Universal Access in Human–Computer Interaction. Human and Technological Environments

Abstract

The present document assesses the impact of learning cognitive disorders on accessing online resources. This paper relates to Human Factor and Systems Interaction since it covers the wider social concerns leading to improved access to computers and system by currently disadvantaged groups in this paper focuses on people with cognitive learning disorders. This is a thought exercise study and examines how technology, represented by online resources, is made available without discriminating against those with learning cognitive disorders. The learning impact has been assessed by the Human Factors based methods of Soft Systems Methodology (SSM), Usability Engineering (UE) and Ontology Sketch Modelling (OSM). The major finding of the study is that whilst there are tools that make access to many resources more equitable, there is still limited understanding of how those with cognitive disorders assimilate information. In addressing this aspect, the present document has examined the wider role of semantic web technology that by introducing codification of context and pragmatics can improve the presentation of knowledge such that those with cognitive learning disorders can achieve non-discriminatory access to online resources. The aim of this paper is to consider how online resources are presented to ensure that irrespective of the level of cognitive impairment the semantic value of resources is conveyed equally to all users. From this study, a few key lessons were learned from examining the impact of learning cognitive disorder on accessing online resources. The impact can be minimal since guidelines and web standards if followed ensure sites and systems have adequate accessibility and usability design or built into the interfaces from the beginning. Also, it could be argued for greater built-in support to allow for less reliance on 3rdparty aid tools since while that would give benefit to users with cognitive learning disorders it would also benefit all users since it is natural to take advantage of tools which can benefit the overall work process. Finally, a future study should cover a more in-depth assessment which could involve a blind test of tasks with a mixture of people with and without learning disabilities to ensure a more in-depth examination of the impact of learning cognitive disorders on accessing online resources. © Springer International Publishing AG 2017.