Martez E. Mott, John C. Tang, Shaun K. Kane, Edward Cutrell, M. Morris
Virtual reality (VR) has the potential to transform many aspects of our daily lives, including work, entertainment, communication, and education. However, there has been little research into understanding the usability of VR for people with mobility limitations. In this paper, we present the results of an exploration to understand the accessibility of VR for people with limited mobility. We conducted semi-structured interviews with 16 people with limited mobility about their thoughts on, and experiences with, VR systems. We identified 7 barriers related to the physical accessibility of VR devices that people with limited mobility might encounter, ranging from the initial setup of a VR system to keeping VR controllers in view of cameras embedded in VR headsets. We also elicited potential improvements to VR systems that would address some accessibility concerns. Based on our findings, we discuss the importance of considering the abilities of people with limited mobility when designing VR systems, as the abilities of many participants did not match the assumptions embedded in the design of current VR systems.
{"title":"“I just went into it assuming that I wouldn't be able to have the full experience”: Understanding the Accessibility of Virtual Reality for People with Limited Mobility","authors":"Martez E. Mott, John C. Tang, Shaun K. Kane, Edward Cutrell, M. Morris","doi":"10.1145/3373625.3416998","DOIUrl":"https://doi.org/10.1145/3373625.3416998","url":null,"abstract":"Virtual reality (VR) has the potential to transform many aspects of our daily lives, including work, entertainment, communication, and education. However, there has been little research into understanding the usability of VR for people with mobility limitations. In this paper, we present the results of an exploration to understand the accessibility of VR for people with limited mobility. We conducted semi-structured interviews with 16 people with limited mobility about their thoughts on, and experiences with, VR systems. We identified 7 barriers related to the physical accessibility of VR devices that people with limited mobility might encounter, ranging from the initial setup of a VR system to keeping VR controllers in view of cameras embedded in VR headsets. We also elicited potential improvements to VR systems that would address some accessibility concerns. Based on our findings, we discuss the importance of considering the abilities of people with limited mobility when designing VR systems, as the abilities of many participants did not match the assumptions embedded in the design of current VR systems.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133387718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increased popularity of social media, editing and sharing selfies using augmented reality filters, face editors, and sticker features have become popular social trends. However, it can be challenging for people with visual impairments to edit and add fun elements to their selfies, although they actively participate in social media. We conducted an online survey in which 47 participants with visual impairments identified their experience with and demands for using such features. Based on the results, we designed and developed a selfie editing application with sticker features based on voice command and voice feedback for people with visual impairments. We then conducted a design probe study with four participants who were visually impaired to provide design guidelines to increase the accessibility of selfie editing apps with sticker features. Voice command and feedback were both highly appreciated by participants, and we also investigated their requirements for selfie editing features.
{"title":"Supporting Selfie Editing Experiences for People with Visual Impairments","authors":"Soobin Park","doi":"10.1145/3373625.3417082","DOIUrl":"https://doi.org/10.1145/3373625.3417082","url":null,"abstract":"With the increased popularity of social media, editing and sharing selfies using augmented reality filters, face editors, and sticker features have become popular social trends. However, it can be challenging for people with visual impairments to edit and add fun elements to their selfies, although they actively participate in social media. We conducted an online survey in which 47 participants with visual impairments identified their experience with and demands for using such features. Based on the results, we designed and developed a selfie editing application with sticker features based on voice command and voice feedback for people with visual impairments. We then conducted a design probe study with four participants who were visually impaired to provide design guidelines to increase the accessibility of selfie editing apps with sticker features. Voice command and feedback were both highly appreciated by participants, and we also investigated their requirements for selfie editing features.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127633527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Boll, Shruti Mahajan, Jeanne Reis, E. Solovey
Conducting human-centered research by, with, and for the ASL-signing Deaf community, requires rethinking current human-computer interaction processes in order to meet their linguistic and cultural needs and expectations. This paper highlights some key considerations that emerged in our work creating an ASL-based questionnaire, and our recommendations for handling them.
