Changes for page Inclusive Design

Last modified by Clara Stiller on 2022/03/30 14:51

From 3.1 to 2.1 From 11.1 to 10.1

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10.1

edited by Clara Stiller
on 2022/03/30 12:27

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To version

3.1

edited by Xin Wan
on 2022/02/15 21:00

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--XWiki.ClaraStiller
++XWiki.xinwan

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--**Main Goal of inclusive design**: make system accessible and usable to as many people as (reasonably) possible
--**
--How to achieve this:**
--* consider disabilities already in your design process
--* optimize the system for the specific user with specific needs
--* for evaluation broaden the participant group: diverse, great variety
--What to avoid:
--* make assumptions about your users (using stereotyping, patronising attitudes and/or language, stigmatizing and incorrect terminology)
--instead: ask people how they like to be referred to
--* design and test with "healthy users" (only university students)
--instead: involve people from target group eg. by doing a focus group/ mutual learning or design workshops, involve them from earliest stages
--consider effort, that is time consuming and the specialised knowledge that the design requires.
--
--Different kind of disability grouped by their frequency in occurrence:
--1. Permanent: Cognitive disability
--1. Temporary: Learning, drugs, distress
--1. Situational: Interruption, distraction
--
--disabilities grouped by their cause:
--1. perceptual
--blind, deaf, partially sighted --> use close captioning, support for screenreaders
--1. motor
--limited or no use of limb(s), use of mobility assistance --> provide physical accessibility (eg. no stairs)
--1. cognitive
--dementia, down syndrome, autism, neurodiversity --> communication needs and preferences
--1. social and economic factors
--money, culture, environment --> affordable design, fit in life and environment
--
--
--**Accessibility**
--* is related to usability
--* all users should have equivalent experience
--* inclusive design also beneficial to all users
--* universal design
--
--Different kind of access:
--1. direct
--system is accessible without assistance
--1. indirect
--system is accessible with an EXISTING assistive technology (e.f. screen readers)
--
  Inclusive design addresses:
--* Social aspects (e.g., manners)
--* Cognitive processes (e.g., memory)
--* Affective processes (e.g., trust)
--* Perceptual/ motor skills (e.g., tremor)
--
------
--
--**Examples:**
--
--VESSEL support
--Virtual Environment to Support Societal participation Education of Low-literates
--* disability/ problem:
--** Low-Literates, that have problems in reading media and instructions, filling out forms, financial management, ...
--** leads to shame in isolation of that person
--** stagnating general development
--* solution:
--** personal learning environment to exercise practical situations
--** Embodied Conversational Agent (ECA) that guides the learning process to improve learner's self-efficacy
--** practice general situations (e.g. Citizen's office) and useful tasks (e.g. filling out forms)
--** comprehensive learning support: combination of social, cognitive and effective support supports improvement of self-efficacy
--ECA tries to motivate and encourage the user to do the tasks
--Is understanding, when the user has difficulties
--complements
--
--
--Exoskeleton design
--* during the evaluation of an exoskeleton, they found out that lots of difficulties occured due to diversity:
--** man <-> woman
--** person sitting in wheelchair <-> healthy person
--* women had pain using the exoskeleton, that men didn't have
--* lessons learned: involve user form the earliest stages in your design, not only in the evaluation
--
--
------
--Inclusive Design in the SALLe Project:
--Since our robot is made to be used by people with dementia we have to consider the following possible disabilities and find a way how to address these disabilities and make our robot accessible to PwD:
--
--
--{{html}}
--
--<table width='100%'>
--<tr>
--<th width='50%'>possible disabilities</th>
--<th width='50%'>how to address these</th>
--</tr>
--<tr>
--
--<td>cognitive disability
--<ul><li>memory</li>
--<li>orientation -> wandering</li></ul></td>
--<td> ??? </td>
--</tr>
--
--<tr>
--<td>motor
--<ul><li>limited endurance, strength, range of motion (due to old age)</li>
--<li>use of mobility assistance ("Rollator")</li></ul> </td>
--<td><ul><li>no need, since pepper is also kind of "disabled" in motion and can't handle stairs :D</li>
--<li>pepper can be used without motions, pressing buttons etc.</li></ul></td>
--</tr>
--
--<tr>
--<td>slow movement and processing of environment, speech etc.</td>
--<td><ul><li>reduce speed of peppers speech (there is a toolbar to lower the speed)</li>
--<li>use easy language</li>
--<li>underline what has been said by showing images on the tablet. Don't switch the images to fast</li>
--<li>wait long enough for response</li></ul></td>
--</tr>
--
--<tr>
--<td>difficulties in seeing: especially small things, reading screens (Varifocal glasses)</td>
--<td><ul><li>use large images in high quality</li>
--<li>good lightning of tablet</ul></li></td>
--</tr>
--
--<tr>
--<td>difficulties in hearing: high frequencies, silent speech/ sounds</td>
--<td><ul><li>slow speech</li>
--<li>loud (but be careful with the amplitude of music, since to loud music can be stressful)</li>
--<li>good pronunciation of words</ul></li></td>
--</tr>
--
--{{/html}}
--
--
--
++Social aspects (e.g., manners)
++Cognitive processes (e.g., memory)
++Affective processes (e.g., trust)
++Perceptual/ motor skills (e.g., tremor)

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Author

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1		-Anonymous

Comment

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1		-This section is rather short. Provide some more insights of the lecture, and what is relevant for your project.

Date

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1		-2022-03-20 22:43:30.364