Inclusive Design Research Articles

Accessibility in Human Computer Interaction and Human Robot Interaction: A brief review on definitions, developers guidelines, laws and regulations

This paper presents an exploratory study of accessibility in both Human Computer Interaction and Human Robot Interaction focusing on its intersection with interrelated concepts such as usability and inclusive design. It underscores the overreaching goal of these concepts in improving the user experience and provide equal access to all user interfaces, albeit with different targeted user groups. Furthermore, the study presents a short review on main accessibility laws and developers guidelines for both Human Computer Interaction and Human Robot Interaction. The review reveals a remarkable gap in accessibility laws and guidelines for Human Robot Interaction, hence, there is an urgent need to broader initiatives and efforts from authorities, researchers community, and industry stakeholders to formulate and create accessibility laws and developers guidelines pertaining to Human Robot Interaction products, where no such laws or guidelines were found in this study, except an individual initiative by the author, which includes a proposal dedicated to help developer in creating accessible interfaces for Socially Assistive Robots. This paper also discusses some practical challenges in implementing accessibility guidelines in HCI and HRI interfaces.

The Current State of Generative Artificial Intelligence Tools for Accessibility in Product Development

This paper addresses the pressing need to evaluate the maturity and performance metrics of generative AI tools dedicated to accessibility in product development. The problem lies in the lack of standardized methods for assessing the maturity of generative AI tools tailored to accessibility needs and the absence of universally accepted performance metrics to measure their efficacy. This deficiency hampers the advancement of inclusive design practices and limits the potential impact of AI-driven accessibility solutions. This paper proposes a comprehensive framework for evaluating the maturity of AI tools specifically designed for accessibility in product development. We elucidate the critical criteria integral to this evaluation, encompassing aspects such as usability, reliability, scalability, and adaptability to diverse user needs and contexts. The proposed solution aims to contribute valuable knowledge to the evolving landscape of generative AI tools dedicated to enhancing accessibility in product development. By establishing a structured approach to assessing maturity and advocating for standardized performance metrics, our research endeavors to empower developers, designers, and stakeholders to make informed decisions regarding the adoption and refinement of AI-driven accessibility solutions.

Assessing the performance of the pedestrian path accessibility standards for people with disabilities

An optimal pedestrian pathway should cater to various user needs, encompassing safety, comfort, and universal accessibility. This research endeavors to evaluate the efficacy of pedestrian pathways, with a particular focus on public green spaces in Kendari City. The study emphasizes the implementation of an inclusive design concept for pedestrian pathways, ensuring the protection and fulfillment of rights for all demographic groups. To achieve its objectives, the research employed both qualitative and quantitative methods. A qualitative case study approach was utilized to assess architectural elements, while a Likert scale was employed for the performance evaluation. The findings from the performance assessment indicate that the service attribute values fall short of being optimal. Observational data suggest that most existing facilities fail to adhere to universal design principles, catering to the needs of all individuals. Consequently, there is a pressing need for physical modifications in the pedestrian pathway areas. These modifications include the installation of ramps, clear markings, and pathways for people with disabilities (guiding blocks), as well as the integration of trees and plants, trash receptacles, traffic signs, and essential utilities such as street lighting and billboards. Furthermore, the research highlights the necessity of organizing street vendor (PKL) zones across all area segments to enhance overall accessibility and usability.

Between consultation and partnership: participation styles in Swedish urban revitalization processes involving disabled people

ABSTRACT Inclusive urban design relies on the participation of disabled persons. This study examines how the involvement of this group is perceived and managed in three revitalization initiatives applying current legal and moral requirements, e.g. ‘universal design’. Qualitative content analysis was conducted on go-along interviews and participant observation in projects related to public places and buildings in three Swedish cities. Two participation styles were developed: Consultation and Partnership. Officials were focused on Consultation while disability organizations desired Partnership. There were overlapping styles in terms of organization, identification, and internal tensions, leading to misunderstandings about collaboration, participants’ legitimacy, and opportunities for influence.

