Universal access to technology-enhanced learning

Excerpt

Within the context of human–computer interaction (HCI), the concept of universal access introduced a new perspective that promotes the accommodation of a wide range of human abilities, skills, requirements, and preferences in the design of information technology. This automatically reduces the need for many special features, while fostering individualization, quality of interaction, and ultimately, end-user acceptability [5]. The notion of universal access reflects the concept of an information society in which anyone can potentially interact with information technology, at anytime and at anyplace, in any context of use, and for virtually any task [3]. Consequently, technology-enhanced learning (TEL) is an extremely important part in this context. However, designers and developers of this type of technology often ignore the needs, demands, and requirements of the end users, and consequently fail to examine how the end-users learn, work, and communicate with this technology. This is often related to a lack of general usability engineering methods [2], as for example end user-centered methods [1]. Design and development, which are based only on the potential of technology and ignores the human abilities, are insufficient. Consequently, it is necessary to carefully study which combination of media, device, and application is most advantageous to further increase the quality in both design and development of TEL. This must be made at the intersection of psychology and computer science, where HCI and usability engineering traditionally work. The underlying goal is to strengthen interdisciplinary research and development to bring clear benefits and increased value for the end users. However, a great deal of research and development is still necessary to bridge the gap between psychology and informatics and to gain a deep understanding of learners. TEL must serve the end users, because “Successful technologies are those that are in harmony with end users’ needs.” [4]. …