| dc.description.abstract | Information and communication technology has revolutionized all sectors and all aspects of human life. In the education sector, technology enhances the learning experience and access to learning materials, and it is also widely considered an enabler for more inclusive education. Digital learning materials are increasingly used in learning at all education levels, including secondary school. However, re- cent studies show that digital learning materials are not accessible to students with visual impairment in Norway. The overarching goal of this thesis is to identify the accessibility barriers faced by high school students with visual impairment in digital learning materials. Using semi-structured interviews and online questionnaire, this study investigated the accessibility barriers faced by students with visual impairment. The results reveal that students with visual impairment face several accessibility barriers that could impede their learning. The identified barriers are related to navigation issues on both the content and the secondary tools, usability barriers, incompatibility with assistive technologies, missing alternative text and inaccessible videos, and the lack of digital skills. These results indicate that the current digital learning materials are not universally designed. This means that students with visual impairment will spend more time and energy navigating and operating these resources rather than using them for actual learning. Consequently, greater attention is needed to understand these students’ needs to make digital learning materials accessible. | en_US |