{"title":"Creating questionnaires that align with ASL linguistic principles and cultural practices within the Deaf community","authors":"Rachel Boll, Shruti Mahajan, Jeanne Reis, E. Solovey","doi":"10.1145/3373625.3418071","DOIUrl":"https://doi.org/10.1145/3373625.3418071","url":null,"abstract":"Conducting human-centered research by, with, and for the ASL-signing Deaf community, requires rethinking current human-computer interaction processes in order to meet their linguistic and cultural needs and expectations. This paper highlights some key considerations that emerged in our work creating an ASL-based questionnaire, and our recommendations for handling them.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121334167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of Accessible Digital Musical Instruments (ADMIs) is growing rapidly, with instrument designers recognising that adaptations to existing Digital Musical Instruments (DMIs) can foster inclusive music making. ADMIs offer opportunities to engage with a wider range of sounds than acoustic instruments. Furthermore, gestural ADMIs free the music maker from relying on screen, keyboard and mouse-based interfaces for engaging with these sounds. This brings greater opportunities for exploration, improvisation, empowerment and flow through music making for people living with disabilities. This paper presents a case study of the a gestural DMI invented by the first author and shows that system-based considerations that enabled an expert percussionist to achieve virtuoso performances with the instrument, required minimal hardware and software changes to facilitate greater inclusivity. Understanding the needs of the users and customising the system-based movement to sound mappings was of far greater importance in making the instrument accessible.
{"title":"Inclusive improvisation through sound and movement mapping: from DMI to ADMI","authors":"Alon Ilsar, G. Kenning","doi":"10.1145/3373625.3416988","DOIUrl":"https://doi.org/10.1145/3373625.3416988","url":null,"abstract":"The field of Accessible Digital Musical Instruments (ADMIs) is growing rapidly, with instrument designers recognising that adaptations to existing Digital Musical Instruments (DMIs) can foster inclusive music making. ADMIs offer opportunities to engage with a wider range of sounds than acoustic instruments. Furthermore, gestural ADMIs free the music maker from relying on screen, keyboard and mouse-based interfaces for engaging with these sounds. This brings greater opportunities for exploration, improvisation, empowerment and flow through music making for people living with disabilities. This paper presents a case study of the a gestural DMI invented by the first author and shows that system-based considerations that enabled an expert percussionist to achieve virtuoso performances with the instrument, required minimal hardware and software changes to facilitate greater inclusivity. Understanding the needs of the users and customising the system-based movement to sound mappings was of far greater importance in making the instrument accessible.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116906301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In graduate school, people with disabilities use disability accommodations to learn, network, and do research. However, these accommodations, often scheduled ahead of time, may not work in many situations due to uncertainty and spontaneity of the graduate experience. Through a three-person autoethnography, we present a longitudinal account of our graduate school experiences as people with disabilities, highlighting nuances and tensions of situations when our requested accommodations did not work and the use of alternative coping strategies. We use retrospective journals and field notes to reveal the impact of our self-image, relationships, technologies, and infrastructure on our disabled experience. Using post-hoc reflection on our experiences, we then close with discussing personal and situated ways in which peers, faculty members, universities, and technology designers could improve the graduate school experiences of people with disabilities.
{"title":"Navigating Graduate School with a Disability","authors":"D. Jain, Venkatesh Potluri, Ather Sharif","doi":"10.1145/3373625.3416986","DOIUrl":"https://doi.org/10.1145/3373625.3416986","url":null,"abstract":"In graduate school, people with disabilities use disability accommodations to learn, network, and do research. However, these accommodations, often scheduled ahead of time, may not work in many situations due to uncertainty and spontaneity of the graduate experience. Through a three-person autoethnography, we present a longitudinal account of our graduate school experiences as people with disabilities, highlighting nuances and tensions of situations when our requested accommodations did not work and the use of alternative coping strategies. We use retrospective journals and field notes to reveal the impact of our self-image, relationships, technologies, and infrastructure on our disabled experience. Using post-hoc reflection on our experiences, we then close with discussing personal and situated ways in which peers, faculty members, universities, and technology designers could improve the graduate school experiences of people with disabilities.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121779990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Individuals with visual impairments in informal settlements (IVIIS) depend highly on others for access to basic services. Smartphones can help provide assistive technology and access to basic services but are too expensive for IVIIS or lack accessibility features. This study explores and promotes a low-cost concept that uses a static interface overlay app in conjunction with a button enabled phone case, to enable the use of cheap smartphones and increase IVIIS autonomy and inclusion in society. Using existing research and an observational study of YouTube videos, design requirements were determined. A low-fidelity prototype was developed and usertested on one visually impaired and two blindfolded participants. Although usertests showed promising results, research and usertesting were limited. Future research and usertests with IVIIS are needed to validate if CaseGuide is a desirable solution for IVIIS.
