Differences in Factors Affecting Academic Success for Disabled Individuals in Technology-Mediated Learning Environments

Abstract

Extant literature does not show the relationship between design attributes of Technology-mediatedLearning (TML) environments or Course Management Systems (CMS) and behavioral attributes and their impact on academic success of students with disabilities.In addition, existing research does not consider the perceptions of disabled users regarding accessibility and its impact on the effectiveness of TML.We examine antecedents of academic success for university students with disabilities working in TML environments and in particular for those with visual impairments.We also investigate if these factors are more influential for visually impaired students in comparison to students with other disabilities.We examine the impact of three design attributes -accessibility, usability, and media richness of a CMS, and a behavioral attribute -learning motivation -on the learning outcome of individuals with disabilities.Based on our findings, we hope that higher education institutions will deploy accessible and usable CMS to positively impact the academic success of students with disabilities, particularly those with visual impairments.

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