Abel, Satterfield - 2020 - HCI and User Experience Design Education(2)

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Detailed Table of Contents

Preface.................................................................................................................................................. xv
Acknowledgement.............................................................................................................................xxii
Introduction......................................................................................................................................xxiii
Section 1
Thoughts, Reflections, and Strategies on Accessible Education
Chapter 1
EvolutionofAccessibilityMetadatainEducationalResources............................................................. 1
Salvador Otón Tortosa, Universidad de Alcalá, Spain
Paola Cristina Ingavélez-Guerra, Universidad Politécnica Salesiana, Ecuador
Sandra Sánchez-Gordón, Escuela Politécnica Nacional, Ecuador
Mary Sánchez-Gordón, Østfold University College, Norway
Thischapterpresentsinadescriptiveandvisualwaytheevolutionofaccessibilitymetadataineducational
resources,considering thedifferentorganizationsandprojects thatcontributed in investigationsand
establishmentof standards for their implementation.Thepurpose is to justify the importanceof its
applicationintheoptimalsearchofeducationalresourcesthatrespondstotheneedsandpreferencesof
theuser,consideringthevariabilityoflearningandemphasizingtheevengreaterrequirementswhen
dealingwith studentswithdisabilities.Accessibility is an issue that isdevelopedoptimally, and its
adoptionisincreasing;however,intheareaofvirtualenvironmentsanddigitaleducationalresources,
theuseofaccessibilitymetadataisstillincipientandrequirestobeunderstoodfromitsimplementation
ofcomprehensivemannerandthesuitabilityofitsapplication.
Chapter 2
ReflectionsonInstructionalDesignGuidelinesFromtheMOOCificationofDistanceEducation:
ACaseStudyofaCourseonDesignforAll........................................................................................ 21
Covadonga Rodrigo, Universidad Nacional de Educación a Distancia (UNED), Spain
Francisco Iniesto, The Open University, UK
Ana García-Serrano, Universidad Nacional de Educación a Distancia (UNED), Spain
TherearesomesimilaritiesindevelopingdistanceeducationonlinecoursesandMassiveOpenOnline
Courses(MOOCs)usingthebasisofeLearninginstructionaldesign.However,thetaskofconvertingan
onlinecourseintoaMOOCisnotassimpleasdirectmigrationofeLearningmaterialsandassessment

resources into a MOOC platform. In online learning, learners should be continually influenced by
information,socialinteraction,andlearningexperiences,providingthemwiththeknowledgetocome
upwithnewideastodevelopwithinanengagingcourse.Inthischapter,theprocessofMOOCificationa
distanceeducationonlinecourseon“DesignforAllforanInclusiveandAccessibleSociety”isexplained
andcontextualized.There-factorizationprocesshasbeenbaseduponthequalitymodelusedforMOOCs
atUNEDAbiertaandtheinstructionaldesignbasedonGagné’seventsofinstruction.TheeLearning
activitieswerecompletelyrefactored,alongwiththecontentitself,theinteractionevents,andtheonline
assessmentfollowingtheGardner’smultipleintelligencesproductgrid.
Chapter 3
InclusiveEducationThroughAccessibleMobileSeriousGames........................................................ 38
Angel Jaramillo-Alcázar, Universidad de Las Américas, Ecuador
Santiago Criollo-C, Universidad de Las Américas, Ecuador
Sergio Luján-Mora, University of Alicante, Spain
Accessibilityhasbeendefinedastheabilityofanobjecttobeuseddespitetheconditionordisability
ofaperson.However,itisafeaturethatoftenhasnotbeentakenintoaccountinthedesignofproducts
orservices,andthemobileseriousgamemarketisnoexception.Accessibilityguidelinesweredefined
throughtheconsolidationofdifferentinitiativesandgoodpracticesofvideogamedevelopersaswellas
groupsinterestedinprovidingaccessibilitytovideogames.Oncetheguidelinesweredefined,amethod
forevaluatingtheaccessibilityofmobileseriousgameswasdevelopedandappliedinamobileserious
game.Thepurposeofthisdocumentistoproposeanevaluationtoolforthosewhowishtodevelop
accessiblemobileseriousgamesforpeoplewithimpairmentsandimproveinclusiveeducation.
Chapter 4
UDLinAction:ImplementingStrategiesinaLargeOnlineCourse.................................................... 59
Aisha S. Haynes, University of South Carolina, Columbia, USA
Thischapterdiscussesuniversaldesignstrategiesthatcouldbeimplementedinonlinecourses.Theauthor
discussestheapplicationofuniversaldesign(UD)principlesinalarge(180students)onlineComputer
ApplicationsinHospitality,Retail,andSportManagementcourse.Asurveywascompletedbystudents
todeterminetheimpactofUDstrategiesthatwereincorporatedinthecourse.Theresultsshowedthe
abilitytouselearningaidswhencompletingassignments,receivinginstantfeedbackonassignmentsand
theabilitytocompletecourseassignmentsunlimitedtimesbeforetheduedateareimpactfultostudent
learning.ThepurposeofthischapteristoprovideeducatorswithabankofUDstrategiesthatcanbe
usedinonlinecourses.
Chapter 5
HCIandUserExperienceDesignEducation:PrinciplesforEthicalandResponsiblePracticesin
InclusiveResearchandApplication...................................................................................................... 80
Troy Abel, University of North Texas, USA
Debra Satterfield, California State University, Long Beach, USA
Athoroughandrobustunderstandingofresponsibleandethicalpractices inUXisessential touser
experiencedesigners.EthicalUXpracticesincludeauthenticinclusion,vulnerabilityinparticipants,the
inclusionofIRB-protectedgroupsinresearch,toleranceforriskandmotivation,truthinresearch,fair
andrespectfulconduct,informedconsent,culturalsensitivity,accessibilityinUXprocesses,stigmatized

