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Summary
This summary is machine-generated.

Integrating accessibility and assistive technology into user-centered design courses enhances student understanding. This study details curriculum modules that successfully improved student knowledge of accessibility principles and tools.

Keywords:
CCSComputing educationCourse designCurriculaProfessional topicsSocial and professional topicsUser Centered Design

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Area of Science:

  • Human-Computer Interaction
  • Educational Technology
  • Accessibility Studies

Background:

  • User-centered design (UCD) courses offer a natural integration point for accessibility content.
  • Educating future designers on accessibility is crucial for creating inclusive digital products.
  • Previous curricula often lack dedicated modules on disability and accessibility within UCD.

Purpose of the Study:

  • To describe the integration of accessibility content into an undergraduate UCD course.
  • To evaluate the impact of these modules on student understanding of accessibility and assistive technology.
  • To present two versions of the curriculum: an extended and an abbreviated module set.

Main Methods:

  • Accessibility and disability topics were incorporated into four core modules: websites/portfolios, user needs, prototyping, and UX evaluation.
  • The curriculum was implemented in an extended format in one section (Fall 2018) and an abbreviated format in all sections (Spring 2019).
  • Student understanding was assessed through surveys measuring knowledge of accessibility and assistive technology.

Main Results:

  • Survey results indicated a significant increase in students' understanding of accessibility concepts.
  • Students demonstrated improved knowledge regarding assistive technology after the curriculum intervention.
  • Both extended and abbreviated module versions contributed to enhanced student comprehension.

Conclusions:

  • Integrating accessibility modules into UCD courses effectively improves student knowledge.
  • The UCD curriculum provides a viable framework for teaching essential accessibility principles.
  • Further development and implementation of such modules can foster a generation of more inclusive designers.