Modification and evaluation of an open-source rubric guiding inclusive design

Many quality assurance frameworks are in need of modification and evaluation before they can support the alignment of inclusive course design and pedagogies in institutions of higher education (IHEs). This study aimed to add inclusive practices in an open-source rubric, OpenSUNY Course Quality Review (OSCQR) rubric. Guided by the Universal Design for Learning framework and the inclusive ADDIE model, we revised the existing OSCQR rubric, which was then evaluated by 74 faculty members and instructional designers (IDs) in this descriptive study. We conducted independent samples t-tests to explore whether the participants’ roles, teaching undergraduate and graduate level courses, and their experiences of teaching and online course design led to any varied priorities for addressing diversity, equity, and inclusion components in online teaching. The overall findings suggest IDs and faculty members have a common ground and consensus regarding their perspectives on the items in this modified OSCQR rubric. The findings provide implications for future research and practice on course design features that impact students’ learning experiences. Limitations were also discussed.

Integration of Equity, Diversity, Inclusivity, and Indigeneity Principles into Usability Heuristic Evaluations.

Cognitive walkthrough is a form of usability testing that considers the perspective of the end users to identify issues related to user experience and web design. This project aims to enhance traditional heuristic evaluation methods with consideration of equity, diversity, inclusivity, and indigeneity (EDI-I) principles. The authors provide suggestions that align with modern informatics advancements, aiming for inclusive design systems and the elimination of systemic barriers.

A Pedagogic Approach Serving Inclusive Design

This paper presents an architecture teaching approach intended to final year architecture students, which is based on a human-centered design perspective, while respecting environment in all its compounds. The present work claims, as a hypothesis, that to design inclusive projects, it is worthy to develop in future architects’ capacity to analyze and reconcile both environment requirements and users’ needs as well. The large array of environment key elements and the complexity of users’ global apprehension, make it crucial for the future architects and urban planners to control the appropriate set of analysis methodologies and put to contribution the most efficient design tools. The pedagogical approach we deal with in this article, educates students in empathy, listening, and developing an open-mindedness that according to this study, allows them design better inclusive spaces. I am adopting such a vision for several years now, and I am experimenting pedagogical strategies and tools accordingly, either within the final year Architectural Design Studio I share with other colleagues, or during the Seminar I offer to the same audience. In trying to subscribe to a perspective of action research and reflexivity, I chose to present in this paper the analysis of four architectural dissertations addressing inclusive design concerns. This analysis aims to fathom how experienced analysis tools, such as SWOT grid, urban transect and qualitative social survey, as well as design tools, such as sequential approach of space, functional analysis and value creation tools, may help final year architecture students better analyze and design inclusive projects.

Designing for financial inclusion in developing countries: Digital financial service for low-income women in Ghana

Digital financial inclusion initiatives in developing countries have gained salience because of their potential to improve the socioeconomic condition of marginalized groups such as low-income women. However, persistent challenges remain in overcoming the digital divide in developing countries and enhancing access and participation of women in digital financial services. Despite the growing scholarly attention, little is known about how digital technologies might be designed to enable financial inclusion of women in developing countries. Using the technology affordances approach, we extend previous theorizing on inclusive information system, and introduce a relational approach to designing for inclusion. Specifically, we conduct a case study of a digital finance initiative in Ghana involving the design of an interactive voice response system (IVR) for low-income women where systemic barriers to technology adoption and use are pervasive. We show the significance of user feedback, environmental factors, and affordances for more inclusive information system design. We contribute a theoretically grounded framework that takes holistic account of the sociotechnical context of IS design for inclusion.

Accessible Ecosystem for Clinical Research (Federated Learning for Everyone): Development and Usability Study.

