NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

FACULTY OF COMMUNICATION AND INFORMATION SCIENCE

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

NAMES: TAWONGA

SURNAME: MHANGO

REG NUMBER: N02315629D

LECTURER: DR S NDINDE

DUE DATE: 07 OCTOBER 2024

1.1 Title

Enhancing user experiences for diverse abilities: Leveraging AI intelligence assistive

technologies

1.2 Background to the study

The field of AI Assistive Technologies has been growing by leaps over the past 3 decades.
According to Kim et al, (2019), both low-tech to high-tech devices are used consistently to
help students with learning challenges and special needs. According to Ellis (2016), assistive
technologies refer to assistive products and technology such as instruments, equipment or
technology adapted specially designed for improving the functioning of an individual with
special needs. Early assistive technology devices were aimed at making a better living and
improve daily life for individuals with special needs. Robitaille (2010) states that less than 30
years ago, there were fewer than 1000 commercially available devices on the market,
however, it is crucial to point out that with the advent of new digital technologies, the number
continues to increase. In the 21st century, machine learning and neural networks have
become increasingly prominent and accelerated artificial intelligence advancements (Hinton
et al, 2006). The emergence of Artificial intelligence powered predictive text and gesture
recognition enhanced accessibility for individuals with special needs (Wobbrock et al, 2019).

As emphasized by Kaye (2013), the revolutionalized accessibility through applications that

enhanced widespread access to assistive technologies. There have been significant
advancements in AI Assistive Technologies especially NLP. The focus on inclusive design
and the accessibility for users with special needs has increased (LeCun et al, 2015). artificial
intelligence and assistive technologies have significantly transformed various sectors
especially libraries. Institutional libraries especially academic libraries are effectively and
efficiently embracing AI Assistive Technologies to improve and promote equitable access to
information (Kwanya et al, 2019). Academic libraries have seen the potential of AI Assistive
Technologies in promoting inclusive learning. As stated by the ACRL (2019), "equitable
access to information" is essential for every single individual and those with special needs. AI
powered assistive technologies have been introduced into library services to support students
with special needs. Liu et al (2020), libraries have adopted AI driven speech-to-text systems
facilitate accessible searching and browsing.
Academic libraries have gone further and implemented AI-powered virtual assistants to
ensure personalized support and assistance to user with special needs (Kim et al, 2019).
Wang et al (2020) asserts that virtual assistants enable students to navigate library resources
as they offer real-time assistance. To add more, by incorporating AI driven accessible
technologies into library services and enhance the learning experiences for students with
special needs. In the advent of AI Assistive Technologies and also adopting them in libraries
has led to the development of inclusive design principles. These technologies have gone
beyond borders and barriers to reaching to students with special needs. AI driven library
services have been incorporated seamlessly to support students with special needs bridging
the accessibility gap. According to Meyer et al (2014), the need for flexible learning
environments that accommodate diverse needs.

When utilizing AI-assistive technologies, the "Assistive Technology Framework" (ATF) is an

essential resource for improving user experiences for individuals with special needs. By
emphasizing a user-centered approach, this framework makes sure that assistive technologies
are developed and deployed according to the unique requirements and preferences of users.
The research can methodically investigate how AI technologies can be customized to meet
the particular difficulties experienced by students with special needs by incorporating the
ATF into the study. The framework offers a methodical approach to assess the efficiency,
usefulness, and accessibility of AI tools, which makes it easier to comprehend how these
technologies might improve learning environments. Moreover, the ATF supports a
collaborative atmosphere among stakeholders, including educators, technology developers,
and users, which is vital for promoting innovation in assistive technologies.

Al-Azawei et al (2018) state that active user participation in the design process is critical to
the successful adoption of assistive technologies. By allowing users to have a say in the
technologies that affect their educational experiences, this participatory approach guarantees
that technologies are not only effective and relevant but also empowers users. As a result,
using the ATF in this research will offer a solid framework for evaluating the state of AI
technologies now and how they might improve usability and accessibility in academic
libraries. The use of cutting-edge technologies in today's digital environment holds great
promise for enhancing academic resources' usability and accessibility for people of various
abilities. But even with all of the advances in assistive technology, a lot of people with
special needs still run across difficulties when using digital services. In order to effectively
address the wide range of user needs, assistive technologies must be designed and
implemented with a holistic, user-centered approach, according to the "Assistive Technology
Framework" (ATF) (Smith, 2023). The purpose of this project is to investigate the use of AI-
assisted technologies in academic libraries, with a particular emphasis on how these resources
might be improved to better serve students with special needs.

