A MOBILE SIGN LANGUAGE INTERPRETER PROTOTYPE FOR SUPPORTING

COMMUNICATION IN PROBLEM BASED LEARNING

By

Mshilla Danson Kirigha

(18/U/2489/ MID)

Supervisors

Dr. Raphael Aregu

Dr. Benedict Oyo
Mr. Jackson Abandu

A Research Proposal submitted to the Institute of Research and Graduate Studies in partial
fulfillment of the requirements for the award of Master’s Degree in Information and
Communications Technology for Development of Gulu University

February 21
 DECLARATION

I Mshilla Danson Kirigha, declare that this proposal is my original work and that it has never
been presented to any University for any award.

Signature………………………………… Date………………………………………

(18/U/2489/MID)

i
 APPROVAL

This proposal entitled “A mobile sign language interpreter prototype for supporting
communication in problem based learning” has been developed under our and now it is ready for
submission.

Dr. Raphael Aregu

(Supervisor)

Signature …………………………………………. Date …………………………………………

Dr. Benedict Oyo

(Supervisor)

Signature …………………………………………. Date …………………………………………

Mr. Jackson Abandu

(Supervisor)

Signature …………………………………. Date …………………………………..

ii
TABLE OF CONTENTS

DECLARATION .................................................................................................................................. I
APPROVAL......................................................................................................................................... II
LIST OF TABLES............................................................................................................................. VI
LIST OF FIGURES .......................................................................................................................... VII
LIST OF ACRONYNMS/ABBRIVIATIONS ..............................................................................VIII
DEFINATION OF KEY TERMS .................................................................................................... IX
INTRODUCTION ................................................................................................................................ 1
1.0 Introduction ............................................................................................................................ 1
1.1 Background ............................................................................................................................ 1
1.2 Statement of the Problem...................................................................................................... 3
1.3 Main objective ....................................................................................................................... 3
1.3.1 Specific objectives ......................................................................................................... 3
1.4 Research Questions ............................................................................................................... 4
1.5 Research scope ...................................................................................................................... 4
1.5.1 Geographical scope........................................................................................................ 4
1.5.2 Time scope ..................................................................................................................... 5
1.5.3 Content scope ................................................................................................................. 5
1.6 Conceptual Framework ......................................................................................................... 5
1.7 Theoretical Framework ......................................................................................................... 6
1.7.1 Socialcultural theory ...................................................................................................... 6
1.7.2 Unified Theory of Acceptance and Use of Technology (UTAUT) ............................ 7
1.8 Study Justification ................................................................................................................. 8
LITERATURE REVIEW...................................................................................................................10
2.0 Introduction ..........................................................................................................................10
2.1 Android native mobile application .....................................................................................10
2.2 Native Mobile Application Architecture............................................................................11
2.3 Native mobile application acquisition strategy .................................................................13
2.4 Requirements engineering ..................................................................................................14
2.5 Native mobile application development ............................................................................14
2.6 Native mobile application prototype ..................................................................................15
2.7 Information System Development Methodologies............................................................16
2.7.1 Agile design methodology ..........................................................................................16
2.7.2 Design thinking methodology .....................................................................................17
2.7.3 Prototyping methodology ............................................................................................17
2.7.4 Design science research methodology........................................................................18
2.8 Adoption of Native mobile application prototype .............................................................18
2.8.1 Performance expectancy..............................................................................................18
2.8.2 Effort expectancy .........................................................................................................19
2.8.3 Social influence............................................................................................................19

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 2.8.4 Facilitating conditions .................................................................................................19
2.9 Education .............................................................................................................................20
2.10 Teaching Methods ...............................................................................................................21
2.11 Problem based learning .......................................................................................................21
2.11.1 Collaborative learning .................................................................................................22
2.11.2 Reflection .....................................................................................................................22
2.12 Challenges of deaf learners in School ................................................................................23
2.12.1 Challenges ....................................................................................................................23
2.12.2 Mitigation measures ....................................................................................................24
2.13 Teaching and Learning Assistive Technology ..................................................................24
2.13.1 Deaf learners’ AT for teaching and learning..............................................................25
2.14 Related Assistive Technologies ..........................................................................................26
2.15 Technology gaps..................................................................................................................29
METHODOLOGY .............................................................................................................................30
3.0 Introduction ..........................................................................................................................30
3.1 Information System Development Methodologies............................................................30
3.2 Adopted Information System development Methodology................................................30
3.2.1 Design science research methodology........................................................................31
3.3 Research Design ..................................................................................................................33
3.4.1 Study Population ..........................................................................................................33
3.4.2 Determining the sample size .......................................................................................34
3.5 Sampling strategies..............................................................................................................34
3.6 Data collection method .......................................................................................................35
3.6.1 Interview guide ............................................................................................................35
3.7 Data Quality Control ...........................................................................................................36
3.8 Tool validation and reliability .......................................... Error! Bookmark not defined.
3.9 Data Analysis .......................................................................................................................36
3.10 Data Presentation .................................................................................................................37
3.11 Ascertaining business needs ...............................................................................................37
3.12 Requirements Identification and Definition ......................................................................37
3.13 Native Mobile Prototype Development .............................................................................38
3.13.1 Development Tools......................................................................................................39
3.13.2 Development Standards ...............................................................................................39
3.13.3 Development process...................................................................................................40
3.14 Native Mobile Prototype evaluation ..................................................................................40
3.15 Study Limitations ................................................................................................................40
3.16 Ethical Considerations ........................................................................................................41
REFRENCES ......................................................................................................................................42
APPENDICES ....................................................................................................................................50
Appendix A: Work plan .................................................................................................................50
Appendix B: Budget .......................................................................................................................51
Appendix C: Risk management plan .............................................................................................52
Appendix D: Informed consent document ....................................................................................54
Appendix E: Assent document.......................................................................................................56

iv
Appendix F: Interview guide for the deaf learners .......................................................................47
Appendix G: Interview guide .........................................................................................................50

v
 LIST OF TABLES

Table 1: Sample size ...........................................................................................................................34

vi
 LIST OF FIGURES

Figure 1: A conceptual framework ...................................................................................................... 6

Figure 2: Unified Theory of Acceptance and Use of Technology model ......................................... 8
Figure 3: The native mobile application architecture .......................................................................12
Figure 4 : Native mobile application development ..........................................................................15
Figure 5 : Design science framework ................................................................................................31
Figure 6 : Mobile prototype model ....................................................................................................39

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 LIST OF ACRONYNMS/ABBRIVIATIONS

API Application Program Interface

APK Android application package
App Application
APPS Applications
AT Assistive technology
AVD Android Virtual Device
CWD Children with Disabilities
DFD Data flow diagram
ICT Information Communication Technology
IS Information Systems
ISDM Information system development methodology
MoES Ministry of education and sports
MoFPED Ministry of Finance Planning and Economic Development
OS Operating System
PDFD Physical Data Flow Diagram
PWD People with Disabilities
RIA Rich internet application
SDG Sustainable development goals
SDK Software Development Kit
SGU Schools in Gulu
PBL Problem based learning
SWD Student with Disabilities
UBOS Uganda Bureau of Statics
UNDP United Nation Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UPE Universal primary education
WHO World Health Organization
WIFI Wireless Fidelity
XML Extensible Markup Language
DL Deaf learners

viii
 DEFINATION OF KEY TERMS

Assistive technology:

Assistive technology concept had been adopted in this study to mean a technological solution or
device that develops capability of deaf learners to be able to access information (Hayes & Bulat,
2017).

Deaf learners:

Deaf learners concept refers to individuals with inability to here sound signal below 25 decibels
and in this case it can be a fluctuating problem or permanent (Wezzie, Fayiah, & Gwayi, 2020),
and they do not have access to sound amplification AT.

Mobile prototype:

This study adopted mobile prototype concept to mean a software representation of an end
product (Camburn et al., 2017).

Problem based learning:

Problem based learning is an instructional method which is student-centered where learners work
in collaborative groups to solve a problem with help of the teacher as the facilitator (Hmelo-
silver, 2014).

ix
 INTRODUCTION

1.0 Introduction

Problem based learning is an instructional method where learners work in collaborative groups to
solve a problem with guidance of the teacher (Hmelo-silver, 2014). In this case, introduction
looks at the background of the study, statement of the problem, the main objective of the study
and the specific objectives, the research questions, scope of the study (geographical, time and
content), conceptual framework, theoretical framework and significance of the study.

1.1 Background

The entire world is made up of more than 150 million children’s with disabilities who are under
18 years according to World Health Organization [WHO] (2015). In Uganda disability
prevalence stands at 13.6% for population aged 5 years and above, out of that population 10.1%
are hearing impaired according to Uganda Bureau of Statistics [UBOS](2016). In Gulu city the
population for people with disabilities (PWD) stands at 12,565 for those aged 2 years and above,
while the deaf stands at 3,009 [UBOS] (2017). In addition, the population for those attending
primary school stands at 86.2% [UBOS] (2017). That is as a result Government White Paper
publishing a report on Educational Policy Review Commission in 1992 with an aim of providing
equal access to quality education while boosting completion rate, literacy and numeracy skills
according to Japan International Corporation Agency [JICA] (2012). The White Paper marked
primary education as the minimum education acquired by every individual (Ikhfi & Nurul,
2018), and that meant the deaf learners had an opportunity of attending school.

The White Paper laid a foundation for introducing Universal Primary Education (UPE) in the
year 1997 which involved abolition of school fees (Ikhfi & Nurul, 2018). In 2008, under the
Education Act it become compulsory for every child to attend primary school [JICA] (2012). As
a result of that Uganda had enrolled 205,000 students with disability (SWD) and the hearing
impaired totaled 28.8% by 2010 [JICA] (2012). In 2011 the Ministry of Education and Sports
(MoES) introduced Special needs and Inclusive Education policy whose objectives include
ensuring (SWD) have access to quality and equal education, parents and guardian sensitization,
provide licenses to organization, improve languages usage like sign language, review the

59
curriculum in regards of CWDs and provisional of (UPE) [JICA] (2012 and Allida & Samson,
2018).

Uganda enrolled a new academic curriculum in (2007 – 2012) with an aim of developing basic
literacy, life skills and values among learners. The curriculum emphasizes on student-centered
learning which involves the leaner being the active participant in the learning process (NPA,
2018). As a result of communication barrier the Deaf Learners (DL) where they rely on sign
language are not able to participate in problem based learning among their hearing peers (Wezzie
et al., 2020 and Miles, Wapling, & Beart, 2011). That affects their social development, ability to
participate in a collaborative learning activities (Alhassan, 2015 and NESSE, 2012); ability to
learn how to care for others, develop problem solving skills in real life (NPA, 2018). At the end
of it all their level of thinking, communication, self-management and leadership skills is not
developed to the level of their hearing peers since their mind is not exposed to diverse
understanding (Chandra, 2015).

