Assessment of usability and sustainability of digital braille assistive devices for learners with visual impairment in Kenya

Abstract

This research focuses on examining usability and sustainability of digital braille assistive devices towards improving inclusivity of learners with visual impairment (VI) in formal education. This study was guided by the universal design for learning and assistive technology theories. Firstly, the study examined the usability of digital braille assistive devices in improving inclusivity of learners with VI in secondary school and at university level. Secondly, sustainability of access to digital assistive technologies for use among the learners with VI was examined. The study employed a mixed methodology approach within which a descriptive survey design was adopted. The study utilized interviews and questionnaires in data collection. The study was delimited to 2 institutions in Kenya: a mainstream private University & Special School for the Blind. The study participants included 34 learners with visual impairment who were purposefully sampled from the 2 selected institutions. Four teachers and 2 technical support staff were also purposefully sampled as study participants. Quantitative and qualitative data analysis techniques were adopted. The findings show that the usability of digital braille assistive devices for visually impaired learners is vital in increasing inclusivity of learners, promoting learner’s independence and enhancing learning opportunities. The study underscores the importance of increasing device usability to improve device performance and foster user independence. The study recommendations highlight the need for schools to establish robust support systems for the users of assistive technologies in order to enhance sustainability, including dedicated technicians for adequate training for both students and educators, and regular device maintenance