Assistive Technology Design as a Computer Science Learning Experience

Abstract

As awareness surrounding the importance of developing accessible applications has grown, work to integrate inclusive design into computer science (CS) curriculum has gained traction. However, there remain obstacles to integrating accessibility into introductory CS coursework. In this paper, we discuss current challenges to building assistive technology and the findings of a formative study exploring the role of accessibility in an undergraduate CS curriculum. We respond to the observed obstacles by presenting V11, a cross-platform programming interface to empower novice CS students to build assistive technology. To evaluate the effectiveness of V11 as a CS and accessibility learning tool, we conducted design workshops with ten undergraduate CS students, who brainstormed solutions to a real accessibility problem and then used V11 to prototype their solution. Post-workshop evaluations showed a 28% average increase in student interest in building accessible technology, and V11 was rated easier to use than other accessibility programming tools. Student reflections indicate that V11 can be an accessibility learning tool, while also teaching fundamental Computer Science concepts.