Exploring the design, development and use of websites through accessibility and usability studies
Alan Foley, Syracuse University, United States
Journal of Educational Multimedia and Hypermedia Volume 20, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In this paper, data obtained from a university website accessibility and usability validation process are analyzed and used to demonstrate how the design process can affect the online experience for users with disabilities. Interviews, observations, and use data (e.g. where users clicked on a page or what path taken through a site) were collected. Findings indicate that using automated validation tools does not necessarily ensure complete accessibility. Students with low vision found many of the pages hard to use even though automated validation did not indicate issues for visual disabilities. While the pages were accessible for blind users, low vision students who did not use specialized software had access problems. Findings from this study are used to present principles for web designers interested in creating and testing usable and accessible websites.
Foley, A. (2011). Exploring the design, development and use of websites through accessibility and usability studies. Journal of Educational Multimedia and Hypermedia, 20(4), 361-385. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Learnings From Post-Secondary Students on E-Learning Accessibility and Accessibility Evaluation Methods
Kari Kumar & Ron Owston, York University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 663–669
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