Designing technology for all: Exploring how eLearning platforms support students with cognitive disabilities when designing their web content
Author(s)
Ayala, Gabriella
Feng, Ruiting
Gamarra, Ariana
Nathani, Samay
Mott, Martez
Issue Date
2020-03-23
Keyword(s)
Cognitive disability
Accessibility
Usability
Functional cognitive disabilities
Universal design
Abstract
eLearning platforms have become an integral part of education across the United States, from changing how students learn to finding course assistance right from home. However, an important aspect to consider in the design and development of these websites is accessibility and usability. According to the United States' Centers for Disease Control and Prevention, in the U.S. alone, 16 million people have cognitive impairments. Considering these platforms are a growing resource for students who seek educational support, companies behind these platforms should ensure their web content meet standards of efficiency, effectiveness, and satisfaction for all potential users like those with cognitive disabilities. In this poster paper, we discuss how eLearning platforms have designed their web content and question whether they have implemented a universal design that is user-friendly for all. We will analyze the results from our surveys, user- testing, and semi-structured interviews to help define the issues experienced by people with cognitive disabilities when navigating our three chosen eLearning platforms: Khan Academy, Udacity and SoloLearn. These results will in turn provide guided insight on how eLearning platforms should improve their web design.
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