56,176 research outputs found
A Study of Accessibility Requirements for Media Players on the Web
Proceedings of: The 6th International Conference on Universal Access in HumanâComputer Interaction (UAHCI 2011), held as part of The 14th International Conference on HumanâComputer Interaction (HCI International 2011), Orlando (FL, USA), July 9-14, 2011Multimedia content covers the Web, and we should provide access to all people. For this reason, we must consider including accessibility requirements in a synchronized manner with the alternative resources such as caption and audio description among others. In addition, it is very important to take into account accessibility requirements in the player to avoid barriers and to ensure access to this multimedia content as well as their resources. This paper presents an overall study on standards and players with accessibility requirements. Moreover, solutions to improve the accessibility features in the YouTube player are presented. Based on this study, we have distinguished a set of guidelines to take into account for including accessibility requirements in players. Furthermore, we suggest an agile evaluation process which indicates the order of accessibility guidelines to check. Finally, the proposed evaluation method is put into practice with a case study: accessibility features are evaluated in three widely used players.This research work is supported by the Research Network MAVIR (S2009/TIC-1542 (see www.mavir.net/)), and GEMMA (TSI-020302-2010-141) and SAGAS (TSI-020100-2010-184) research project
Using multimedia to enhance the accessibility of the learning environment for disabled students: reflections from the Skills for Access project
As educators' awareness of their responsibilities towards ensuring the accessibility of the learning environment to disabled students increases, significant debate surrounds the implications of accessibility requirements on educational multimedia. There would appear to be widespread concern that the fundamental principles of creating accessible webâbased materials seem at odds with the creative and innovative use of multimedia to support learning and teaching, as well as concerns over the time and cost of providing accessibility features that can hold back resource development and application. Yet, effective use of multimedia offers a way of enhancing the accessibility of the learning environment for many groups of disabled students. Using the development of âSkills for Accessâ, a web resource supporting the dual aims of creating optimally accessible multimedia for learning, as an example, the attitudinal, practical and technical challenges facing the effective use of multimedia as an accessibility aid in a learning environment will be explored. Reasons why a holistic approach to accessibility may be the most effective in ensuring that multimedia reaches its full potential in enabling and supporting students in learning, regardless of any disability they may have, will be outlined and discussed
Promoting game accessibility: Experiencing an induction on inclusive design practice at the global games jam
Copyright @ 2013 The AuthorsThe Global Games Jam (GGJ) attracts many people who are passionate about games development, coming from a range of educational backgrounds. Therefore, the event can be experienced by novices and student developers as an opportunity for learning. This provides an opening to promote themes and ideas that could help form future thinking about games design, emerging as a form of induction on key design issues for new practitioners. Such an approach aims to raise awareness about issues which learners could help develop and take with them into industry. However, the experience itself affords a deep experiential rhetoric and dialogue with experts that could be an effective pedagogical tool for issues seldom addressed deeply in formal educational settings. This paper describes an account by one such individual, being introduced to game accessibility through participation in the GGJ. As such, it is not intended as a rigorous empirical analysis, but rather a perspective on one way a game jam can be experienced, inviting further research on the topic
Raising awareness of the accessibility challenges in mathematics MOOCs
MOOCs provide learning environments that make it easier for learners to study from anywhere, at their own pace and with open access to content. This has revolutionised the field of eLearning, but accessibility continues to be a problem, even more so if we include the complexity of the STEM disciplines which have their own specific characteristics. This work presents an analysis of the accessibility of several MOOC platforms which provide courses in mathematics. We attempt to visualise the main web accessibility problems and challenges that disabled learners could face in taking these types of courses, both in general and specifically in the context of the subject of mathematics
HTML5 support for an accessible user-video-interaction on the Web
Multimedia content covers the Web, and we should provide access to all people. For this reason, it is very important to take into account accessibility requirements in the player to avoid barriers and to ensure access to this multimedia content as well as their resources. One of the most frequent barriers is the technological obstacle: the necessity for the user to install the required plug-ins in to order to access video. The new standard HTML5 provides a solution to this problem. However, it does not fully support accessibility requirements of W3C standards, including WCAG and interaction requirement of UAAG. This paper introduces an overall study of this new standard in relation to accessibility requirements for the players as well as an accessible HTML5 Media Player.This research work is supported by the Research Network MAVIR (S2009/TIC-1542 (www.mavir.net/)), GEMMA (TSI-020302-2010-141) and SAGAS (TSI-020100-2010- 184) research projects
Kesan pembelajaran koperatif terhadap pencapaian pendidikan alam sekitar dalam kalangan pelajar sekolah menengah rendah
Pembelajaran koperatif merupakan satu teknik pembelajaran yang melibatkan
pelajar bekerjasama dalam satu kumpulan untuk mencapai matlamat tertentu.
