Abstract in this research prospectus, characteristics of an e-learning educational tool will be introduced. This research focuses on building or developing an e- learning platform for the partially or completely deaf children in Malaysia. This platform will be integrating animation and avatar technologies along with 3D- representations of signs and alphabets, using the electronic linguistic resources of the Malay Sign Language (MSL) and Manually Coded Malay (MCM), in order to present a Malay- to- MSL/ MCM conversion tool that facilitates construction, storage, and maintenance of educational material in MSL by educators. Adjacent to reference to the development of tool in the context of a particular application, adaptability of the Malay- to- MSL/ MCM converter as a tool is much emphasized with respect to the necessities of the Universal Access and the Design for all principles in the milieu of the Information Society.
Research Problem in the recent years, a number of e- learning techniques have been developed for teaching sign language to the deaf population. This might be primarily because of the increased possibility of learning and advancement of the IT and also due to increased organizational and political attention to address the best strategy that promotes learning (Efthimiou & Fotinea, 2013; Gibbs & Jenkis, 1992; Drigas & Kouremenos, 2005). Additionally, adapted e- learning and web- based materials has been found to present an effective alternative method to promote learning as compared to the traditional classroom learning’s (Chu, 2006; Reitsma, 2009; Mishra & Sharma, 2005). Although this method minimizes multiple access barriers, especially, time and geographical- related, and also is beneficial for written materials over the spoken details, yet, it fails to address the issues of promoting student inclusion irrespective of their cognitive, functional and sensory abilities (Oostendorp, et al., 2008; Lee, 2007). In particular, individuals with partial or complete hearing disabilities might be vetoed from taking part in co-operative synchronous e- learning activities because in such activities, individuals are dependent on voice communication (Antzakas & Woll, 2011; Savita & Athirah, 2011; Gentry, et al., 2005). The speech- to- text systems presents an effective mode for the deaf individuals to follow the communication, however, it fails to enable them to act in the same way (Chaisanit, et al., 2010; Ju, 2009; Mayer, 2007). A number of issues have been pointed out by researchers with respect to the text content usage (Arabee & Mansur, 2006; MFD, 2007). The communication skill in every deaf individual differs such that some prefer communicating by lip- reading or writing while some other prefers oral language while other prefers sign language (Barrett, 2009; Muharam, 2007; Siew, et al., 2007; Neves, 2005). The bilingual deaf individual uses both types of communication mode. These skills are inexorably associated with the experience of hearing loss, which involves certain factors: family profile (how the child is raised and introduced to the sign language), the social context (the policies of education inclusion which are country specific and the type of impairment) and psychological affectations (as a result of the disability) (Laad, 2003; Lim, 2008; RAD, 2010; Martins, et al., 2015; Pivetta, et al., 2014). Research demonstrates that individual who uses sign language find it more difficult to use the e- learning platforms and write or read texts (El-Soud, et al., 2010; Ottaviano, et al., 2010). This is probably because the sign languages are not universal and differs from country to country (e.g., American Sign Language is used in the USA, Brazilian Sign Language is used in Brazil, Libras in prodigal, etc.) (Padden & Humphries, 2006; Brown & Mirri, 2013; Emmorey, 2009; Mirri, et al., 2011).
These further complicates the development of an effective technology that can aid in the translation of the sign language to assist bidirectional communication between hearing and deaf and also in the access of the educational materials by the deaf individuals (Neves, 2010; Wang, et al., 2006; Mokhtar & Anuar, 2015; Siraj, et al., 2013; Kaewkiriya, 2013). Therefore, it is evident that there are multiple barriers to e- learning platform accessibility. Furthermore, the complexity of expressions and words and ambiguity presented to individuals with or without disabilities are not much benefitted to use or access these platforms (Hasim, et al., 2013). Furthermore, research demonstrates the need for the parents to learn sign language as in most cases the child and the parent uses different languages. The use of irrelevant sign by non- skilled parents can hamper the development of the ability to use spoken language and sign language in children (Lichtig, et al., 2011). This can also trigger the deaf population disassociating themselves from the normal co
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