Cómo enseñar y cómo aprender

We report results from Cycle four usability testing here. We did not evaluate how the learners held the mobile phones.

Task completion

The lesson consisted a total of 51 SASL videos consisting of 7 lesson description videos, 1 video on task description and 43 task step videos. These videos correspond to the sections of the e-Learner lesson structure of lesson description, task description and task steps (See Section 3.1.3) to maintain consistency. The fastest learner completed the whole lesson in 1 hour 6 minutes. Table 7.1 below shows the tasks completed by the Deaf participants. These tasks correspond to the 43 task step videos. The chart in Figure 7.3 visually the completion rates of the tasks.

Table 7.1: Task completion rates of the lesson by the Deaf participants.

Participant Lesson de-scription

Task description Task steps completed

Total

1 (intermediate) 7 1 29 72.5 %

2 (advanced) 7 1 31 76.5 %

3(advanced) 7 1 43 100 %

4(beginner) 7 1 23 60.8 %

... ..

1 .

2 .

3 .

4 0 ..

10 . 20

. 30

. 40

. 50

. 29

.

31

.

43

.

23

.

Participants .

Taskscompleted

Figure 7.3: Chart showing the task completion rates of the participants in the user evaluation

The progress of the other learners was recorded and we printed copies of the documents the learner were working on. Figure 7.4 illustrates the complete organi-zation chart by participant 3. Screenshots belonging to the other participants can be found in Appendix D.

Reduction of representational states

The reduction of representational states discussed in the results in Section 5.4.6 was maintained. It kept the same the number of representational states as for hearing literate users.

Carmen'Kuscus'–'20'November'2014' BOARD&&COMMITTEE&

Audiology&Project&

Richard&Pelton& Social&worker&

Stephanie&Kotze&

Development&worker&&

Eric&Mahamba&,&

Shamiela&Du&Plooy&&&

Carmen&Kuscus&

HIV&Lay&Counselor&&

Ntombi&Majibana&&&

CharloLe&Siljeur&

CraMware&Project&

Suzanne&Lombard,&

Maria&Johnson,&

Mildred&Bergman&O&

Driver&&

Nasmie&Crow&&

Parking&Bay&&

William&Cloete&&

Administrator&&

Faith&Cronwright&

&

Public&RelaRon&

Officer&(PRO)&

Stephen&Lombard&

' '

Figure 7.4: The complete organization chart. The chart shows the structure of DCCT with all jobs added completed by participant 3

!

SASL! ! videos!

Computer!

Working!

memory!

Receptive!

language!

Deaf!learner!using!SignSupport!

Figure 7.5: The representational states of a single instruction being delivered to a Deaf learner using SignSupport. The reduced states make it simpler for Deaf learners and promotes individual work

Interface Navigation

We fixed the navigation issues found in Section 5.4.6. We removed the disabled back button that confused the participants. All participants managed with relative ease to navigate between the lesson list screens and the SASL video screen using the using the back button on the status bar at the top left of the application.

Figure 7.6: Red circle shows the position of the back button marked by a left facing arrow head next to the SignSupport icon on the title bar. The learners press this button to go back to the lesson section list.

The participants recognized that the home screen contextual video (see Figure 7.2) was clear enough for them to follow. They followed the instructions in the video to access the lesson list screen by pressing the lessons button. Two partici-pants (participartici-pants 2 and 4) observed did not proceed forward to the lesson detail screens where they would start the lesson. The screen they had stopped at lacked SASL instructions to tell them what to do. The participants were prompted by the facilitator to click on the introduction list item to navigate to the next screen.

Lesson content

All the participants could follow the signing in the SASL videos. There were no dialectal difference identified in the signing compared with the results in Section 5.4.6. One participant (participant 1) recognised the sign for the wordorganization but did not know the English spelling. The assistant aided this participant by typing the correct spelling in an open word document which was projected at the front of the room using the overhead data projector. In addition the same participant identified the sign for tight but could not relate it to the English word which required her to apply text wrapping.

Two mismatches of instructions were observed. In one instance, two participants (participant 1 and 4) pointed out that the SASL instruction required them to save the document in their local folder but their folder was not present. It was also noted that the participants were not seated at the computer they normally use for the classes. The computer normally used by participant 1 was faulty and the computer used by participant 4 was being used by an advanced learner (participant 2). The facilitator instructed them to save the documents on the computer desktop.

In the other instance, one of the two participants (participant 4) noted that there were three e-Learner icons on their computers while the instruction on SignSupport instructed them to click on the e-Learner icon. The advanced learner clicked on one of the e-Learner icons which opened the application. The novice learner (participant 4) sought help from the facilitator on which icon to choose to open.

Learner work rates

We observed that the novice learner (participant 4) needed more help compared with the other 3 learners. In the instances observed, the novice learner needed prompting to carry on. In one instance the same learner (participant 4) was staring at a dialog box on her screen where she had to click theOk button for the dialog to disappear.

In another instance the learner called the facilitator to confirm where the SmartArt object chosen was the correct one. From our observation, the difference in computer literacy between the advanced learners and novice learners was evident. This allowed the assistant or facilitator to assist the novice learner more while the advance learners

(participants 2 and 3) continued with their individual work uninterrupted.

Figure 7.7: A Deaf participant using SignSupport to do the lesson,S3: My organization

Facilitator engagement

The facilitator engaged with the Deaf participants in 25 observed instances. The engagement involved clarifying potentially confusing instructions or to prompt the learners. In one instance observed the facilitator explained to an advanced learner that the 3D effect to be added was forWordArt instead ofSmartArt. The facilitator also instructed the assistant to help with problematic spelling, for example the word organization.

Assistant engagement

The assistant engaged with the Deaf participants in 28 instances observed. In these engagements, the assistant prompted the Deaf participants to clarify some of the SASL instructions that the participants misinterpreted. In the event that the assis-tant was not sure of an instruction, the facilitator was consulted.

Outcomes from the focus group

In the group discussion, all the participants had mixed reactions towards the pro-totype. One participant (participant 4) mentioned they had difficulty choosing a lesson. The same participant, who was the novice learner also did not know the hierarchy of DCCT. Another participant (participant 1) had difficulty with relat-ing the signs to the English word. Three of the participants (participants 1, 2 and 4) were satisfied having the assistant helping them when the facilitator will not be present. Participant 3 who finished the lesson was satisfied that SignSupport allowed her to work at her own pace.

All participants were satisfied with having the image beneath the SASL video however participant 3 wanted the image size increased to fill up the space. The participants would like all the lessons filmed, but they all indicated they would still need help from the facilitator. All the participants agreed that Deaf people outside DCCT could use SignSupport with sufficient training.