Dalam topik Pendidikan Alam Sekitar, pelajar didapati agak lemah dalam
memahami sesuatu istilah dan tidak dapat mengaitkan topik dengan pengalaman
serta persekitaran mereka. Sebelum ini, pengajaran dan pembelajaran lebih
berpusatkan guru. Pembelajaran koperatif pula hanya melibatkan mata pelajaran
yang menggunakan makmal atau bengkel. Kajian ini bertujuan untuk meninjau
kesan pembelajaran berkumpulan terhadap pencapaian pelajar dalam Pendidikan
Alam Sekitar melalui mata pelajaran Geografi. Bentuk kajian yang digunakan ialah
kuasi-eksperimen yang dijalankan dengan menggunakan ujian pra dan ujian pasca
ke atas kumpulan eksperimen dan kumpulan kawalan. Sampel kajian adalah dua
kumpulan pelajar tingkatan 1 dari Sekolah Menengah Kebangsaan Luar Bandar di
negeri Johor. Sampel kajian terdiri daripada 37 orang pelajar kumpulan eksperimen
dan 35 orang pelajar kumpulan kawalan. Kumpulan eksperimen merupakan
kumpulan yang menggunakan kaedah pembelajaran koperatif manakala kumpulan
kawalan diajar tanpa pembelajaran koperatif. Instrumen kajian ialah ujian
pencapaian, borang soal selidik, jadual pemerhatian dan temubual. Hasil kajian
mendapati min pencapaian kumpulan eksperimen adalah tinggi iaitu 18.16
berbanding dengan min kumpulan kawalan, iaitu 13.91. Dapatan kajian
menunjukkan terdapat peningkatan pencapaian bagi pelajar yang menjalani
pembelajaran koperatif berbanding dengan pelajar yang tidak mengamalkan kaedah
pembelajaran tersebut. Pelajar juga dapat menerima penggunaan pembelajaran
koperatif dalam proses pengajaran dan pembelajaran. Kesimpulannya,
pembelajaran koperatif bukan sahaja dapat meningkatkan hasil malah dapat
meningkatkan kualiti proses pengajaran dan pembelajaran
Web Accessibility Requirements for Media Players
Video Content continues to strenghten on the Web, because of that fact, it is neccessary to include video content with suitable accessibility requirements to be used by all people. User Agent (such as player, browser), also have to include accessibility requirements. In this paper a set of basic guidelines is included for professionals who want to embed video players on their Web.This research work is supported by the Research Network MAVIR (S2009/TIC-1542 (see wwwmavir.net/)), and GEMMA (TSI-020302-2010-141) and SAGAS (TSI-020100-2010-184) research projects
An Approach to User Interface Design of an Accessible User Agent
Proceeding of: Conference on Software Development for Enhancing Accessibility and Fighting Info-exclusion (DSAI 2012), took place 19-22 July, 2012, in Douro Region, Portugal. The event web site is http://dsai2012.utad.pt/The increase in rich and interactive content on the web has allowed the growth of the number and type of users that access them. This implies that such content should be accessible to anyone, including people with disabilities. Therefore, it should be accompanied with media alternatives (captions, audio description), which should be handled by an accessible user agent that provides support for them. This paper presents: 1) an approach with accessibility requirements following standards to include accessibility in a user agent for delivering accessible multimedia content, and based on it, 2) a conceptualization that provides an abstract user interface model with the ability to be integrated into the development process.This research work is supported by the Research Network MAVIR (S2009/TIC-1542 (www.mavir.net/)). We thank the European project ITEA
UsiXML to provide the documentation of the UsiXML specification.Publicad
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