The ATF will be used to analyze the state of AI technologies today, including virtual
assistants and speech-to-text systems, and assess how well they work to provide smooth,
tailored interactions. According to Jones (2018), the framework facilitates the examination of
user input and experiences, hence enabling the discovery of deficiencies and opportunities for
enhancement in current technologies. In addition, the ATF emphasizes how important it is for
stakeholders such as administrators, users, and library staff, to work together to establish a
welcoming atmosphere that promotes inclusivity. By tying the suggested framework to the
study, the research will address the current shortcomings in digital accessibility and provide
actionable recommendations for creating AI-assisted solutions that satisfy the different
demands of all users. In the end, this strategy seeks to close the information access gap. In the
end, this strategy seeks to close the knowledge and resource gap, enabling students with
special needs to participate fully in and gain from the academic environment.

Academic library technology integration is becoming more and more important in Zimbabwe,
especially when it comes to creating accessible learning environments for students of all
abilities. Many academic libraries in Zimbabwe still struggle to give people with special
needs fair access to resources, even in the face of global advances in digital accessibility.
Inadequate infrastructure, a lack of resources, and a lack of knowledge about the possibilities
of assistive technologies all contribute to these difficulties (Burgstahler, 2018). In order to
solve these problems, the "Assistive Technology Framework" (ATF) encourages a user-
centered approach to the development and application of assistive technology. Through an
awareness of the particular requirements of students with disabilities, academic libraries can
make better use of AI-assisted technology to design accessible digital spaces. For instance,
AI-powered tools like virtual assistants and speech-to-text systems can greatly improve
library resource accessibility, enabling students with cognitive difficulties or visual
impairments to interact more successfully with academic content (Seale, 2020).

Notwithstanding these advantages, there are still large gaps in the digital services that
academic libraries in Zimbabwe can provide. Users with disabilities still have difficulty
navigating a lot of library websites, online catalogs, and databases, which restricts their
access to important information and resources (Doyle et al., 2022). In addition to impeding
these users' academic progress, the absence of appropriate solutions that address their varied
demands also maintains the disparities in educational possibilities now in place. Therefore,
the purpose of this project is to investigate how AI-assisted technologies might improve the
user experience for students with special needs in academic libraries in Zimbabwe. The
research will use the ATF to methodically evaluate these technologies' current condition and
offer practical suggestions for their efficient implementation.

The integration of AI-assisted technologies in academic libraries in Zimbabwe, particularly at

institutions such as the Harare Institute of Technology, Chinhoyi University of Technology
(CUT), the University of Zimbabwe, and Midlands State University, is currently limited and
inconsistent. Although there has been significant progress in the adoption of digital
technology, there is still much to be done to fully utilize AI tools to improve accessibility for
students with impairments. The University of Zimbabwe, for example, has started working on
implementing AI-driven cataloging systems, but so far these efforts have not adequately
addressed the accessibility requirements of students who struggle with cognitive disabilities
or vision impairments (Seale, 2020).

Digital tools are valued at the Harare Institute of Technology, but there are still major barriers
to overcome, such as inadequate training for library employees and a dearth of specialized
assistive technologies that can be customized to meet the demands of a wide range of users
(Ferguson, 2021). Similarly, CUT has improved student digital literacy, but fair access to
information is limited by the lack of AI solutions tailored to help students with unique needs
(Meyer et al., 2020). Although academic libraries in Zimbabwe recognize the need for AI
technologies, the institution's deployment is still in its infancy because of poor infrastructure
and a lack of information among staff and students regarding the advantages of assistive
technologies (Burgstahler et al., 2019).

