Introduction The Council for the Advancement of Communication with
Deaf People (CACDP) is the awarding body for qualifications in Deaf Awareness
and British Sign Language (BSL) in the UK. They are currently undertaking research
into the possibility of migrating their existing Deaf Awareness and BSL curriculums
onto a web-based system. It is intended that this will increase the availability
of the qualifications. Within the UK as a whole there is often desire or necessity
to communicate with deaf people, but there is a lack of experienced, trained teachers
to be able to train the hearing community to appropriate skilled levels where
easy communication is possible. Furthermore, most of this training must be provided
within people's leisure time, so the training must be flexible and fun. This project,
through the use of web-based materials, will seek to reduce this training need
gap. The Study This study has been carried out as part of the
requirements determination process. The aim is to study existing similar software
in order to gain an insight into how such systems are designed and the good and
bad points about each. Hopefully this will enable the requirements for the new
system to be more comprehensive. The criteria, on which the systems will be evaluated,
has been devised so that it will cover the main components which must be considered
when designing systems. The evaluation was carried out after about an hour's usage
of each system by one person. Criteria The systems will be evaluated
in terms of specific criteria in order to allow comparison between systems. These
criteria have been adapted from HCI textbooks (Preece, Dix and Finlay). The evaluation
of the system must cover the three major components of the design, that is, the
User Interface, the Teaching Method and the Technology Used. Therefore, the criteria
are as follows:
1. System Usability Characteristics - this includes the presentation
of the information on the computer screen, its layout and the general 'first impressions'
felt by users.
2. Language Specifics - this evaluation criterion investigates
if the software is composed for a specific deaf communication language and what,
if any, implications this support will have for other deaf communication.
3. Pedagogical Nature of the Application - including the training approaches used
and whether this appropriately supports the learning process.
4. Navigation
Capabilities - this criterion evaluates if learners are able to appropriately
navigate around the software, whether they become lost and disorientated and the
overall effect this has on the training.
5. Use of Technology - this aspect
evaluates the types of technologies that are used and how effective each technology
is in terms of supporting learning.
6. Real Time Capabilities - what speeds
are demanded by the software and whether technology is able to deliver the required
expectations and overall how this effects the learning process.
7. Entertainment
- since many of the learners will be using these courses as non-vocational the
entertainment factor is also considered an important aspect in the process of
maintaining the motivation of the learner.
8. Accuracy - the information
provided by the system must be accurate and correct. NB: This study does not cover
the Accuracy criteria at this point due to the lack of availability of experts,
and the lack of expertise in BSL, ASL and Deaf Awareness by those carrying out
the study. Systems Evaluated The systems to be evaluated are all
described as applications for teaching either Deaf Awareness, British Sign Language
or American Sign Language. They are all available commercially. These systems
were selected due to availability, and the similarity of their objectives to the
CACDP project.
1. Deaf Awareness Online CD-ROM
2. Sign Language For
Everyone CD-ROM
3. Simple Signs CD-ROM
4. Personal Communicator CD-ROM
Two of the systems use ASL and two use BSL. Since the systems are being evaluated
on their user interface, their teaching methods and the technology used, it doesn't
matter which language the systems are teaching. Therefore it is appropriate to
include both British and American software. Feasibility Study Results
System 1: Deaf Awareness Online (DAO)
1) System Usability
Characteristics
This system is quite simple to use as it uses the mouse to
navigate round the package. The system doesn't give the impression of being very
high-tech as it uses certain techniques, such as a spinning title, which look
quite juvenile and low-tech. The background is bright blue which could cause problems
for partially sighted users as it may not offer enough contrast with the darker
blue buttons. The Irish font used for some of the text is hard to read. The program
opens as a full screen. 2) Language Specifics
This system is only
designed to teach Deaf Awareness and basic fingerspelling. There are no facilities
for learning sign language. 3) Pedagogical Nature of Application
The
system simply gives the user the information in the form of text, and then there
is a short multiple choice test at the end of every third module. The test uses
radio buttons for the user to select an answer and then tells them if they chose
the correct one or not. If not, the user is prompted to chose a different answer.
