Perception of Students with Hearing Impairment and Educators Regarding the Use of Artificial Intelligence (AI) Applications for Sign Language Interpretation in Nigeria
DOI:
https://doi.org/10.64229/2dpgtn84Keywords:
Technology Acceptance Model, Hearing impairment, Sign language, Artificial Intelligence, Inclusive education, Perception, NigeriaAbstract
This study explored the perception of students with hearing impairment and educators regarding the use of Artificial Intelligence (AI) applications for sign language interpretation in Nigeria. The study made use of three specific purpose and three research questions. Anchored on the Technology Acceptance Model (TAM), developed by Fred D. Davis in 1986 and formally introduced in 1989, the study adopted a mixed-methods approach. A total of 40 participants-comprising 30 students with hearing impairment and 10 educators were purposively selected from special schools across Nigeria. Data were collected through structured questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings indicated a moderate to high level of awareness and a generally positive acceptance of AI sign language interpretation apps among both students and educators. Participants reported benefits such as improved communication, increased autonomy in learning, and better classroom engagement. However, they also identified challenges including limited linguistic accuracy of AI systems with Nigerian Sign Language, poor internet access, and affordability issues. The study concluded that while AI-powered sign language interpretation has the potential to enhance inclusive education, its success is influenced by user perceptions of usefulness and ease of use, as explained by TAM. The study recommends policy support, inclusive design, and localized technological adaptation to maximize the benefits of AI in special education.
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