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Web Posted on: February 24, 1998

INNOVATIVE TRAINING TOOLS HELP PEOPLE WITH VISUAL IMPAIRMENTS LEARN WINDOWS 95

Patrick CHASSÉ,
Anne JARRY,
Philippe MABILLEAU,
Judith PROULX,
Joëlle CARIGNAN
TECSO Inc.
1575 Chomedey Blvd.
Laval, Quebec
Canada H7V 2X2

Key words:

Tutorial, learning, multimedia teaching, Windows 95, graphic interface, visual impairment

Abstract:

TECSO Inc., in cooperation with the American Printing House for the Blind (APH), is the principal contractor for an applied research project, AuDidact. As part of this research project, TECSO designed, developed and assessed innovative training tools intended for people with visual impairments. These tools were designed to help blind and partially sighted individuals become familiar with and learn to use graphic interfaces, particularly Windows 95.

The interactive tools developed provide complete information in various modes: vocal, audio and tactile. This research has resulted in the development of a computer-based tutorial, entitled “Listening to Windows 95”, which is available on CD ROM, as well as a series of complementary training tools: a tactile guide illustrating the Windows screens in relief, a reference manual, and a three-dimensional training board.

The AuDidact project grew out of an earlier research project, PC-ACCESS (conducted by the “Technology and Society” team of the Centre for Information Technologies Innovation). The PC-ACCESS interface developed under that project included several modes: absolute mouse, metaphoric sounds, force feedback (resistance during the manipulation of the mouse) and synthesized speech. The results indicated that, although the mouse is slower to work with than the keyboard commands, those who use it develop a good mental image of the Windows environment (Martial, 1996, Ramstein, Mabilleau, 1996). These results also revealed that, even in the case of blind or partially sighted users, the direct manipulation of the mouse (namely, using the mouse) makes it easier to become familiar with graphic interfaces.

Issues:

In the mid 1980s, the computer market had a profound impact on the lives of people with visual impairments, giving them access to information in a linear and textual environment, the DOS environment. Using a Braille reader or a speech synthesizer, and keyboard commands, people with visual impairments could access information without too much difficulty. At the end of the 1980s, graphic interfaces such as Windows invaded the market, making computers more user-friendly for the general public. However, the use of the mouse and images made it much more difficult for those who cannot see to access and become familiar with computers. Graphic elements such as icons, windows of various sizes, context-sensitive menus, and so on, make it much harder for blind individuals to develop a mental image of what is happening on the screen.

At present, there are no satisfactory training tools to help blind or partially sighted individuals develop a good mental image of the structure and the functions of interfaces such as Windows 95. This is the problem AuDidact focused on.

Research stages:

1) Identifying the needs

In order to analyze the needs of our clientele and to produce an Alpha version of the computer-based tutorial, we conducted focus groups with training consultants specialized in adapted technologies. Based on the information obtained from these groups, we drew up the following guidelines to be applied in the design of our tools.

  • The various notions have to be introduced separately and sequentially. For example, the notion of the desktop, the Start button, the menus and the submenus, etc.
  • The material should include a “General Information” section which outlines the basic functions and concepts of the graphical elements found in various applications (title bar, menu bar, dialog boxes, etc.).
  • Exercises should be specific and progressive.
  • The material should include a tactile representation of the screens associated with the topics covered in each lesson.
  • Any keyboard commands associated with the menus should be mentioned.
  • The decision to use the mouse or the keyboard commands should be left up to the user.

2) Designing the training tools

Following our analysis of the needs specified, a certain number of conceptual options were retained for the design stage:

  • The information is narrated on a CD ROM, with a complementary manual provided in Braille, on an audio cassette and in electronic format.
  • The training material is provided in units and lessons which cover the principal Windows 95 applications and the tasks commonly performed by the target clientele.
  • The screen is not changed or updated unless the user gives the command for that to be done.
  • The users must give an explicit command to continue listening to the tutorial.
  • Only a limited amount of information is presented on the screen when the tutorial window is open. Only information needed for the task at hand is displayed.
  • Exercises on navigating with the absolute mouse are provided in a separate unit, following the explanation of the theoretical notions.
  • The decision to use the mouse or the keyboard commands is left up to the user.
  • The user can consult the tactile guide while listening to the tutorial.
  • The screens illustrated in the tactile guide represent the Windows screens as accurately as possible.
  • The three-dimensional training board contains a sufficient number of generic components to build different screens of the Windows environment.
  • The tutorial has been made as accessible as possible so as to satisfy the needs of most blind or partially sighted users.
  • It has been designed specifically for Windows 95 and includes a special interface so that when the learner uses the commands to navigate through the tutorial, a step by step narrated procedure is provided. Voice quality is superior to synthesized speech because it is a recording.
  • The training material contains practical exercises and the user can navigate from one application to another in Windows. In this way, the tutorial commands and the narration are available no matter which application the user is in.
  • In order to give the user even more support during some exercises involving the mouse, the tutorial simulates the Windows 95 screens. In simulation mode, the tutorial controls what the user does and can block actions which do not apply to the exercise in question. Therefore, the user can explore the screen confidently, and try out actions without having to worry about making mistakes or getting lost.
  • The tutorial has been designed to allow users to personalize the colors. People with partial vision can use this configuration option to maximize contrast.