Considering the shortcoming experienced by (DL), this study intends to ensure that they have
access to equal and quality education (GPE, 2018); they are able to participate in regular class
activities among their hearing peers (Suleymanov, 2014); there collaborative learning, emotional
support, knowledge acquisition and social competencies among their hearing peers is enhanced
(Alhassan, 2015). The argument is based on Socialcultural theory which state that learners
acquire knowledge through continuous interaction with people and tools around them (Zhou &
Brown, 2017). With that in mind this study intends to develop Assistive Technology (AT) that
supports integration of (DL) in problem based learning among their hearing peers. That is in
consideration that there are advanced technological solutions like; comprehension apps for text,
sound and video streaming, and sign language applications for lip reading, hand movement, and
facial expression (Adebisi, Liman, & Longpoe, 2015).

2
1.2 Statement of the Problem

Universal Primary Education which is currently based on thematic curriculum has given deaf
learners an opportunity of attending school. Considering the curriculum emphasizing on student-
centered learning the deaf learners are not able to integrate with their hearing peers in problem
based leaning which involves group activities as a result of communication barrier (Wezzie et al.,
2020 and Gudyanga et al., 2014). That is attributed by the fact that deaf learners are proficient in
sign language and their hearing peers are not (Miles et al., 2011). As a result of that they are not
able to able to develop socially, participate in collaborative learning activities, and get emotional
support from their hearing peers (Alhassan, 2015 and NESSE, 2012). There are a number of
interventions which have been done and they include training the teachers and curriculum review
for specific subjects but they do not address the need to integrate deaf learners among their
hearing peers in student-centered learning according to National Curriculum Development
Center [NCDC] (2019). It is with that this study is focused on developing an assistive technology
that supports integration of deaf learners among their peers in problem based learning with
guidance of their teacher.

1.3 Main objective

The main objective of this study is to develop a mobile sign language interpreter prototype that
support communication between the deaf learners and their hearing peers in problem based
learning in schools supporting deaf learners in Gulu city.

1.3.1 Specific objectives

i. To ascertain the need for developing a mobile sign language interpreter prototype that
supports communication between the deaf leaner and their hearing peers in schools
supporting deaf learners in Gulu City.
ii. To identify requirements for developing a mobile sign language interpreter prototype that
support communication between the deaf learner and their hearing peers in schools
supporting deaf learners in Gulu City.

3
 iii. To develop a mobile sign language interpreter prototype that supports communication
between the deaf learners and their hearing peers in schools supporting deaf learners in
Gulu City.
iv. To evaluate the mobile sign language prototype on its ability to support communication
between deaf learners and their hearing peers for schools supporting deaf learners in Gulu
City.

1.4 Research Questions

i. Is there need for developing the proposed prototype that supports communication
between the deaf learners and their hearing peers in schools supporting deaf learners in
Gulu City?
ii. What are the requirements for developing the prototype that supports communication
between the deaf learners and their hearing peers in schools supporting deaf learners in
Gulu City?
iii. What is the best approach for acquiring the prototype that supports communication
between the deaf leaner and their hearing peers in schools supporting deaf learners in
Gulu City?
iv. What approach will be taken to determining whether the prototype has the ability to
support communication between the deaf learners and their hearing peers?

1.5 Research scope

This study used geographical scope, time scope and content scope to show the depth of the study.
The geographical scope shows the location where the study will be conducted, while the time
frame shows the period when the study will be conducted and content scope shows the depth of
literature consideration.

1.5.1 Geographical scope

The geographical scope considered in this study was Gulu City and it comprises of Badege,
Laroo, Pece and Layibi divisions. It is located in the northern Uganda and has a total population
of 150,306 with 138 primary schools according to Uganda Bureau of Statistics and Schools in
Gulu [UBOS] [SGU] (2017 and 2019). The coordinates of Gulu city are 2°46'54.0"North

4
32°17'57.0"East with an elevation of 1,100 meters above the sea level. It is 340 kilometers from
Kampala which is the capital city of Uganda.

1.5.2 Time scope

The time scope considered in this study is the period within the Sustainable Development Goal
(SDG) of 2015 to 2030, precisely between 2015 and 2020. To add on that the study is in line
with SDG number four which advocates for equal and quality access education to all irrespective
of their weakness according to Global Partnership for Education [GPE] (2018). The SDG
number four is also in line with Uganda national development plan vision 2025 according to
Japan International Cooperation Agency [JICA] (2012).

1.5.3 Content scope

To be able to meet the objectives of this study, the research scope considered primary and
secondary sources. The secondary sources comprised of journals, reports, and articles while the
primary sources are based data collected from the respondents (deaf learners, head teachers, and
teachers) in Gulu city. The concepts adopted from secondary sources include children with
disabilities (CWDs), learners with disabilities (LWDs), and people with disabilities (PWDs) to
elaborate experiences of deaf learners in teaching and learning environment. Other concepts
include assistive technology (AT), education, teaching and learning AT and problem based
learning (PBL), prototype, and native mobile application.

1.6 Conceptual Framework

The conceptual framework is the foundation on which the problem in the study is formed and it
stems from the theoretical framework. It focuses on measuring success and failure rate of the
proposed intervention towards supporting communication between the deaf learner and their
hearing peers (Kumar, 2011).

5
 Figure 1: A conceptual framework
Source: Informed by literature review from Hmelo-silver and Taherdoost (2014 and 2018).
Figure 1 above is a conceptual framework depicting introduction of mobile sign language
interpreter prototype as an (AT) in class with an aim of supporting communication between the
deaf learners and their hearing peers in problem based learning. The framework shows how
problem based learning will be achieved, how the problem will be solved, the relationship
between the two concepts, and actions that will be carried out during the study (Adom, Hussein,
& Agyem, 2018). According to the conceptual framework, independent variable (IV) is
introduction of mobile sign language interpreter prototype and dependant variable (DV) is
problem based learning created by adoption of mobile sign language interpreter prototype. The
dimension for mobile sign language interpreter prototype AT include: performance expectance,
effort expectancy, social influence, and facilitating conditions (Taherdoost, 2018). On the other
hand the dimension for problem based learning include collaborative learning and reflection
(Hmelo-silver, 2014).

1.7 Theoretical Framework

Theoretical framework is a guide that gives the researchers the directions considered throughout
the study (Adom et al., 2018). Learning and technology adoption are the categories of theories
that are considered in this study. To be more precise learning adopted socialcultural theory while
technology adopted Unified Theory of Acceptance and Use of Technology Theory (UTAUT) for
adoption of information systems or the prototype.

1.7.1 Socialcultural theory

Socialcultural theory states that learners develop their thoughts and behavior through continuous
interaction. The interaction involves people and tools that surround the learner in a given culture
which helps the leaner develop their own worldview. There are three ways in which cultural
tools can be passed to the students and they include: imitative, instructed, and collaborative
learning. Imitative learning happens when learners tries construct knowledge by copying the
other person, instructed learning is where the learner recall the instruction from the teacher and
use then use them to self-regulate themselves, then collaborative learning involves group of
learners working together to solve a particular task (Zhou & Brown, 2017).

6
The education suggestion by socialcultural theory on social influences and cognitive
development is that: the teacher’s plays a central role in teacher-students relationship; there is an
inborn culture and immediate-social influence on the learners attitude and perception towards
leaning, going to school and their education philosophy; language plays an important role as a
tool of passing socialcultural influences to the learners towards cognitive development like
communication skills which influence clarity of speech and thoughts, student-centered learning
gives the learners an opportunity to progress within their potential towards a given education
outcome which involves them constructing knowledge based on social interaction and co-
constructivism (Zhou & Brown, 2017).

This theory considers practical teaching while considering learners with particular traits, it shows
the ability of learners to accomplish competent support from the teacher, it shows that learner’s
tasks can effectively be supported by the teacher. That means that the learner’s deserve an
opportunity from time to time to express themselves so as to demonstrate their understanding
based on individual capabilities. Social interaction learning is key factor in the learning process
where the learner is an active participant while collaborating with the teacher. That can happen in
small-groups, peer-supported environment, and improved teacher interaction (Zhou & Brown,
2017).

1.7.2 Unified Theory of Acceptance and Use of Technology (UTAUT)

Unified Theory of Acceptance and Use of Technology (UTAUT) was developed by Vankatesh
and Colleagues in 2003 as a result of evaluation the differences and similarities among the eight
models or theories. The eight models include: Technology Acceptance Model (TAM), Theory of
planned behavior (TPB), Theory of reasoned Action (TRA), Theory of planned behavior (TPB),
Diffusion innovation theory (DOI), Motivational Model and Social Cognitive Theory, Model of
PC Utilization, and combined TAM and TPB.

7
 Figure 2: Unified Theory of Acceptance and Use of Technology model
Source: Adopted from Al-mamary, Al-nashmi, Ghaffar, & Shamsddin (2016)

The figure 2 above is a model representing the UTAUT theory for adoption and use of
technology by end-users. According to this theory acceptance or adoption of technology is
determined by facilitating conditions, social influence, effort expectancy and performance
expectancy (Taherdoost, 2018). The intentions to use the intended prototype by deaf learners and
the teacher is based on performance expectancy, effort expectancy, and social influence while
facilitating conditions and behavioral intention are used to determine usage of AT (Al-mamary et
al., 2016). Performance expectancy refers to the degree at which the end-users believe that
introduction of the prototype will bridge communication barrier among deaf learners and the
teachers. Effort expectancy looks to what extent the prototype will be ease of use for the end-
users. Social influence in the model refers to adoption of the systems based on other users seeing
value for the system. Facilitating conditions in the model dictates that a system will be adopted
considering the fact there are organizational and technological infrastructure support the
adoption.

1.8 Study Justification

The end result of this study may help deaf learner’s have access to quality education which is in
line with sustainable development goal (SDG) that advocates for quality education for all
irrespective of one’s weakness. To add on that it is in line with Uganda national development

8
plan vision 2025 under the education Act which was enacted in 2008 [JICA] (2012). It does that
in consideration of education as a right for everyone thus the need for quality education that
empowers learners to a sustainable living (Boisseau & Guy, 2012). Apart from that primary
education is compulsory for every child and a minimum education requirement according to
White Paper (Ikhfi & Nurul, 2018).

It was envisaged that the outcome of the study may benefit many stakeholders including the
schools, teachers, deaf learners, parents, the researchers, and Ministry of Education and Sports
(MoES). The schools may be able to cut down the costs incurred by employing extra teachers to
help translate instruction into sign language for deaf learners. During teaching, efficacy may be
improved since the teachers will not have to present the same concept in multiple ways to cater
for needs of different learners with exceptionalities. When it comes to parents, they may rest
assured that their children learning needs are catered for adequately and they do not have to start
looking for better schools to transfer their children.

9
 LITERATURE REVIEW

2.0 Introduction

Literature review focused on secondary sources of relevant literature namely published journals,
books, and reports. Themes that have been discussed they include; native mobile application;
prototype; adoption of native mobile application prototype; and problem based learning. Other
themes include; education, teaching methods, challenges of deaf learners in school, teaching and
learning (AT); deaf learners’ AT for teaching and learning, related assistive technology; and
chapter summary.

