Utilising Screen Reader to Support the Transitions of Learners with Visual Impairment

Abstract

A two-year longitudinal study has been conducted to explore the utilising factors of people with visual impairment using screen readers. A mixed-method research design was used; both quantitative and qualitative data were collected to explore the utilising factors. A framework from previous technology acceptance studies was adapted to explore the factors affecting the frequency of using screen readers among 38 adults and 22 students with visual impairment. The results from questionnaires and focus group interviews converged showing that perceived ease of use among adults and continuance intention among students affect the use of screen readers. These results revealed the transition of access to information technology for daily activities among adults and students, and the school learning experience among students. The results also informed further improvement of screen readers to facilitate the effective use of screen readers among learners with visual impairment.