TO ADD: Shi et al 2020

 Shi et al (2020) found that empathy plays a strong part in learning about accessibility. Using empathy labs they found that empathy based activities can increase learning retention and motivate participants in the importance of creating accessible products and software. They compare three groups of learners using different types of teaching approaches. Group A were taught with traditional lectures and information, Group B also had the lectures but additionally had empathy-based videos of user’s stories and Group C used activities in an empathy lab that simulated the challenges disabled people face. The lab addressed several different topics related to disability such as activities related to Deaf/deaf or hard of hearing; colour blindness, blindness, dexterity challenges and cognitive impairments. One example given was in the Deaf/deaf empathy lab where users had to click on an image when a sound appeared, but with no visual cue as an alternative to sound, to those who were Deaf/deaf or hard of hearing the activity was inaccessible due to a basic barrier, this was simulated with and without hearing the sounds to demonstrate it as an accessibility issue those with hearing impairments would experience. Findings pre and post course indicated that empathy materials had a positive impact on students feelings around the importance of creating accessible products. They compared group A against B and C that showed that empathy materials improved understanding the challenges people faced, but then by comparing groups B and C who had different types of empathy materials found that the lab activities of group C had a higher impact in informing learners about the foundational concepts of accessibility and their importance to users.

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