Accessibility, usability and user experience design for visually impaired people: a systematic mapping study

Ingrid Teixeira Monteiro Erik Henrique Da Costa Nunes Enyo Gonçalves + 1 lainnya

16 Oktober 2023

In 2015, Brazil enacted Law No. 13,146 (Statute of Persons with Disabilities), establishing a new range of rights for people with disabilities. Among the changes made was the inclusion of good practices in the concept of accessibility, including the digital realm. This paper presents the results of a Systematic Literature Review regarding the works presented at the Brazilian Symposium on Human Factors in Computing Systems from 2016 to 2022, with the aim of evaluating the impact of Digital Accessibility initiatives after the enactment of the mentioned law. The objective is to reveal part of the event’s history, highlighting the needs imposed by the law. The study analyzed 406 papers from the event deposited in the ACM Digial Library, selecting 91 of them (22.4%). The results showed that visual impairment is the most addressed theme, present in 33 papers (36.2%). Also, there are 254 different researchers working on this topic in Brazil and other countries. Surprisingly, only 21 (23%) of the papers mention any laws, showing that there is neglect or lack of knowledge regarding Brazilian laws on accessibility.

Leah Findlater Kelly Avery Mack Jon E. Froehlich + 3 lainnya

12 Januari 2021

Accessibility research has grown substantially in the past few decades, yet there has been no literature review of the field. To understand current and historical trends, we created and analyzed a dataset of accessibility papers appearing at CHI and ASSETS since ASSETS’ founding in 1994. We qualitatively coded areas of focus and methodological decisions for the past 10 years (2010-2019, N=506 papers), and analyzed paper counts and keywords over the full 26 years (N=836 papers). Our findings highlight areas that have received disproportionate attention and those that are underserved—for example, over 43% of papers in the past 10 years are on accessibility for blind and low vision people. We also capture common study characteristics, such as the roles of disabled and nondisabled participants as well as sample sizes (e.g., a median of 13 for participant groups with disabilities and older adults). We close by critically reflecting on gaps in the literature and offering guidance for future work in the field.

Daniel E. Krutz Samuel A. Malachowsky

1 November 2020

This tutorial will introduce our Accessibility Learning Labs (ALL). The objectives of this collaborative project with The National Technical Institute for the Deaf (NTID) are to both inform participants about foundational topics in accessibility and to demonstrate the importance of creating accessible software. The labs enable easy classroom inclusion by providing instructors all necessary materials including lecture and activity slides and videos. Each lab addresses an accessibility issue and contains: I) Relevant background information on the examined issue II) An example web-based application containing the accessibility problem III) A process to emulate this accessibility problem IV) Details about how to repair the problem from a technical perspective V) Incidents from people who encountered this accessibility issue and how it has impacted their life. The labs may be easily integrated into a wide variety of curriculum at high schools (9–12), and in undergraduate and graduate courses. The labs will be easily adoptable due to their self-contained nature and their inclusion of all necessary instructional material (e.g., slides, quizzes, etc.). No special software is required to use any portion of the labs since they are web-based and are able to run on any computer with a reasonably recent web browser. There are currently four available labs on the topics of: Colorblindness, Hearing, Blindness and Dexterity. Material is available on our website: http://all.rit.edu This tutorial will provide an overview of the created labs and usage instructions and information for adaptors.

Qiwen Zhao Vaishnavi Mande Matt Huenerfauth + 4 lainnya

26 Oktober 2020

With an increasing demand for computing professionals with skills in accessibility, it is important for university faculty to select effective methods for educating computing students about barriers faced by users with disabilities and approaches to improving accessibility. While some prior work had evaluated accessibility educational interventions, many prior studies have consisted of firsthand reports from faculty or short-term evaluations. This paper reports on the results of a systematic evaluation of methods for teaching accessibility from a longitudinal study across 29 sections of a human-computer interaction course (required for students in a computing degree program), as taught by 10 distinct professors, throughout four years, with over 400 students. A control condition (course without accessibility content) was compared to four intervention conditions: week of lectures on accessibility, team design project requiring some accessibility consideration, interaction with someone with a disability, and collaboration with a team member with a disability. Comparing survey data immediately before and after the course, we found that the Lectures, Projects, and Interaction conditions were effective in increasing students' likelihood to consider people with disabilities on a design scenario, awareness of accessibility barriers, and knowledge of technical approaches for improving accessibility - with students in the Team Member condition having higher scores on the final measure only. However, comparing survey responses from students immediately before the course and from approximately 2 years later, almost no significant gains were observed, suggesting that interventions within a single course are insufficient for producing long-term changes in measures of students’ accessibility learning. This study contributes to empirical knowledge to inform university faculty in selecting effective methods for teaching accessibility, and it motivates further research on how to achieve long-term changes in accessibility knowledge, e.g. by reinforcing accessibility throughout a degree program.

Letícia Seixas Pereira Maria Matos Carlos Duarte

11 Mei 2024

With the ubiquitous use of mobile applications, it is paramount that they are accessible, so they can empower all users, including those with different needs. Determining if an app is accessible implies conducting an accessibility evaluation. While accessibility evaluations have been thoroughly studied in the web domain, there are still many open questions when evaluating mobile applications. This paper investigates mobile accessibility evaluation methodologies. We conducted four studies, including an examination of accessibility reports from European Member-states, interviews with accessibility experts, manual evaluations, and usability tests involving users. Our investigations have uncovered significant limitations in current evaluation methods, suggesting that the absence of authoritative guidelines and standards, similar to what exists for the web, but tailored specifically to mobile devices, hampers the effectiveness of accessibility evaluation and monitoring activities. Based on our findings, we present a set of recommendations aimed at improving the evaluation methodologies for assessing mobile applications’ accessibility.