A Framework for Information Accessibility in Large Video Repositories

International audienceOnline videos are a medium of choice for young adults to access or receive information, and recent work has highlighted that it is a particularly effective medium for adults with intellectual disability, by its visual nature. Reflecting on a case study presenting fieldwork observations of how adults with intellectual disability engage with videos on the Youtube platform, we propose a framework to define and evaluate the accessibility of such large video repositories, from an informational perspective. The proposed framework nuances the concept of information accessibility from that of the accessibility of information access interfaces themselves (generally catered for under web accessibility guidelines), or that of the documents (generally covered in general accessibility guidelines). It also includes a notion of search (or browsing) accessibility, which reflects the ability to reach the document containing the information. In the context of large information repositories, this concept goes beyond how the documents are organized into how automated processes (browsing or searching) can support users. In addition to the framework we also detail specifics of document accessibility for videos. The framework suggests a multi-dimensional approach to information accessibility evaluation which includes both cognitive and sensory aspects. This framework can serve as a basis for practitioners when designing video information repositories accessible to people with intellectual disability, and extends on the information presentation guidelines such as suggested by the WCAG. Publication rights licensed to ACM. ACM acknowledges that this contribution was authored or co-authored by an employee, contractor or affiliate of a national government. As such, the Government retains a nonexclusive, royalty-free right to publish or reproduce this article, or to allow others to do so, for Government purposes only

Leveraging social media to co-design support for developing life skills among young adults with intellectual disability

Many people with intellectual disabilities are keen users of the internet and social media. This research explored how their existing competencies with these technologies could be leveraged in order to design better social technologies to support their societal inclusion and skills development. The thesis contributes: (1) the Competency-Based design framework, an approach that is grounded in revealing the existing contextual competencies of users, rather than more generic measures of ability, and leveraging them in technology design; (2) the research method of “TechShops”, technology workshops that foster reciprocity–learning for both researcher and participants; and (3) a prototype skill learning interface

An exploration of how people with intellectual disability engage with online information retrieval

Much of the research on how technology can support better access to online information for people with intellectual disability focuses on a deficit model. Studies are typically based on a quantitative analysis of how various aspects of cognitive functioning might impact the usability of existing technologies. In this paper, we instead present new insights into what competencies and strategies young adults with intellectual disability, who are often digital natives, are already employing to meet their online information needs. In-depth observations of 12 people using one of two search technologies (web search or video search) were analyzed together with other field notes. Beyond the importance of visuals and usability, we unpack a different view on efficiency, and on the role played by emotional barriers, confidence and social support in the use of search results ranking lists

'TechShops': Engaging young adults with intellectual disability in exploratory design research

This case study presents “TechShops”, a collaborative workshop-based approach to learning about technologies with Young Adults with Intellectual Disability (YAID) in exploratory design research. The “TechShops” approach emerged because we found it difficult to engage YAID in traditional contextual interviews. Hence, we offered a series of “TechShops”, which we found useful in: enabling engagement with participants, their families and support staff; fostering relationships; and gaining research access. We explain the context of “TechShops”, and reflect upon the opportunities and challenges that the approach offers for both researchers and YAID in exploratory design research

Adapting Usability Testing for Oral, Rural Users

Traditional usability methods are of limited use when evaluating systems designed for distant, diverse populations. In this paper, we describe a study conducted in two Ghanaian villages that evaluated an audio computer designed for people living in oral cultures. Informed by ICTD and orality-grounded HCID, we modified existing usability testing practices and we reflect on the utility of these adaptations. We found that conducting a culturally appropriate study often meant forgoing more traditional approaches in favor of flexible, opportunistic methods. We acknowledge the challenges of adapting traditional usability methods for oral, rural users. However, we found that by implementing strategic modifications led by local staff, our study produced valuable, actionable results

