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Miriam Eileen Stenberg Nes - Avenir AS Kirsten Ribu - University College of Oslo

DAISY - Universally Designed? Use and Usefulness of DAISY in Norwegian Primary and Secondary Education. Miriam Eileen Stenberg Nes - Avenir AS Kirsten Ribu - University College of Oslo. Presentation Outline. DAISY within Norwegian Education Is DAISY Universally Designed (UD)?

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Miriam Eileen Stenberg Nes - Avenir AS Kirsten Ribu - University College of Oslo

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  1. DAISY - Universally Designed?Use and Usefulness of DAISY in Norwegian Primary and Secondary Education Miriam Eileen Stenberg Nes - Avenir AS Kirsten Ribu - University College of Oslo

  2. Presentation Outline • DAISY within Norwegian Education • Is DAISY Universally Designed (UD)? • Measuring UD: Feature Analysis • Perspectives on the possibilities of UD • Improvement recommendations

  3. DAISY in Norwegian Education(1/2) • Print disabled students in almost every Norwegian classroom • DAISY used as the reading aid system • Reading formats that can be used by every student is the key to equal opportunities • Survey on DAISY use/usefulness Spring06 to 600 schools - ordered DAISY books for the school year 05/06

  4. DAISY in Norwegian Education(2/2) • 2 questionnaires: Teachers and Students • Typical use: Students 12-16 years, with dyslexia or similar print disabilities, use DAISYseveral times a week, in social/language subjects, for homework, at home, unsupervised, with minimal guidance, using a free playback software and a DAISY audio book, listening to and adjusting the narrator while navigating through pages and chapters.

  5. Is DAISY UD? (1/4) • What is “DAISY”? • Functionality of 3-component system • Playback Software (SW) • What is “UD” in SW/Systems? • Users: User groups (to include) - Their needs • Functionality: (focus on) Core

  6. Is DAISY UD? (2/4) • What does it mean for DAISY to be UD? • Useful for all current users • Believed to be useful for other user groups • Measuring UD: Feature Analysis • Define User groups and their requirements • Relate req. to features in SW/System • Define importance of features • Define acceptable implementation (may rate) • What does useful mean for this user group?

  7. Is DAISY UD? (3/4) • Feature Analysis Survey Assessment: • Set of items in the questionnaires • Cross off Features used: Importance • Rank for Ease-of-use and Helpfulness: Points • System usefulness: Percentage of possible score • Below 50% - No!; 50-75% - Partly; Above 75% - Yes! • Result: 73% of possible score

  8. Is DAISY UD? (4/4) • Feature Analysis Expert Evaluation: • The dyslectic user group requirements • Focus group interviews (serious dyslectic adult) • Usability testing - observation/interview (students) • Dyslexia - Learning - DAISY SW - Aims/values • Comparing how the SW fit dyslectic students • Result: None, really! Tie between: EasyReader 2.30 (121) & Amis 2.5 (86) Victor Reader Soft 1.5 not suited (82)

  9. Possibilities of UD (1/10) • DAISY is overall useful • DAISY is used within the educational system in Norway in a very consistent manner • Strengthens our usefulness claims • Useful, because students: Learn More - More Easily - More Efficiently • First 2 findings: Correlate with previous studies • Third: General student group aim!

  10. Possibilities of UD (2/10)Improvement recommendations • More Efficient • Main goal behind non-disabled students’ wish to use DAISY! • Make DAISY more efficient than printed books! • Reason for not being MORE useful: • Gap between Intended and Actual Users • Gap between Intended and Used Functionality

  11. Possibilities of UD (3/10)Improvement recommendations • DAISY is primarily used by dyslectic students • Playback software mainly developed for the visually impaired, and needs more focus on suitability for visual users. • Interface Design: Presentation and Interaction • Functionality: 6 core (basic) features identified

  12. Possibilities of UD (4/10)SW Interface recommendations • GUI needs improvement regarding Learnability : “The ease of which new users can efficiently interact” • Expert evaluation + Student tests • Too Complex - Keep in mind, developed for: 1) Children, 2) Dyslectic

  13. Possibilities of UD (5/10)SW Interface recommendations • FreePlayback SW score higher on visual UI, but have serious stability issues.

  14. Possibilities of UD (6/10)Functionality recommendations • Less than 50% of features used. • No additional features wanted! Too many features? • No systematic (virtually no) user training • Train Users vs Redesign GUI • Lots of features, but few contribute to the usefulness score of DAISY in feature analyses

  15. Possibilities of UD (7/10)Functionality recommendations • Developed with Audio and Navigation in mind • Still the core of DAISY usefulness. • Navigation: praised, Auditive: base functionality • Production trade-off: full text VS natural speech • DAISY audio most common, but full text popular • With the growth of a visual user group, full text could be regarded as a new base feature set.

  16. Possibilities of UD (8/10)Functionality recommendations • 6 core features identified for dyslectic users: • Scrolling (as navigational tool) • Jumping to a specific page • Jumping to/between chapter • Using full text (on screen) • Listening to natural speech • Listening to synthetic speech. • These make DAISY useful in analyses, and/or heavily supported by qualitative data

  17. Possibilities of UD (9/10)Functionality recommendations • Vertical: Features sets (Level of Importance)

  18. Possibilities of UD (10/10)Reversed Universal Design • DAISY Started as successful reading aid system for blind (visually impaired) • Evolving to potentially universal reading aid system • Reversed Universal Design: Incremental strategy: Stepwise refinement until all user groups included • Proposition: Focus on current users • Visual user groups should be included

  19. Conclusion • DAISY helps dyslectic students, but: • Focus on interface design, not only features • Focus on Core functionality • Make this useful before adding more features • Include visual user group requirements

  20. Thank you! Questions?

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