2021
Rochester Institute of Technology
Research / New Technology
Researcher
The most successful way to create an optimal and inclusive online learning experience for deaf and hard of hearing users is not yet known. There are many online telecommunication tools available for educational use, but their hearing accessibility offerings are often insufficient. This project aims to offer solutions to this widely faced issue. The main research component of this project is the collection of data from a survey aimed towards deaf, hard of hearing, and hearing RIT students and faculty, as well as note takers, captionists, and interpreters employed through RIT.
Which communication method, or methods, will most successfully ensure accessibility for deaf and hard of hearing college students through online telecommunication platforms?
Researcher
Writer
Designer
Following the COVID-19 outbreak in March 2020, the switch to online education has been difficult for many; new technology requires time to learn. Deaf and hard of hearing users have experienced additional hardships during the transition. While most online communication tools offer some accessibility options, they are often limited and cumbersome to use. It is critical to note that every person communicates differently. Not all deaf individuals use sign language and therefore choose to lipread or use captions, while others prefer sign language interpreters. Telecommunication tools that don’t offer a wide variety of hearing accessibility options may prevent certain deaf and hard of hearing people from using the platforms for educational purposes.
Following initial literary research, I conducted a survey aimed at the target audience of Deaf / Hard-of-hearing students and teachers. I also opened the survey to interpreters, notetakers, and captionists. The survey garnered 114 total participants.
01
Initial research & literature review
02
Conducting survey
03
Analyzing survey results
04
Concluding statement
The data suggests an overall contentment with the amount of accessibility options that are currently offered by online telecommunication platforms. However, there is still room for improving their capabilities and proficiencies. Many survey responses mentioned a need for certain functionalities, such as the ability to pin interpreters to the interface for optimal viewing. Other suggestions included captioning improvements, such as auto-save functionalities, the ability to make corrections, and increased character capabilities like italicization and subscript/superscript. The most preferred hearing-accessible methods of online communication were interpreting and live captioning, with many participants selecting multiple responses. This suggests the importance for online communication tools to offer multiple hearing accessibility options.
Although this thesis was a requirement for graduation, I was thoroughly invested in it and continue to be after graduating. I would like to use my findings to continue designing for all users.
