Deaf, Hard of Hearing and low vision students face often encounter visual noise, such as large viewing distances, line of sight interference or obstruction, poor lighting or viewing angles. This classroom visual noise can significantly interfere with the visual perception and learning process for these students.
Deaf and hard of hearing students that use aural-to-visual accommodations have to manage visual attention between two or more simultaneous visual sources. The extra visual sources include the visual representation of the classroom audio, which is typically either a sign language interpreter or real-time text typed in by a captionist, as shown above.
Low vision students who have limited field of views do not have peripheral vision. They spend a lot of time searching for the relevant information while switching gaze between visual sources. Like deaf students who use accommodations, low vision students also have to learn to manage visual attention to minimize the time lost in searching for relevant information.
We develop strategies and technical solutions to reduce visual noise. We also investigate visual and cognitive constraints in managing multiple sources and develop accessible technology views that enable students to manage multiple simultaneous visual information sources within their constraints.