2.1 Android native mobile application

Android native mobile application is a software program which runs on portable devices that
support android operating system (OS) like smart-phones and tablets so as to extend the
functionality of devices. They offer faster communication, increase productivity because of their
flexibility, low power consumption and low cost of operation compared to hybrid and web apps
(Islam et al., 2017 and Babatunde, 2015). The software program is composed of activities or
fragments which work together to accomplish a given task and the program is written in android
studio which is software development kit (SDK) with set of libraries to facilitate the
development process. The program is then tested on the android emulator or on android device.
Once the application has been developed it is published in Google play store where the users can
access the android application package (APK) and then install it in their devices, the (APK) can
also be hosted in web servers though during installing the source will be unknown (Babatunde,
2015).

There are two main types of mobile application and they include native and web-based
application. The native application is developed to run on specific devices like android, iOS
(OS). To add on that native mobile application runs locally on the installed device, they are built
in java, they rely on APIs, they are installed from the app store and are built for specific devices.
On the other hand web applications are developed in consideration of mobile devices so that they
can run on mobile web browser, but they are initiated from the server and they look like native
application because of their responsive nature to specific screens. A combination of native and

59
web-based application produces hybrid native application which is developed in HTML,
JavaScript, and CSS but put inside a native application wrapper. These applications can run
locally but on the web browser but they rely on APIs, they are installed from the app store and
they are built for specific devices (Fernandes & Ferreira, 2016).

2.2 Native Mobile Application Architecture

The native mobile application architecture refers to the guidelines for developing a mobile
application, the key attributes in the development, the use of layers for reusability and
maintainability, performance guidelines, security and deployment of the app. In development
there are principles that should followed by the developer and they include: breaking the
application into modules, avoid repetitive development of modules, avoiding a big design, use of
composition instead of inheritance to avoid situations where the child module will not be reused,
each module should be independent and not knowing what is contained in other modules, and
each module should perform a specific task (Meier et al., 2008).

During development there are guidelines that should be followed and they include: deciding on
whether it is a rich client (it requires local processing and internet connection occasionally), thin
client (server processing and fully connected) web client or rich internet application (RIA)
(limited to local resources and can be operated across platform). Determining the device that will
support the app, the bandwidth connection which is dependents on whether the application a
standalone or not, the user interface (UI) in consideration of the intended device and its
constraints, a layered architecture which contributes to reusability and maintainability, the
battery life, the memory size, and the processor speed (Meier et al., 2008).

11
 Figure 3: The native mobile application architecture
Source: adopted from Meir et al (2008)

The native mobile application architectures comprise of presentation layer, business layer, data
access layer, service layer guidelines which help define the components in the respective layer,
how to develop them, and key issues that arise during development of those components. To add
on that the business layer has guidelines for implementing application functionality like security,
caching, exception, management, logging, and validation. The other layer is communication
guidelines which help the developer understand how the components communicate with each
other, their interpretability, performance and security implications for a particular technology
and the choice of communication technology. Once the application has been developed it will
need to be deployed and in that case a deployment pattern will help determine the deployment
strategy based on performance, security, and the quality of the selected pattern (Meier et al.,
2008).

The presentation layer in the architecture is responsible for managing the user interface which
include the inputs, display and organizing user interactions. It has two components and they

12
include user interface (UI) component which provide a way in which users interact with the
application and user process components for synchronizing and coordinating users interactions.
The next layer business component layer guideline which has four components and they include:
application facade, business components, business entities, and business workflows. The
application façade is responsible for combining multiple business operations, business
components for processing business requests, business entities for passing data between
components, and lastly business workflow as multiple-steps performed in correct order (Meier et
al., 2008).

The data access layer guideline is made up of three components and they include: data access
logic, data helpers or utilities, and service agent’s components. The data access logic is
responsible for centralizing data access so that it can be easy to configure and maintain the app.
Data helpers are responsible for data manipulation, data transformation, and data access within
the layer. The service agents map between the data required by an application and the one that is
exposed by a particular service. The fourth layer is service layer guidelines is used to
communicate with the remote server and for that reason it is important to separate the layer so
that it does not expose the external entities. It is composed of service interfaces and message
type’s component. The service interface component is responsible for exposing the service
interface where the inbound messages are sent, and message types component for switching data
between the service layer and data structures (Meier et al., 2008).

2.3 Native mobile application acquisition strategy

To come up with prototype there were a number of acquisition strategies that should be
considered and they include: custom development, packaged system and outsourcing. Deaf
learners study opted for custom development which required the prototype to be built from
scratch. Custom development is because it is best suited for business needs which are unique and
it gave the researcher more control of how the prototype looked like. On the other hand packaged
system is suited for business needs that are common while outsourcing focuses on business needs
that are not core (Dennis, Barbara Wixom, & Roth, 2012).

13
2.4 Requirements engineering

Requirement analysis is the process of identifying system development needs to satisfy concerns
of the end-users. The process involves having answers to a number of concerns which include:
understanding the reasons why the system should be developed, the end-users expectations,
identifying the end-users of the system and how they intend to use the system, understanding
end-users expertise, the environment the system will comply with, the functions that the system
will perform, the constraints of the system (in terms of hardware, software, economic, and
procedural) and the final product (a model, prototype, or mass production) according to Systems
Management College, Department of Defense [SMCDoF] (2001).

The results of requirement analysis are presented in the operational view, functional view, and
physical view. The operational view looks at how the system will meet the end-users needs by
considering how well and under what condition they will be achieved. The functional view looks
at what the system must do to satisfy end-users needs (the inputs, the outputs, states, and
transformation rules). Then the physical view looks at how the system is developed by looking at
the interfaces on the supporting devices or with other systems and the technology requirements
[SMCDoF] (2001).

2.5 Native mobile application development

Mobile application development refers to writing programs that run on android (OS). The
program is developed on software development kit (SDK) which comprise of Java and
Extensible markup language (XML). The XML provide libraries for developing presentation
layout and JAVA libraries for designing the logic of the system. The steps that are followed in
the development include: environment setup, project setup and development, building,
debugging and testing, and lastly publishing (Babatunde, 2015).

14
 Figure 4 : Native mobile application development
Source: Adopted from Babatunde (2015)

Environment setup involves setting the environment where the project will be developed and in
this case it includes installing the SDK, making sure the testing devices are set which can be the
Android Virtual Device (AVD) or the emulator or the actual android (OS) devices. The next step
is project setup and development which involves setting up the project and developing the
projects based on modules. The modules hold the source codes which are in java and the
resource file which include XML file and images. The next stage is building, debugging and
testing which involves the developer building modules, debugging the APK which can run on
android emulator or AVD to check for errors using debugging and logging tools. After that the
application is tested for efficiency and then set for publishing which involves releasing the a
finished product to the users (Babatunde, 2015).

2.6 Native mobile application prototype

A native mobile application prototype is a representation of an end product which is used to

determine the entire design and its development process (Camburn et al., 2017). Developing a

15
mobile prototype involves identifying requirements that define the purpose for the app,
conceptualizing the prototype, development of the prototype, evaluation of the prototype against
end-users need and identification of errors. After evaluating the prototype is refined and the
process is repeated until the developer is satisfied with the results then deploy the app (Jordaan,
Laubscher, & Blignaut, 2012). The advantages of developing a prototypes is that they give room
for refinement, validation of requirements, they reveal design concerns that will addressed in the
future, communicates the concept and helps the researcher gain knowledge about the design
(Camburn et al., 2017).

The reason for developing a prototype is because it provides a way to understand the problem
being solved, it communicates to the stakeholders so that they can provide feedback which will
be used to refine the app, it provides an option of testing the app so as to validate the
assumptions or the needs and requirements, and advocate for improved approach of solving a
problem (Mcelroy, 2017). The extent at which a prototype is developed to look like the finished
product is referred as fidelity. Fidelity focuses on generating feedback based on the design it is
has three categories which include: low-fidelity, mid-fidelity, and high-fidelity. Low-fidelity
does not look like the final product at all and it is used to testing the concept, the mid-fidelity
begin to look like the final product and it incorporates visual design, interactions, and
functionality. Then high-fidelity prototype is the one with final medium of the design like a
coded app with fully designed experience (Camburn et al., 2017).

2.7 Information System Development Methodologies

Information system development methodologies (ISDM) are processes involved in design

information systems (Skok, 1993). The ISDM that were considered in the discussion include:
agile design, design thinking, design science methodology and prototyping methodology.

2.7.1 Agile design methodology

Agile methodology is applied on huge tasks which are broken down into small tasks and dealt
with in a repetitive cycle. These tasks require minimal planning and can be achieved within a
short period of time. The repetitive cycle involves communication and collaboration so as to
guarantee a system that adapts to dynamics of the environment. This methodology is mainly
driven by end-users who contribute to ever changing system requirements. The procedure
16
followed in this methodology include; identifying the project with achievable objectives, kick
starting the project by identifying the right stakeholders, after that involve the stakeholders by
presenting to them a system iteration for the purpose of evaluation and the feedback obtained
from evaluation of the iteration is used to improve the system. With continually iterations of
different task they are then integrated together into one system then a full package is released.
Once that is done, the system is subjected to maintenance by fixing bugs and making sure that
the system meets user expectations. When the system out lives end users needs it is then retired
(Sharma, 2012).

2.7.2 Design thinking methodology

Design thinking methodology is used to deal with complex problem where the researcher would
be required to have a deeper insight of the problem. The deeper insight helps draw a clear picture
that shows their deeper understanding and how they comprehend the problem. This methodology
is mainly driven by the impacts that the system makes on its social space instead of the artifact
itself. The impact in this case refers to the sales that are driven by the intended system which are
driven by end users feedback, though the feedback is applied after the initial designing of the
artifact. This methodology requires the designer to have a deeper insight of the problem and its
operational environment then define the problem. After defining the problem it is time to
conceive the problem and make sure that it adapts to its social space and should be able to meet
the end users expectations (Chasanidou, Gasparini, & Lee, 2015).

2.7.3 Prototyping methodology

Prototyping methodology involves the researcher coming up with a rapid solution to solve a
problem where the end-users and the researcher cannot clearly define the requirements
(Dasoriya, 2017). In this case the prototype is developed at the beginning of the project then
presented to the end-user for evaluation. The evaluation produces feedback which are then used
to refine the prototype further (Dasoriya, 2017). To be more precise this methodology involves
three stages and they include identification of needs and requirements, designing of the prototype
and evaluation (Susanto, 2019). Identification of needs and requirements involves understanding
why the end-users will need the system and identify requirements for developing the prototype.
The next stage is designing, where the researcher ensures that all software’s aspect are put into

17
consideration throughout the process. Lastly is evaluation where the researcher needs clarifying
the requirements (Susanto, 2019). The advantages of prototyping methodology is that it offers
faster development, the project can be realized at an early stage, is can be integrated with other
models and the requirements can be refined and redefined (Dasoriya, 2017).

