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AbstractThe problem that this study addressed was eye gaze technology for nonverbal students with cortical visual impairment (CVI). There are no studies examining educators’ viewpoints on the usefulness of eye gaze technology for communication and language development of nonverbal students with CVI. The purpose of this basic qualitative study was to explore what educators think about the usefulness of eye gaze technology on communication and language development for nonverbal students with CVI. The conceptual framework applied to this basic qualitative study was based on the unified theory of acceptance and use of technology (UTAUT) and John Dewey’s pragmatism theory. The research questions explored educators’ viewpoints on the usefulness of eye gaze technology for nonverbal students with CVI. Educators in this study perceived eye gaze technology as a beneficial tool for nonverbal students with CVI. Because of eye gaze technology, nonverbal students with CVI learned to participate in activities not previously possible, and the research findings indicated that the opportunity to experience new things and discover new abilities lead to increased possibilities to communicate and develop language skills. Both participant groups in this study confirmed that eye gaze technology improved language development and communication skills for nonverbal students with CVI.
Sykes, Hannah, "Eye Gaze Technology for Nonverbal Students with Cortical Visual Impairment" (2021). Walden Dissertations and Doctoral Studies. 10318.