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9 Web Accessibility for Older Users: A Literature Review 2008.5 (A Review…

- - - - Age Group Weekly Internet access
        16-24 years 86%
        25-34 years 55%
        35-44 years 51%
        45-54 years 39%
        45-54 years 27%
        55-64 years 10%
  - - - :check: Decreasing ability to focus on near tasks
      - :check: Colour perception and sensitivity
      - :check: Pupil shrinkage
      - :check: Contrast sensitivity
      - :check: Reduction in visual field
      - :red_flag: data
        
        Age-related Macular Degeneration (AMD)黄斑变性 36.2%
        Refractive error屈光不正 31.6%
        Cataract白内障 24.5%
        Glaucoma青光眼 7.9%
        Myopic degeneration近视性退行性变 2.9%
        Diabetic eye disease糖尿病眼病 2.3%
    - - All degrees of deafness
        16~60 6.6%
        61~80 46.9%
        81+ 93.2%
    - - :check: Arthritis -> main factor
      - :check: Parkinson’s Disease
      - effect
        
        mouse use
        
        keyboard use
    - - data
        
        65-69 years 1.4%
        70-74 years 2.8%
        75-79 years 5.6%
        80-84 years 11.1%
        85+ years 23.6%
      - :check: Alzheimer’s Disease & Huntington's Disease
      - :check: dementia
      - :red_flag: episodic memory is impaired most
      - :check: Mild Cognitive Impairment (MCI)
      - :check: subjective memory loss
      - :check: stroke
    - - 20% of America’s older adults (over 70 years) reported dual sensory impairment
- - - - :check: much of what they found in the literature about older adults on the Web is good usable design for everyone
      - :check: older adults are not a homogenous group
      - :check: findings
        interaction
        information architecture
        visual design
        information design
  - - - 3.2.1 Holt’s guidelines (2000)
        
        :red_flag:
        Design
        Layout
        Content
        Multimedia
      - 3.2.2 AgeLight’s guidelines (2001)
        
        :red_flag:
        Layout and style
        Colour
        Text
        General usability and testing
        Accessibility and Disability
        User customisation
        
        :check: WCAG1.0 - flashing and blinking, relative text size, descriptive links, consistent navigation, colour alone, new browser windows, and frame support
        :check: OTHER - readability, fine motor control, and cognition such as the use of CAPITALS, large text size, colour schemes, and uncluttered pages
        :check: Assistive software & hardware different mice and browser adjustments
      - 3.2.3 National Institute of Aging’s guidelines (2002)
        
        :red_flag:
        Designing readable text for older adults:
        Presenting information to older adults:
        Incorporating other media:
        Increasing the ease of navigation:
        Final check (usability testing)
        
        Morrell (2005)
        
        development of the NIA/NLM Checklist
      - 3.2.4 Coyne and Nielsen’s guidelines (2002)
        
        Their study of 40 (experienced) users over 65 years derived 65 guidelines in 6 groupings for Web site designs that would better accommodate older users:
        
        :check: based on user observation
        
        :red_flag:
        Presenting information and text
        Presenting navigational elements and links
        Search forms and results
        Presenting items for sale
        Forms and data entry
        Web address and homepage
      - 3.2.5 AARP’s guidelines (2004)
        
        :red_flag:
        Interaction design: designing the way users interact with the site
        Information architecture: organising the content
        Visual design: designing the pages
        Information design: writing and formatting the content
        
        :check: most of this list is of benefit to all users, not just elderly users or users with functional limitations
      - 3.2.6 Kurniawan and Zaphiris’ guidelines (2005)
        
        :red_flag:
        Target (link) design
        Graphics
        Navigation
        Browser window features
        Content layout design
        Links
        User cognitive design
        Use of colour and background
        Text design
        Search engine
        User feedback and support
        
        :check: criticise
        Double clicking – not required anyway on web pages
        Graphics should not be used for decoration – does away with graphic design?
        Avoid scroll bars – vertical scrolling is part of the web, "if they meant avoid horizontal scrolling they should say so"
      - 3.2.7 Webcredible’s guidelines (2006)
        
        :red_flag:
        Investigate ways to indicate that a page is not finished and requires scrolling
        Avoid technical terms if possible
        Identify links in a consistent and obvious way
        The attention grabbing features on a page should be links
        Visited links should change colour
        Provide all content as HTML where possible
        Make the content as clear and concise as possible
        Provide a “make the writing bigger” link and always use high contrast
        Provide explicit instruction by using the imperative forms of verbs (e.g. ‘Go to more details about XXX’)
        
        :check: accommodate newer users without Web experience
      - 3.2.8 Common themes from existing Guidelines
        
        :star: With so many guidelines in existence, it is interesting to ask who knows of them or uses them Sloan (2006)
      - include
        