The integrity and reliability of clinical research outcomes rely heavily on access to vast amounts of data. However, the fragmented distribution of these data across multiple institutions, along with ethical and regulatory barriers, presents significant challenges to accessing relevant data. While federated learning offers a promising solution to leverage insights from fragmented data sets, its adoption faces hurdles due to implementation complexities, scalability issues, and inclusivity challenges. This paper introduces Federated Learning for Everyone (FL4E), an accessible framework facilitating multistakeholder collaboration in clinical research. It focuses on simplifying federated learning through an innovative ecosystem-based approach. The "degree of federation" is a fundamental concept of FL4E, allowing for flexible integration of federated and centralized learning models. This feature provides a customizable solution by enabling users to choose the level of data decentralization based on specific health care settings or project needs, making federated learning more adaptable and efficient. By using an ecosystem-based collaborative learning strategy, FL4E encourages a comprehensive platform for managing real-world data, enhancing collaboration and knowledge sharing among its stakeholders. Evaluating FL4E's effectiveness using real-world health care data sets has highlighted its ecosystem-oriented and inclusive design. By applying hybrid models to 2 distinct analytical tasks-classification and survival analysis-within real-world settings, we have effectively measured the "degree of federation" across various contexts. These evaluations show that FL4E's hybrid models not only match the performance of fully federated models but also avoid the substantial overhead usually linked with these models. Achieving this balance greatly enhances collaborative initiatives and broadens the scope of analytical possibilities within the ecosystem. FL4E represents a significant step forward in collaborative clinical research by merging the benefits of centralized and federated learning. Its modular ecosystem-based design and the "degree of federation" feature make it an inclusive, customizable framework suitable for a wide array of clinical research scenarios, promising to revolutionize the field through improved collaboration and data use. Detailed implementation and analyses are available on the associated GitHub repository.

Peeling the multiple layers of inequalities in free higher education policies

ABSTRACT It has long been debated as to whether higher education (HE) is a site of social mobility that promotes meritocracy or social reproduction that creates and exacerbates inequalities in societies. In this paper, I will argue that HE, even when democratised and provided free to everyone, reproduces inequalities unless coupled with an inclusive sectoral design, an expansion of funding, and a wider strategy to reduce socio-economic inequalities. To do so, I studied the case of Syria, which has always claimed to have a meritocratic HE system that is designed to achieve equality in society by providing free HE for all since the 1970s. I analysed the database of the Ministry of Higher Education (MoHE) for 15 academic years from 2001 to 2015. This database included data on students’ access and graduation rate divided by the type of education (public, private, higher institutes, and technical institutes), level of education (undergraduate and postgraduate), gender (male and female), city, faculty, and specialisations. This analysis unpacked four types of inequalities, namely education type-based inequalities, specialisation-based inequalities, city-based inequalities, and gender-based inequalities. Finally, I show how gender dynamics and roles are changing in the HE sector as a result of the Syrian conflict.

Inclusive user experience design for the elderly

Cilj. U radu se analizira oblikovanje korisničkog sučelja digitalnog proizvoda s aspekta uključivog dizajna i korisničkog iskustva namijenjenog osobama starije životne dobi (65+ godina). Metodologija. Istraživanje je provedeno od 1. do 13. kolovoza 2023. godine koristeći online anketni upitnik među skupinom ljudi starije životne dobi objavljen na društvenim mrežama. Rezultati. Istraživanje je pokazalo kako se osobe starije životne dobi u velikoj mjeri služe mobilnim uređajima u svrhu pregledavanja sadržaja na društvenim mrežama, praćenja vijesti i komunikacije. Ispitanici imaju dobru razinu samopouzdanja pri interakciji na korisničkim sučeljima, a neki od problema koje su naveli pri korištenju digitalnih usluga i proizvoda bili su nedovoljno istaknuti elementi na sučelju, nemogućnost prilagodbe elemenata tipografije, slab kontrast boje i dr. Pomagala i pomoćne tehnologije koje ispitanici koriste pri interakciji u mrežnom okruženju jesu glasovne naredbe i povećalo za zaslon. Ispitanicima je najviše potrebna pomoć pri registraciji i objavljivanju slikovnih sadržaja na društvenim mrežama (Facebook), pri prvom posjetu mrežnoj stranici, slanju poruka, nemogućnosti navigacije na stranici, instaliranju novih aplikacija, upotrebi stranih jezika, uključivanju GPS-a ili internetskom bankarstvu. Ograničenja. Ispitanici, sudionici u istraživanju, uglavnom su iz Osječko-baranjske županije, pa nisu reprezentativan uzorak na razini RH. Praktična primjena. Teorijske spoznaje i rezultati provedenog istraživanja doprinose boljem razumijevanju komponenti uključivog dizajna korisničkih sučelja, osobito za specifične grupe korisnika. Društveni značaj. Rad doprinosi povećanju svijesti o važnosti prilagodbe digitalnih proizvoda i usluga korisnicima, napose osobama starije životne dobi. Originalnost. Rad donosi rezultate jednog od rijetkih istraživanja o uključivom dizajnu među osobama starije životne dobi i doprinosi povećanju svijesti o potrebi inkluzije u virtualnom okruženju.

