Bsc Hons Dissertation for Glasgow Caledonian University

"The Suitability and Effectiveness of Voice Recognition Software
for Dyslexic Users"

We have now established the importance of the role of ICT in education, but its ease of use and usability is of equal importance to its effectiveness, if it is to provide the required support to children with additional needs. It has long been proven that User-Centred Design can enhance the learning experience, improve overall performance and minimise training, (Nielsen, 2000) although learning content and usability are often regarded as separate issues during the evaluation process. Jenny Preece (Preece, et al, 1996) argues that this approach leads to superficial evaluation. As teachers are not trained in usability and most software designers are not trained in teaching methods, this may explain some of the shortcomings in this area. Jones, et al (1999) studied the credibility of Evaluation Models, which give teachers a structured methodology for assessing educational software's usability as well as it's educational content. The Jigsaw model was studied for its suitability, and during testing it did give teachers a better understanding of what makes a product usable, but there was no interaction with the actual users - the children to be taught. This would seem to be a major failing with the model - testing by users is a crucial part of usability testing.

It is not enough for the teachers to say that it has the educational content required and it is easy to use - if the users (the children) don't like it, or are unable to understand it - then it is not completely usable.

The CIAO! (Context Interaction Attitudes and Outcomes) Model was developed to evaluate Computer-Assisted Learning Packages (CAL) for the Open University's distance learning modules. It was tested by collecting data from designers, course developers and students with the aim of measuring evaluation from all perspectives. Although this has proved to be a much more rounded method of evaluation, there are still areas which are impossible to clarify completely. By using a limited number of case studies they could not confirm if any marked differences in grade levels were solely attributed to the CAL method - or - if there were any other contributing factors, which may not have been taken into account. Students testing the software also raised concerns regarding lack of contact with teachers, isolation, and interestingly, apprehension at being constantly monitored and "being watched".

This highlights the issue that ICT and CAL software in schools and other educational environments will not replace teachers and their traditional methods, but should be used to compliment and enhance the learning experience, as long as neither usability or quality of learning content are compromised.

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