        :check: “Beyond ALT Text: Usability for disabled users” [Coyne & Nielsen 2001]
        :check: “Research-based Web design and usability guidelines” from the National Cancer Council [DHHS 2006 - replaced NCC 2004]
        :check: “Guidelines for accessible and usable Web sites: Observing users who work with screen readers” [Theofanis 2005]
      - author's note
        
        :check: What specific commonality is there across these guidelines?
        :check: Which guidelines/recommendations address:
        Good usability
        Overcoming a lack of ICT/Web experience
        Ageing specific functional limitations
        :check: What match is there to WCAG 2.0 Success Criteria?
        :check: Within the cognition section – what is different between cognitive impairments experienced by the elderly, and cognitive impairments experienced by the general population?
        :check: A similar question probably needs to be asked about vision impairment and mobility impairment.
  - - - :check: WCAG - Web Content Accessibility Guidelines - the presentation of content
      - :check: UAAG - User Agent Accessibility Guidelines - broswers
      - :check: ATAG - Authoring Tool Accessibility Guidelines - blogs and online forums
    - - :check: content - the information in a Web page or Web application, including:
        natural information such as text, images, and sounds
        code or markup that defines structure, presentation, etc.
        :check: Web browsers, media players, and other "user agents"
        :check: assistive technology, in some cases - screen readers, alternative keyboards, switches, scanning software, etc
        :check: users' knowledge, experiences, and in some cases, adaptive strategies using the Web
        :check: developers - designers, coders, authors, etc., including developers with disabilities and users who contribute content
        :check: authoring tools - software that creates Web sites, including blogs, content management systems, and learning management systems
        :check: evaluation tools - Web accessibility evaluation tools, HTML validators, CSS validators, etc.
    - - draft WCAG 2.0 - accessible content
        
        1.1 Text Alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language
        1.2 Synchronized Media: Provide synchronized alternatives for synchronized media
        1.3 Adaptable: Create content that can be presented in different ways (for example simpler layout) without losing information or structure
        1.4 Distinguishable: Make it easier for users to see and hear content including separating foreground from background
        2.1 Keyboard Accessible: Make all functionality available from a keyboard
        2.2 Enough Time: Provide users with disabilities enough time to read and use content
        2.3 Seizures: Do not design content in a way that is known to cause seizures
        2.4 Navigable: Provide ways to help users with disabilities navigate, find content and determine where they are
        3.1 Readable: Make text content readable and understandable
        3.2 Predictable: Make Web pages appear and operate in predictable ways
        3.3 Input Assistance: Help users avoid and correct mistakes
        4.1 Compatible: Maximize compatibility with current and future user agents, including assistive technologies
      - draft ATAG 2.0 - principles
        
        PART A: Make the authoring tool user interface accessible
        A.1: Authoring tool must facilitate access by assistive technologies
        A.2: Authoring tool user interface must be perceivable
        A.3: Authoring tool user interface must be operable
        A.4: Authoring tool user interface must be understandable
        PART B: Support the production of accessible content
        B.1: Production of accessible content must be enabled
        B.2: Authors must be supported in the production of accessible content
        B.3: Accessibility solutions must be promoted and integrated
      - draft UAAG 2.0 - 5 principles
        
        Follow applicable specifications and conventions
        Facilitate access by assistive technologies
        Ensure that the user interface is perceivable
        Ensure that the user interface is operable
        Ensure that the user interface is understandable
  - - - functional limitations associated with ageing
      - more a result of lack of familiarity with ICT
    - - Dexterity
        Fear of making a mistake
        Working with files/folders
        Specifying searches
        Too much information
        Using different computers and operating systems
        Vision
        Working with attachments and downloading
        Typing
    - - Simpler pages; fewer [browser?] buttons
        Clearer Back/Forward option, including having the Back button in a new window closing it and returning the user to the window and page where it was linked from
        Search to display result in associated grouping (like e-commerce sites)
        Fewer pop-ups
    - - Dickinson 2005
        Dickinson, A., Eisma, R., Gregor, P., Syme, A. and Milne, S. (2005). Strategies for teaching older people to use the World Wide Web. Universal Access in the Information Society, 4(1) pp. 3-15.
    - - :check: Home button
        :green_cross: forward arrow
        :green_cross: address bar
        :check: written combined with hand-on support
        :check: appropriate training and support
        :check: simple interface
  - - - mouse us & keyboard use
      - issue
        
        Keeping the hand steady when navigating
        Slipping off [multi-level] menus
        Losing the cursor
        Moving in the desired direction
        Running out of room on the mouse mat
        The mouse ball getting stuck
      - articles
        
        :check: mouse better than keyboard & pointer
        :check: mouse acceleration
    - - articles
        
