2024/10/15 by Hyungwoo Song, Min Chul Shin, Song, Hyungwoo +11 · 1 citation
Computer Science · Social Sciences · #Child Development and Digital Technology #Digital Accessibility for Disabilities #Digital Communication and Language #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC)
paper · pdf · doi:10.48550/arxiv.2410.11432
openalex publication_date 2024/10/15 · openalex created_date 2024/10/20 · openalex updated_date 2026/07/28
Students with disabilities (SWDs) often struggle with note-taking during lectures. Therefore, many higher education institutions have implemented peer note-taking programs (PNTPs), where peer note-takers (PNTs) assist SWDs in taking lecture notes. To better understand the experiences of SWDs and PNTs, we conducted semi-structured interviews with eight SWDs and eight PNTs. We found that the interaction between SWDs and PNTs was predominantly unidirectional, highlighting specific needs and challenges. In response, we developed EmoBridge, a collaborative note-taking platform that facilitates real-time collaboration and communication between PNT-SWD pairs using emojis. We evaluated EmoBridge through an in-the-wild study with seven PNT-SWD pairs. The results showed improved class participation for SWDs and a reduced sense of sole responsibility for PNTs. Based on these insights, we discuss design implications for collaborative note-taking systems aimed at enhancing PNTPs and fostering more effective and inclusive educational experiences for SWDs.