{"title":"CaseGuide: Making Cheap Smartphones Accessible to Individuals with Visual Impairments in Informal Settlements","authors":"Roos van Greevenbroek","doi":"10.1145/3373625.3417076","DOIUrl":"https://doi.org/10.1145/3373625.3417076","url":null,"abstract":"Individuals with visual impairments in informal settlements (IVIIS) depend highly on others for access to basic services. Smartphones can help provide assistive technology and access to basic services but are too expensive for IVIIS or lack accessibility features. This study explores and promotes a low-cost concept that uses a static interface overlay app in conjunction with a button enabled phone case, to enable the use of cheap smartphones and increase IVIIS autonomy and inclusion in society. Using existing research and an observational study of YouTube videos, design requirements were determined. A low-fidelity prototype was developed and usertested on one visually impaired and two blindfolded participants. Although usertests showed promising results, research and usertesting were limited. Future research and usertests with IVIIS are needed to validate if CaseGuide is a desirable solution for IVIIS.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125258408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this experience report, we describe the accessibility challenges that deaf and hard of hearing users face in teleconferences, based on both our first-hand participation in meetings, and as User Interface and Experience experts. Teleconferencing poses new accessibility challenges compared to face-to-face communication because of limited social, emotional, and haptic feedback. Above all, teleconferencing participants and organizers need to be flexible, because deaf or hard of hearing people have diverse communication preferences. We explain what recurring problems users experience, where current teleconferencing software falls short, and how to address these shortcomings. We offer specific recommendations for best practices and the experiential reasons behind them.
{"title":"Teleconference Accessibility and Guidelines for Deaf and Hard of Hearing Users","authors":"R. Kushalnagar, Christian Vogler","doi":"10.1145/3373625.3417299","DOIUrl":"https://doi.org/10.1145/3373625.3417299","url":null,"abstract":"In this experience report, we describe the accessibility challenges that deaf and hard of hearing users face in teleconferences, based on both our first-hand participation in meetings, and as User Interface and Experience experts. Teleconferencing poses new accessibility challenges compared to face-to-face communication because of limited social, emotional, and haptic feedback. Above all, teleconferencing participants and organizers need to be flexible, because deaf or hard of hearing people have diverse communication preferences. We explain what recurring problems users experience, where current teleconferencing software falls short, and how to address these shortcomings. We offer specific recommendations for best practices and the experiential reasons behind them.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130588918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading is a key skill in learning, working and participating in society on all levels. However, in 2018, 20% of German school students possessed only insufficient levels of reading proficiency. Frustration associated with these difficulties results in avoidance of reading, such that struggling readers will often not overcome them on their own. We present a first approach towards an assistance system that recognizes reading difficulties by analyzing the user's gaze behavior and offers dynamic adaptation of the text presentation. In a formative study, including 34 fifth-grade students, letter- and syllabication-based assistance significantly and substantially increased children's motivation to read. Based on these findings, gaze-contingent assistance presents a promising approach in improving struggling readers’ reading experience and motivation to read.