The system does not offer any indication as to which answer is correct, and the
user must continue until they select the right one. There is no interactivity
within the system. There are a few points where the system offers the user more
information about something if they click on a link, but these are limited. The
system makes use of simple questions within the modules to make it more interactive,
as shown below. This makes it a little more interesting than simply text cards.
4) Navigation Capabilities
The user is presented with a menu listing
Module 1, Module 2 etc with no indication of what topics are covered in which
modules. The system cannot indicate to the user which modules the user has already
completed and which are still to be done. The user must select a module and read
each text entry before moving on to the next. The system has good, clear 'next'
and 'previous' buttons. However, when the user reaches the end of a module, there
is no indication that they have reached the last page. If the user tries to continue
by clicking on the 'next' button, they get an error message which doesn't look
professional, and could be prevented. The error message does not inform the user
how to return to the menu so they still do not know how to continue. The system
also uses tests at the end of every third module so the user can check how they
are getting on. These are made up from about 10 multiple choice questions and
the user must answer them and then they get a total score 5) Use of Technology
The system does not make use of any technology which requires high specification
hardware. The minimum system requirements are stated as "Windows 95/98, Internet
Explorer 5, CD-ROM Drive, VGA Monitor, Mouse". The System runs straight from the
CD with no installation required which reduces confusion and problems. It loads
automatically when the CD is loaded which is a good idea for novice users. As
the application contains only text and a few still photographs, it runs quickly
from the CD without long delays. The system makes use of the mouse to navigate
and work through the modules. The system offers an introduction to using the mouse
as a help section. This is a great idea as some users may be unconfident when
using the mouse, but it may be considered confusing as it goes through a lot of
activities which are not used within Deaf Awareness Online. 6) Real Time
Capabilities
The CD runs quite quickly and the speed is appropriate because
the text takes time to read and digest anyway. 7) Entertainment
One
problem with this package is that, as it is mainly text based, it can become tedious
after a short time. The tests at the end of some of the modules are quite motivating
as they offer the chance to gain a total score rather than just individual questions,
but the test does not offer the user any feedback other than "Correct" or "Incorrect"
and does not offer the chance to go back and restudy the information which they
got incorrect. Another confusing point is that, when the user gets a question
incorrect, they are offered the same question again and must continue until they
select the correct answer. System 2: Sign Language for Everyone (SLFE)
1) System Usability Characteristics
SLFE is a very high tech looking
system, which loads in a flurry of classical music and video clips. It makes use
of audio and video to grab the users attention. It loads in a small window which
users may want to be able to resize (they cannot) and this may make the text very
small. It also means the background can be viewed behind the window which can
be distracting for the viewer. 2) Language Specifics
This system is
aimed at beginners who wish to learn ASL. It starts with a basic introduction
to the history and grammar of sign language and then moves on to simple signs,
before introducing more complex phrases and concepts. 3) Pedagogical Nature
of Application
SLFE is based around a lesson approach where the user proceeds
from simple to more advanced topics. This allows them to build on their previous
experience and information to learn the more difficult concepts. The system makes
use of text, audio and video to pass on the information to the learner. 4)
Navigation Capabilities
The navigation is well organized but badly implemented.
The lessons are arranged between Introductory Lessons and Main Lessons, and then
into topics. This lets the user know what topics are contained within each lesson,
and also indicates where they should start. However, the buttons used for navigation
are not well designed. They are unclear, especially for those with impaired vision,
and they offer no textual alternative. There is no indication of which icons will
do which actions as the icons themselves offer no connection to the tasks. The
only way to discover what they do is either trial and error, or reading the introductory
lesson each time. Neither is acceptable. 5) Use of Technology
This
system makes very good use of high quality video and audio capabilities. The video
is large enough to see the hands of the signer, and the system also shows what
shape the individual hands should be at the bottom of the video window. The audio
simply reads the text printed at the side, but it allows the learner to focus
on the signing window and listening without needing to read the text as well.
