Designing Equal Participation in Informal Learning for People with Visual Impairment
Open accessAbstract
Informal learning opportunities that complement formal education with diversity and flexibility are abundant in our daily lives. While sighted people take advantage of such learning and may take it for granted, people with visual impairment are sometimes excluded, due to their sight loss, from accessing informal learning, social interaction, and civic engagement. In this sense, they are not equal participants in the highly visual, sighted world. This paper investigates the needs of people with visual impairment, identifies issues, and suggests a direction to support equal participation. We propose four environment scenarios, grounded in our field work, to describe how to support learning and interaction in a sighted world. We discuss how design implications derived from our scenario-based analysis can help guide technological interventions.
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Shopping is not simply buying items on a list; for people without visual impairment, shopping also entails opportunistically exploring new products or brands, engaging in cultural learning about tastes, and making different choices based on occasional sales.
“Shopping is not simply buying items on a list. For people without visual impairment, shopping also entails opportunistically exploring new products or brands, engaging in cultural learning about tastes, and making different choices based on occasional sales [89].”
From Making Shopping Easy for People with Visual Impairment Using Mobile Assistive Technologies (2019) · cites this paper as [89]
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Making Shopping Easy for People with Visual Impairment Using Mobile Assistive Technologies
Elgendy, M., Sik-Lanyi, C., & Kelemen, A. (2019) · Applied Sciences · doi:10.3390/app9061061 · Cited by 48 · see citing works
“For people without visual impairment, shopping also entails opportunistically exploring new products or brands, engaging in cultural learning about tastes, and making different choices based on occasional sales [89].”
BackgroundYuan, C. W., Hanrahan, B. V., Lee, S., Rosson, M. B., & Carroll, J. M. (2017) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3134753 · Cited by 42 · see citing works
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Carroll, J. M., Lee, S., Reddie, M., Beck, J., & Rosson, M. B. (2020) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-044-002 · Cited by 9 · see citing works
Self-citation
- Authors
- Yuan, C. W., Hanrahan, B. V., Lee, S., & Carroll, J. M.
- Venue
- Interaction Design and Architecture(s)
- Published
- 2015-12-20
- Issue
- 27
- Pages
- 93-106
- ISSN
- 1826-9745 (ISSN-L)
- 2283-2998
- OpenAlex
- W2575257498
- Cited by
- 4
- References
- 27
- Citations by year
- 2020: 1 · 2019: 1 · 2017: 2
- FWCI
- 4.10
- Type
- journal article
- Language
- en
- Open access
- diamond
- dx.doi.org
- Licence
- cc-by-nc-nd
- Locations
- Interaction design & architecture(s)/ID&A Interaction design & architecture(s) (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Safety Research › Disability Rights and Representation
- Keywords
- visual impairment, informal learning, equal participation, accessibility, inclusive design, social interaction, citizen participation, assistive technology, scenario-based assessment, design implications
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