Use of voice activated interfaces by people with intellectual disability

People with intellectual disability are keen users of information technology, but the need for spelling and typing skills often presents a barrier to information and media search and access. The paper presents a study to understand how people with intellectual disabilities can use Voice Activated Interfaces (VAIs) to access information and assist in daily activities. The study involves observations and video analysis of 18 adults with intellectual disability using VAIs and performing 4 tasks: calibrating the VAIs, using voice assistant (Siri or Google) to search images, using voice to query Youtube, and using the voice assistant to perform a daily task (managing calendar, finding directions, etc.). 72% of participants stated that this was their preferred form of input. 50% could perform all four tasks they attempted with successful outcomes, and 55% three of the tasks. We identify the main barriers and opportunities for existing VAIs and suggest future improvements mainly around audio feedback given to participants. Notably, we found that participants’ mental model of the VAIs was that of a person, implications for which include the user having to speak in long polite sentences and expecting voice responses and feedback about the state of the device. We suggest ways that VAIs can be adjusted so that they are more inclusive

Characterizing participation across social media sites amongst young adults with intellectual disability

Young Adults with Intellectual Disability (YAID) are interested in participating in social media as it offers opportunities for their social participation and inclusion. However, the literature remains incomplete on the nature of participation across popular social media sites by YAID, and how different social media sites fulfil their participation interests. To explore this, we employed a mixed methods approach involving interviews, participant observation, training workshops, and a survey with YAID. We found that participation interests varied between platforms: all participants used YouTube for entertainment, some participated in Facebook to stay connected with family, whereas Snapchat and Instagram were used for playful interaction with strangers. Awareness of online safety emerged as a key competence, while literacy, authentication, netiquette and disruption from advertising content adversely affected participation. We discuss how to address these issues to support and sustain participation, as well as opportunities for leveraging participation in social media for skills development

The Talking Book: participatory design of an icon-based user interface for rural people with low literacy

The Talking Book is an audio technology for sharing knowledge about health and agriculture among oral people in rural settings. As a technology, without a display or mouse; navigation is through audio instructions and buttons labelled with icons. This paper presents the iterative Participatory Design (PD) approach employed in redesigning the iconography of the User Interface (UI). We found that the PD process created a feeling among users of ownership and acceptance of the technology as their own creation. For users, the most suitable icons are not those that denote any function, but those that are simply recognizable, which led to replacing international icons such as arrows, with icons representing local objects such as bowls, trees, and hands. An extensive evaluation showed that the new UI was more user-friendly and better liked. This work contributes a novel interface and highlights the value and the challenges of including users who are less familiar with technology in design

Including adults with severe intellectual disabilities in co-design through active support

In recentwork, design researchers have sought to ensure that people with disabilities are engaged as competent and valued contributors to co-design. Yet, little is known about how to achieve this with adults with severe intellectual disabilities. Navigating design in the context of complex care practices is challenging, charged with uncertainty, and requires sustained efort of methodological and afective adjustments. To establish a respectful co-design relationship and enrich participation, we turn to Active Support (AS), an evidence-based strategy for engaging adults with severe intellectual disabilities. We present a refective account of long-term feld work that utilized the four aspects of AS, a) every moment has potential; b) graded assistance; c) little and often; d) maximizing choice and control. We discuss how these principles contribute to deepening HCI methods by ensuring interactional turns for adults with severe disabilities, revealing their unique competences, thereby shaping design direction and providing design insight.</p

Toward a Competency-based Approach to Co-designing Technologies with People with Intellectual Disability

Ability-based design is a useful framework that centralizes the abilities (all that users can do) of people with disabilities in approaching the design of assistive technologies. However, although this framework aspires to support designing with people with all kinds of disabilities, it is mainly effective in supporting those whose abilities can be clearly defined and measured, in particular, physical and sensory attributes of ability. As a result, the ability-based design framework only provides limited guidance to design with users with intellectual disability, whose cognitive, physical, sensory, and practical abilities vary along a spectrum. In this article, we reflect on a long-term co-design study where we leveraged what we termed "competencies,"i.e., the representative practical skills people develop from their participation in life activities, in particular, mainstream technologies, such as social media and the Internet. Our reflection is based on our experience in designing SkillsTube, a web application we co-designed with young adults with intellectual disability to support them to learn life skills through videos. The app's design, which explored and leveraged their social media participation competencies, supported the fundamental participation of all participants and their peers. Their familiarity with the app's social media-inspired design features fostered confidence in their participation, usability, and engagement. Drawing on the findings and design process of the app, we discuss a Competency-based approach to designing with people with disabilities that extends upon ability-based design, by grounding it in user competencies. </p