Studies in health technology and informatics最新文献

The paper discusses the role of standards to achieve the objective of Universal Design, with the case of equal access for elderly people in the digital society. The concrete background is the launching of 4 standards regarding different aspects of the digital society at present and in the future, their consequences for elderly persons and persons with disabilities and how to ensure diversity and inclusion for all through Universal Design. Our hypothesis suggests that well-conceived standards, developed collaboratively by all stakeholders, including individuals with various functional disabilities, could be an essential tool in ensuring that Universal Design is an integral part of technological development.

This article presents preliminary findings from a design ethnographic study examining pelvic floor care practices from the perspective of patients with pelvic floor injuries caused by birth treated at the continence clinic in Sundsvall's Hospital, Sweden. The aim is to enhance our understanding of women's experiences of pelvic floor injury, provide insights into living with pelvic floor injury, and discuss this from a universal design perspective. The study combines qualitative observations during clinic meetings and individual interviews with participants in a separate room. In total, seven patients participated. The material was analysed using thematic analysis focusing on the patient's experiences and the continence clinic healthcare meeting situation. The initial findings show that pelvic floor injury symptoms such as leakage, pain and discomfort were seen as a routine part of giving birth and as expected and normal among patients. Another finding is how manifestation through visual evidence with mirroring or illustrations is found to be helpful among patients as it helps them with their healing process. Many participants have unresolved thoughts on the reasons for their pelvic floor injury. The narratives of patients living with pelvic floor injuries highlight themes of ambivalence and uncertainty, with the injuries often overshadowed by the subsequent demands of caring for a newborn, causing overload. The change is not only interpersonal; from a design perspective, the situation as a whole is of interest, including the environment, people, and artefacts. Further research is needed to explore women's experiences beyond the purely medical aspects. Here, universal design can contribute to increased sensitivity regarding stigma and values and how these can manifest socio-materially in healthcare interactions. This study provides a basis for continued work with co-creation workshops with participants in the following study.

There is a growing body of research on the problems older and disabled people face with authentication systems and a range of solutions have been developed. However, this research has not been integrated across user groups and solutions usually only target one or two groups. This research has attempted to integrate the empirical research findings across studies conducted with people with visual, physical, and intellectual disabilities, people dyslexia and older people. It proposes an initial set of 15 recommendations for the universal design of authentication systems. Four recommendations are about authentication systems in general, six about password authentication, two about CAPTCHAs and three about biometric authentication. 40% of the recommendations address problems experienced by at least two different user groups and over 25% address problems experienced by three groups. However, much further work is needed to validate and refine the recommendations and integrate them into a universal design approach.

Public toilets fulfil an essential need for all human beings. In the context of India, the diversity of population implies a diverse set of complex barriers in the public toilet experience. Inclusion and the contextual translation of universal design becomes crucial, considering the distinct socio-cultural dimensions. This study intends to enquire the above-mentioned perspective and contribute towards an understanding of inclusion and universal design in public toilets. The methodology is a three-part process including literature review, experiential case reflections and ethnographic field perspectives. The gathered data is mapped thematically and assessed qualitatively, based on the existing principles of universal design. The insights from the assessment highlight the need for contextualization of existing universal design principles, bringing out a multi-dimensional complexity of inclusion across human needs, behaviour, physical, planning and service aspects. This study paves a way forward for evolving design directions by raising further questions through fresh perspectives on inclusion & accessibility in public toilets. The raised questions contribute to a dilemma of standardisation versus contextual customisation around the understanding of inclusion and universal design, focusing on the scenario of Indian public toilets.

We have developed an 11-question self-assessment test that predicts whether a team is likely to develop accessible digital solutions - or not - based on the characteristics of the development processes. Our results indicate the test can predict both successes and failures with regards to accessibility of digital solutions. As such, teams and product leaders now have an easy way to identify whether the team's knowledge, practices and mindset makes them likely to deliver accessible digital solutions. Further, the test identify which changes are needed for the team to better ensure digital accessibility.

