Browsing by Author "Amarasinghe, A.A. M.L"

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    Accessibility and usability of virtual learning platforms: Lived experiences of visually impaired undergraduates in Sri Lanka
    (Elsevier Ltd, 2026-03-12) Rajapakshe, W; Wickramaarachchi, C; Alwis, M.K. S.S; Amarasinghe, A.A. M.L; Jayasekara, P.N; Jayasekara, P.T
    This study explores the accessibility and usability of virtual learning platforms of visually impaired undergraduate students in Sri Lanka, focusing on their lived experiences, use of assistive technologies, and institutional support mechanisms. As online learning becomes increasingly prevalent, accessibility and inclusive challenges persist, particularly in developing countries with limited infrastructure and institutional support. Despite the availability of assistive technologies, visually impaired learners frequently encounter barriers, including poorly designed platforms, limited usability of screen readers, and inadequate institutional guidance. Addressing a critical research gap, this study investigates how visually impaired undergraduates experience and navigates virtual learning environments to identify accessibility barriers, enabling practices, and context-specific strategies for inclusive digital learning. Using a qualitative approach, semi-structured interviews were conducted with fifteen visually impaired university students across Sri Lanka. Thematic analysis revealed five core themes: barriers and challenges to effective virtual learning, preferred virtual platforms, accessibility features and tools, facilitators of learning success, and strategies to optimise the learning environment. These findings illuminate how systemic inequalities, infrastructural limitations, and institutional neglect collectively constrain the digital learning experience for visually impaired students, while also highlighting enabling practices that foster access and inclusion. The study's originality lies in foregrounding student-led insights in a developing country context and integrating practical, context-specific recommendations for platform developers, educators, and policymakers. By centering the voices of visually impaired learners, this research contributes unique and actionable knowledge to the field of inclusive digital education.