2.7.4 Design science research methodology

Design science research methodology is a problem solving paradigm which encompasses

behavioral science and design science paradigm for the purpose of contributing to knowledge for
building a system. Behavioral-science paradigm is rooted in natural science and it is focused on
defining or justifying a theory that explains certain phenomena based on analysis or design of an
information system. The theory informs the researcher of an interaction among people,
technology, and the organization and at the end of it all the theory is impacted or impacts the
design. Design-science is rooted to engineering and its outcome is an artifact that defines ideas,
practice or even technical capabilities. The artifact can be a software, a formal logic or an
informal descriptions (Hevner et al., 2004).

2.8 Adoption of Native mobile application prototype

Adoption of an artifact or a prototype in deaf learner’s case refers to the degree at which
organization they are able to meet the ever changing business needs with a help of technological
solution. Based on UTAUT there are four dimensions that that are used to gauge the degree of
adoption of an artifact they include: performance expectancy, effort expectancy, social influence
and facilitating conditions (Ahmad, 2014).

2.8.1 Performance expectancy

Performance expectancy looks at what extent end-users believe that adoption of a certain
technology will help solve a particular problem. Five variable have been considered in this case
and they include: perceived usefulness, extrinsic motivation, job-fit, relative advantage and
outcome expectations (Ahmad, 2014). Perceived usefulness looks at what extend the adoption of
technology solution will boost performance, extrinsic motivation is the perception created by the
end-users by believing that that a certain solution can help them achieve given objective, Job-Fit
refers to the extent to which end-users perceive that using the technology will enhance

18
performance, relative advantage is the perception that adopted of a given solution is better than
the other solutions, and outcome expectations is the expected outcomes of using the technology
solution to solve particular problems (Ahmad, 2014).

2.8.2 Effort expectancy

Effort expectancy refers to the extent to which the end-user finds it easy to use a given system.
There are three variables which will be used to evaluate effort expectancy and they include:
perceived ease of use, complexity and ease of use (Ahmad, 2014). Perceived ease of use refers to
the end-users finding the system to be requiring minimal effort to work with, complexity looks at
what extent the end-users find the system to be relative difficulty to use or understand, Then ease
of use is the extent at which end-users perceive the system to be difficult to use (Ahmad, 2014).

2.8.3 Social influence

Social influence refers to how end-users perceive the importance of the system depending on
views from other people. Social influence is influenced by three key variables and they include:
Subjective norm, social factors, and image (Ahmad, 2014). Subjective norm refers to perceptions
induced by to end-users about the system by people who are important in their social sphere,
social factors refers to end-users deciding to use the system based on what is agreeable within
their social sphere, while image refers to the end-users using the system considering that it
enhances their status within the social sphere (Ahmad, 2014).

2.8.4 Facilitating conditions

Facilitating conditions refers to the extent at which it is believed that a given organization has the
infrastructure that will support adoption of a given system. Facilitating conditions is influenced
by three key variable and they include: perceived behavioral control, facilitating conditions,
compatibility (Ahmad, 2014). Perceive behavioral control refers to individual perception on
presence or absence of required infrastructure which is reflected through internal and external
behaviors which include self-efficacy, technology facilitating conditions, and resource
facilitating conditions. Facilitating conditions refers to an observed environment that makes it
easy to accomplish a given task with adoption of a technological solution. Then is the

19
compatibility is the extent to which a system is perceived to be in line with values, needs and
past experiences of the of the end-users (Ahmad, 2014).

2.9 Education

Education is a life investment that empowers an individual with skills and knowledge so that
they can become a center of transformation in the society (Idris et al., 2012 and Molina &
Lattimer, 2013). There are different categories of education system for SWDs and they include:
special, integrated and inclusive educations system (Boisseau & Guy, 2012). Special education
system is where deaf learners are educated in a separate learning environment. Then in integrated
education system they will be in the same school though they will have their own classes. On the
other hand in inclusive education (IE) system they will seat in the same class irrespective of their
weaknesses. In another study IE has been referred as “education for all” (Uchem & Ngwa, 2014).
According to Uchem and Ngwa, education for all means “a process of increasing the attendance,
involvement, and achievements of all learners in schools, regardless of their physical, social,
political, economic and cultural status.” In 2008 under Business, Technical, Vocational
Education and Training (BTVET) Act number 12, the Ugandan government adopted both special
education and inclusive education system which were to be applied where it is convenient
(Abimanyi & Mannan, 2014).

With introduction of UPE in Uganda, the new curriculum for primary education has been
reviewed over year to the current curriculum which comprises of three cycles including:
thematic, transition and primary curriculum. The thematic curriculum introduced in (2007-2009)
involves learners in (P1-P3) and they are taught based on themes. The second level is transition
curriculum which was introduced in (2010), it moves from thematic presentation to subject based
learning where learning happens in English and local language. The last level is primary
curriculum which was introduced in (2010-2012), it is subject based and it is meant to prepare
the learners for secondary education for (P5-P7) learners (NPA, 2018). The main objective for
reviewing the curriculum is to ensure that it focuses on inclusiveness among the learners,
develop learners of competencies and life skills; it strengthens teaching and learning practices, it
is integrates ICT in learners academic development process, it equips learners with up-to-date
information, and improve on guidance and assessment process (NCDC, 2019).

20
National Curriculum Development Center (NCDC) is the organization that has been
championing the review of the curriculum in Uganda. NCDC has gone to an extend of training
primary school teachers who will help the deaf learners in reading the deaf learners materials
(NCDC, 2019). It does that with an aim of improving deaf learners; literacy, numeracy and life
skills. To add on that the curriculum provides the learners with an opportunity of receiving
concepts on the language they are proficient with. The teaching and learning process in this case
is directed by child-centered approach where the deaf learners have an opportunity of interacting
with their peers and their teacher, they learn by doing while interacting with their peers in class,
and above all the learners have an opportunity of influencing the classroom discussion. The
biggest advantages that comes with child-centered learning is that the it encourages participation
by exploring, observing, experimenting and practicing (Altinyelken, 2010).

2.10 Teaching Methods

Teaching methods refers to the principles or pedagogy that is used by the teacher to pass
knowledge to learners. The teaching methods in this case they include: student-centered
pedagogies and teacher-centered pedagogies [MoFPED] (2018). Teacher-centered refers to a
learning process where the teacher assumes totally responsibility of directing the learning
process. It is based on behaviorist theory which states that individual or learners learn or exhibit
behaviors based on an external stimulus. On the other hand student-centered pedagogy is focused
on the student being the active participant in the learning process (Serin, 2018). Student-centre
pedagogy is the most preferred teaching method because it helps the student to develop
capabilities to reflect on concepts, develop critical thinking and generate a sense of responsibility
(Serin, 2018). It is based on constructivist principles from constructivist theory which include:
ability to demonstrate knowledge construction process, confidence with different perspective of
knowledge presentation, to align learning concepts with reality, to build ownership in the
learning process, to incorporate learning in social experiences, to develop multi-presentation of
concepts and encourage knowledge creation (Olusegun, 2015).

2.11 Problem based learning

Problem based learning is a realistic structured learning where learning is focused on a particular
problem. This learning approach expects the learners to identify facts, generate ideas, revisit

21
what they had learned, reflect on the knowledge acquired, develop critical thinking, and develop
self directed learning skills. In this case learning is collaborative among small groups where
learners can help each other to develop knowledge, reasoning strategies focus on particular
information. The role of the teacher in (PBL) is to facilitate the learning process so that the
learners can develop flexible knowledge, skills for solving a particular problem, self directed
leaning skills, collaborative learning skills and motivation towards learning. The teacher does
that by knowing the questions to ask, coaching the learners, making the students involved in the
learning process, encouraging the learners and commenting on their thinking. This approach is
mainly driven by collaborative learning and reflecting (Hmelo-silver, 2014).

2.11.1 Collaborative learning

In a collaborative learning environment the learners are able to interact with their peers in groups
with an aim of solving a problem, expressing their views as they defend their work, and develop
alternative reasoning from peer discussion and develop high retention of knowledge (Alhassan,
2015 and Laal & Laal, 2012). The main goals for collaborative learning include: ability to create
positive interdependence, individual and group accountability, interpersonal and group skills,
face-face interaction and group processing. Some of the characteristics of collaborative learning
is that learners work in groups independently or learners working in groups while being guided
by their teacher, learning happening in social aspect where learners discuss among each other’s
or while being guided by their teacher, and learners are allowed to express their views to enhance
learning (Laal & Laal, 2012). Collaborative learning comes with a number of benefits include the
learners learning how to work with different types of people, while considering the diversity the
learners are able to appreciate cultural differences, they are able to appreciate each one
differences, learners learn how to relate with their peers and how to work in groups and also
learners get an opportunity of getting responses at personal level (Chandra, 2015).

2.11.2 Reflection

Reflection in learners happens when the student is solving a problem or during the learning
process. Reflecting helps the learners evaluate their pre-determined goals, which help them
compare knowledge they have acquired and the one they acquired before. To add on that the
learners are able to conceptualize the knowledge, understand how learning and problem solving

22
strategies are being applied. Reflection happens on the knowledge acquired from the teacher and
from their own ideas, what is learnt, contribution in the group work and on effectiveness in
knowledge acquisition and generation. Additionally learners learn to identify gaps in their
thinking, transfer their problem solving skills to their peers, develop self directed learning skills,
and identify knowledge on new problems. This is in consideration that learners have a challenge
in transferring knowledge and that is why critical reflection helps them improvement where they
did well or where they did not (Hmelo-silver, 2014).

2.12 Challenges of deaf learners in School

Universal Declaration of Human Right according to Article 1 declares that all human being are
born free with equal rights and dignity (Nyende, 2012). With that in mind deaf learners continues
to face discrimination of all kind. Below are some of the challenges experienced by deaf learners
in school and mitigation measures that have been put in place.

2.12.1 Challenges

Some of challenges experienced by deaf learners in school include: discrimination by the school
community since they cannot communicate orally, partial reviewed curriculum which affect deaf
leaner’s learning process, teaching methods that only favor the normal learners and overcrowded
classes [UNESCO] (2015 and Mapepa & Magano, 2017; Gudyanga et al., 2014). To add on that
the teachers have inadequate experience to adjust to deaf learners curriculum which forces the
parents to take their children to private schools, the high cost of learning materials, inadequate
funding and minimal supervision of teachers (Mwoma, 2017 and Allida & Samson, 2018 ; El-
zraigat & Smadi, 2012). To add on that the deaf learner’s are being denied an opportunity to
participate in exams because they are expected to fail, which is attributed by lack of essential
instruction materials to prepare the learners (ISER, 2013).

Since sign language is their first language and because that they find it hard to adjust to English
language, they experience a sense of insecurity since they cannot express themselves fully which
contribute to low self esteem thus affecting their social life [UNESCO] (2015), inability to write
well since they are conversant with sign language (Mukhopadhyay et al., 2014 and Mpofu &
Chimhenga, 2013)., inability to express their views and discuss answers with their peers (Allida

23
& Samson, 2018 and Gudyanga et al., 2014). In other cases it is child labor as result of poverty
and gender inequality (Elder & Ed, 2015), lack proper assessments and support from parents
(Moyi, 2012). Further findings shows that is shortage of assistive devices, negative attitudes
against the deaf leaner’s in the community, insufficient funding to support their program,
abandonment by parents and relatives (Wezzie et al., 2020a).

