takes user to perform a specific task (speed). This can be done by getting few tester (more tester is better) to test your system and get their feedback on the system. You can time how long it takes a tester to do a particular task and work out the mean of the total time of the people who tested the system and compare the result with the other system. In order to test the system and get personal feedback on the system you have created tests that should be planned carefully. Whilst doing the test, you should time how long it would take for the user to perform and complete a particular task. Once looking at the result, you should find out ways to speed up the process- such as having less keys or making the writing and buttons larger and so on.
The effectiveness of a system can be measure by:
• How quickly the user can input a command
• The speed at which a user can type in any data
• The speed of throughput, or the response given by the interface
• The length of time necessary for the user to comprehend the result
This should be...
... middle of paper ...
...r can use to help them if a problem occurred. You should provide supportive material for the user and this could be done by suggesting hints/tips to the users which should easily be found without the user searching for hours. Also there should be different design for different people for instance different design for the people with disabilities .The design should have certain features that support people with disabilities like for example people with colour blindness effect.
The KLM model or the keystroke level model, which was developed by David Kerias who designed an 11- step guide for organizations to see how long it takes to complete simple data input tasks using a computer and a mouse. It has proven to be the best effective way to test the ability of inputting information using a computer and a mouse. This is a great method to follow when creating an HCI.
n. Staff shall be knowledgeable about disabling conditions, demonstrate empathy and make available physical, sensory and cognitive accommodations whenever possible that allow clients with disabilities to receive services or make appropriate referrals.
The employer or the management is tasked with the role of developing solutions for these issues. Not only for the organization, but also for the employees or the affected individual. One of the workplace issues that may be encountered in the place of work is the accommodation of people with disabilities.
Marshall, C. A., Kendall, E., Banks, M. E., & Gover, R. S. (2009). Disabilities Vol. 2. Westport: Greenwood Publishing Group, Inc.
Using eye tracking as a input device in human-computer interaction is proving to be extremely useful to severely disabled users. Users in this category may only be capable of controlling their eyes, and are in need of a method to communicate. Using eye tracking as a pointing and gesture input device, users in this category are able to use computer interfaces and communicate in ways that was never before possible. Disabled users are able to make selections and even type text through the use of a keyboard display using dwell time as a selector, or through the use of a set of gestures corresponding to the alphabet.
Technology may offer a variety of options for students who may struggle with written expression or have learning difficulties or disabilities. Programs can simplify website, such as netTrekker; encourage visual expressions of knowledge, such as PowerPoint or Google Slides. Students can add images, words, recorded audio and videos.
Instructional planners should design a variety of experiences that will allow active participation of the learners. The gap that exist between the level at which students with learning disabilities perform as well as the demands of the curriculum that they normally are expected to cover is wide. As a result, incorporating instruction design and technology in their learning will certainly go a long way. Ginsberg and Karen (2008)argues that technology, whether instructional or assistive, has however, played uneven role within the individuals with learning disabilities since it was started. Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability.
As discussed in Magasi et al. (2015) “social and physical environment also has consequences” for a person who needs to cope with a disability. It is very important to collaborate with all role players in the community; in this case the department of housing was the problem. Peter's problems he experiences due to lack of accessibility at home, can be discussed and possible solutions can help to make his surroundings accessible by applying ramps and bars in the
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
Assistive Technology or “AT” is a term used in this context to describe an item or technique used to make the navigation of a home, school or play environment more accessible for a child with special needs (Lowenthal & Egan, 2003). This paper is written to explore some of the assistive technology (AT) options available to serve two children with special needs in separate circumstances. Low, mid and high tech options will be addressed with regards to the specific needs and intentions of the parents and teachers in each child’s life. Attached is a table offering options for assistive technology in the classroom to support the educational goals of each child.The first case study addressed in this paper is Savannah, a three-year old student who is wheelchair bound. She has a seizure disorder and has been diagnosed with spastic cerebral palsy. She has limited vision but seems to be able to recognize items presented to her such as shapes and colors. Savannah participates in “social” language. She loves music and cause/effect activities. She knows all of her colors and shapes, is able to recite the alphabet by rote. In written word, Savannah recognizes both her name and those of her classmates. Savannah’s parents have expressed a desire to have her placed in a more restrictive classroom, and her teacher is interested in working more to support Savannah in the areas of writing and organizational skills. Some assistive technology suggestions for use in supporting Savannah are discussed below. Because Savannah’s teacher is working on encouraging Savannah in the area of writing, assistive technology options to support this area of development will be discussed herein. A low-tech ...
Hypnosis is not something often talked about socially or at all until recently, this is something that has happened over the years.Whether this is acknowledged or not does not mean this is not happening. Many murders have been committed under hypnosis as well as other crimes. Although this method is generally made to help others this may not be what needs to be used, because there are so many negative effects. Hopefully, after this speech, I can help you guys understand that hypnosis is never ok.
And, finally evaluation and next steps. Each individual on the multidisciplinary team, will complete a unique evaluation form. Then collectively as a team, they will discuss their individual assessment, and as team recommend next steps. The team can deem a technology not suitable, or recommend for further evaluation, or recommend for implementation. If recommend for implementation, the teams recommendation and evaluations will be forwarded to the Disabilities Services team for final review and financial approval.
The first principle of universal design is to make sure that the product is usable by persons with disabilities. Equitable design means products should be created in a way equivalent to products used by persons without special needs and does not alienate the user with special needs in anyway. Not only should the design be appealing, but also meet safety and privacy needs of the user (Connell, Jones, Mace, et al, 1997). The second principle also focuses on the use of the product. Flexibility in the design should accommodate a range of physical abilities, e.g. right or left handedness, and usage options (Connell, Jones, Mace, et al, 1997). Likewise, the design should facilitate the varying intellectual and physical skills of the intended user. Prompting and information should be simply arranged to meet user expectations.
Assistive technology plays an important role in the learning process for individuals with disabilities. Assistive technology is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." (Maushak, Kelley & Blodgett, 2001, p. 419) Assistive technology is very beneficial to individuals that have disabilities. For example, students with mental retardation benefit from extremely organized learning situations because of their limited cognitive abilities. Students who are hearing impaired, blind, or visually impaired may need differentiated pedagogical materials. More emphasis should be placed on visual materials for students with hearing impairments than for other students. Modifying instruction for all students, especially exceptional students, requires strong dependence on media, materials and technology and the right choice of these components to fit particular ends. Moreover, research has indicated that technology not only can be adapted for use with students with disabilities, but when used can enhance students' educational achievement and self-image. (Duhaney & Duhaney, 2000, p. 393) With this knowledge, there have been many new products that have been developed to help individualize programs to fit the criteria for specific disabilities. Through out this paper we will be disusing three different pieces of assistive technologies. We will be looking at Dynawrite, AlphaSmart, and Texthelp and the benefits of each program.
Automation allows the tester to reduce or eliminate the required "think time" or "read time" necessary for the manual interpretation of when or where to click the mouse or press the enter key.
But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs. Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly.