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Cognitive technologies
Published in Alex Mihailidis, Roger Smith, Rehabilitation Engineering, 2023
Computer-driven software to assist with learning in an educational setting can be extremely helpful for children and young adults with learning disabilities who can benefit from customization and strategies aimed at maintaining engagement (Weng, Maeda, & Bouck, 2014). Additionally, students with disabilities can benefit from features within an e-learning environment that can adapt to their needs and assist in learning. The ideal educational computer technology or software not only provides accessible content, it also is accessible in the design and function of the computer or software. This includes functions for people with visual or hearing impairments, such as screen reading or closed captioning. It also includes personalization functions for people with other cognitive or mobility impairments, including preference changes for larger buttons or text, control settings, and compatibility with other assistive technology that allows users with cognitive impairments to interact with accessible learning content (Laabidi, Jemni, Jemni Ben Ayed, Ben Brahim, & Ben Jemaa, 2014). For educational purposes, computer-driven software should use proven instructional methods with adaptive preferences for personalization, be aimed at maintaining attention and engagement, and provide useful feedback, either to an instructor or a student (Weng et al., 2014).
Enhancing website security against bots, spam and web attacks using lCAPTCHA
Published in International Journal of Computers and Applications, 2023
S. Vaithyasubramanian, D. Lalitha, C. K. Kirubhashankar
CAPTCHA has been used since 2003 on the Internet to authorize that the user is a human being. For defensive mechanism, Text, Image, Video, Audio, and puzzle-based CAPTCHAs are the most existing among the websites. CAPTCHAs that appear in websites with deformed images of alphabets and numbers are text-based CAPTCHAs. To build the complexity of solving text-based CAPTCHAs, a mixture of font styles and font colors are also involved in framing these texts so that only a human being can identify properly and feed it precisely [13–15]. Pictures of CAPTCHAs are created using several images where users are made to distinguish objects such as cars, street symbols, and road signs in a set of images. Screen reading programs help visually challenged users in accessing websites. To tackle these issues, auditory-based CAPTCHAs were formed where users listen and enter the spoken words what they heard [16,17]. Video CAPTCHA involves letters with the specific font or pictures come in motion. Users need to recognize letters or pictures and to feed them correctly. The complexity to break these tests has been increased by adding noise in the background. Other forms of math puzzle CAPTCHA, jigsaw puzzle CAPTCHA also exist [18–20].
Foundations and affordances of workplace assistive technology: The case of mobile and enabling IT for workers with visual impairments
Published in Assistive Technology, 2020
Web forms were used to present each round of the study to panelists. Their responses were captured automatically in a linked database. Google Forms were used based on the recommendation of several agencies serving the community of users with visual impairments. All other communications took place via e-mail. Electronic research instruments have been shown to have a similar response rate to paper-based instruments. In the case of participants with visual impairments, presenting material in digital form offers the advantage of making it easily accessible to screen reading technology.