2.12.2 Mitigation measures

Considering the challenges experienced by deaf leaner’s there so many mitigation measure that
have been put in place or proposed and they include: conducting in-house training to bridge the
communication gap (Mukhopadhyay et al., 2014), increase in resource allocation, improve
remuneration for teachers teaching deaf learners to keep them motivated, routine inspection of
the teachers from time to time (Allida & Samson, 2018). Other findings have proposed
collaboration with key stakeholder for funding (Mukhopadhyay et al., 2014), and they include:
donors, parents, government, non-governmental organization, teaching staff and school
administrators (Mapepa & Magano, 2017). Early intervention programs to prepare deaf learners
for lessons conducted in sign language, the instructor should ensure communication is kept
simple, clear and adoption of AT is advisable [UNESCO] (2015). Other find findings propose
the need to come up with a mobile application that facilitate deaf learners commutation more
especially in sign language (Baglama, Haksiz, & Uzunboylu, 2018).

2.13 Teaching and Learning Assistive Technology

Assistive Technology refers to devices that can help learner’s access information and be
successful in the classroom. To date there is about 5 to 15% of learners with disabilities who
have access to AT and even those that have access they are using outdated technology (Hayes &
Bulat, 2017). Introduction of AT has had a very huge impact in education sector more especially
for deaf learners, with adoption of AT for teaching and learning deaf learners are able to develop
socially, emotionally and also their behavioral outcomes are greatly improved through
interaction with their peers and the teachers (Fitzpatrich & Neild, 2017). The AT have been
grouped into a number of categories and they include: positioning, mobility, communication,
computer access, motor aspect of writing, composition of written material, reading, mathematics
and hearing AT (SAGE, 2017).

24
Position and mobility AT to help SWD adjust their seating positions and movements. Next is
communication AT which helps these learners to relay and receive information within and
outside the class. When it comes to computer access we have computer access AT that help
SWD interact with the computer and perform certain functions. Motor aspect of writing,
composition of writing material, reading, mathematics AT are mainly instructional Aids which
help deaf learners perform specific task like word predication, reading and solving problems.
The last technology is hearing AT which is the main focus in this study that help deaf learners
perceive information and be able to communicate back in an ongoing classroom discussion
(SAGE, 2017).

2.13.1 Deaf learners’ AT for teaching and learning

This study looks at ATs for the deaf students which are also accessed by partial deaf students and
they include: alerting, communication support, person to person, group activities, voice to text or
sign and real-time captioning ATs (WATI, 2009). Telecommunication AT facilitates
communication among hearing and hearing impaired, some of these AT include: cell phones,
phone amplifiers, telecommunication devices for the deaf (TDD), computers and video phones.
Cell phones have textual ability of relaying textual information from one person to another and
those with phone amplifies have the capability of controlling the volume output.
Telecommunication device for the deaf (TDD) AT support text-voice and voice-text
communication with help of a screen and a keyboard. The other AT is captioned phone which is
similar to TDD though different in a way that voice-text and text-voice functionalities have been
embedded in the device. When it comes to computers as an AT, it has a camera with an advanced
technology that facilitates video communication similarly to video phones. The video
communication makes it easy to have an option of using sign language.

Alerting ATs are mainly used to provide visual and vibrating signal to communicate to hearing
impaired. Some of the alerting AT include: clocks, telephones and computers. Another category
is person to person ATs which are similar to telecommunication AT which facilitates
communication from hearing to hearing impaired. The other category is person to person AT and
a good example in deaf learner’s case is cell phones and computers which offer textual ability.
On the other hand UbiDuo face communicator facilitates communication between hearing and
hearing impaired using textual representation. Group activity is another category of AT which

25
help learners access information that was meant for the whole class. Some of the group activities
AT include; copiers for photocopying notes, electronic note taking for taking notes, there is also
handwriting recognition AT as group AT which includes: digital pen and white board. Digital
pen uses pen and paper with an aid of a computer to record written communication while white
board offers intractability with combination of a computer and a projector to show images
captured form the board.

Voice to text or sign AT are prototypes with voice recognition capability. They capture the voice
then convert it into text or sign language. Example of voice to text or sign AT is Caption Mic,
dragon naturally speaking and iCommunicator. Caption Mic is an AT that converts voice signals
to caption to be read by hearing impaired. Next is dragon naturally speaking is an AT with voice
recognition package for converting voice to text documents. On the other hand iCommunicator
AT is advanced in a way that it has the capability of converting captured voice word per word to
sign language. Other functionalities supported include speech-text, speech or text to video sign
language, speech or text to computer generated voice. The last category is real-time captioning
AT which provides textual representation of the communication passed during a classroom
discussion. Example of real-time captioning AT is communication access real time captioning
(CART) and C-Print. CART provides word for word conversion to text with help of a stenotype
machine and a computer. On the other hand C-Print is a bit different in that it is mainly used for
communication to compress and translate information meaning for meaning.

2.14 Related Assistive Technologies

C-Print is an AT that helps integrate hearing impaired in regular classroom settings. This AT has
the ability to take notes on real-time and provide graphic captions by the side. It can run on
laptops and tablet though it will require internet connection to link to other devices. Graphical
representation was introduced since hearing impaired learners were able to follow classroom
discussion converted from voice-textual format but they still missed out on the graphical
representation more especially for science subjects. To present graphical representation the
teacher can make drawing by the side on the screen as voice is being converted to text which is
captured and then transmitted to learners screen. The biggest advantage of C-Print is that
captioning for graphical representation and note taking for voice-text conversion happens in real-
time. At the end of the presentation there is an electronic file for learners where they can add

26
their own notes, notations, drawing and even type their own notes and save the modified
document. Instant messaging feature is another C-Print functionality which provides deaf
learners with the ability to communicate to the note taker instantly. The latest version of C-Print
has been equipped with the capability of loading discussion notes so that learners can be able to
follow along (Elliot, Stinson, & Francis, 2009).

Dragon naturally speaking (DNS) is an AT with a large vocabulary for converting voice
documents to text documents. It does that by analyzing recorded sound signal and then
interpreting them to dictation commands. A user can choose a profile to work with based on the
vocabulary and the context of discussion. This AT provides users: with the ability to access
customized words, ability to format and edit documents by speaking, a speech engine that adjusts
depending on the dictator’s voice and the ability to listen to dictated text. However accuracy of
the dictated text is measured by employing acoustic model, vocabulary and language model. This
AT uses acoustic model to analyze dictators’ voice pattern, the vocabulary to predetermine the
expected range of words and language model which holds statistical information that is related to
a particular word or within a particular range. With all these models applied by DNS there is a
degree of errors that are expected and they are attributed by the fact that some words will not be
in the vocabulary, some words will sound similar to other words in the vocabulary list, and noise
from the environment will interfere with the effectiveness of the models (Crenna & Diller, 2014).

Communication access real time captioning (CART) AT is a word for word speech-text AT for
deaf learners. This AT can be used in a number of places including in classes, legal proceedings,
religious gatherings and many others. CART provides voice translation to words without
considering the sound from its environment. With limitation to distinguish between voice and
noise CART also translates the noise and it is up to the end-user to pick the right information.
CART does not work independently, there is need for a Captionist who is responsible for
listening to a conversion then converts it to text by typing in the steno machine. For one to be a
Captionist there are number of requirements they need to fulfill which include: ability to
familiarize themselves with their vocabulary and word in the dictionary, ability to apply brief
forms and phrases and they should have a minimum error rate of 98 percent or higher. Though
this AT allows the Captionist to edit the text manually by spacing the words and deleting the
spaces, ability to use poor grammar or slangs if they choose to do so. Ability to blacklist some

27
words from being captured during translation according to National Court Reporters Association
[NCRA] (2016).

Ubiduo is a portable device that enables those who are deaf and hard of hearing to communicate
with hearing persons textual. The device looks like a laptop with a keyboard and can support
real-time communication between 2 to 4 individuals at the same time. The interconnectivity is
achieved using radio frequency channel eliminating adopting of internet connectivity. This AT
eliminates situations where sign language assistants will be needed. Some of features for deaf
learner’s device include split screen so as display conversation where several users are involved.
The users can save their chat logs which can be then downloaded for future references. Apart
from the device being portable it can be connected to the telephone and the users can be able to
make and receive calls. This is related to the intended prototype though it is not a perfect fit for a
Problem based learning environment since other parties will be excluded in the participation
(Mada Assistive Technology Center, 2013)

2.15 Literature review summary

The literature review summary is based on design science research methodology which brings
behavioral-science and design-science together. Behavioral-science is focused on justifying
existing phenomena and in this case it is why the (DL) cannot participate in problem based
learning among their hearing peer. Introduction of design-science is to formulate a logic for
addressing the behavioral need (Hevner et al., 2004). This study expresses behavioral-science in
the information gaps and design-science express the technology gaps in addressing the
behavioral-science needs.

2.15.1 Information gaps

The study reviewed a number of studies in regards to deaf learners learning process. The finding
showed studies have focused on challenges experienced be hearing impaired student in school
which include overcrowded schools, limited curriculum support, and inadequate teaching
materials (Mapepa & Magano, 2017). Another study pointed challenges experienced by learners
with special needs include; shortage of hearing aids, communication barrier within the school
environment, negative attitude from the community, inadequate funding, parent abandoning
them, shortage of teacher (Wezzie et al., 2020a). As a result of that another study pointed the
28
need to continue to developing sign language to help deaf learners participate in the learning
process (Hadda, 2009). Other measure that have been proposed include involvement of the
government , parent and the rest of the community in supporting the deaf learners (Miles et al.,
2011). Then there is this study which has focused on challenges experienced by deaf learners in
regular classes which include communication barrier, feeling of anger and frustration which
leads to isolation (Gudyanga et al., 2014). To sum up all most studies have discussed
experienced by deaf learners in special education and in regular schools but there are limited
studies that have looked to how to integrate deaf learner’s among their hearing peers in problem
based learning.

2.15.2 Technology gaps

Considering communication barrier experienced by deaf learners among their hearing peers in
problem based learning, the study explored how the problem has been addressed with an aid of
AT. The review looked at Ubiduo communication, (CART), (DNS) AT. Ubiduo AT supports
textual communication to a maximum of four users who communicate simultaneously (Mada
Assistive Technology Center, 2013). Then (CART) which is limited to real-time speech-text for
deaf learners [NCRA] (2016) and (DNS) for conversion of voice documents to text documents
(Crenna & Diller, 2014). C-Print which provides voice-text real-time note taking and captioning
has been developed further to enable deaf learners communicate directly to the note taker
instantly. The reviewed technologies show that most of the (AT) that would support the deaf
learners are limited to textual communication and in some cases the numbers of users are limited.
These solutions are not perfect fit for integrating deaf learners among the hearing peers in
problem based learning since they multi-interaction is limited considering the number deaf
learners could be any number. To add on that, they do not support sign communication this is
(DL) first language.

