從工作負荷、學習滿意度與支持服務滿意度評估視障聽讀輔助介面的教與學效益

Evaluating Assisted Screen Reader Interface for the Visually Impaired from Workload, Learning Satisfaction and Support Service Satisfaction

視障生的教育學習為其吸取知識及融入社會的重要階段，近年行動裝置的普及，手機的可攜性與擴充性為視障輔具帶來新的可能，但以一般人士規劃的介面操控，對其仍過於複雜。故本文針對視障者的學習需求，透過系列性研究來設計合適之聽讀輔助互動介面，基於先前的介面操作使用及語速差異理解的階段性評估成果，在本文施以教學現場的導入，期經由視障程度學生及授課教師的參與回饋，檢視該聽讀學習輔具使用前後的工作負荷、學習滿意度及支持服務滿意度，所得之結論可歸納為下：（1）從學生端的操作角度，重度視障者在期初使用的工作負荷雖略高，但在期末階段與輕度、中度視障者間無明顯的差異，顯示經由學習得有效提升視障生的適應與操作。（2）再者於學習滿意度的部分，視障學生在期末階段的評比均明顯地優於期初，顯示不論其程度差異均可通過聽讀學習輔具來增加獲取內容的多樣管道及訊息接受的效率品質，且低視力族群在學習運用上會較重度者更為自主積極。（3）最後在支援服務度方面，教師對該聽讀學習輔具於課程設計及技術協助的感受有明顯提升，經由視障生學習需求的滿足回饋，使其在科技於教學應用的參與上更為積極。整體而言，本文從實徵操作的角度，透過教、學多面向的對照檢視，充分檢視聽讀輔具在視障教育所能提供之助益，進而體現設計為多元族群所服務之精神。相關成果除可提供介面設計之實務應用與視障學習的規劃參考，亦能作為後續研究之延伸基礎。

Design is served for both people without disabilities, and people with disabilities. In recent years, cellphone becomes a popular device for most people and has the potential turning into an assisted learning tools for students with visual impairments. However, manipulating cellphone or accessing app is a difficult challenge due to various interface layout and the lacking of touch hints. After a series of evaluations of interface usability and comprehension under speaking rate difference, this study developed an assisted audio learning interface integrated with built-in screen reader app. In next phrase, this assisted audio learning interface would come to class, and be used to verify the learning and teaching effectiveness from the feedback of the visually impaired students and the teaching teachers. Therefore, the conclusions were drawn as below. (1) the severe group received higher workload than the others at the beginning period. However, there were no significant workload differences among the mild, moderate, and severe groups at the end period. (2) all the visually impaired groups had significantly better learning satisfaction at the end period than those at the beginning period. The mild and moderate groups would be more independent and active than the severe group. (3) after supported by the assisted audio learning interface, the assist services satisfaction of the teachers at the end period were significantly higher than those at the beginning period. Overall, the findings could provide a reference for further study of interface design, and enable designers to enhance the learning and interactive experiences of students with visual impairments.