Enhancing the acceptance of interactive online learning of hearing-impaired students

Interactive online learning environment with audiovisual multimedia has improved significantly in increasing learning effectiveness. However, for hearing-impaired students who have difficulties in internet multimedia systems associated with audio and visual information require further design to overcome their limitation. To this end, the present study develops an interactive online learning environment to increase accessibility and interactivity for hearing-impaired students based on hyperlink techniques, modular concepts and online discussions. In particular, for increasing accessibility, in Course Design, to capture attention and arouse interests, 1) we provide pre-course briefing with sign language and lip language, and displaying learning outcome, for reducing cognitive loading, and 2) categorize topics and simplify course contents, for providing enough time to comprehend, moreover, we add 3)self-assessment and online forum as synchronized discussion. For increasing interactivity, in Interface Design, we provide 4) index buttons for fast understanding of course outline and 5) self selection of course, and 6) impressive visual guide to highlight important points and to help comprehension of course contents. Our empirical experiments based on 60 hearing-impaired students showed that the abovementioned five enhancement designs have significant increase their intention to use interactive online learning environment manifested in Technology Acceptance Model (TAM). The results showed that the accessibility and interactivity respectively produced significant effects on perceived ease of use and perceived usefulness, and then that the hearing-impaired students felt helpful and intended to use the interactive online learning environment as often as needed. However, it was also found that perceived ease of use did not produce direct effects on the hearing-impaired students´ intention to use. The implication in design better online learning environment for particular use- s and contribution in developing orange technology of learning are discussed.