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 METHODOLOGY

3.0 Introduction

Methodology is among the research paradigms which are philosophical ways of how a researcher
sees the world, interpret and acts on it. In this case, methodology refers to the study design, the
adopted methods and the procedures followed by the researcher in carrying out the study
(Kivunja & Ahmed, Kuyini, 2017). The discussion in methodology is in two parts, the first one
about how the researcher will ascertain the business need and identify requirements for
developing a mobile prototype. The second part is how the researcher will come up with the
prototype. The information system methodology is the backbone of the study and the first part of
methodology looks at research design, sampling strategies, data collection methods, data quality
control, tool validation and reliability, data analysis and data presentation. The second part looks
at identification of business needs for developing the prototype, requirement identification and
definition, prototype development, and finally evaluation of the prototype. Other areas that have
been discussed include study limitations and ethical considerations.

3.1 Information System Development Methodologies

Information system development methodologies (ISDM) are processes involved in design

information systems. In this study (ISDM) process involves identifying business needs,
analytical process of identifying requirement for designing the prototype, prototype
development, and evaluating the prototype against the identified requirements (Skok, 1993).

3.2 Adopted Information System development Methodology

As much as the end result of the discussed methodologies is a prototype, agile prototyping and
design thinking methodology are limited in one way or another. Design thinking involves end-
users at the end when the prototype is expected to adapt to its social space dynamically. Relying
on the deeper insight of the designer at the beginning, the developer will miss some crucial
information that might be critical to the success of the project (Chasanidou et al., 2015). On the
other hand agile design methodology is based on the developer choosing a project and then

59
defining its main objectives. In this case the project is broken into small task and then taken
through a repetitive cycle while involving end-users (Sharma, 2012). The challenge with this
methodology is that it will take a long time to meet the objectives of this study. Prototyping
methodology would be a perfect choice for this study but it does not employ the aspect of
research and the same applied to agile and design thinking methodology (Dasoriya, 2017)..

Based on the review of prototyping, agile and design thinking methodology the researcher
adopted design science research methodology because it had the capability to involve end-users
at the beginning so that the needs and requirements are clearly outlined. To add on that design
science ensures that the problem being solved is relevant to the identified need, it combines
behavioral-science and design-science paradigms, and emphasizes on research rigor based on
foundations and theories (Hevner et al., 2004).

3.2.1 Design science research methodology

The study adopted design science research methodology to guide implementation on the study
which is represented by framework model below.

Figure 5 : Design science framework

Source: Adopted from Hevner et al (2004)

31
Figure 3 above is a design science research framework which combines both behavioral-science
and design-science to guide the understanding, execution and evaluation IS research.
Environment comprises of people, organizations, and technology. People define goals, tasks to
be performed, problems to be solved and opportunities to be explored based on roles, capabilities
and characteristics of people within the organization. To be able to define business needs the
identified needs are assessed based on the context of the organization while considering
strategies, structures in place, culture and existing processes. Then the defined business needs are
assessed relatively to technology infrastructure, applications, communication architecture, and
development capabilities to refine the business need or problem further.

Once the problem is well articulated, the IS research will be employed by combining both
behavioral-science and design-science. Behavioral-science predicts the phenomena through
which development or justification of the theory will be done while deign-science addresses the
problem through building and evaluating of the prototype. The end result in behavioral-science is
the truth while design-science is the utility or the prototype. That means that the adopted theory
can be developed to a point where it is incorporated in the design of which in both cases can
result in pinpointing weakness in theory or the prototype. That will require the researcher to
refine reassess the theory to open doors for future studies (Hevner et al., 2004).

The knowledge base in the framework provides row materials through which information system
is accomplished and it entails foundations and methodologies. The foundations comprise of
theories, framework, instruments, constructs, models, methods and instantiations. On the other
hand methodology provides guidelines for justification and evaluation phase. Application of
foundations and methodologies give the study a research rigor. At this point behavioral-science
with be focus on data collection and analysis while design-science will be inclined towards
development and evaluation of the prototype (Hevner et al., 2004).

All in all design science is used to addresses what is termed as critical problems which include:
unstable requirements from an ill-defined environment, complex interaction among components,
the need to change the design process, to produce a creative effective solutions, to address social
challenges with an aim of developing an effective solutions (Hevner et al., 2004). The process
followed in the design process include; the researcher being aware of the problem, making

32
suggestion of the solution, development of an instantiation, evaluation it and then making
recommendations (Kuechler & Petter, n.d.).

3.3 Research Design

Research design is a framework comprising of methods put together by the researcher with an
aim of applying them in the research process. With that in mind this study adopted descriptive
research, qualitative method, deductive reasoning, and a cross-sectional study. Descriptive
research was responsible for describing characteristics of the respondents and socio-economic
characteristics (Islamia, 2016). This type of research will help the researcher to define what will
be measured, methods to be used and a careful plan the procedure that will be adhered to. In this
case the researcher will be required to formulate objectives of the study, design methods of data
collection, selecting the sample by determining what number of respondents will be needed,
determine where the data will be collected, processing and analyzing the data, presentation
results findings, the design will also use probability sampling where the respondents will be
selected randomly (Kothari, 2004).

The study being descriptive, the researcher will adopt qualitative method since the expected
feedback will be based on opinions which are descriptive in nature (Kumar, 2011 and Kothari,
2004). The researcher will further adopt deductive reasoning which looks at the study from a
general perspective to a more specific issue with an aim of identifying a problem (Kumar, 2011).
To determine the respondents that will participate in the study the researcher will adopt cross-
sectional study since hearing impaired exceptionalities is a long term occurrence which does will
require repetitive studies to understand its dynamics (Kumar, 2011).

3.4.1 Study Population

The study population will comprise of deaf learners, their teachers and the head-teachers. The
head-teacher and the teacher will be considered as key informant since they have a deeper insight
of teaching and learning experiences where deaf learners are involved. The teachers spend most
of time with deaf learners and because of that they understand the challenges they experience
regardless to teaching and learning experiences. The deaf learners are among the respondents
who will be considered in this study, those who are completely deaf (Wezzie, Fayiah, & Gwayi,

33
2020). All the respondents considered in the study will from two primary schools (Laroo Adra
and St.Teresa) supporting deaf learners in Gulu City according to the principle education officer.

3.4.2 Determining the sample size

Table 1: Sample size

Primary Schools Sample size

Laroo Adra St. Teresa Male Female Population
Deaf learners 50 32 6 6 12
Teachers 3 6 2 2 4
Head teachers 1 1 1 1 2
Total 54 39 9 9 18

The Table 1 above details information about the sample size that will be involved in the study. A
total sample size of 18 respondents will be considered as a result of having a total of 82 deaf
learners (St.Tereza 32 and Laroo Adra 50), 9 teacher (St. Tereza 7, Laroo Adra 3) and 2 head-
teachers in both schools according to the principle education officer, Gulu city. Considering the
total sample size of this study to be 12 deaf learners, the researcher will consider 3 boys and 3
girls on each school, 1 male teacher and 1 female teacher in both schools while all head-teachers
in booth schools will be considered.

3.5 Sampling strategies

In identifying the sample size the researcher will use convenience sampling method which was a
non-probability sampling method. In non-probability method the identified sample does not have
to be a representative of the entire sample frame like probability sampling method. This means
that not every respondent will have equal chances of being included in the study (Taherdoost,
2017). In this case, the respondents will be selected based on availability and willingness to
participate in the study. Convenience sampling is based on the fact that there is an issue of
stigma among deaf learners that would hinder their participation. The researcher will continue to
involve the respondents to a point where the feedback reaches the saturation point – this is the
point where no new themes are being registered with continued interaction of respondents. The

34
researcher expects a minimum of ten-fifteen deaf learners and five teachers for the themes to
reach a saturation point.

3.6 Data collection method

Data collection method is a guide for collecting data with an aim of gathering requirements that
were to be used in designing of the prototype. This study will adopt qualitative method by using
an interview guide with open and closed ended questions. This tool will be used to capture
narratives to show arising theme (Kumar, 2011). During data collection exercise the researcher
will ensure that all ethical principles are adhered to. Before the actual day of collecting data the
respondent will be educated on the themes of discussion so as to familiarize themselves with the
topic of discussion. The day and time of interaction will be based on the convenience of the
teachers and deaf learners so as to avoid interrupting teaching and learning processes.

Those that will be involved in the actual day of data collection include the deaf learners,
teachers, head teachers, research assistants, and the principal investigator. The deaf learners,
teachers and head teachers are the respondents who will participate in the interview sessions one
by one. The research assistants who are conversant in sign language will interview the deaf
learners with help of the teacher. In situations where the question is a bit hard the teacher help
interpret the questions further and the feedback obtained is recorded by the research assistants.
The same process will be applied in the interview session with teachers and the head-teachers,
the teachers who are deaf will require translation with help of research assistant.

3.6.1 Interview guide

Interview guide is a method for collecting data that will be adopted by the researcher to guide in
asking questions in the interview sessions. The respondents will provide feedback which is
meant to ascertain the business need and identify requirements for designing the AT prototype.
The feedback will then be recorded by the interviewer based on the interview schedule. The
reasons for adopting interview include; participants would be able to provide useful information
that is unbiased since they are involved directly, the interviewer had a direct control of the
information they receive, and the freedom of adjusting the questions depending on the theme of
discussion.

35
Before the interviews the teacher will have to consent to participate in the study and deaf learners
will have their teacher assent on their behalf since they are in boarding schools and under age
(Laroo Adra and St. Teresa Primary School). The guide includes a design for teachers and the
deaf learners; deaf learner’s interview guide will help capture their experiences in teaching and
learning environment while the teachers guide will give deeper insight of teaching and learning
experiences where deaf learners are involved. The researcher will use structured questionnaires
with predetermined questions which are open or closed ended for the students and open ended
for the teachers.

3.7 Data Quality Control

Data quality control refers to the process of identifying whether the tool used (interview) in this
study will be able to provide the intended results. In this case, it is the researcher who will
involved in the process of establishing validity of the tool. The indicators that will be considered
in evaluating trustworthiness of the tool include credibility, transferability, dependability and
conformability (Kumar, 2011). In this case, to measure credibility of the tool the researcher will
ask the same question at the end of the interview to counter check accuracy of the feedback
provided. To demonstrate dependability, more than one center will bw involved in the study to
counter check the feedback provided. Then transferability will be evaluated by comparing tool’s
findings with those of other contexts (learners with exceptionalities) to see if the results match.
To determine the dependability of the tool, cross-referencing will be done by previous studies in
the context of deaf learners.