populations, idiosyncratic populations, right to privacy, and an understanding of ADA-compliant
accommodationsbyUXresearchersandparticipants.Thischapterwillintroducetheseprinciplesas
wellasdemonstrateonepossibleapplicationinanundergraduatedesignclassroom.
Chapter 6
PhysicalAccessDifficultiesatEducationalInstitutionsExperiencedbyPeopleWithVisual
Impairment............................................................................................................................................ 96
Paola Manquillo-Manquillo, Universidad de La Rioja, Spain
Katerina Psegiannaki, Universidad Internacional de La Rioja, Spain
Theobjectiveofthischapterwastoassesstheimpactthathaptictoolshaveontheexperienceofpeople
withsomekindofvisualimpairmentwhenaccessingabuilding.Theanalysiswasperformedthrough
theapplicationofacasestudycarriedoutinthefacilitiesoftheCenterforTeleinformaticsandIndustrial
ProductionoftheNationalLearningServiceinPopayán,Colombiawiththeparticipationoffivepeople.
Takingintoaccounttheprinciplesofuniversaldesign,theanalysisconsideredpeoplewithtotalblindness,
partialblindness,andpeoplewithoutvisuallimitation.Participantsprovidedfeedbackandinsightson
theirexperiencelocatingthedesignatedareawithandwithoutthesupportofdefinedhaptictools.The
studyresultedinasetofdrawbacksthatinfluencethelocationofvisuallyimpairedpeople.Suchfindings
canbetakenintoaccountbypeoplewhowishtomakeprojectsofaccesstophysicalspacesofvisually
impairedpeople.
Chapter 7
AttentionastheBaseoftheDevelopmentofLearningSupportedbyUXDTechnologies................113
Samirna Collazos, Independent Researcher, Colombia
Bayron Mauricio Mazabuel, Universidad Del Cauca, Colombia
Thischapterwasintendedtoemphasizetheneedofuser-centeredtechnologyforthecurrentgeneration
oflearners:“Multipotentielites.”ThescenariosuggeststhatfosteringattentioninMultipotentialitesis
requiredforeffectivelearningbeingempathyandemotionsthekeytoachieveit.Importantconcepts
suchasuserexperiencedesign(UXD)andlearningexperiencedesign(LXD)whereanalyzedhereas
pivotalaspectstoenvisionbothneweducational/learningprocessesandtheenvironments/technologies
that support them.Under this context, thechapter summarized severalperceptions fromexpertsby
highlightingthoseMultipotentialites’qualitiesandskillsthatshouldbestrengthenandexploitedduring
learningprocesseswhereattentionappearstobethenewIQ.
Chapter 8
EducationalApplicationsasaSupportforReadingDisabilityatElementarySchool....................... 127
Jaime Muñoz-Arteaga, Universidad Autónoma de Aguascalientes, Mexico
Readingisanimportantcompetencytobedevelopedforchildreninthefirstyearsofelementaryschool.
Readingbecomesamechanismthatallowsthechildrentointeractwiththeworldandidentifytheir
characteristics.Dyslexiaisonelearningdisabilityfrequentlymanifestedinelementaryschool,andto
identifyit,teachersrequireextraeducativeresources,inparticulareducationalapplications.Thiswork
proposes a process model to design and develop educational applications considering the learning
needsofchildrenwithdyslexia.Itinvolvesauser-centeredapproachbecausedifferentperceptionsof
severalactorsareconsidered.Theperformanceoftheproposedmodelisexploredinacasestudyand
anevaluation,takingintoaccountusabilityandaccessibilityfactors.

