got the tech, do they use it?

Got the tech, but do they use it?

Got the tech, but do they use it?Abi [email protected]@soton.ac.uk

How do we understand and improve the user experience of an assistive technology user?

1Abi James, ATEC, May 2016

Tech solves everything doesnt it?10% of students at GCSE who qualify for a reader use A.T.8% of university students assessed for A.T. had previously had access to itAbandonment rate for AT reported to vary from ~30% to 75%40% of general IT in healthcare reported to not be used

Abi James, ATEC, May 20162

Why wouldnt you use technology?


Where are the digital natives?Digital Visitors and Digital Residents may be better description

Dont carry on the myth!4Abi James, ATEC, May 2016

Rogers diffusion of innovation

Rogers diffusion Rogers EM. Diffusion of innovations. 5th ed. New York (NY): Free Press; 2003

Geoffrey Moore: Crossing the Chasm:Marketing and Selling Disruptive Products to Mainstream Customers

5

People first, assistive technology users second


Where does time go?A disability makes daily living, working and studying harder - simple tasks can take longerI tend to print out a lot more than my friends and it takes me a lot longer to read stuff. When I have to write a report I will do a PowerPoint presentation first and then organise my thoughts. It is so much easier to talk about it than to write, but this method provides a structure for my report. I do not like reading slides on-line, but I like the freedom that PowerPoint gives you to arrange stuff. If I am looking for things on the internet I prefer plain web pages. (LexDis Project, Final Report, 2009)


Life through a tech users perspective where does time go?Nielson (2001) assessment of usability on 4 common tasks:Web's current usability is about three times better for users without disabilities than it is for users with disabilities

ScreenReaderUsersScreenMagnifierUsersControl Group(no disabilities)Success Rate12.5%21.4%78.2%Time on Task(min:sec)16:4615:267:14Errors2.04.50.6

https://www.nngroup.com/articles/beyond-accessibility-treating-users-with-disabilities-as-people/


Stephen Hawkings experience2012 group of scientists & engineers attempted to improve Stephen Hawking communication softwareHawking wasn't adapting to the new system. It was too complicated. Prototypes such as the back button, and the one addressing "missed key-hits", proved confusing and had to be scrapped. "He's one of the brightest guys in the world but we can't forget that he hasn't been exposed to modern technology,

http://www.wired.co.uk/magazine/archive/2015/01/features/giving-hawking-a-voice

"I thought we had it, I thought we were done," says Denman. However, by the following month, it became clear that, again, Hawking was having trouble adapting. "One of his assistants called it 'ASTER' torture," recalls Denman. "When they said it, Stephen would grin.

"The new system is much faster and efficient, but we had to train Stephen to use it. In the beginning he was complaining about it, and only later I realised why: he already knew which words his previous systems would predict. He was used to predicting his own word predictor." 9Abi James, ATEC, May 2016

What do students think about assistive technology? LexDis.org.ukI did feel like I was doing 2 courses and that was, frankly, too much. I had to stay with my old bad habits because I just didnt feel I had the time to take out to learn something new to help me. It was a vicious circle, really. (Stephanie, LexDis final project)


LexDis: Fast Forward to 2016Student project to evaluation of LexDis 17% of those questioned had disabilities

Non disabled students interested in strategies and want to use it throughout their studies


Is the assistive technology any different to other fields?What can we learn from the technology market?

Plants 12Abi James, ATEC, May 2016

Technology acceptance

its not what the software does, its what the user does13Abi James, ATEC, May 2016

Technology Acceptance ModelTechnology Acceptance Model (TAM, proposed by Davies,1989)Many recent variation, but all focus on usefulness / ease of useRecent work with students have found Usefulness and Ease of Use are key aspects of students attitudes towards technology

Input: external variables leads to Perceived ease of use and perceived usefulness. This influences Attitude and behavioural intention that leads to actual behaviour.

Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach.British journal of educational technology,43(1), 71-84.14Abi James, ATEC, May 2016

Technology Acceptance Model for assistive technologyProposed by Deibel (2011), adapted from Bakers Basic Ergonomic Equation.Highlights importance of effort vs benefit and social impact The likelihood of an assistive device being used is a product of the users motivation to perform the task and the necessity of the device for the task. This product is reduced by the sum of the time the task will take, the effort involved in using the AT, and the social weight of the device. All shaped by the context of the user at the moment.

Deibel, K. (2007). Adoption of Assistive Technologies for Reading Disabilities: Cultural , Literacy , and Technological Aspects General Exam Report Overview of Reading Disabilities.15Abi James, ATEC, May 2016

Technology Acceptance for assistive technology

Motivation NeedTime Effort StigmaUsers environment

Deibel, K. (2007). Adoption of Assistive Technologies for Reading Disabilities: Cultural , Literacy , and Technological Aspects General Exam Report Overview of Reading Disabilities.

Motivation times needs divided time taken on task, effort involved and stigma; controlled by the users environment and perspective

The likelihood of an assistive device being used is a product of the users motivation to perform the task and the necessity of the device for the task. This product is reduced by the sum of the time the task will take, the effort involved in using the AT, and the social weight of the device. All shaped by the context of the user at the moment.