3.8 Data Analysis

Considering the fact that the study will adopt qualitative approach in data collection, content
analysis will be applied to identify the requirements for designing the prototype. Content analysis
refers to a process of identifying main themes from the interviews that will be conducted. The
processes that will be involved in content analysis include: identifying main themes, classifying
the responses under the themes and finally integrate the themes and responses to the report. Since
this study first objective is to ascertain the business need and then requirements for building a
prototype, the researcher will only focus on identifying the main themes and then integrated
them in the report as opposed to measuring the magnitude of the response. Measuring magnitude

36
of the themes would be appropriate for situations where the study require the researcher to find
out appropriate technological solution for deaf learners in Problem based learning. At the end of
it all the researcher will generate a report with findings based on narratives from interaction with
the respondents while quoting extensively on the arising themes (Kumar, 2011).

3.9 Data Presentation

Data presentation will involve presenting the findings in tabular form while focusing on
questions involved in the field work, the feedback obtained from the respondents and the arising
themes. On the other hand analysis will involve content analysis where arising themes will be
obtained from the discussion with the respondents and then presented in narratives form. In this
case presentation and analysis will look at demographic characteristics which include;
respondents gender, their age, schools involved in the study and the division they are located,
other findings will be presented based on the objectives of the study while adhering to design
science methodology.

3.10 Ascertaining business needs

Ascertaining business needs will involve confirming the need for the proposed solution. The
process involves evaluating the organization (Schools) based on teaching strategies, the
structures in teaching and learning, the teaching and learning culture, and evaluates the existing
processes. Then needs will then placed relative to existing ICT infrastructure and developing
capabilities to ascertain the business need (statement of the problem) (Hevner et al., 2004).

3.11 Requirements Identification and Definition

Requirements refer to the statements that will be used to define characteristics of the prototype or
what it is supposed to do. The process will be guided by cross-sectional study under design
research and it involves identifying business, user, functional, non-functional and system
requirements based on data analysis (Dennis, et al., 2012 and SMCDoF, 2001). Business
requirements will establish the business need, functional requirements to show what the
prototype will do, non-functional requirements were used to represent characteristics of the
prototype and user requirements to reflect what users needed to do to interact with the prototype.

37
Lastly, the researcher will identified system requirements which would be critical to the
development of the prototype.

3.12 Native Mobile Prototype Development

A prototype is a pre-presentation of the final project which comprises of a prototype, its services
and system development concepts (Camburn et al., 2017). The reason why this study will adopt
a prototype; is to give the researcher a clear understanding of the problem being solved, explore
different ways of solving the problem, to clearly understand the strategies that were adopted in
the study, to help the researcher understand the requirements for developing the prototype, to
communicate to the stake holders, to test and improve the system (Mcelroy, 2017). This study
will design a high-fidelity mobile sign language interpreter prototype which is a software
program that runs on small devices with computing ability.

The study will adopt high-fidelity prototype because the design will be complete with visual
content, system interactions, the prototype will be tested with detailed interaction, and for
specific interactions (Mcelroy, 2017). There are three categories of applications (APPS) and they
include: web-based, native and hybrid applications. The web-based is hosted on the web and can
be accessed on both the phone and browser, native apps are the ones that run only on the mobile
devices while hybrid can run across platform (Zhang et al., 2018). The study will develop a
mobile application that runs on android OS because android has a leading market share of 52.5%
compared to Symbian 16.9% at iOS were and 15.0% (Liu, 2013).

38
 Figure 6 : Mobile prototype model
Source: Informed literature review (Baglama, Haksiz, & Uzunboylu, 2018 and Miles et al.,
2011)
The Figure 4 above is a model representing adoption of the mobile prototype that bridges
communication barrier among deaf learners, their peers and teacher in problem based learning.
End-users would be expected to have a smart-phone or a tablet where the prototype is installed
then the devices networked using WIFI networking technology. During collaborative learning in
problem based learning deaf learners would receive instruction in sign language and
communicate in sign language. The problem based learning will involve multi-interaction among
the deaf learners and the teacher where the teacher would be able to provide feedback orally
instead of using sign language.

The design process will involve designing the physical process model, physical data model,
architecture design, defining hardware and software specifications, designing interface design,
determining the data storage design, and program design (Dennis et al., 2012). During the
process the researcher will ensure that designing guideline are adhered to (Hevner et al., 2004).
The guideline include: producing an artifact in terms of prototype, the artifact being technology-
based and relevant to the problem; ensure there is research contribution; in prototype, design
foundation and methodologies; ensure research rigor, considering iterative process for solving a
problem, and finally communicate the finding so that the end-users can benefit and stakeholders
to be able to determine organizational resources for adopting the prototype (Hevner et al., 2004).

3.12.1 Development Tools

In designing the prototype the developer will use android studio for android operating system
and SQLite Database. The developer will install android studio which is the software
development kit (SDK) with set of libraries that help in developing the prototype and knowledge
in Java will be required. Android is a Linux based operating system which is open source for
designing application meant for touch screens like smart phones and tablets. SQLite database is
a relation database which is usually embedded in the application with help of libraries that is the
reason why the application will require little memory at runtime (Liu, 2013).

3.12.2 Development Standards

39
Once the native mobile application is developed the researcher will ensure that it conforms to the
set standards. The standards include the researcher ensuring that the requirements for designing
the prototype have been obtained, designing of the prototype follows the identified process, the
prototype does not have a poor design, the prototype has a reliable navigation interface, the
design has met user’s needs (Inukollu et al., 2014).

3.12.3 Development process

There are two development processes considered in development of the prototype and they
include user-centered design, and participatory design. This study will adopt user-centered
approach where end-users are involved in identifying requirements compared to participatory
process where the end-users is considered as a partner in the design process thus making the
whole process very demanding (Camburn et al., 2017). In development the researcher adopted
vertical prototype strategy by developing the system from the interface to underlying layer with
an aim of finding out whether the solution works (Camburn et al., 2017).

3.13 Native Mobile Prototype evaluation

System evaluation refers to the methods that will be applied in order to find out whether the
developed prototype meets the set objectives of the study. Testing involves finding out whether
there were failures and defects in the prototype after all the components were integrated together
(Hevner et al., 2004). Other criterion includes implementing multiple conditions or single
condition to verify the results produced by the prototype, variation of parameters mostly during
input to ensure that the prototype is able to handle unexpected situations (Camburn et al., 2013).
The finding will be recorded and presented in narration in the report.

3.14 Study Limitations

As much as the researcher has higher expectations from this study, there are those factors are
anticipated to affect the outcomes and they include; Stigma, language barrier and the spread of
COVID-19.
Stigma is disapproval on the status of disabilities by other people in the community. To be able
to address this issue the researcher will educate the respondent on the importance of the research,
the information to be collected and how they will benefit from the study.

40
The researcher anticipates language barrier when dealing with deaf learners. In this case the
researcher will use research assistant and teachers who could use sign language to communicate.
The study being conducted during COVI-19 pandemic time the respondents are expected to shy
away from participating in the study because of safety concerns. With that in mind the researcher
will ensure that all the standard operating procedures (SOP) are observed which include washing
hands, checking for body temperature keeping a social distance of 1.5 meters and also making
sure all the equipment are sanitized.

3.15 Ethical Considerations

Ethical considerations were critical in guiding success of this study; in this case they help
distinguish between what is acceptable and what is not acceptable. They also protect the dignity
of the study and the rights of the respondents. The research will consider the mentioned
guidelines as suggested by (Georgia & Marianna, 2011) and ethical principles (Richter, Rm,
Groft, & Rn, 2007):

To ensure the research ethics were adhered to the researcher will get clearance from the faculty
of computer science in Gulu University to submit the proposal to Gulu University Research and
Ethics Committee (GUREC). After certifying (GUREC) requirements the researcher will be
issued a clearance letter to go to the field. The letter was then presented to Education Department
of Gulu City so as to get a letter that introduces the researcher to respective schools. Before the
actual day of data collection the researcher will communicate to respective school a week in
advance about involving teachers, deaf learners and head-teachers in the study. Communicating a
week in advance will help the respondents familiarize with the topics to be discussed and
schedule a day and time that does not affect the learning process.

During the actual day of data collection the research team will ensure that the respondents are
aware and practice the standard operating procedures (SOPs) and directives set to minimize the
spread of COVID_19. Then the teachers will consent to participate in the study and also assent
on behalf of deaf learners since they are below 18 years and in boarding school. In situation
where the deaf learners do not feel confident because of stigmatization the teachers will be
involved since they are familiar with the students. In the process of collecting the data, the
researcher will ensure the data does not harm the respondent in any way, anonymity and

41
confidentiality is observed while handling the data, and dissemination of the finding is made
accessible through published reports in the centers involved in the study.

42
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 APPENDICES

Appendix A: Work plan

2019 2020 2021

Activity July Aug Sep Oct Jan Feb March Oct Nov Dec Jan Feb March
- -Sept
Dec
1 Background
research and
Literature
review
Writing the
concept
Presentation
of the
concept
2 Proposal
writing
3 Proposal
defense at
the faculty of
computer
science
Addressing
faculty of
Science
panel
concerns
4 Proposal
defense at
GUREC
Addressing
GUREC
concerns
5 Data
collection
6 Data analysis
7 Prototype
designing
8 Prototype
evaluation
9 Report
submission

59
 Appendix B: Budget

SN Item Unit cost Quantity Total cost (UGX)

1. Proposal writing 10,000 15 150,000
 Printing
 Binding
2. Printing questionnaires 500 64 32,000
3. Laptop 1,500,000 1 1,500,000
4. Airtime 100,000 1 100,000
5. Pens 500 6 3,000
6 Data entry and analysis 50,000 1 50,000
7. Note books 1500 6 9,000
Tablets 1,500,000 3 4,500,000
8. Questionnaire folders 2000 6 12,000
9. Research assistant 20,000 5 100,000
10. COVID_19 SOP kit
Temperature gun 35,000 1 35,000
Hand sanitizer 15,000 1 15,000
Surgical gloves 30,000 1 30,000
Face shield 15,000 1 15,000
Face mask 2000 10 20,000
Hand washing facility 50,000 1 50,000
11. Final report 15,000 7 105,000
 Printing
 Binding
12. Final hard cover books 10,000 9 50,000
13. Miscellaneous 200,000
Grand total 6,976,000 UGX

51
 Appendix C: Risk management plan

Introduction:
The entire world is currently faced with corona virus infectious disease (COVID-19) pandemic
which can also be spread from one person to another through sneezing or coughing droplets. This
happens when and individual comes into contact with droplets from the infected person or
contaminated surfaces. COVI-19 was first registered in China, Wuhan City, Hubei province of
china, on 31st December, 2019 and the signs of infections include fever, cough, shortness of
breath and breathing difficulties and respiratory infections symptoms. In severe cases COVID-19
can cause pneumonia, severe respiratory syndrome, kidney failure and even death.
On 18 th March 2020, H.E President of Uganda Yoweri Kaguta Museveni directed closure of all
institutions with effect from 20th March 2020. The main reason for closure of schools is because
schools were considered to be at high risk of spreading COVID-19 due to overcrowding.
Considering the nature of the classes it was going to be difficult to achieve social distancing
since learners are supposed to seat next to each other. On 30th May 2020 H.E the president
directed partial opening of learning institutions for candidate classes as one of the measures to
ease the COVID-19 lockdown which was then effected on 16th October 2020. With that directive
in place the Ministry of Education and sports were tasked to develop guidelines for phased
reopening of schools which included the standard operating procedures (SOP) (Sports, 2020).
Implementation of the Risk Management Plan
In the implementation of research activities, the researcher is committed to ensuring safety of the
research team and research participants from the involved institutions. This will be done by
ensuring that the SOPs issued by the Ministry of Health and the directives given by the
presidents on mitigating the spread of COVID-19 are adhered to.
Preparation for data collection
1. Health guidelines: There will be a training session for the research assistant on the health
guide lines which include COVI-19 preventive measures and how to deal with the
individuals who have showed symptoms.
2. Designated facilities: The entire team will be informed of the COVID-19 designated
facilities and dispatch centres just in case there is a positive case ported.
3. Coordination network: The researcher will ensure that the research team is aware of
COVID-19 coordinated network which involves local government authority, public
health officers and hospitals.
4. Personal Screening: The researcher, research team and research participants will undergo
temperature screening during the meetings and trainings and if found with COVI-19
symptoms will be withdrawn and referred to the coordination network in Gulu city.
5. Wearing face mask: The researcher and the research team will be required to put on face
mask that covers the entire mouth and the nose at all time.
6. Social distancing: There will be social distancing during the training with a minimum of
1.5 meters and no congregation will be allowed the entire period.
7. Good hygiene: The researcher shall provide hand washing equipments that will be used
by all team members where they will be required to wash their hand and sanitize at all
times.

