Jevri Tri Ardiansah, Okazaki Yasuhisa, Haruta Taiga, Anik Nur Handayani, Heni Vidia Sari, Moh. Muzayyin Amrulloh
This article introduces the development of a selflearning tool system for visually impaired students to learn braille independently. The system addresses the limited availability of teachers while emphasizing the importance of braille for literacy, knowledge, information access, intellectual freedom, equal opportunities, and personal security. Through a trial implementation to the visually impaired students and the use of the Technology Acceptance Model (TAM) as the evaluation metric: ease of use, perceived usefulness, intention to use, and the actual use of the system, the system's acceptance and areas for improvement were evaluated. The analysis, employing Partial Least Squares-Structural Equation Modeling (PLS-SEM) techniques, confirmed the system's acceptance by visually impaired students and identified interface enhancements. This research contributes to the body of knowledge on technology acceptance and provides insights into the factors influencing the adoption and usage of Braille self-study tools. The findings can guide future research efforts and inform the design of more effective and user-friendly assistive technologies for visually impaired individuals related to self-learning tools. © 2025 IEEE.
Universitas Negeri Malang, Department of Electrical and Informatics Engineering, Malang, Indonesia; Saga University, Department of Science and Engineering, Saga, Japan; Kurume Institute of Technology, Electronics and Information System Engineering, Fukuoka, Japan
