Use of Voice Assistive Technologies for Students with Disabilities in Upper Secondary Education
DOI:
https://doi.org/10.59343/3yuyay.v5i2.8m131Keywords:
Voice assistive technology, Inclusive education, Educational assessment, Digital accessibilityAbstract
The integration of voice-assisted technologies into inclusive education introduces new approaches to assessing students with disabilities. This study examines the user experience and perceptions of upper secondary students interacting with an inclusive web-based platform equipped with a voice interface for assessment purposes. A mixed-methods approach grounded in Design-Based Research was employed, combining qualitative and quantitative techniques. The sample consisted of 12 students with visual, motor, and hearing impairments. Data collection included structured observation, user experience inspection protocols, a focus group, and a questionnaire based on the Technology Acceptance Model (TAM). Findings indicate that voice interfaces significantly enhance accessibility, autonomy, and efficiency during assessments. Academic performance improved from an average score of 7.5 to 9.5, representing a 23.3% increase between initial and final evaluations. These results suggest a meaningful relationship between the use of voice technologies and improved academic outcomes in inclusive contexts. From a cognitive perspective, such technologies support learning mediation and the construction of meaningful knowledge among students with sensory or motor limitations. Consequently, voice-enabled platforms contribute to more accessible, equitable, and student-centered assessment practices.
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