Accessibility, Usability, and Universal Design for Learning: Discussion of Three Key LX/UX Elements for Inclusive Learning Design

In this paper, we aim to provide readers with three critical concepts that can maximize inclusivity of learner experience (LX) and user experience (UX) design: accessibility, usability, and universal design for learning (UDL). Although recent K-12 and postsecondary education have experienced rapid change in its student population with the growing awareness of the equal opportunities for all, general design methods of addressing such diversity across formal and informal learning contexts are still prone to retrofitted changes to predefined instructions in favor of standardization. This is due in part to the limited interpretation of accessibility as the concept for the medical model of disabilities where learners with disabilities are not regarded as users or consumers, but as clients or patients. Moreover, LX and UX have been widely designed with the usability of dominant group in mind while trading off exclusion of those who cannot fit themselves into it. However, accessibility and usability are not mutually exclusive; rather, a truly inclusive learning design (i.e. UDL) comes from the interplay between them. Through the paper, we provide definition and description of each concept and provide practical examples of how UDL principles can be applied to inclusive learning design.

Creating Resilient Smart Homes with a Heart: Sustainable, Technologically Advanced Housing across the Lifespan and Frailty through Inclusive Design for People and Their Robots

The design of age-friendly homes benefits vulnerable groups, such as frail people and older adults. Advances in smart home technologies, including robots, have important synergies with homes designed for health needs. Yet, focus on environmental and sustainable housing design and improvements misses important opportunities for collective impact. Stronger involvement of disciplines, such as those from the built environment for technological integration within homes and effects on space and the community, is needed. There is a need for a unified framework integrating the needs and factors of the resident, smart home technologies and robots, and the built environment, and that includes the concept of a “home”. With the remodeling of housing towards sustainable and environmental targets, as well as advances in smart home technologies such as robots, the timeliness of shared input for the benefit of residents now and in the future is of the essence. This would help target future research into effective and optimized cohabitation with technology within homes for the purpose of improving the wellbeing of residents.

Making Design Moves: Exploring the Relationship Between Gender, Self‐Efficacy, and Design Moves in Collaborative Ideation

ABSTRACTAs more women enter engineering, the climate of engineering teams must be improved to ensure that women feel included and inspired to design innovative solutions. Prior research suggests that women in STEM often report lower levels of self‐efficacy, which could limit their engagement in collaborative design tasks. Unfortunately, little research has explored how designers' gender and self‐efficacy play a role in collaborative ideation and we aim to explore this research gap. We conducted an observational study with nominal—that is, non‐interacting—and balanced four‐member design teams, involving a collaborative ideation task. From the results, we see that the mean frequency of new ideas proposed by men was greater than those proposed by women. This result suggests that men may emphasize creating new ideas rather than acknowledging others' ideas. Furthermore, we see that men with higher self‐efficacy provided more compliments and criticisms, and these relationships were relatively weaker or the opposite for women. These results suggest that participants with different gender identities may make different design moves in collaboration ideation, and these differences are further influenced by their self‐efficacy. These results call for further exploration into the role of self‐efficacy in creating inclusive collaborative design environments, especially for designers belonging to historically underrepresented identities.