        :check: high contrast
        :check: positive polarity -> light text in a dark background
        :check: font -> legibility -> san serif fonts & size larger
        :check: upper & lower case
        :green_cross: underline & ltalics
        :check: left justified
    - - articles
        
        :check: grouping & symmetry
        :check: spatical layout
        :check: Convention
        :green_cross: change blindness
        :green_cross: too many choices
        :check: simplified content
        :check: “non-browser” facilitated users
    - - articles
        
        :check: tolerance for delays better than younger people
        :check: forgiving of negative experiences than young
  - - - :check: design -> improve older & no detract younger
        :check: large text size & clearer link text & plain neutral background & input by selection
        :check: simple -> older & complex -> demanding users
    - - guidelines
        
        1st
        Form layout – extra space between questions and answer boxes (not confirmed in the second study)
        Simplified question structure – to avoid creating ‘excessive’ cognitive loads
        Question completion assistance – pop-up messages and/or hyperlinked context sensitive help with each appropriate questions
        Additional information – including a list at the top of what information will be required to complete the form
        Data entry – automatic checking and validation during completion
        Form personalisation – presenting only those questions appropriate to the users, e.g. a widow should not be asked for information about her spouse
        Form submission – online submission will be easy for many mobility impaired elderly people, and may lead to quicker processing time
        2nd
        Bullet point instructions – easier to read than paragraph text
        Logical information groupings – to ensure that the user does not need to go back-and-forth within a form
        Justification for personal/sensitive questions – the participants resented providing some information for no apparent good reason
        Security information – how could the users be sure their data would remain confidential?
        Help and assistance feature – this second study suggested a ‘formal’ help page in addition to the pop-up and/or hyperlinks suggested previously
        Save and return – an advantage of paper-based forms is that you can put them down and finish completing them later; this was requested by users for online forms
      - articles
        
        :check: distinguish optional and compulsory fields
        :check: checkboxes & radio buttons & list boxes
        :check: divided online form -> optional & compulsory
    - - problems
        
        Links trying to open other applications
        Ensuring the focus is in the input box before typing the query
        Returning to the search results page, even though in theory they knew about the browser’s ‘back’ button
        Difficultly with scrolling and mouse usage, especially when clicking the mouse wheel
      - articles
        
        :check: simplified interfaces
    - - articles
        
        :check: used the site map
        :check: start from the home page
        :check: dynamic side-tree -> navigation
        :check: a potential trade-off between increased navigation assistance and page clutter
    - - articles
        
        :check: e-Learning can be a powerful tool
        :green_cross: a lack of skills and training
      - :star: key paper
        
        Scott 2002
        Scott, H., Burmeister, O.K. and Roberts, S. (2002). Accessible e-Commerce: Crossing the Digital Generation Gap. 3rd Australian Institute of Computer Ethics Conference (AiCE 2002), 30 September 2002, Sydney, New South Wales, Australia, pp. 106-117.
  - - - :star: key paper
        
        Chisnell LR
        Chisnell, A., Lee, A. and Redish, J. (2004) Recruiting and Working With Older Participants. AARP article.
        Available at http://www.aarp.org/olderwiserwired/oww-features/Articles/a2004-03-03-recruiting-participants.html
        
        Redish 2004
        Redish, J. and Chisnell, D. (2004). Designing Web Sites for Older Adults: A Review of Recent Literature. Prepared for AARP December 2004.
        PDF available at http://assets.aarp.org/www.aarp.org_/articles/research/oww/AARP-LitReview2004.pdf
      - articles for recruiting and working with seniors
        
        Making the participants comfortable – making it extra clear up-front what to expect, being extra patient, teaching them something at the end are a few recommendations
        Keeping them on track – many older participants had a lot of stories to tell; keeping focussed requires patience and tact
        Listen for their beliefs about computers and the Web – this is part of their reality and needs to be accounted for in Web site design
        Avoid computer jargon – and take note of the areas, and terms used, on sites that confuse
        Give them time – plan for this as older adults can take up to 25% longer to complete tasks than younger people
        Thinking aloud – when the task becomes complicated, participants may stop talking; sometimes you need to allow for this and go back later to reflect rather than interrupt the silence
        Don’t lead – no matter how tempting it is to help!
        Teach something at the end – for example changing the text size or some keyboard shortcuts
    - - rule
        
        typical User Centred Design (UCD) process needs to be modified when working with older people due to the greater diversity within the elderly
      - guidelines
        
        Much greater variety of user characteristics and functionality
        Finding and recruiting "representative users"
        Conflicts of interest between user groups (including "temporarily able-bodied")
        The need to specify exactly the characteristics and functionality of the user group
        Tailored, personalisable and adaptive interfaces
        Provision for accessibility using additional components (hardware and software)