Unit on using the absolute mouse:

The software being used with the absolute mouse (WinGuide) is a complementary tool which enables both blind and partially sighted individuals to explore the Windows 95 interface with a mouse. This multimodal software supports synthesized speech, sounds and will eventually support force feedback. It involves superimposing one or more of these modes on the various graphic elements on the screen. These modes are available when the mouse pointer encounters the objects in question.

* This software fully supports Microsofts new accessibility technology, “Microsoft Active Accessibility”.

* As a result of its modular design, it can be easily adapted for new modes such as force feedback.

  • It also supports several types of speech synthesizers, operating externally and sound cards.
  • Finally, two types of sound banks are available: one for “WAV” files and the other for “MIDI” files.

Both programs, the tutorial and WinGuide, are compatible with most screen readers.

3) Assessing the training tools

Through field testing both with blind and partially sighted individuals as well as with training consultants, we determined whether the tools developed truly satisfied the needs expressed.

Specifically, this experimentation was intended to determine how users and trainers felt with respect to using the training tools developed, to assess the users acquisition, and to collect comments and suggestions from both users and trainers so as to improve the tools.

Method:

Procedure:

The on-site evaluations made by the AuDidact team took two months and involved 13 blind or partially sighted users at three experimentation sites in Canada. At the same time, APH conducted a pilote testing with four American students. Each user involved in the testing had to complete the 12-hour training program in four half-day sessions. The users primary task was to go through the various units in the tutorial and, depending on his/her needs, locate the information required, using the various training tools provided.

Users:

The users were chosen in keeping with a predetermined profile in order to be representative of our potential clientele. Factors such as age, the degree of the visual impairment, occupation, computer knowledge, and the adapted equipment used were considered when selecting our sample.

Data:

During this assessment, we collected data on:

  • the number of units the users completed;
  • the material learned by the users;
  • the users learning strategies;
  • the users assessments with respect to the pertinence of the tools; and
  • the users degree of autonomy both during and after the training.

Results:

  • The users found it satisfying to work with a tutorial over which they could exercise a certain amount of control since they could manage their learning in terms of their needs.
  • The teaching method combining the explanation of theoretical notions followed by practical exercises was identified as an advantage and helped consolidate the users understanding of the concepts.
  • The results demonstrated that users must build a mental image of what is happening on the screen in order to understand. However, depending on the degree of residual vision and acquired habits, users may prefer one tool over another, one tool in particular, or several tools together in order to build a mental image.
  • The fact that the tools respect the spatial arrangement of the elements on the screen contributes to the users understanding of the concepts of graphic interfaces.
  • The users adopt two attitudes with respect to learning new notions. The first is based on understanding what is happening on the screen and the second is based on memorizing procedures. Partially sighted users need to know what is going on and maximize the use of their residual vision while working. Those without vision tend to memorize procedures.
  • Most blind users prefer the keyboard commands because they increase their productivity. On the other hand, the mouse is more important for partially sighted individuals.
  • Direct manipulation or, in other words, the use of the mouse is associated with a knowledge of the space on the screen and the elements displayed there.
  • The users greatly appreciated the use of sounds associated with the graphic elements as a complement to the use of the mouse and the keyboard commands.

Conclusion:

The results confirm the need to conduct tests involving users in the design of access and training programs such as those developed for this project.

The use of direct manipulation, combined with audio feedback and an adapted mouse, contributes significantly to the conceptualization of the elements which make up graphic interfaces. However, the use of keyboard commands is still the most effective way in which to exploit these interfaces, particularly for those clients who have no usable visual residue. The users we studied unanimously recommended the tutorial and would use this approach to learn other computer applications.

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