The purpose of this study is to find out how these academic libraries can better serve students
of different abilities by implementing AI-assisted technologies. This work is important
because it may help remove significant obstacles that students with disabilities encounter
when trying to use libraries, which can have a negative effect on their academic performance
and level of involvement in the classroom as a whole (Rogers et al., 2021). Through a
methodical evaluation of the present state of AI technologies in these establishments, the
study aims to pinpoint deficiencies and put forth practical suggestions that can promote
increased inclusion and accessibility in academic libraries throughout Zimbabwe.

1.3 Statement of the problem

Despite increasing recognition and advancements in digital accessibility in academic libraries

in Zimbabwe, individuals, students with special needs continue to face significant barriers
when interacting with digital services. Academic libraries are struggling to implement
effective AI-assistive technologies that cater for students with special needs. Current assistive
technologies often fall short in providing personalized, seamless, intuitive experiences and
hindering equal access to information and knowledge. Library websites, online catalogues,
databases and digital collections remain inaccessible to many users with special needs. As a
result, there is lack of effective solutions that meet the diverse needs for these users.
According to O’Connor (2022), there is need for academic libraries to prioritize the
integration of assistive technologies to enhance inclusivity. This disparity highlights the
pressing need for creative solutions that cater for these users' varied needs and guarantee fair
access to essential data and expertise in educational settings. As a result, the lack of efficient,
user-centered technologies maintains the differences in educational possibilities that already
exist for students with special needs.

1.4 Purpose of the study

The purpose of this study is to examine the potential of AI Assistive Technologies in

enhancing user experiences for users with special needs, to integrate awareness and optimize
user experiences.

1.5 Research Objectives

1. To examine the current state of AI Assistive Technologies in academic libraries, focusing

on existing tools and services

2. To identify the accessibility needs and challenges faced by students with special needs in
academic libraries
3. To examine the effectiveness of AI powered virtual assistants in enhancing accessibility in
academic libraries

4. To explore the attitudes and perceptions of library staff and students towards AI Assistive
Technologies in academic libraries

5. To determine the impact of AI Assistive Technologies in accessing information for

students with special needs

6. To develop recommendations for implementing and integrating AI Assistive Technologies

in academic libraries

1.6 Research Questions

1. What AI Assistive Technologies are currently being used in academic libraries to support
students with special needs?

2. What are the primary accessibility challenges faced by students with special needs in
academic libraries

3. How effective are the AI powered tools in enhancing accessibility in academic libraries

4. What are the attitudes of library staff towards integrating AI Assistive Technologies in
supporting students with special needs?

5. Do AI Assistive Technologies improve accessibility to information for students in

academic libraries?

6. What strategies can academic libraries use to effectively integrate AI Assistive

Technologies in supporting students with special needs?

1.7 Significance of the Study

This study seeks to examine the critical role of AI Assistive Technologies in enhancing
accessibility in academic libraries. The integration of AI Assistive Technologies in academic
libraries addresses issues of accessibility, guaranteeing equitable access to information for
students with diverse abilities and special needs. The purpose of this study is to create
implementation recommendations, identify unmet needs and transform academic libraries
into inclusive learning environments. The findings of this study will benefit academic
libraries by providing techniques that work, library personnel by providing training and
support, improving accessibility for students with special needs and higher tertiary
institutions will improve accessibility. Ultimately, this study will aid in creating inclusive
learning environments, promoting academic success and social inclusion for students with
special needs

1.8 Assumptions of the study

This study assumes that the integration of Artificial Intelligence (AI)-assistive technologies in
academic libraries will enhance accessibility and inclusivity for students with special needs.
Artificial intelligence (AI)-driven devices, such virtual assistants and speech-to-text software,
are expected to be able to overcome current accessibility obstacles. Furthermore, the study
makes the assumption that staff and personnel at libraries will be open to implementing AI-
assisted technology, and that students with special needs will make use of these tools to
access library materials. It is also expected that the advantages of AI-assisted technologies
would exceed any possible drawbacks, and that their adoption will not erect new obstacles or
worsen already-existing ones. Additionally, the study makes the assumption that its
conclusions can be applied to other academic libraries, offering practitioners and
policymakers insightful information.

