Changes for page Inclusive Design

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

From 4.1 to 4.2 From 6.4 to 7.1

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4.2

edited by XWikiGuest
on 2022/03/20 22:43

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6.4

edited by Clara Stiller
on 2022/03/30 12:25

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--XWiki.XWikiGuest
++XWiki.ClaraStiller

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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)
@@ -4,8 +4,76 @@
  * 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>
++<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>
++
++{{html}}
++
++