Design for user empowerment

"I Learned as I Went": an online distance education case study

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.

Empowering Persons with Autism Through Cross-Reality and Conversational Agents

Autism Spectrum Disorder is a neurodevelopmental condition that can affect autonomy and independence. Our research explores the integration of Cross-Reality and Conversational Agents for Autistic persons to improve ability and confidence in everyday life situations. We combine two technologies of the Virtual-Real continuum. User experiences unfold from the simulation of tasks in VR to the execution of similar tasks supported by AR in the real world. A speech-based Conversational Agent is integrated with both VR and AR. It provides contextualized help, promotes generalization, and stimulates users to apply what they learned in the virtual space. The paper presents the approach and describes an empirical study involving 17 young Autistic persons.

Customizing and Evaluating Accessible Multisensory Music Experiences with Pre-Verbal Children—A Case Study on the Perception of Musical Haptics Using Participatory Design with Proxies

Research on Accessible Digital Musical Instruments (ADMIs) has highlighted the need for participatory design methods, i.e., to actively include users as co-designers and informants in the design process. However, very little work has explored how pre-verbal children with Profound and Multiple Disabilities (PMLD) can be involved in such processes. In this paper, we apply in-depth qualitative and mixed methodologies in a case study with four students with PMLD. Using Participatory Design with Proxies (PDwP), we assess how these students can be involved in the customization and evaluation of the design of a multisensory music experience intended for a large-scale ADMI. Results from an experiment focused on communication of musical haptics highlighted the diversity in employed interaction strategies used by the children, accessibility limitations of the current multisensory experience design, and the importance of using a multifaceted variety of qualitative and quantitative methods to arrive at more informed conclusions when applying a design with proxies methodology.

Reading-Assistance Tools Among Deaf and Hard-of-Hearing Computing Professionals in the U.S.: Their Reading Experiences, Interests and Perceptions of Social Accessibility

Automatic Text Simplification (ATS) software aims to automatically rewrite complex text to make it simpler to read. Prior research has explored the use of ATS as a reading assistance technology, identifying benefits from providing these technologies to different groups of users, including Deaf and Hard-of-hearing (DHH) adults. However, little work has investigated the interests and requirements of specific groups of potential users of this technology. Considering prior work establishing that computing professionals often need to read about new technologies in order to stay current in their profession, in this study, we investigated the reading experiences and interests of DHH individuals with work experience in the computing industry in ATS-based reading assistance tools, as well as their perspective on the social accessibility of those tools. Through a survey and two sets of interviews, we found that these users read relatively often, especially in support of their work, and were interested in tools to assist them with complicated texts; but misperceptions arising from public use of these tools may conflict with participants’ desired image in a professional context. This empirical contribution motivates further research into ATS-based reading assistance tools for these users, prioritizing which reading activities users are most interested in seeing application of this technology, and highlighting design considerations for creating ATS tools for DHH adults, including considerations for social accessibility.

Does One Size Fit All? A Case Study to Discuss Findings of an Augmented Hands-Free Robot Teleoperation Concept for People with and without Motor Disabilities

Hands-free robot teleoperation and augmented reality have the potential to create an inclusive environment for people with motor disabilities. It may allow them to teleoperate robotic arms to manipulate objects. However, the experiences evoked by the same teleoperation concept and augmented reality can vary significantly for people with motor disabilities compared to those without disabilities. In this paper, we report the experiences of Miss L., a person with multiple sclerosis, when teleoperating a robotic arm in a hands-free multimodal manner using a virtual menu and visual hints presented through the Microsoft HoloLens 2. We discuss our findings and compare her experiences to those of people without disabilities using the same teleoperation concept. Additionally, we present three learning points from comparing these experiences: a re-evaluation of the metrics used to measure performance, being aware of the bias, and considering variability in abilities, which evokes different experiences. We consider these learning points can be extrapolated to carrying human–robot interaction evaluations with mixed groups of participants with and without disabilities.

A Scoping Review of Ontologies Relevant to Design Strategies in Response to the UN Sustainable Development Goals (SDGs)

Since the initiation of the 2030 Agenda for Sustainable Development in 2015, academia and industry have been taking action to seek how to address the Sustainable Development Goals (SDGs) via research, practice, and community engagement. Due to the UN SDGs comprising comprehensive domain-centric ontologies for reaching a consensus on their achievement, so far there has been a literature gap on how and what product design strategies can help achieve which of the SDGs. Inspired by the implication of creating a better world with design, this study conducted a scoping review to synthesize existing design strategies toward the implementation of the SDGs. More than 110 design strategies/methods were collected and synthesized as evidence to map onto the ontological domains of the SDGs. The results indicate that Goals 8, 9, 11, and 12 can be correspondingly addressed by the current body of design strategies, whereas a gap exists in the design strategies to address Goals 15, 16, and 17. Most of the corresponding strategies can be workable to Goals 3, 4, 6, and 7 to a certain extent and, in a broad sense, are in line with the contextual implications of Goals 1, 2, 5, 10, 13, and 14. This study provides a useful starting point for researchers to explore how design has been contributing to the sustainability goals. It also contributes to existing knowledge of the design discipline by providing methodological guidance for researchers and practitioners to conduct further research and practice on the UN SDGs.