The audio can be turned off without affecting the learning process, so the package
will be suitable for deaf users as well as those without audio capabilities on
their computer. 6) Real Time Capabilities
The video playback can be
jerky sometimes, even with a high speed processor and a high RAM specification.
It can also take a while to load up the CD sometimes when playing the video which
can make the playback jump and contain a double image. 7) Entertainment
This system is very interactive which helps to keep the users attention.
The tests offered by the system ask the user to recognize signs within a time
limit. This introduces a competitive element which can help to motivate users.
The time limit is quite short, however, which could lead to frustration for less
quick users, or those with limited keyboard skills as they may not have time to
type in the answer. The system allows two guesses and then gives the learner the
answer. There is no overall score for the test, and the user can chose how much
or how little he wishes to take as it is done question by question. System
3: Simple Signs (SS) 1) System Usability Characteristics
SS starts
with an introduction to the girl who does the signing in the video clips. It appears
in a small window which cannot be enlarged. It then loads the main menu as shown
below. This offers the different topics which the user can select. The graphics
and arrangement seem to be very much aimed at children, as is shown from the topic
screens show below which are for Animals and Colours respectively. 2) Language
Specifics
The signs are shown in both BSL and fingerspelling which is good
because it aids familiarity with fingerspelling and the concept of spelling words
which the user does not know the BSL for, but it may also be confusing as there
is no indication of where the signs are different or even that this is what is
happening. SS only offers vocabulary and no grammar when teaching sign language.
This system may be suitable for those already proficient in basic signing, who
may need to extend their repertoire. There is provision for a Dictionary function,
however, this is very limited, for example, there are only 3 words listed for
the letter 'F' - first, for and from. 3) Pedagogical Nature of Application
SS offers a wide range of simple vocabulary, but no grammar or syntax. The
vocabulary is single words only with no sentences. It is taught by the simple
method of displaying a short video clip of the sign and then asking the learner
to select from three choices as to which one they think is the translation. This
can aid with recognition of signs but the user must learn by trial and error which
may not be very effective. 4) Navigation Capabilities
The navigation
is excellent. The menu at the start is clear and states what topics are in each
module. Within each module there are textual links (as shown below) back to the
Menu and to the next sign. The links and clear and consistent. One aspect which
is a little confusing is that there is always a link 'Exercises' which simply
links to a list of words/phrases which are in that category. 5) Use of
Technology
SS makes use of short video clips together with text and audio
to make it more interesting for the learner. 6) Real Time Capabilities
The video clips can be a little jerky due to the time it takes for the CD
to load each time. 7) Entertainment
SS is a good concept but may struggle
to retain the audiences attention due to the lack of teaching, i.e. it just involves
guessing which sign is which, and the lack of challenge. System 4: Personal
Communicator (PC) 1) System Usability Characteristics
The PC loads
from the CD-ROM, but if you don't have the plug-ins for QuickTime (movie player)
or the Text-to-Speech program it will insist on installing them which may be confusing
for some users and may cause problems for inexperienced computer users. There
is no indication from the menu (shown above) which section does which tasks. The
three different sections are the ASL Communicator, the ASL Playroom and the ASL
Browser. The Communicator offers a translation service where the user enters a
word or phrase, in this case, I hope you will enjoy working with me and the program
will provide the translation. This is a simple word for word translation which
is not the correct way to translate ASL. The video is too small to clearly see
the signers hands and to see what they are signing. The ASL Playroom is an odd
idea as it is a single screen where the user has to click on different objects
within the room and then they are slightly animated, i.e. the bus drives across
the floor, or the balloon bursts. The signer will then sign the word. Again, the
signer is too small to be able to accurately identify the signs. This room gets
very boring after the first one or two objects. It is also quite difficult to
identify which objects will animate as they are all crammed in together. The ASL
Browser opens with a full screen window and it seems to be simply a dictionary
