Competence of people with intellectual disabilities on using human-computer interface

Area of Science:

• Human-Computer Interaction
• Disability Studies
• Cognitive Psychology

Background:

• Intellectual disabilities (ID) can impact cognitive and motor functions, potentially hindering computer use.
• Understanding specific task demands is crucial for designing accessible interfaces for individuals with ID.
• Previous research highlights the need for tailored approaches to enhance digital inclusion for people with ID.

Purpose of the Study:

• To identify specific task processes that impede individuals with intellectual disabilities (ID) when using human-computer interfaces.
• To analyze the cognitive and motor demands of standardized computer tasks for users with ID.
• To determine the relationship between user abilities and task demands for successful computer interaction.

Main Methods:

• A standardized set of 16 Internet Explorer (IE) tasks (161 subtasks) was administered to 57 participants with ID.
• Task demands for each subtask were analyzed and rated by expert review.
• Participant performance was evaluated against task demands, focusing on cognitive and motor requirements.

Main Results:

• Task difficulty varied, with general motor functions and using customized bookmarks posing significant challenges.
• Successful performance correlated with adequate visual acuity, vigilance, orientation, and sensori-motor abilities.
• Higher cognitive demands, specifically working memory and Chinese word recognition, were associated with more difficult tasks.

Conclusions:

• The model of identification, response, and execution effectively analyzed task demands for users with ID.
• Computer task success for individuals with ID depends on the alignment between their abilities and the interface's demands.
• Findings support the development of task-specific screening and ability-specific training to improve computer competency in people with ID.