On Supporting University Communities in Indoor Wayfinding: An Inclusive Design Approach

Mobility can be defined as the ability of people to move, live and interact with the space. In this context, indoor mobility, in terms of indoor localization and wayfinding, is a relevant topic due to the challenges it presents, in comparison with outdoor mobility, where GPS is hardly exploited. Knowing how to move in an indoor environment can be crucial for people with disabilities, and in particular for blind users, but it can provide several advantages also to any person who is moving in an unfamiliar place. Following this line of thought, we employed an inclusive by design approach to implement and deploy a system that comprises an Internet of Things infrastructure and an accessible mobile application to provide wayfinding functions, targeting the University community. As a real word case study, we considered the University of Bologna, designing a system able to be deployed in buildings with different configurations and settings, considering also historical buildings. The final system has been evaluated in three different scenarios, considering three different target audiences (18 users in total): i. students with disabilities (i.e., visual and mobility impairments); ii. campus students; and iii. visitors and tourists. Results reveal that all the participants enjoyed the provided functions and the indoor localization strategy was fine enough to provide a good wayfinding experience.

Exploring Teens as Robot Operators, Users and Witnesses in the Wild

As social robots continue to show promise as assistive technologies, the exploration of appropriate and impactful robot behaviors is key to their eventual success. Teens are a unique population given their vulnerability to stress leading to both mental and physical illness. Much of teen stress stems from school, making the school environment an ideal location for a stress reducing technology. The goal of this mixed-methods study was to understand teens' operation of, and responsiveness to, a robot only capable of movement compared to a robot only capable of speech. Stemming from a human-centered approach, we introduce a Participatory Wizard of Oz (PWoz) interaction method that engaged teens as operators, users, and witnesses in a uniquely transparent interaction. In this paper, we illustrate the use of the PWoz interaction method as well as how it helps identify engaging robot interactions. Using this technique, we present results from a study with 62 teens that includes details of the complexity of teen stress and a significant reduction in negative attitudes toward robots after interactions. We analyzed the teens' interactions with both the verbal and non-verbal robots and identified strong themes of (1) authenticity, (2) empathy, (3) emotional engagement, and (4) imperfection creates connection. Finally, we reflect on the benefits and limitations of the PWoz method and our study to identify next steps toward the design and development of our social robot.

User-centred design, evaluation, and refinement of a wireless power wheelchair charging system

PURPOSE

To enable power wheelchair users with limited mobility to safely and independently charge their wheelchairs.

METHODS

Stakeholders of multiple roles - including potential users, their caregivers, and clinicians with specifically relevant expertise - were engaged in a user-centred design process. Initial informal interviews, focus groups, online surveys, prototype demonstrations, semi-structured interviews, and expert reviews were utilized to guide development and iteratively evaluate prototypes.

RESULTS

The resulting wireless charging system enables independent charging while also significantly increasing capacity and charging speed. Autonomous positioning and remote control features further address the particular use cases of the target population, and vital features of existing power wheelchairs are retained according to stakeholder input. Pertinent topics emerging from stakeholder input are discussed.

CONCLUSIONS

Careful application of user-centred design principles is essential to the successful development of usable assistive technology devices, particularly for target populations with complex disabilities. The diverse perspectives of all relevant stakeholders must be considered and synthesized to produce a practical and usable solution.Implications for rehabilitationBattery charge is a constant and critical concern for power wheelchair users.Many power wheelchair users cannot independently use and monitor existing chargers.A wireless wheelchair charging system was developed to alleviate this issue.Sustained user engagement is crucial in the effective development of such assistive technology.

“Wear It Loud”

We investigate the role of aesthetic customization in managing sociocultural issues of assistive technology (AT) use. First, we examined an online forum dedicated to customized hearing aids and cochlear implants to understand the breadth of activity occurring in this space. Next, we conducted a series of interviews to understand motivational factors and sociocultural outcomes related to expressive AT. We found that community members discussed customization tools and techniques, shared their customizations, and provided each other with encouragement and support. Community members customized their devices as a means of self-expression that demonstrated the wearer's fashion sense, revealed favorite sports teams and characters, and marked holidays and personal milestones. We also found that aesthetic customization worked on multiple levels to create personal and meaningful relationships with one's AT and with other AT users, and also to manage societal expectations regarding hearing loss. Our findings may inform the design of assistive technologies that better support personalization, customization, and self-expression.

Tenets for Social Accessibility

Despite years of addressing disability in technology design and advocating user-centered design practices, popular mainstream technologies remain largely inaccessible for people with disabilities. We conducted a design course study investigating how student designers regard disability and explored how designing for multiple disabled and nondisabled users encouraged students to think about accessibility in the design process. Across two university course offerings one year apart, we examined how students focused on a design project while learning user-centered design concepts and techniques, working with people with and without disabilities throughout the project. In addition, we compared how students incorporated disability-focused design approaches within a classroom setting. We found that designing for multiple stakeholders with and without disabilities expanded student understanding of accessible design by demonstrating that people with the same disability could have diverse needs and by aligning such needs with those of nondisabled users. We also found that using approaches targeted toward designing for people with disabilities complemented interactions with users, particularly with regard to managing varying abilities across users, or incorporating social aspects. Our findings contribute to an understanding about how we might incur change in design practice by working with multiple stakeholders with and without disabilities whenever possible. We refined Design for Social Accessibility by incorporating these findings into three tenets emphasizing: (1) design for disability ought to incorporate users with and without disabilities, (2) design should address functional and social factors simultaneously, and (3) design should include tools to spur consideration of social factors in accessible design.