Chapter 9
AnalysisoftheUseofVRandHapticDevicesintheTeaching-LearningProcessforBlindPeople153
Mitsari Lucio Alonso, Tecnológico Nacional de México IT Aguascalientes, Mexico
Hugo I. Medellin-Castillo, Universidad Autónoma de San Luis Potosí, Mexico
The inclusion of people with disabilities in society is an issue that is currently becoming relevant.
Thisiswhytechnologyisinaconstantstruggletodeveloptoolsthatmeettheneedsofthissectorof
thepopulationandwithitfulfillthisobjective.Oneofthesedisabilitiesisblindness.Therefore,this
chaptershowsananalysisoftheapplicationofvirtualreality(VR)andhapticdevicesassupporttools
intheteaching-learningofpeoplewithsuchdisabilitiesthroughthestudyofvariousprojectsthathave
implementthesetechnologies,obtainingtheadvantagesanddisadvantagesofferedbytheseresources.
Forthis,ananalysisismadefromthepointofviewofaccessibilitythatitpresentsaswellastheapproach
oftheuser-centereddesign(UCD).
Section 2
Design, Assessment, and Redesign of Technology for Accessible Education
Chapter 10
DesignProcessforAccessibleVirtualRealityLearningEnvironments:AFirstApproach............... 170
Zeoli Antonio Maldonado, Tecnológico Nacional de México IT Aguascalientes, Mexico
Virtualrealityhascapturedtheattentionofpeople.Sincevirtualrealityhasbecomemorerealistic,with
theevolutionofthetechnologyliketheinnovationofsmartphones,ithasbeenmoreaccessibleforsociety,
andmanyindustrieshavebegunresearchontheapplicationofVRfortrainingandforlearningabout
certainspecifictopicsasitallowsreducingaccidentsandmaximizessafety.Theiruseintheeducation
industryhasbeenbestseenasatooltocomplementcertainissuesthatmaybedifficulttounderstand
sinceitcanallowonetovirtuallymovetocertainareasfromsafeareas.However,thedevelopment
virtualenvironmentsisnotfullyspecializedtoimplicitlyincludeandpromotelearning,muchlessthe
considerationofpeoplewithdisabilities.Themainobjectiveofthischapteristhepresentationofadesign
processforthedevelopmentofvirtuallearningenvironmentsthatallowsaccessibility.
Chapter 11
RedesigningtheUserInterfaceofaLearningPlatformforSocialEngineeringIntegratingWeb
AccessibilityBasics............................................................................................................................ 184
José Guadalupe Arceo-Olague, Universidad Autónoma de Zacatecas, Mexico
Jorge Ortiz-Reyes, Universidad Autónoma de Zacatecas, Mexico
Roberto Solís-Robles, Universidad Autónoma de Zacatecas, Mexico
Huizilopoztli Luna-García, Universidad Autónoma de Zacatecas, Mexico
Oscar Osvaldo Ordaz-García, Universidad Autónoma de Zacatecas, Mexico
Hamurabi Gamboa-Rosales, Universidad Autónoma de Zacatecas, Mexico
Carlos Eric Galván-Tejada, Universidad Autónoma de Zacatecas, Mexico
Jorge Issac Galván-Tejada, Universidad Autónoma de Zacatecas, Mexico
José María Celaya-Padilla, CONACyT, Universidad Autónoma de Zacatecas, Mexico
Manuel Agustín Ortiz-López, Universidad de Córdoba, Spain

