ACCESS+: Designing a Museum Application for People with Intellectual Disabilities

Guedes, Leandro Soares; Ferrari, Vincenzo; Mastrogiuseppe, Marilina; Span, Stefania; Landoni, Monica

doi:10.1007/978-3-031-08648-9_49

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…Given this, the screen orientation and design options should not be restricted to a fixed orientation setting. It is also advisable to add a button that allows users to change screen orientation, as suggested by a research study focused on designing applications for individuals with ID [40]. Regarding button placement, most applications typically position the button at the top of the screen, which may decrease the ease of thumb movement.…”

Section: Discussionmentioning

confidence: 99%

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

Hardiyanti

2024

IJIET

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In today’s education sector, mobile technologies, including tablets and smartphones, have become integral tools, enabling the implementation of mobile learning in pedagogical activities. However, accessibility issues in mobile applications pose challenges, particularly for individuals with disabilities, contradicting the goals of Sustainable Development and the Convention on the Rights of Persons with Disabilities. This paper aims to investigate the extent to which the industry considers accessibility in designing mobile learning applications for this specific user group. We evaluate the accessibility of interactive mobile applications designed for reading and alphabet learning, employing two different guidelines, by conducting heuristic evaluation based on research-based guideline and a design standard introduced by The World Wide Web Consortium. Three experts, each bringing a unique perspective and background, were engaged in the evaluation process. The heuristic evaluations were executed based on the criteria outlined in the selected guidelines. This involved identifying violations and employing a scoring system to quantify the findings. Subsequently, the experts engaged in discussions to achieve consensus and establish final scores for each checkpoint. The results provided a quantitative basis for our analysis. The results of the evaluation performed in this study expose a prevalent disregard for guideline checkpoints among these interactive mobile learning apps. Only two applications could be considered highly inclusive, indicating the need of improvement. Based on the results, the accessibility criteria were also categorized into four primary groups, highlighting the requirements that were least and most addressed by the applications.

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Section: Discussionmentioning

confidence: 99%

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

Hardiyanti

2024

IJIET

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“…By using an inclusive research approach, Mastrogiuseppe et al [15] involved a group of people with IDs to design a tool aimed at understanding the readability and comprehensibility of textual resources within museums. A recent work by Soares Guedes and collaborator [16] described a cycle from ideation to testing and redesign of an accessible application to navigate through museum content focusing on thoughts, expectations, and ideas of people with ID.…”

Section: Discussionmentioning

confidence: 99%

Technology Use and Familiarity as an Indicator of Its Adoption in Museum by People with Intellectual Disabilities

Mastrogiuseppe

Guedes

Landoni

et al. 2022

Studies in Health Technology and Informatics

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This paper describes the process of co-design of technological products to increase museum accessibility and engagement in visitors with mild or moderate intellectual disabilities (IDs). By using an Inclusive Research approach, a multidisciplinary team of experts, including researchers in Users Experience (UX), psychology, and education, museum curators and a group of participants with IDs (n=9) have participated as the research team. Participants with IDs were involved in two rounds of interviews. The first-round interview aimed to explore participants’ use and familiarity with technologies and to understand their interest in using technological tools in different contexts. The second-round interview aimed at exploring participants’ spontaneous choice between different tools classified as low (easy-to-read vs Augmentative and Alternative Communication) or high-tech (Augmented Reality) aids for acquiring new knowledge within a museum space. The analysis of the interviews revealed that there was a general consistency between previous technology use/experience/interest and the choice of ICT-based products by participants with IDs. These results highlight the importance of emphasizing a multidisciplinary dialogue and the active participation of IDs users to outline methodologies, programs, procedures, and international standards to foster inclusive access to cultural heritage.

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“…Augmented interfaces can provide a hands-on sensory approach to learning or practicing skills [20]. Touch surfaces, such as tablets and smartphones, can be a more intuitive interaction for some people with ID [42,45] and can support users in self-reporting abuse [68], navigating museum content [62], or assist individuals in completing job-related duties [50]. In creating accessible interfaces, various design elements should be considered.…”

Section: Assistive Technologies For People With Idmentioning

confidence: 99%

"It Is Easy Using My Apps:" Understanding Technology Use and Needs of Adults with Down Syndrome

Johnson,

Sterling,

Mutlu

2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Figure 1: Adults with Down syndrome explaining how they use technology in their daily lives. Left: Participant A6, aged 28, talking about using voice memos on his smartphone. Left-middle: Participant A3, aged 37, talking about writing emails on his family's desktop computer. Right-middle: Participant A1, aged 37, talking about her nightly laptop time. Right: Participant A2, aged 35, talking about how he uses voice assistants to ask questions.

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ACCESS+: Designing a Museum Application for People with Intellectual Disabilities

Cited by 8 publications

References 6 publications

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

Technology Use and Familiarity as an Indicator of Its Adoption in Museum by People with Intellectual Disabilities

"It Is Easy Using My Apps:" Understanding Technology Use and Needs of Adults with Down Syndrome

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