Universal Design: Cognitive Impairments

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Из курса от партнера University of Minnesota

Prototyping and Design

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University of Minnesota

Prototyping and Design

226 оценки

Курс 3 из 5 — Specialization User Interface Design

In this course you will learn how to design and prototype user interfaces to address the users and tasks identified in user research. Through a series of lectures and exercises, you will learn and practice paper- and other low-fidelity prototyping techniques; you will learn and apply principles from graphic design, including design patterns; you will learn to write a design rationale; and you will learn how to design for specific populations and situations, including principles and practices of accessible design.

Из урока

Universal Design, Accessibility, Special Populations

An introduction to universal design, with specific lectures focused on particular impairments, limitations, and populations.

Introduction to Universal Design29:42

Universal Design: Sensory Impairments40:35

Universal Design: Cognitive Impairments12:41

Universal Design: Physical Limitations15:25

Universal Design: Tools and Standards28:02

Design for Older Adults (Interview with Anne Marie Piper)10:31

Design for Children17:57

Design and Socioeconomic Differences18:37

Supporting Low-Literacy Self-Help (Interview with Apala Chavan)25:09

Познакомьтесь с преподавателями

Loren Terveen
Professor
Computer Science and Engineering
Haiyi Zhu
Assistant Professor
Computer Science and Engineering
Lana Yarosh
Assistant Professor
Computer Science and Engineering
Dr. Brent Hecht
Assistant Professor
Computer Science and Engineering
Joseph A Konstan
Distinguished McKnight Professor and Distinguished University Teaching Professor
Computer Science and Engineering

Welcome back.

I'm still here with Phil Kragnes as we talk about universal design looking at

cognitive impairments.

How are we going to support cognitive accessibility?

I'll remind you that we started by identifying two families of

cognitive impairment and it's probably a stretch to call them two families,

they really belong together as part of a broad family,

but we talked about Attention Deficit Hyperactivity Disorder.

The challenge of people who have trouble avoiding distraction

of maintaining focus of attention for a sustained period of time and

we talked about the general collection of learning disabilities that

include challenges with acquisition, storage, and retrieval.

How do you get information, store it away and get it back when you need it?

And, what we're going to learn from how we design for

all of these cognitive impairments, will as it turns

out show us how do we just design good interfaces to begin with.

So let’s dig in.

When we're talking about ADHD,

we're talking about people who are facing challenges of distraction, lack of focus,

it may be harder for them to identify relationships among items on

a screen because of some things nearby they'll, their eyes

will dart over to it and look at the various things that are going on and,

what do we do to design for this type of user?

>> Well, keeping it simple, I mean, it sounds pretty basic but

it's true, the less information or

the less happening on the screen to be distracted by,

the less the person with ADHD is

going to have trouble with the interface and that's true for all of us.

Whether it be something on the screen or something in the environment,

when we look away from main content we want to be able to return to it quickly.

We want to identify where we left off,

what our next steps are if you're moving through an application or

a process and maybe you have an infant or a young child vying for

your attention or a pet or any, a spouse, a friend, whatever.

You want to be able to go back to your screen and

pick up right where you left off.

You don't want to spend all this time looking and

getting back to where you left before you were distracted.

Well, with ADHD, the information on the screen can be the distraction

as well as environmental and there's just regardless whether it's onscreen or

environmental, get them back to where they started or left off.

And so, we want to avoid dense, really dense content.

I mean, you know a hand held device is not a book if you want dense pros,

get a book or whether it's digital or

a print copy, get plenty of dense pros.

But, in an app we're looking to perform a process, a function,

acquire information and we want it as simple as it can be.

>> So, this I mean, we actually covered an example on

the first course in the sequence of Turbo Techs.

And, one of the things that particular nice about

Turbo Tech is that it takes a form that is two sides,

130 lines of data a nd it breaks it up into step by step.

And it says, okay, right now we're going to answer the question,

did you pay real estate taxes in 2015?

Yes or no?

If you say yes, it'll take you to another screen.

If you say no, it'll take you to a different screen, but

in the process of that, it keeps your focus on something very simple.

It sounds like that kind of a design which combines

minimizing, clearly labeling things And

then having a persistent status displace so you know what you're doing right now,.