Theobjectiveof this chapter is to identifywebaccessibilityproblems inorder to fulfill thedesign
guidelines.Accordingtotheproposal,accessibilityisassessedthrougheasychecksoftheimplementation
ofthesocialengineeringeducationalplatform.Asafirstphase,thedevelopercarriesoutthisevaluation
andhisresultsareanalyzed.Thesecondphasesolvestheidentifiedproblemsoratleasttriestogive
themasolutionimplementingaredesignontheplatform;inthesameway,theresultsareanalyzed.In
thethirdphase,aproposalismadeoftheimprovementsthatcanbeintroducedintheredesignofthe
userinterfaceinawaythatbestcomplieswiththewebaccessibility.Theproblemidentifiedshowsthe
difficultyofimplementingtheaccessibilityguidesandtheneedtoproposeaccessibilityimplementation
guidelinesthatguaranteetheircompliance.
Chapter 12
ASoftwareTestingProcessBasedinGamificationforChildrenWithDownSyndrome.................. 204
Alfredo Mendoza González, National Institute of Statistics and Geography, Mexico & 
Universidad Autónoma de Zacatecas, Mexico
Evaluatingsoftwareimplieschallengingusers’abilitiesduringaperiod,applyingseveralassessments,and
analyzingtheirevolution.Thisprocessmightturnunpleasantandstressful,especiallytothosesusceptible
toanxietyandstress,suchasDownsyndromeusers.Thepoorperformanceofunpleasantusersgenerates
unrealresults.Agamifiedapproachforsoftwaretestingisproposedthatmaintainsusermotivationand
engagementandreducesanxietyandstress.Commonbehaviorsexpectedareanxiety,stress,unwillingto
work,andingeneral,lackofmotivation.Usinggamification,makesitpossibletosucceedincontrolling
thesecommonnegativebehaviorsandstimulatingthepositiveonesincludingtheMDAframeworkinto
agenericlearnabilityevaluationprocess,linkingthesetwoelementswiththepsychologicalapproach
ofgestalttherapy.Gamifyingthetestingexperienceincreasedthequalityofcommunicationbetween
usersandapplicators;providedafriendly,motivational,andengagingenvironment;andincreasedthe
rateoftestingsuccessandtherangeofpotentialparticipants.
Chapter 13
VirtualCourseofAccessibilityoftheTecnológicoNacionaldeMéxicoandITAguascalientes:
AnalysisandImprovementProposal................................................................................................... 229
Mitsari Lucio Alonso, Tecnológico Nacional de México IT Aguascalientes, Mexico
Thischapterdescribedananalysisandthosederiveddesignimprovementsforanaccessibilitycourse
offeredbyTecnológicoNacionaldeMéxico/ITAguascalientes(ITA).Thecourseisaddressedtotrain
professors for awareness and implementation of educational strategies that allow an accessible and
inclusivelearningenvironment.Enhancementsfoundwereorientedtomakeseasierteachers’taskswhen
generatingstrategiesforthecreationofaccessibleeducationalcontent.Allsuggestionswerederivedfrom
ausabilityanalysisofbothinteractiveelementsandthestructureofthecourseontheon-linelearning
platformMoodle.Thestudywasperformedbyimplementingseveralinternationalstandardsanddesign
guidessuchasthetraditionalwebcontentaccessibilityguidelines(WCAG).
Chapter 14
OntheDevelopmentofHaptic-VirtualLearningSystemsfortheEducationofBlindPeople.......... 249
Raquel Espinosa Castañeda, Universidad Autónoma de San Luis Potosí, Mexico
Hugo Ivan Medellín Castillo, Universidad Autónoma de San Luis Potosí, Mexico

Theconceptofinclusiveeducationgoesbeyondconsideringtheneedsofpeoplewithdisabilities;itrefers
totheprocessofrecognizingthestudents’learningneedsandtoactaccordingtosuchneeds.People
withvisuallimitationsdonotnecessarilyrequiremoreattentionanddedicationthanotherpeople;they
onlyneedtobeinitiallyguidedandtohaveaccessibleinformation.Thus,oneofthemainchallengesof
universaleducationistogenerateinclusiveandassistiveeducationaltechnologies,whichcanbeused
fortheteachingandlearningofpeoplewithdisabilities.Inthischapter,thedevelopmentandassessment
ofhaptic-enabledvirtualrealitylearningsystemsfortheeducationofnon-sightedpeoplearepresented
anddiscussed.Thesevirtualsystemsrepresenttheresearchworkconductedtopromotetheaccessible
educationofblindpeopleandtodeterminetheeffectivenessofvirtualtouchintheeducationofblind
people.
Chapter 15
TowardsaRole-PlayingGameProceduralDungeonGenerationStrategytoHelpDeveloping
WorkingSkills.................................................................................................................................... 274
Esteban A. Durán-Yañez, Tecnológico Nacional de México IT Aguascalientes, Mexico
Mario A. Rodríguez-Díaz, Tecnológico Nacional de México IT Aguascalientes, Mexico
César A. López-Luévano, Universidad Politécnica de Aguascalientes, Mexico
Thischapterdescribestheinsightstowardsaproposaltointegrateaproceduralcontentgenerationstrategy
inacomputerrole-playingusableandaccessiblelearningvideogameforgainingreplayabilitytoencourage
engagementandmotivationinlearners.Inordertoexplainthecontextualissuesofthetopic,thechapter
includesadiscussiononhowcomputerrole-playingvideogamesimpacttheskillsconsideredcrucialfor
theworkinthefuture—abstraction,systemthinking,experimentation,andcollaboration—emphasizing
theimportanceofusabilityandaccessibilitytoensureeffectivenessoftheproposal.Afirstapproachof
acomputerrole-playingvideogameispresentedtoprovideanillustrativeexample.Theprototypewill
serveforfutureevaluationswithpeopleforusabilityandaccessibility.
Compilation of References............................................................................................................... 297
About the Contributors.................................................................................................................... 331
Index................................................................................................................................................... 338