Papers and Zotero links from lit rev 3
https://eprints.soton.ac.uk/455326/1/Motivation_Quick_Start_Guide.pdf
Learners may begin learning about digital accessibility lacking motivation and interest. They may not have a personal connection
with disability. They may not see the benefits of accessible technology or be aware of the relevance to their field.
Research has found that learners were not motivated ‘because they did not see accessibility as an essential skill in all
computing careers’ (Conn et al, 2020).
Conn, P. et al (2020) Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility. ACM Trans. Comput. Educ., 20(2):15.
However, research on ethics emphasizes the importance of establishing cultural and professional norms as early as possible in an individual’s career [23, 29].
We conducted semi-structured interviews with 16 university students in the final year of their computing degree programs who had work experience through an internship and who had received
accessibility instruction in a required course several years prior. We asked about their attitudes,
understanding, and motivations in regards to accessibility, as well as any factors they believed
contributed to their perspective. We also asked participants to recommend educational topics, resources, and instructional methods that they believed could have been useful in shaping their perspective. To make sense of these recommendations with a larger population, we conducted a
survey with an additional 114 university students who were in the final year of their computing
degree program.
Although participants in the survey
showed their preferences towards several of the recommended educational resources or instructional methods that arose in the interviews, they also indicated they did not believe accessibility
was an essential topic that should be included in their computing degree programs.
Initially after having instruction about digital accessibility, many found afterwards that learners indicated a heightened interest and empathy for broadening the range of technology users when creating digital content [Poor et al (YEAR) 43, 40, 35, 30,12].
Some lectures or one-off courses did not have a lasting impact (Conn et al, 2020). Researchers that computing students, even after having some instruction or lectures about digital accessibility, still considered accessibility or usability as an “afterthought” rather than something that should be done as the norm. [16, 41, 44].
Only 2 out of 16 participants were self-motivated to continue improving their skills in accessibility after taking
the HCI course with the accessibility-lecture intervention (Conn et al, 2020).
The use of lectures as a method for learning about accessibility is also prevalent in the U.K. [14].
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Students were motivated to continue considering accessibility due to strong interactions with individuals with a disability and
mentorship in accessibility, either due to project requirements or because they grew up around disability so they could relate to the requirements needed (Conn et al, 2020).
During the interviews, we also asked students to reflect on their educational experiences, resources, or training on particular topics that might have contributed toward increasing their motivation to apply and learn more about accessibility (Conn et al, 2020).
Students provided a total of 21 recommendations: 8 topics for teaching accessibility, 9 resources for learning accessibility, and 4 ways to structure accessibility within the curriculum. These 21 recommendations also aligned with prior studies on accessibility education, as outlined in Table 2 (Conn et al, 2020).
In summary, our findings suggest that the current computing profession relegates accessibility as an afterthought, and this played out in students’ understanding of what was expected of them (Conn et al, 2020).
Our results were consistent with Crabb et al (YEAR) which indicates that students in the U.K. wanted simple methods to implement accessibility.
Hands-on projects may be one opportunity for students to interact with individuals with disabilities, e.g., with instructors introducing end-users with a disability to students [20, 34].
To engage students in instructional content on accessibility, instructors must first address social and extrinsic factors that reinforce the importance of accessibility in computing (Conn et al, 2020).
Students were less interested in topics that were not hands-on (Conn et al, 2020).
##To investigate this, we conducted a survey of 114 additional final-year computing students in April 2019 at Rochester Institute of Technology, using likert-scale and ranking questions. Of the respondents, 75 were majoring in Computer Science, 19 in Software Engineering, and 20 in Information Science & Technology.