It's says, we're in a middle of determining your deductions,

we're starting by looking at taxes paid, did you paid this?

That feels like that would pretty good designs for somebody with ADHD.

>> Yeah, I mean, to not to have them try to get this from what's on the screen is,

forming this big picture from the information on the screen.

You want, hey, you are here, in this process, you are on this step of

this process, and if we even back up a level before,

if we're on a screen where we can choose the different forms that can be filled out

through this application and there's a little check mark or check mark and

highlighted text to identify this was the last form you were working on.

They don't have to hunt, they don't have to

try to remember those keys or those clues are already built in.

>> Fantastic, so, when we look at learning disabilities more generally and

the challenge being this complexity, overload.

How do I identify what's connected to what?

How do I distinguish these alternatives?

You've talked about the challenge of if all my alternatives start with the same

language I may have trouble remembering what's different if they

are clearly labeled differently, that would be easier.

Again, it seems to start with the very same basic principle of,

keep your design simple and straightforward.

>> And I think, many of the things we've talked about in the other modules for

other types of disabilities, whole true when we talk about learning disabilities.

Individuals with learning disabilities often will use

a text to speech application, much like a screen reader and so,

providing those alternative text labels for images

representing information in multiple formats, whether it be sound, color,

text, etc., is important so that, that information is conveyed.

We can use background color to a certain extent

to say this block of information is related to this block but

if there was another chunk of text, maybe we want to

change not only the background color, we want to change the font style.

And, we want to make use of clear headings, so

we can say this heading and

then in another block say another heading and

maybe identify it as a subcomponent of the previous heading.

And this, I mean, the HTML is easy do it with heading tags, we can see this is

a level two heading, a main block of text and

this chunk is a level three heading meaning it's a sub-section.

So, there are many, many attributes that can be used,

programmatic structures, things that can be ascertained visually as

well as in those cases, when a text to speech application is employed.

>> And so again, we're reducing our information density, more bullets,

less text or maybe at least we're reducing our information clutter and

we're using redundant coding.

We can use color but also proximity, borders, labels,

all of these different things to help somebody make things as visually and

we're supported auditorily distinct and identifiable as possible.

>> Yeah, for example, moving away from the digital environment briefly, let's say,

you have a big tray full of nuts and

bolts and you need to find the bolt of a specific side and the nut to fit it.

Well, they're all just jumbled together, have fun, you're going to be there awhile.

But, if we have a nice tray that's sorted into compartments and

the compartments holding the quarter inch bowls and

the quarter inch nuts are both labeled quarter inch and they are both in blue,

it's going to be, you're going to get that job done a lot faster.

Same thing holds for the digital interface.

>> I may have to invite you over to organize my shop.

>> [LAUGH] >> It doesn't hold for

my physical interface either.

But, as we think about this with universal design benefits, the beauty of designing

for cognitively impaired users is that typically, you're just doing good design.

It's simpler, it requires less attention which means, as we all know today,

you may have a really brilliant application that sitting on the desktop,

that doesn't mean the person isn't at the same time carrying on

a conversation with a live person and chatting with somebody on Facebook and

Snapchatting on their phone, so less attention is good.

It's easier to resume, because we all get interrupted and

it's easier to identify the next steps.

One of the things I thought of as we're talking is that in so

many cases, I've seen particularly web interfaces where

they call the simple to use interface, the mobile interface.

And they have a really complicated, 25 things on the screen at once,

desktop web interface but if you're willing to trick it into going mobile,

you have one thing on the screen at a time and you can just go and

make your choices sequentially.

And it may be that part of this answer is to think about,

what do you do if you have a lot more constraints on what you can do

at a time and that might be the best interface for a lot of folks.

>> It's not just screen real estate,

it's cognitive real estate which you have to be thinking about.

And, it's interesting with that illustration

from in its early days the Facebook site

was completely inaccessible to screen reader users, but

we could go to m.facebook.com and use the application.

And so the question is, well, why create this inaccessible and

many cases, unusable or near to unusable interface for

many when you have a model In the mobile interface?

So keeping it simple and easy to use, it just works for everyone.

>> Well, fantastic.

With that, we're going to wrap up our lecture on cognitive impairments and

universal design.

We'll see you again at the next lecture.

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