A pragmatic and human-centered approach to promoting software accessibility: Design, education, governance

Zhou, Kyrie Zhixuan

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https://hdl.handle.net/2142/129428 Copy

Description

Title

A pragmatic and human-centered approach to promoting software accessibility: Design, education, governance

Author(s)

Zhou, Kyrie Zhixuan

Issue Date

2025-04-23

Director of Research (if dissertation) or Advisor (if thesis)

• Sanfilippo, Madelyn
• Adler, Rachel F.

Doctoral Committee Chair(s)

Sanfilippo, Madelyn

Committee Member(s)

• Underwood, Ted
• Chin, Jessie
• Twidale, Mike
• Tong, Xin

Department of Study

Information Sciences

Discipline

Information Sciences

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Software accessibility
• Design
• Education
• Governance

Language

eng

Abstract

In this dissertation, I explore three approaches to software accessibility: design, education, and governance. I aim to facilitate a discussion toward a pragmatic and integrated approach to accessibility. In the design chapter, I approached cancer survivors and spotlighted their lived experiences and challenges with software. A survey study, in-depth semi structured interviews, and a diary study were conducted to capture the multi faceted software experiences of cancer survivors. Cancer survivors may have multiple disabilities, including visual impairments, dexterity impairments/neuropathy, and chemo brain, which is unique to this population. These impairments led to difficulty in using software, which is a fundamental way for cancer survivors to search for health-related information and socialize with others. Based on the results, I proposed simple yet practical accessibility guidelines to accommodate the software needs of cancer survivors. For example, bulleted content, highlighting key information, and simplified User Interface (UI) designs make navigation easier for people with chemo brain. Such guidelines can be easily incorporated into software design and development practices. In the education chapter, I validated the possibility of teaching software accessibility before post-secondary education. Accessibility education was found to be limited in the high school curriculum, which is a missed opportunity to equip the next-generation software designers with the mindset of accessible design. I used a set of disability simulation games to successfully enhance the knowledge, awareness, and empathy of high school students regarding accessibility. Games and gamified approaches helped engage students in learning advanced computing concepts. In the governance chapter, I examined the status quo of governance approaches to improving software accessibility. I analyzed 39 software accessibility laws in 32 countries or regions to understand how they did well and where they fell short. One notable gap is that software accessibility laws have very few rules, degrading their enforceability. The laws are often written vaguely and are not friendly to law novices. Better laws stand out with concrete technical recommendations and fine-grained implementations, i.e., distinguishing between websites and mobile applications. In synthesizing the commonalities and differences between the three approaches to software accessibility, I argue that each approach has advantages and limitations — they ultimately complement each other. The design approach may best exercise a direct impact on software practitioners’ mindsets and practices if conveyed in an approachable manner. Yet designers may find limited incentives to follow guidelines outlined and promoted by accessibility researchers, which are not always in line with corporate priorities such as shipping products fast. The education approach can best prepare next-generation software practitioners. However, the long-term and actual effects of educational interventions are unpredictable and need further interrogation. The governance approach, in theory, has the power to force companies to comply with accessibility requirements. Yet, it barely works out in reality because of the ambiguous wording in accessibility laws and a lack of enforceability arising from scarce rules. I argue that an integrated approach combining design, education, and governance interventions should be used to address software accessibility issues and create a more inclusive software ecosystem.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129428

Copyright and License Information

Copyright 2025 Kyrie Zhou

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