Barriers and Facilitators to Uptake of AT across health, education and social careREDUCE STIGMAIMPROVE COMPETENCY & CONFIDENCEINVOLVE USERS IN DEVELEOPMENT & USEIMPROVE FUNCTIONALITY & DESIGNPROVIDE TIMELY ACCESSPROVIDE TECHNICAL SUPPORTIMPROVE AWARENESSENHANCED OUTCOMES?BETTER EXPERIENCE FOR USERS & PROVIDERS?SMOOTHER TRANSITION BETWEEN PHASES OF LIFE?BETTER USE OF RESOURCES?

Draffan et al (2015) Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration.

Draffan EA1,James A1,Cudd P2,Bentley C2 (2015) Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration. Pp 350 - 356Studies in Health Technology and InformaticsVolume 217: Assistive Technology

DOI10.3233/978-1-61499-566-1-350

20853 London final April 200817Abi James, ATEC, May 2016

So is it all about training?

Glass (1999) Learning curve for new technology software


LexDis 2016 and beyond: training in the future?Key points learnt from the students of 2016Less text break up each area of contentDate filter as well as strategies and difficulties Provide instant access via imagesMail outs specific to requirementsSpace for feedback on strategies Push / Pull Facebook and Twitter. Same approach for the guides and other resources


Is it about the changing learning/working environment?MOOCs / Blended LearningFlipped Classrooms / BOYD Altformats for complex media / interactionsAccessible e-AssessmentsOnline Open Educational Resources


Is it about Design and Usability.Usability is defined as theextent to which a system, product or service can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use

Usability definition: ISO DIS 9241-11:2015


Accessibility & Usability interconnected

Accessible to all including those with disabilitiesUsable by all including those with disabilitiesDesigned for all users

Universal design:provide multiple ways of engagementProvide multiple means of representationProvide multiple means for action and expression


Accessibility & Usability interconnected

Universal design:provide multiple ways of engagementProvide multiple means of representationProvide multiple means for action and expression


First impressions count the voice!

http://access.ecs.soton.ac.uk/blog/atbar/2013/12/05/exploring-new-voices-for-atbar/

2411/03/2016Abi James, ATEC, May 2016

Is it about how we choose technology?

Matching needs to strategies: STREETSTREET model identifying criteria for evaluating Functionality and suitability of technologiesUser testing and design processes identifying potential technology strategiesSStrengthTTasksRResourcesEExpertiseEEnvironmentTTools

How do you evaluate technology use?Recognition that matching the needs of a disabled users to technology strategies encourages success


STREET model (Draffan & James, 2016)

Dexterity & mobilityCognition & processing

Receptive / expressive languageHealth

Organisation & Planning Understanding information

Time, money & numeracyDaily livingMemory & Recall

TrainingPeer & family support

Professional supportTechnical support

Personal preferences / strategiesConfidence

Technology skillsPerceived benefit

System / operating environmentCompatibility

Accessibility constraintsSecurity & IT Policies

Word processing & proofing toolsRecording / capturingGraphical mapping / planning

RemindersCalculators & mathsAlarms & environmental controls


Case study: designing text to speech for maths - STEMReader projectAIM: to develop a usable, sustainable tool for reading aloud maths notationIncorporate user feedback within the software designopen bracket, 4 x minus 3 y, close bracket, plus 7 open bracket, x plus y, close bracket.

2811/03/2016Abi James BDA INternational Conference 2016

Case study: designing text to speech for mathsDexterity & mobilityCognition & processing

Receptive / expressive languageHealth

Time, money & numeracy

TrainingPeer & family support

Professional supportTechnical support

Personal preferences / strategiesConfidence

Technology skillsPerceived benefit

System / operating environmentCompatibility

Accessibility constraintsSecurity & IT Policies


STREET: influencing factors on using text to speech in high-stake school examsStrengths, task, tools controlled by regulationsTrainingPeer & family support

FinancialProcurementTime-frame

ConfidencePerceived benefitMetacognition

Prior knowledge & experiencePersonal preferences Technology skills

System /Operating EnvironmentSecurity & IT Policies

Accessibility constraintsCompatibility

The student


Can we influence technology adoption?Increase ease of useOrganisationCan I get the software installed?TechnicalIs the interface easy to use?Will I need technical support all the time?PersonalCan I learn to use this tool?

Perceived benefitsOrganisationIs this going to be worth the money I spend on it?Technical Is this going to bring the benefits I need?Will it support the tasks I need to undertake?PersonalWill I feel comfortable using this?

3111/03/2016Abi James, ATEC, May 2016

Who does the heavy lifting?Support embedded across the institution / organisation?Specialist disability / A.T. support available?

Operating systemBrowser,App, ContentAssistive TechnologyUserskills


Mainstreaming and side-streaming


Dont leave AT behind

Credit: wigwam press The Image BankGetty Images


How can we influence AT adoption?User-centredEase of useSpecialist supportSpecialist solutionstraininginnovation


Thank you!Abi [email protected]@soton.ac.uk