This paper presents how employees in a governmental organization strive towards incorporating universal design into their work practices when developing digital solutions - and what workplace aspects helps and hinders them in their efforts to ensure the digital services they build are accessible for all users. A case study of the Norwegian Labour and Welfare Administration (NAV) indicate that ensuring universal design in organizations entails activities far beyond WCAG testing. For NAV, cross-disciplinary stream-aligned teams appears a driving factor for universal design, as is widespread collegial support and easy-to-use resources. We further hypothesize that SWOT analyses could help identify threats and opportunities for promoting universal design in organizations.

Designers are increasingly navigating translocated contexts, presenting the need to develop strong skills in sensitively working with host communities, avoiding surface-level engagements, and considering the longevity, ownership, and impact of designs [1]. This paper reviews a series of co-design workshops organised by Imperial College London and Royal College of Art's MASc Global Innovation Design (GID) students, Abigail Hoover, and Tori Simpson. These workshops assembled a global community of design experts, students, and academics to share their experiences and approaches when designing for diverse communities to create culturally robust design interventions that are contextually innovative in the cultures and communities they exist in. The outcome of these workshops is a collection of co-designed guidelines to support design practitioners in ethical co-design practices, particularly when engaging with communities to which they do not belong. The goal of conducting these workshops was to discuss, and create strategies to avoid design tourism, a concept that straddles many names, including parachute design, design littering, and design imperialism. Meaning 'projects where the primary purpose of the project is the educational or personal development of the visitors, and the resulting ideas are left without any potential for realistic implementation.' [2] This paper outlines the tools, techniques, and knowledge generated through collaborative participation and reflection during the workshops that can be applied within culturally sensitive projects and ever-evolving design environments. It will review the created workshop structure and outcome analysis strategies cataloguing results against pre-existing design ethics structures. These outputs prompt the designer to reflect on their own practice, how they involve users, and what is left behind for communities involved. This paper serves as a valuable resource for designers seeking to navigate design with cultural sensitivity and adaptability, incorporate best practice, as well as new approaches to innovation, and facilitate actionable response to generate sustainable futures.

This paper discusses the use of a card-game design task to teach the implementation of Universal Design (UD) principles to undergraduate students. The underlying assumption is that in order to implement UD methods, designers need to select the right tools to gather information and they need to understand the theoretical basis of the tools chosen. The aim is to bridge the theory/practice gap by getting students to actively consider how each aspect of their design research contribute to the implementation of the theory. Work by Herriott (2023) shows that design researchers are not consistent in explaining or making transparent the underlying reasons for why a UD tool was chosen. UD theory is also somewhat weak on the topic of implementation, a necessary element of design theory according to Jones & Gregor (2007). The didactic purpose of the card-game design was to encourage students to become conscious of the reason they chose the design tools eventually used in their course project. It was also to examine how, from a UD theory standpoint, implementation of UD could be enhanced since this aspect of UD theory appears to be in need of reinforcement. The students developed in class a card-game which could be used to create and advance their designs and also to retrospectively analyse them upon completion. The in-class discussion of what was required for a game also focused studentst' attention to the elements of UD and their possible implementation. The work shows that more time is needed to explain game design; mapping of UD concept to game affordances is necessary; the course learning outcomes require addition of demonstration of theory-to-implementation.

This paper considers the social, cultural, and structural processes and practices, that are manifested in the built environment and mediated spatially, that create and maintain experiences of exclusion, otherwise known as spatial injustice. Expanding on two decades of case study research and empirical data collected in spatial justice across Canada and Australia, this paper interrogates perspectives of power and spatial injustices that still exist today. These case studies are based in institutions like malls, museums, urban precincts, and universities to usher in a new understanding of universal design through the lens of spatial justice and include creative practice (films), (dis)-audits, co-design processes, and disability allyship. This paper expands on the first comprehensive set of studies across spatial typologies, and how power and spatial justice are manifested and designed into architecture and interior environments-and their fields of knowledge. Key takeaways are new ways of knowing, teaching, and doing in architecture and design to create spatial justice and cultures of inclusion.

This paper examines the accessibility of digital learning tools in Norwegian schools, highlighting significant deficiencies that hinder equitable participation, especially for students with disabilities. Through inspections, surveys, and stakeholder consultations, critical gaps in compliance and competence are identified. Recommendations are provided to strengthen regulatory enforcement, enhance teacher training, and support the procurement of accessible learning resources, aiming to ensure all students can equally benefit from digital advancements in education.