Table 2. The 21 Recommendations on Accessibility Education Assembled from 16 Interview Transcripts:
Table 2. The 21 Recommendations on Accessibility Education Assembled from 16 Interview Transcripts
Category Recommendation from Participants in Our Study Related Work on this Topic
Topics for
Learning
Accessibility
Gathering software requirements related to accessibility [34]
Disability etiquette [34]
Incorporating accessibility in the software development cycle [44]
Deaf culture [33]
Accessibility devices [40]
Authoring website content [25, 49, 63, 68]
Testing software for accessibility [44]
Communication preferences of different individuals with a
disability
[34]
Resources Examples of accessible technologies or past projects [31]
APIs or programming frameworks with accessibility features [57]
Books or websites on accessibility [24, 39, 44, 61]
List of professors that specialize in accessibility -
Guest speakers with a disability [62]
Inclusive design and assistive technology as part of the HCI
curriculum
[42, 48, 63, 68]
Online courses or tutorials [56]
Organizations that support individuals with a disability [28]
Course
Structure
Add accessibility requirements within my existing
coursework and classes
[38, 43, 44, 62]
Add a required accessibility course for my degree [19, 44]
Create an elective course that counts towards my major [6, 44, 52]
Ability to take courses outside the college that count towards
my major
[48]
motivation to apply and learn more about accessibility. Students provided a total of 21 recommendations: 8 topics for teaching accessibility, 9 resources for learning accessibility, and 4 ways to
structure accessibility within the curriculum. These 21 recommendations also aligned with prior
studies on accessibility education, as outlined in Table 2
The 16 interview participants mentioned a variety of topics, resources, and course structures that they believed would have engaged them in topics of accessibility. Of course, students are not experts in designing university curricula, but educational researchers may find it useful to understand the opinions and perspectives of students about various topics or educational interventions. While our interview methodology in Phase 2 had enabled us to collect these various suggestions from a small number of participants, we believed that these findings may be more useful for the research community if we could reach out to a larger number of students who could indicate their interest in these suggestions. To investigate this, we conducted a survey of 114 additional final-year computing students. The 16 interview participants did not participate in the survey. (Conn et al, 2020).
The following topics were covered:
• Prevalence of disability: Statistics on the prevalence of disability, including diversity (e.g.,
difference between individuals with “low vision” who have glaucoma vs. cataracts)
• Physiology and senses: An overview of the sensory systems and the sensitivities of each
(e.g., tactile system is sensitive to both pressure and heat)
• Accessible technologies: Examples of technologies used by individuals with a disability,
such as screen readers, captioning, and so on. How accessible technologies benefit a broad
range of users.
• Web technologies: Information about how to author accessible web pages (e.g., alt tags)
and how to build accessible sites using HTML, CSS, and JavaScript. Online resources and
toolkits are also provided.
• Simulations and automated testing resources: Simulations of varying disabilities (e.g.,
dyslexia, color blindness, glaucoma) and automated testing resources (e.g., WAVE [64],
screen readers, and color invert settings) with a discussion of the limitations of such simulations and the need for actual user testing.
• Guidelines and regulations: Discussion of guidelines and regulations, e.g., the Americans
with Disabilities Act and the Web Content Accessibility Guidelines
Furthermore, technologies originally motivated by accessibility applications (Conn et al, 2020). For example,
audiobooks [3], autocomplete [9], video captions [21], or voice-enabled devices [9]) have often found widespread use, beyond the original intended audience.
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Sonka, McArdle and Potts, 2021
Boud, Keogh, and Walker, 2013
Weeden, 2023; El-Glaly et al 2020; Hope, 2020; Ladner, Ludi and Domanski, 2023; Zhang and Sickel, 2024; Brookes et al, 2024; Kaylor, 2024
Wagner Tanaka Botelho, Maria das Graças Bruno Marietto, João Carlos da Motta
Ferreira, and Edson Pinheiro Pimentel. 2016. Kolb’s experiential learning theory and Belhot’s learning cycle guiding the use of computer simulation in engineering education: A pedagogical proposal to shift toward an experiential pedagogy.
Computer Applications in Engineering Education 24, 1 (2016), 79–88.
13,
B. Wöckl, U. Yildizoglu, I. Buber, B. Aparicio Diaz, E. Kruijff, M. Tscheligi, Basic Senior Personas: A Representative Design Tool
Covering the Spectrum of European Older Adults, in: Proceedings of the 14th International ACM SIGACCESS Conference on Computers
and Accessibility, ACM, New York, NY, USA, 2012: pp. 25–32. doi:10.1145/2384916.2384922 (2012)
17, ] T. Schulz, K. Skeide Fuglerud, Creating personas with disabilities, in: Springer-Verlag, Berlin, Heidelberg, 2012: pp. 145–152. doi:10.1007/978-3-642-31534-3_22. (2012)
18, C. Bailey, E. Pearson, Development and trial of an educational tool to support the accessibility evaluation process, in: Proceedings of the
International Cross-Disciplinary Conference on Web Accessibility, ACM, New York, NY, USA, 2011: pp. 2:1–2:10.
