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*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref name="ReferenceA">{{cite journal | last1 = Alsobhi | first1 = A. | last2 = Khan | first2 = N. | last3 = Rahanu | first3 = H. | year = 2015 | title = DAEL framework: a new adaptive e-learning framework for students with dyslexia | journal = Procedia Computer Science | volume = 51 | pages = 1947–1956 | doi = 10.1016/j.procs.2015.05.459 }}</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref name="ReferenceA"/>
*perceived usefulness: Defined as how a student's performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users' decision on whether to use a system again. Scaffolding as well as accommodations to the student's learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref name="ReferenceA"/>
*system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content
=== 508 Compliance & the implications for Educators ===
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