Justice is Blind and So is Her Architect: Canadian Courthouse Designs and their Socio-Spatial Implications

The imposing design of modern Canadian courthouses reflects the adversarial nature of the Canadian criminal justice system. This paper critically examines how excessive surveillance and security tactics, physical segregation in courtrooms, and restrictions on religious clothing inadvertently harm court users. Drawing on a blend of social sciences and architectural design theory, the analysis recommends greater efforts on behalf of the courts to ensure safe and meaningful victim participation, allow room for agencies assisting accused individuals or victims, and support opportunities for restorative justice. Courts are living, breathing social spaces which influence the administration of justice. As such, this paper argues that courthouses should be adaptable and evolve to address the needs of a transforming legal landscape. Overall, the judicial process is a distressing experience for all of the parties involved. Shifting to a more progressive and inclusive courthouse design is a key step in embodying the justice system that Canada needs.

Inclusive Design in the Aviation Industry for Passengers with Mobility Issues: A Case Study of Wilson Airport, Nairobi County, Kenya

Inclusive Design in the Aviation Industry for Passengers with Mobility Issues: A Case Study of Wilson Airport, Nairobi County, Kenya

Comparative Analysis of Online Assessment Methods and their Impact on Student Satisfaction in Higher Education in Australia

Purpose: The aim of the study was to investigate the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study compared Australian policies and practices in online education accessibility and inclusivity, revealing notable gaps in implementation despite progress. It emphasized the necessity of comprehensive policies and ongoing educator training to address diverse student needs effectively. Overall, it highlighted the importance of continual improvement to ensure equitable access for all students in online education. Unique Contribution to Theory, Practice and Policy: Social model of disability, universal design for learning (UDL) & critical pedagogy may be used to anchor future studies on the accessibility and inclusivity in online education: a comparative study of policies and practices in Australia. Develop guidelines and best practices for inclusive course design and delivery in online education, tailored to the Australian context. Advocate for the integration of accessibility and inclusivity mandates into national and institutional policies governing online education in Australia.

Helping to destigmatise the use of period products for trans, masculine presenting, non-binary and gender diverse (TMNG) consumers through an inclusive communication design framework

This study aimed to understand the experiences that trans, masculine presenting, non-binary and gender diverse (TMNG) people who menstruate have with period product packaging and marketing, and identified opportunities for improvement through an inclusive communication design framework. Semi-structured online interviews were conducted with nine TMNG consumers, allies and advocates. These revealed positive and negative experiences with the current design of period product packaging and marketing throughout the entire ‘user journey’, including purchasing, use and disposal. A thematic analysis of the interviews confirmed that problems exist with the lack of representation through imagery and language on period product packaging and marketing. The resulting three themes were engaged with to develop an inclusive communication design framework that included: the need for an improvement in the physical experience of periods; the need for improved mental health and emotional relationship to periods; and the need for the consideration of broader social issues such as sustainability and accessibility in relation to period product packaging and marketing.

Supporting Inclusivity for Students With Disabilities: Perspectives From PreK–12 Art and Design Teachers

In this study, we investigated the demographic, educational setting, and pedagogical factors in inclusive visual arts and design classrooms for students with disabilities. We also explored how art teachers’ backgrounds, training, and school environments influence their approaches to teaching students with disabilities. Using survey research, we analyzed responses from more than 1,000 preK–12 art and design teachers in the United States, focusing on issues related to inclusion. The analysis provides insights regarding teachers’ characteristics, experiences, and pedagogical approaches for teaching students with disabilities in a post-COVID educational system. Linear regression provided insights into factors that can create a sense of community and belonging for disabled individuals in an art classroom. We found a significant relationship between teacher preservice coursework and teachers’ approaches to developing inclusive classrooms. Teachers who identify as disabled, undergo preservice coursework involving disabilities, refer to students’ Individual Education Programs, have sufficient planning time, and work in schools with collaborative models are more likely to adopt inclusive approaches to pedagogy and curriculum.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.