  Students who are deaf and hard of hearing cannot hear in class and do not
have full access to spoken information. They can use accommodations such as
captions that display speech as text. However, compared with their hearing
peers, the caption accommodations do not provide equal access, because they are
focused on reading captions on their tablet and cannot see who is talking. This
viewing isolation contributes to student frustration and risk of doing poorly
or withdrawing from introductory engineering courses with lab components. It
also contributes to their lack of inclusion and sense of belonging. We report
on the evaluation of a Real-Time Text Display with Speaker-Identification,
which displays the location of a speaker in a group (RTTD-ID). RTTD-ID aims to
reduce frustration in identifying and following an active speaker when there
are multiple speakers, e.g., in a lab. It has three different display schemes
to identify the location of the active speaker, which helps deaf students in
viewing both the speaker's words and the speaker's expression and actions. We
evaluated three RTTD speaker identification methods: 1) traditional: captions
stay in one place and viewers search for the speaker, 2) pointer: captions stay
in one place, and a pointer to the speaker is displayed, and 3) pop-up:
captions "pop-up" next to the speaker. We gathered both quantitative and
qualitative information through evaluations with deaf and hard of hearing
users. The users preferred the pointer identification method over the
traditional and pop-up methods.