1.9 Definition of Terms

Diverse abilities refer to the “wide range of physical, sensory, cognitive, and mental abilities
that individuals possess, encompassing both visible and invisible disabilities, as well as
neurodiverse conditions and abilities that differ from societal norms." (Katz, 2022)

Artificial Intelligence (AI) refers to a range of technologies that enable machines to simulate
human cognition, including machine learning, deep learning, natural language processing,
and robotics, with applications spanning from automation to augmentation of human
capabilities. (Davenport, 2023)

AI assistive technologies refer to a range of systems, tools, and devices that utilize AI, ML,
and data analytics to provide personalized support, accommodations, and enhancements for
individuals with disabilities, enabling them to interact, communicate, and participate fully in
various contexts. (Almquist et al., 2023)

1.10 Scope of the Study

The integration of artificial intelligence (AI)-assisted technologies in academic libraries at

higher education institutions is the exclusive subject of this study. The scope is restricted to
examining the state of AI-assisted technologies at the moment, recognizing accessibility
requirements and obstacles, and formulating suggestions for successful application. The study
will be bounded to academic libraries in Zimbabwe. It will focus on students with special
needs, specifically relating to vision, hearing, motor skills or cognition. To add on, the study
will focus on AI-powered speech-to-text systems, virtual assistants and other assistive
technologies and the opinions of library staff and administrators regarding AI-assistive
technologies. The usefulness of various technologies will be assessed in this study, taking
into account the particular difficulties that users may encounter. This review will demonstrate
the potential of AI tools while also emphasizing how crucial it is to customize these tools to
fit the unique requirements of users with special needs.

1.11 Limitations of the Study

This study on the integration of AI-assisted technologies in Zimbabwean academic libraries

faces several limitations that may affect its findings and generalizability. It is very important
to note that this research is constrained by the limited data on the current state of AI
technologies in various academic libraries because not all libraries keep thorough records of
their digital services or the particular technologies they use. To add on, in this study, the main
focus will be on the few selected academic libraries, which may not be full detailed and
represent the broader aspect of the academic libraries across Zimbabwe. Moreover, due to the
geographic limitations, some of the findings may not be applicable to academic libraries in
the country. This study may also face challenges in obtaining insights from students with
special needs. Finally, because technology is developing so quickly, new assistive
technologies may be developed and used before the findings are fully applicable. These
restrictions draw attention to the need for careful interpretation of the findings and imply that
more investigation is required in order to develop a more thorough knowledge of the
incorporation of AI technology in Zimbabwean academic libraries.

1.12 Methodology

The study's population will be the patrons of libraries at particular academic institutions in
Zimbabwe, with an emphasis on students with special needs, library staff and IT specialists
engaged in the deployment of assistive technologies. A purposive sample strategy will be
applied to ensure that participants with relevant experiences and perspectives, particularly
those who use or manage AI assistive technologies and devices are included. In order to
provide a thorough insight of user experiences, both the quantitative and qualitative research
designs will be included. An integration quantitative surveys and qualitative interviews is
necessary. Semi-structured interviews will enable in-depth conversations on individual
experiences and perspectives on the application of AI technology, while structured surveys
will be utilized to obtain quantitative data on user satisfaction and accessibility issues. This
set of tools is selected to ensure a comprehensive investigation of the subject and improve the
validity of the conclusions by enabling the gathering of solid statistical data in addition to
qualitative insights.

1.13 Summary

In conclusion, this proposal aims to improve user experiences in Zimbabwean academic

libraries for individuals with special needs by utilizing AI-assistive technology. It looks into
how these technologies are doing right now and how well they work to promote accessibility.
Using a mixed-methods approach, the study will collect data from library users, including
staff members and students with disabilities, through the use of quantitative questionnaires
and qualitative interviews. Through the identification of implementation gaps and problems,
the research aims to offer practical solutions for enhancing inclusivity and accessibility in
library environments. The ultimate goal of this research is to close the digital gap and
guarantee that every student has access to the materials and services provided by academic
libraries.
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