doi:10.1145/1969289.1969293. (2011)
Persona studies:
Evaluating a Multi-Component Classroom Intervention to Teach Accessibility in Higher Education A Case Study With Persona Cards
Silva and Motti, 2024
We proposed, implemented, and evaluated an accessibility intervention inspired by persona cards [25]. The intervention includes a lecture on accessibility, an interview with a person with a disability, activities using the kit of persona cards, and the evaluation of the activities through individual assignments and a group project, in addition to personal reflections.
Zhao et al. [43] conducted a systematic evaluation of
methods used to teach accessibility. Their findings show
that lectures and projects increase students’ awareness about
accessibility and considerations of people with disabilities.
Also, they highlight how the concepts learned during in-class
interventions tend to ‘‘fade away’’ after 18 months–which
indicates the need for more longitudinal interventions.
These concepts are consistent with previous research on accessibility that underscores the importance of teaching empathy [5], [31], [32] as a strategic approach to enhance student engagement.
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In a study by Wöckl [13] it is described in detail how to develop personas of people with disabilities.
In another study, Schulz and Skeide Fuglerud [17] show the potential of using personas, to convey the needs and
preferences of people with disabilities. Their claim is that using personas, including descriptions of their assistive
technology and specific interaction patterns, helps web authors to focus on the user, which results in more accessible
applications.
Very importantly to the approach described in this paper, Baily and Pearson [18] developed a platform for
teaching web accessibility to undergraduate students. They used personas to describe information about assistive
technology usage and specific interaction patterns by people with disabilities. One result of their work is that the use
of personas for accessibility teaching could in fact raise awareness and support knowledge transfer for the specific
needs, requirements and interaction paradigms between people with disabilities and web applications.
####Evaluating an accessibility intervention based on persona cards with diverse needs to teach accessibility to undergraduate students (Motti and Dura, 2021),
MY TEXT::
Motti and Dura (2021) created persona cards that included 16 profiles of users with visual, hearing, motor, cognitive, and multiple impairments. To assess the effectiveness of using persona cards they conducted five in-class interventions with 134 students across the USA and in Spain, as well as surveyed 30 teachers using them to rate the usefulness, impact, ease of use,
and teachers willingness to adopt the cards. Results using Mann–Whitney tests indicated that the usage of personas can have a positive effect, improving the students’ understanding about accessibility, increased the students’ interest and motivation to apply accessibility in their work. Also, the teachers reported a positive response to adopting of the cards in their courses, considering them to be useful, offer diverse perspectives on disability, and easy to use in the classroom, making them an ideal resource to consider for this study.
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The cards created include 16 profiles of users with visual, hearing, motor, cognitive, and multiple impairments. To assess
the effect of the intervention on the students’ knowledge about accessibility, five in-class interventions with 134 students
were conducted in the USA and in Spain.
To assess the acceptability of the intervention
materials among instructors, an online survey was utilized, and 30 respondents rated the usefulness, impact, ease of use,
and their willingness to adopt the cards. They also provided suggestions to facilitate adoption. The statistical analysis of the
results using Mann–Whitney tests indicates that the usage of personas during the intervention had a positive effect, improving the students’ understanding about accessibility. Instructors who responded to the survey considered the persona cards
to be easy to use, diverse, and useful. The intervention increased the students’ interest and motivation to apply accessibility
principles in their work practices and employ universal design in their lives. Also, instructors reported a positive acceptance
regarding the adoption of the cards in their technology-related courses.
The intervention includes a lecture on accessibility
and an exercise with personas–cards illustrating 16 examples of users with diverse needs (Fig. 1). The activity was
followed by a group discussion on how to create interactive
systems that take into account different users’ profiles using
web accessibility guidelines from WCAG 2.1 [4].
This paper
reports on the design of the cards and the impact of the
intervention in teaching accessibility for five undergraduate
courses of System Analysis and Design and Human Computer Interaction. The students’ knowledge and interests
about accessibility were gathered with questionnaires (pre-test and a posttest) and complemented with discussions. The
results indicate that the cards were effective for students to
gain knowledge about accessibility
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