Digital materials have become popular and have attracted a diverse group of users, such as college students, who benefit from low cost and portable access to the materials. However, college students with disabilities might have trouble accessing electronic materials. Laws and standards provide guidance on making digital documents accessible but are being implemented slowly. Published materials on the market might have accessibility issues. Efforts have been made to produce evaluation methods for eBooks. Automated tools have been examined in multiple studies but using automated tools to evaluate accessibility of electronic materials is not enough; evaluators are needed. This study assessed a newly developed accessibility evaluation methodology that was designed for e-textbooks and examined whether being rated as highly accessible makes a difference in user experience and performance. This study recruited 6 visually impaired students and 6 students with normal or corrected-to-normal vision and asked them to interact with the eBooks. User experience and performance were measured using subjective questionnaires, time, and accuracy. Results showed differences between high and low accessibility levels in user experience but not in user performance.
|Advisor:||Strybel, Thomas Z.|
|Commitee:||Miles, James D., Vu, Kim-Phuong|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/03M(E), Masters Abstracts International|
|Subjects:||Educational tests & measurements, Experimental psychology|
|Keywords:||Accessibility, Accessibility evaluations, E-textbooks, Usability, Usability evaluations|
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