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Changes for page Inclusive Design

Last modified by Clara Stiller on 2022/03/30 14:51
From version Icon 9.1 Icon
edited by Clara Stiller
on 2022/03/30 12:26
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To version Icon 4.4 Icon
edited by Clara Stiller
on 2022/03/30 11:30
Change comment: There is no comment for this version

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1 -**Main Goal of inclusive design**: make system accessible and usable to as many people as (reasonably) possible
2 -**
3 -How to achieve this:**
1 +Main Goal of inclusive design: make system accessible and usable to as many people as (reasonably) possible
2 +
3 +How to achieve this:
4 4  * consider disabilities already in your design process
5 5  * optimize the system for the specific user with specific needs
6 6  * for evaluation broaden the participant group: diverse, great variety
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27 27  money, culture, environment --> affordable design, fit in life and environment
28 28  
29 29  
30 -**Accessibility**
30 +Accessibility
31 31  * is related to usability
32 32  * all users should have equivalent experience
33 33  * inclusive design also beneficial to all users
... ... @@ -45,82 +45,10 @@
45 45  * Affective processes (e.g., trust)
46 46  * Perceptual/ motor skills (e.g., tremor)
47 47  
48 -----
48 +Examples:
49 49  
50 -**Examples:**
51 -
52 52  VESSEL support
53 -Virtual Environment to Support Societal participation Education of Low-literates
54 -* disability/ problem:
55 -** Low-Literates, that have problems in reading media and instructions, filling out forms, financial management, ...
56 -** leads to shame in isolation of that person
57 -** stagnating general development
58 -* solution:
59 -** personal learning environment to exercise practical situations
60 -** Embodied Conversational Agent (ECA) that guides the learning process to improve learner's self-efficacy
61 -** practice general situations (e.g. Citizen's office) and useful tasks (e.g. filling out forms)
62 -** comprehensive learning support: combination of social, cognitive and effective support supports improvement of self-efficacy
63 -ECA tries to motivate and encourage the user to do the tasks
64 -Is understanding, when the user has difficulties
65 -complements
66 66  
67 67  
68 68  Exoskeleton design
69 -* during the evaluation of an exoskeleton, they found out that lots of difficulties occured due to diversity:
70 -** man <-> woman
71 -** person sitting in wheelchair <-> healthy person
72 -* women had pain using the exoskeleton, that men didn't have
73 -* lessons learned: involve user form the earliest stages in your design, not only in the evaluation
74 74  
75 -
76 -----
77 -Inclusive Design in the SALLe Project:
78 -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:
79 -{{html}}
80 -
81 -<table width='100%'>
82 -<tr>
83 -<th width='50%'>possible disabilities</th>
84 -<th width='50%'>how to address these</th>
85 -</tr>
86 -<tr>
87 -
88 -<td>cognitive disability
89 -<ul><li>memory</li>
90 -<li>orientation -> wandering</li></ul></td>
91 -<td> ??? </td>
92 -</tr>
93 -
94 -<tr>
95 -<td>motor
96 -<ul><li>limited endurance, strength, range of motion (due to old age)</li>
97 -<li>use of mobility assistance ("Rollator")</li></ul> </td>
98 -<td><ul><li>no need, since pepper is also kind of "disabled" in motion and can't handle stairs :D</li>
99 -<li>pepper can be used without motions, pressing buttons etc.</li></ul></td>
100 -</tr>
101 -
102 -<tr>
103 -<td>slow movement and processing of environment, speech etc.</td>
104 -<td><ul><li>reduce speed of peppers speech (there is a toolbar to lower the speed)</li>
105 -<li>use easy language</li>
106 -<li>underline what has been said by showing images on the tablet. Don't switch the images to fast</li>
107 -<li>wait long enough for response</li></ul></td>
108 -</tr>
109 -
110 -<tr>
111 -<td>difficulties in seeing: especially small things, reading screens (Varifocal glasses)</td>
112 -<td><ul><li>use large images in high quality</li>
113 -<li>good lightning of tablet</ul></li></td>
114 -</tr>
115 -
116 -<tr>
117 -<td>difficulties in hearing: high frequencies, silent speech/ sounds</td>
118 -<td><ul><li>slow speech</li>
119 -<li>loud (but be careful with the amplitude of music, since to loud music can be stressful)</li>
120 -<li>good pronunciation of words</ul></li></td>
121 -</tr>
122 -
123 -{{/html}}
124 -
125 -
126 -