Adaptation and Automation of a Cancellation Test for Evaluation of Exploratory Visual Behavior

Cascaes, Renata; Lameira, Kalill; Sarmanho, Ricardo; Pinheiro, Kelly Vale; Mota, Marcelle Pereira; Pereira, António; Neto, Nelson

doi:10.1145/3274192.3274197

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…Although the awareness about cognitive accessibility has been increasing in the last few years, it is still less than necessary comparing to the current awareness related to visual or hearing disability, for example. In one hand, researches on human-computer interaction in Brazil have advanced on the development of resources and guidelines about specific cognitive disabilities, such as Autism (Britto & Pizzolato, 2018;Melo, Santos, Rivero, & Barreto, 2017) and Dyslexia (Cascaes et al, 2018;de Santana, de Oliveira, Almeida, & Baranauskas, 2012). On the other hand, professionals involved in the web development industry lack fundamental knowledge about how to design inclusive solutions for people with cognitive disabilities, as we evidenced in the results of the survey.…”

Section: Discussionmentioning

confidence: 97%

Cognitive disabilities and web accessibility: a survey into the Brazilian web development community

Britto¹,

Pizzolato

2021

JIS

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Cognitive disabilities include a diversity of conditions related to cognitive functions, such as reading, understanding, learning, solving problems, memorization and speaking. They differ largely from each other, making them a heterogeneous complex set of disabilities. Although the awareness about cognitive disabilities has been increasing in the last few years, it is still less than necessary compared to other disabilities. The need for an investigation about this issue is part of the agenda of the Challenge 2 (Accessibility and Digital Inclusion) from GranDIHC-Br. This paper describes the results of an online exploratory survey conducted with 105 web development professionals from different sectors to understand their knowledge and barriers regarding accessibility for people with cognitive disabilities. The results evidenced three biases that potentially prevent those professionals from approaching cogni-tive disabilities: strong organizational barriers; difficulty to understand user needs related to cognitive disabilities; a knowledge gap about web accessibility principles and guidelines. Our results confirmed that web development professionals are unaware about cognitive disabilities mostly by a lack of knowledge about them, even if they understand web accessibility in a technical level. Therefore, we suggest that applied research studies focus on how to fill this knowledge gap before providing tools, artifacts or frameworks.

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Section: Discussionmentioning

confidence: 97%

Cognitive disabilities and web accessibility: a survey into the Brazilian web development community

Britto¹,

Pizzolato

2021

JIS

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“…Importantly, this study is the continuation of the work started in [23]. In the first study [23], we applied the cars' test to a group of six to nine-years-old students from a private school and presented a quantitative analysis of the collected data, investigating the number of targets identified, number of distractors clicked improperly, the location of the first touch on the screen, and the visual exploration strategy adopted.…”

Section: Introductionmentioning

confidence: 99%

“…Based on the observations made by specialists that followed the whole process [23], we made some modifications in the software in order to make the distribution of the symbols more homogeneous on the screen (or board). Then, in this study, we performed a second test, but this time in a public school with a larger group of children between six and ten-years-old.…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study on the Adaptation and Automation of a Cancellation Test for Children

Cascaes¹,

Lameira²,

Sarmanho³

et al. 2019

JIS

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Tests that evaluate individual strategies of visual exploration may be useful for uncovering deviations from typical development, such as autism spectrum disorder and dyslexia. One subgroup of visual exploration tests, called cancellation tests, requires the identification of specific targets surrounded by distractors. However, the lack of automated versions of these tests limits their availability to a broader audience. In the present paper, we present an automated version of a cancellation test: the cars’ test. The test is designed to be used by specialists, optimizing both its application and the analysis of collected data. First, we evaluated the cars’ test in a group of six to nine-years-old children enrolled in a private school, 22 children in total. Then, after some modifications based on the observations made during the first test (increase in the number of targets and distractors on the screen, for example), a second test was performed in a public school with a larger group of children, 82 participants, allowing a better statistical analysis of the collected data. The results suggest that the cars’ test is useful in providing information about visual exploration strategies adopted by children and is in agreement with the results of similar tests found in the literature.

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A survey on the awareness of brazilian web development community about cognitive accessibility

Britto¹,

Pizzolato

2019

Proceedings of the 18th Brazilian Symposium on Human Factors in Computing Systems

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Adaptation and Automation of a Cancellation Test for Evaluation of Exploratory Visual Behavior

Cited by 5 publications

References 20 publications

Cognitive disabilities and web accessibility: a survey into the Brazilian web development community

Cognitive disabilities and web accessibility: a survey into the Brazilian web development community

An Empirical Study on the Adaptation and Automation of a Cancellation Test for Children

A survey on the awareness of brazilian web development community about cognitive accessibility

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