{"title":"Towards a gaze-contingent reading assistance for children with difficulties in reading","authors":"Tobias Lunte, Susanne CJ Boll","doi":"10.1145/3373625.3418014","DOIUrl":"https://doi.org/10.1145/3373625.3418014","url":null,"abstract":"Reading is a key skill in learning, working and participating in society on all levels. However, in 2018, 20% of German school students possessed only insufficient levels of reading proficiency. Frustration associated with these difficulties results in avoidance of reading, such that struggling readers will often not overcome them on their own. We present a first approach towards an assistance system that recognizes reading difficulties by analyzing the user's gaze behavior and offers dynamic adaptation of the text presentation. In a formative study, including 34 fifth-grade students, letter- and syllabication-based assistance significantly and substantially increased children's motivation to read. Based on these findings, gaze-contingent assistance presents a promising approach in improving struggling readers’ reading experience and motivation to read.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134518372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Michael Winters, E. Lynne Harden, Emily B. Moore
Design thinking is an approach to educational curriculum that builds empathy, encourages ideation, and fosters active problem solving through hands-on design projects. Embedding participatory “co-design” into design thinking curriculum offers students agency in finding solutions to real-world design challenges, which may support personal empowerment. An opportunity to explore this prospect arose in the design of sounds for an accessible interactive science-education simulation in the PhET Project. Over the course of three weeks, PhET researchers engaged blind and visually-impaired high-school students in a design thinking curriculum that included the co-design of sounds and auditory interactions for the Balloons and Static Electricity (BASE) sim. By the end of the curriculum, students had iterated through all aspects of design thinking and performed a quantitative evaluation of multiple sound prototypes. Furthermore, the group’s mean self-efficacy rating had increased. We reflect on our curriculum and the choices we made that helped enable the students to become authentic partners in sound design.
{"title":"Co-Designing Accessible Science Education Simulations with Blind and Visually-Impaired Teens","authors":"R. Michael Winters, E. Lynne Harden, Emily B. Moore","doi":"10.1145/3373625.3418025","DOIUrl":"https://doi.org/10.1145/3373625.3418025","url":null,"abstract":"Design thinking is an approach to educational curriculum that builds empathy, encourages ideation, and fosters active problem solving through hands-on design projects. Embedding participatory “co-design” into design thinking curriculum offers students agency in finding solutions to real-world design challenges, which may support personal empowerment. An opportunity to explore this prospect arose in the design of sounds for an accessible interactive science-education simulation in the PhET Project. Over the course of three weeks, PhET researchers engaged blind and visually-impaired high-school students in a design thinking curriculum that included the co-design of sounds and auditory interactions for the Balloons and Static Electricity (BASE) sim. By the end of the curriculum, students had iterated through all aspects of design thinking and performed a quantitative evaluation of multiple sound prototypes. Furthermore, the group’s mean self-efficacy rating had increased. We reflect on our curriculum and the choices we made that helped enable the students to become authentic partners in sound design.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"139 1-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114045852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
3D printing technologies can help individuals get customized assistive technologies that increase independence. However, designing these technologies is complicated and many users must rely on fabricators to translate their ideas and transform them into customized tools. We have developed a design framework, inspired by IDEO's Human-Centered Design principles [6], to help organize end-user's ideas, spark creativity, and engage end-users in a collaborative design process. It consists of digital artifacts divided into three main categories: explore, ideate, and create. We conducted virtual interviews with four occupational therapists and two people with motor disabilities to understand how end-users describe their abilities and needs in order to facilitate ideation and collaboration with fabricators.
{"title":"Designing a Remote Framework to Create Custom Assistive Technologies","authors":"Verónica Alfaro-Arias, Amy Hurst, A. Perr","doi":"10.1145/3373625.3418022","DOIUrl":"https://doi.org/10.1145/3373625.3418022","url":null,"abstract":"3D printing technologies can help individuals get customized assistive technologies that increase independence. However, designing these technologies is complicated and many users must rely on fabricators to translate their ideas and transform them into customized tools. We have developed a design framework, inspired by IDEO's Human-Centered Design principles [6], to help organize end-user's ideas, spark creativity, and engage end-users in a collaborative design process. It consists of digital artifacts divided into three main categories: explore, ideate, and create. We conducted virtual interviews with four occupational therapists and two people with motor disabilities to understand how end-users describe their abilities and needs in order to facilitate ideation and collaboration with fabricators.","PeriodicalId":433618,"journal":{"name":"Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132943856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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