52
During data collection
1. Education material: The researcher will ensure there are education materials on COVID-
19 that will be shared with the respondents during interaction
2. Consent and Assent: During consent for key informants who are the teachers and assent
for deaf learners social distancing of 1.5 meters will be observed.
3. Personal protective equipments: the researcher and the entire research team will put on
personal protective equipments (PPE) like face masks, face shield the entire time while
interacting with respondents.
4. Hand washing and sanitizing: The researcher, research assistants and respondents will be
required to wash their hands and sanitize before dealing with participating in the
interview sessions.
5. Social distancing: The entire team will ensure that a distance of 1.5 meters is observed in
the entire process of data collection.
6. Equipment sanitization: Devices used to record or capture data will be held by the same
research assistant throughout the data collection period and sanitized regularly.

53
 Appendix D: Informed consent document

Title of the study: A mobile sign language interpreter prototype for supporting communication in
problem based learning: The case of Gulu city
Investigator (s) ......Mr. Danson Kirigha............................
Institution(s): .......Gulu University....................................

Introduction
The principal investigator in this study is Mr. Mshilla Danson Kirigha from Gulu University who
is perusing a master’s degree in Information Technology for Development (MID) at the faculty
of Computer science. This study focuses on integrating deaf learners in regular in inclusive
learning environment. The main goal is to create a practical learning environment where deaf
learners participate in group activities where their peers are involved.
Procedures:
The interaction with the respondents will happen at a time that is agreeable between the teacher
and the principle investigator so as to make sure the normal learning is not interrupted. The
discussion areas focused include learning experiences for deaf learners and knowledge on
assistive technology for learning. This information will be collected and later analysed so as to
identify requirements for designing a prototype that will help bridge Problem based learning gap.
Who will participate in the study?
This study will involve teachers who are 18 years and above in selected schools.
Risks/discomforts:
There are no foreseeable high risks of harm or discomfort that will arise from your participation
in this study.
Benefits:
The benefits of participating in this study include contributing to improvement of teaching and
learning experiences for deaf learners and their teachers. The second contribution will be a
chance to contribute to development of the prototype that will help create a practical learning
environment.
Confidentiality:
Your participation in this study is confidential and your identity will not be revealed to any one
as we shall only use codes to identify participants. Information obtained from you will only be
accessible by the research team involved in this study. The soft copies of the data will be
protected using a password and hard copies kept safe in a lockable area for future reference.
Alternatives:
Please note that you do not have to participate in this study if you are not interested and you will
not be asked to explain your reasons. By doing so you will not lose any benefits which are
entitled to you.
Cost:
We would like you to know that there are no monetary gains that will be offered during
participation of in this study.
Questions:
If you have any questions related to the study as a research participant, you can contact the
principal investigator, Mr. Danson Kirigha on telephone number +256 775989968 or via email
on kmshilla@gmail.com

59
Statement of voluntariness:
Participation in the research study is voluntary and you may join on your own free will. You
have a right to withdraw from the study at any time without penalty. If you have any issues
pertaining to your rights and participation in the study, please contact the Chairperson, Gulu
University Research Ethics Committee, Dr. Gerald Obai Tel: No., 0772305621; email:
lekobai@yahoo.com/lekobai@gmail.com.
Statement of consent
I ........................................................................... have read this document and understood its
requirements, its objectives and the expected outcomes. In that regard I consent to participate in
this study.

Signature of participant ………………… Date …………………….....

Name ……………………………………………………………………….....
Signature of interviewer ………………… Date ……………………….

Information interpreter
1...........................................................
2............................................................
3............................................................
4............................................................

55
 Appendix E: Assent document

Title of the study: A mobile sign language interpreter prototype for supporting communication in
problem based learning: The case of Gulu city
Investigator (s) ......Mr. Danson Kirigha............................
Institution(s): .......Gulu University....................................

Introduction
The principal investigator in this study is Mr. Mshilla Danson Kirigha from Gulu University who
is perusing a master’s degree in Information Technology for Development (MID) at the faculty
of Computer science. This study focuses on integrating deaf learners in regular in inclusive
learning environment. The main goal is to create a practical learning environment where deaf
learners participate in group activities where their peers are involved.
Procedures:
The interaction with the respondents will happen at a time that is agreeable between the teacher
and the principle investigator so as to make sure the normal learning is not interrupted. The
discussion areas focused include learning experiences for deaf learners and knowledge on
assistive technology for learning. This information will be collected and later analysed so as to
identify requirements for designing a prototype that will help bridge Problem based learning gap.
Who will participate in the study?
This study will involve hearing head learners who are below 18 years attending primary one to
primary seven with an assent from their teachers.
Risks/discomforts:
There are no foreseeable high risks of harm or discomfort that will arise from your participation
in this study.
Benefits:
The benefits of participating in this study include contributing to improvement of teaching and
learning experiences for deaf learners and their teachers. The second contribution will be a
chance to contribute to development of the prototype that will help create a practical learning
environment.
Confidentiality:
Your participation in this study is confidential and your identity will not be revealed to any one
as we shall only use codes to identify participants. Information obtained from you will only be
accessible by the research team involved in this study. The soft copies of the data will be
protected using a password and hard copies kept safe in a lockable area for future reference.
Alternatives:
Please note that you do not have to participate in this study if you are not interested and you will
not be asked to explain your reasons. By doing so you will not lose any benefits which are
entitled to you.
Cost:
We would like you to know that there are no monetary gains that will be offered during
participation of this study.
Questions:

59
If you have any questions related to the study as a research participant, you can contact the
principal investigator, Mr. Danson Kirigha on telephone number +256 775989968 or via email
on kmshilla@gmail.com
Statement of voluntariness:
Participation in the research study is voluntary and you may join on your own free will. You
have a right to withdraw from the study at any time without penalty. If you have any issues
pertaining to your rights and participation in the study, please contact the Chairperson, Gulu
University Research Ethics Committee, Dr. Gerald Obai Tel: No., 0772305621; email:
lekobai@yahoo.com/lekobai@gmail.com.

Statement of assent
I ........................................................................... have read this document and understood its
requirements, its objectives and the expected outcomes. In that regard I assent for student below
to participate in this study.

Name …………………………………………………………………………
Signature of participant (teacher) ………………… Date …………………….....

Name ……………………………………………………………………….....
Signature of interviewer ………………… Date ……………………….

Information interpreter
1...........................................................
2............................................................
3............................................................
4............................................................

57
 Appendix F: Interview guide for the deaf learners

Dear Respondent,

I am Mshilla Danson Kirigha, a Master Student at Gulu University, currently carrying out a
study on “A mobile sign language interpreter prototype for supporting communication in
proplem based learning: The case of Gulu city”. You have been identified as a resourceful
respondent who will contribute to building a solution that supports communication between the
teacher and the deaf leaner in class. You are kindly requested to spare some of your time and
answer questions in deaf learner’s questionnaire. Note that all the information provided will be
kept confidential used for academic purpose only and the findings will be disseminated at
involved centers.

Thank you in advance

Definition of key terms

Assistive Technology (AT): Refers to technological solution that helps def learners capabilities
to participate in a Problem based learning environment. This section helps the researcher
ascertain the contribution of assistive technology in developing a practical learning environment
where deaf learners are able to participate in a Problem based learning environment.

Special classes: These are classes where deaf learners are isolated so that they can be taught in
sign language more especially for subject that involves a lot of discussion.

SECTION A: Respondents background information

59
A1 In this section you are requested to tick options that are applicable to you.
1 Name of the respondent
___________________________________________
2 Select your gender Male Female
3 Select your age Below 7yrs 7- 12 yrs 12 – 18 yrs
19 – 24 yrs
4 Select your class level P1 P2 P3 P4
P5 P6 P7
5 Select your knowledge level on None Little Basic
assistive technology Good Extensive
6 Do you use assistive technology in Yes No
an ongoing classroom discussion?
7 How do you rate your skill level of Beginner Intermediate Experienced
ICT usage? Innovative

A2: Respondents background information

Instruction to respondents: In this section you are requested to provide feedback based on your
understanding.
6. Name of the school?
……………………………………………………………………………………………….
7. Which division is your school located?
……………………………………………………………………………………………….
8. How do you participate in an ongoing classroom discussion in a regular classroom setting?
...........................................................................................................................................
9. What tasks do you find difficult to perform in an ongoing classroom discussion?
....................................................................................................................................................
.....................................................................................................................................
10. What subjects are taught on special classes?
…………………………………………………………………………………………………

48
11. What type of assistive technology have you interacted with in teaching and learning
environment? (i.e. voice-text programs, cochlear implants, electronic books, note taking
devices, math simulation devices or others)
…………………………………………………………………………………………………
……………………………………………………………………………………………….

49
 Appendix G: Interview guide

1. What challenges do hearing impaired learners face when attending school?

2. How do you interact with hearing impaired learners in an ongoing classroom discussion?
3. What are your limitations in teaching a regular class with hearing impaired learners?
4. What arrangement do you have when teaching a subject involving a lot of discussion
where deaf learners are involved?
5. What ICT infrastructure do you have in place?
(Follow up: Who has access to the ICT infrastructure?)
6. What is the level of technology exposure among hearing impaired learners and their
teachers?
7. What types of assistive technology are you familiar with?
(Follow up: Name some of the technologies)
8. What is your evaluation on assistive technology contribution in developing capabilities
for deaf learners to perform regular class activities?
9. On average how much does it cost to have special classes for deaf learners in terms of
cost and time?
(Follow up: What about in a class where deaf learners are not involved)
10. How do you compare teaching and learning experiences in regular classes where deaf
learners are involved where they are not?

50
59