Inclusivity as Learning Outcome: A Case in Digital Design

Responding to a need

Human-centered principles that embrace user diversity and inclusivity are fundamental to good engineering design practice. Unfortunately, these aspects are often overlooked or undervalued, sometimes perceived by students as peripheral to the core engineering curriculum. To address this, inclusivity has been embedded as a core learning outcome in EBU6305 (Interactive Media Design and Production). This module, which focuses on digital multimedia, places inclusivity at the forefront by raising awareness of user diversity, accessibility issues, and the need for inclusive design. The large student cohort gains firsthand experience and understanding through practical examples, exercises, the use of simulators, and in-class group discussions.

The Approach

The approach to raising awareness about inclusivity, user diversity, and accessibility issues involves active and experiential learning. Learners are frequently placed in the shoes of their intended users, spanning a range of abilities and circumstances. They delve into the intricacies of designing and implementing interactive digital systems while the critical importance of inclusivity as a core learning objective is emphasised.

Role Play: In pairs, learners simulate a deaf partner scenario by communicating silently, revealing the challenges of lip reading and the limitations of common strategies like changing pace or over-articulating. Group discussions follow, focusing on implications for digital design and the necessity of alternative communication methods.

Media Demonstrations: Videos from organisations like the National Autistic Society illustrate sensory and cognitive overload effects. These demonstrations spark discussions on effective media use, sensory complexities, and interface design strategies to prevent user overwhelm.

By engaging in these exercises and discussions, students not only develop empathy but also learn to critically evaluate design choices that cater to diverse abilities and circumstances. They are empowered to create inclusive technological solutions that enhance accessibility and remove barriers in digital interactions. Prioritising inclusivity as a foundational design principle equips students not just with technical skills but also with a compassionate advocacy for accessibility and inclusivity.

Simulations: These provide a controlled environment to experience various conditions. Simulating colour blindness, peripheral vision, and tunnel vision helps learners grasp the impact on visual design and the pitfalls of relying solely on colour for information encoding.

Challenges: Using dyslexia and tremor simulators, learners experience the difficulties of reading text quickly and interacting precisely with digital systems. These exercises prompt discussions on designing text for readability and optimising interface controls based on principles like Fitt's Law.