function as it asks the user to select a word from the side list and then plays
the video. The video clip is very small compared with the window and is hard to
see, as before. The system does offer a text description of the sign, which is
very useful. However, this is quite brief. The browser uses the users own Web
Browser to display the information. This is confusing as the rest of the program
doesn't do this. It is not well designed as the column on the right hand side
needs a horizontal scroll bar because the words are too long to fit, yet there
is a lot of white space in the rest of the window. Also, the system uses QuickTime
to play the video clips, but it offers no instructions on how to play the clips
(they don't start automatically), and the controls available are very small. 2)
Language Specifics
This system uses ASL and uses fingerspelling when the
system does not recognize the word entered. This at least means the system will
not fail when it does not recognize text. The dictionary section offers a large
vocabulary, including words such as acquiesce and reindeer. 3) Pedagogical
Nature of Application
This system does not teach any sign language or deaf
awareness. It is simply a translation and dictionary system. 4) Navigation
Capabilities
Navigation around the package is generally by means of the drop
down menus at the top of the screen, as used in the majority of windows programs.
This makes it recognizable by any experienced users but may confuse novices who
may not know about drop down menus. One problem is that there is no indication
about what each section does, not even in the help files. 5) Use of Technology
The PC makes use of video, text, audio and animation. The video clips can
be slow to load but they are not jerky and run quite fast. 6) Real Time
Capabilities
The video clips can be slow to load but they are not jerky and
run quite fast. 7) Entertainment
The PC is not very absorbing as a
system. It certainly wouldn't be interesting enough to use for more than a short
time. Conclusions From the study of the systems, certain conclusions
can be made about the design and implementation of these products. · Only one
of the four programs actually attempted to teach material as opposed to informing
the user. SLFE made use of recognized teaching methods by basing the package on
a lesson by lesson approach. The rest of the systems simply offered a "guess the
sign" approach which will not keep the users attention for long and will not teach
the language in a very effective way. · Three of the systems do not make use of
the full screen area. This is frustrating to users who may not be able to see
the text or video properly as it is too small. The background can be distracting.
· Video clips can be used with great effect, but can be jerky or slow to load
if systems are not fast enough, or the files are very large. · The more interactive
systems were more interesting and could keep the users interest for longer. ·
All the systems offered the chance to play the video clips as many times as the
user required. · None of the systems indicated how far through the material the
user was, so it was a little disconcerting to not know how many more screens there
were to go. Recommendations From the conclusions identified above,
recommendations for the new system can be made: ·
Design the program so that
it takes up the whole screen, otherwise it is too small to read the text properly,
and the background can be distracting. People will automatically attempt to make
the screen bigger and will be annoyed when they can't. ·
Make the navigation
system obvious, simple and consistent. Ensure there are textual alternatives if
the icons used are graphics only. ·
The lessons should be arranged in a logical
manner. · Use a lesson based approach, which progresses from level to level so
that users interest and attention is kept, and they can build on the information
they gained from previous levels. ·
Use short tests in order to challenge
the user, but make them realistic, i.e. in terms of timing and length. ·
Video clips are essential when attempting to teach sign language. Textual descriptions
of the movements and actions are also desirable as they offer another way for
the learner to grasp the concept. ·
Systems should be interactive, and should
keep prompting the user to take part and take in the information. ·
Ensure
that text is large enough and clear enough to read, especially if the system may
be used by partially sighted people. ·
Let the user select when and how many
times they wish to view the video clips. ·
Topics should be reasonably short
in length otherwise users will get bored. If possible, an indicator should tell
the user how far thorough the particular module or topic they are so that they
can judge how long they have to go. These are not all the requirements
for the new system, but a selection which can be inferred from studying the existing
systems. |
