We surveyed 70 mobile app creators (34 professionals and 36 students learning mobile app creation) to understand their perceptions toward creativity and accessibility.We found mobile app creators who treated design constraints as creative constraints naturally included accessibility, but those with the freedom of unrestricted aesthetic design often disregarded accessibility.Our research suggests that we can change negative perceptions toward accessible design by making it an integrated part of the creative process.

Few instructors include accessibility in computing education curriculum despite its importance in the computing field. Prior work on accessibility and CS education vary on what accessibility knowledge is appropriate for future computing professionals and is covered mainly in Human-Computer Interaction (HCI) and web design courses. In practice, there is no comprehensive list of learning objectives to characterize Accessibility as a competency even though it is an increasingly desired skillset across computing broadly. Moreover, in the soon-to-be-released CS2023, the Accessibility Knowledge Unit is nested within HCI. This placement fails to highlight the role accessibility plays throughout the CS curriculum, nor does it provide sufficient structure to guide CS educators. Thus, these efforts may not be enough to prepare future tech professionals with adequate accessibility skills to meet growing industry demand. We argue that Accessibility should be its own Knowledge Area within the CS curriculum. We present a set of knowledge units with topics and illustrative learning objectives for an Accessibility Knowledge Area in Computing Education. These objectives were produced through synthesizing computing education and accessible computing literature and discussions among the authors, who are subject matter experts in both computing education and accessibility. In this position paper, we make the case that Accessibility should be incorporated into computer science across the curriculum beyond just HCI, and we demonstrate how the knowledge units spans the different facets of computing. In addition to highlighting the cross-curriculum importance of Accessibility, the presented Knowledge Area outline provides structure for future work in creating teaching resources and guiding curricular integration.

Examinations of intersectionality and identity dimensions in accessibility research have primarily considered disability separately from a person’s race and ethnicity. Accessibility work often does not include considerations of race as a construct, or treats race as a shallow demographic variable, if race is mentioned at all. The lack of attention to race as a construct in accessibility research presents an oversight in our field, often systematically eliminating whole areas of need and vital perspectives from the work we do. Further, there has been little focus on the intersection of race and disability within accessibility research, and the relevance of their interplay. When research in race or disability does not mention the other, this work overlooks the potential to better understand the full nuance of marginalized and “otherized” groups. To address this gap, we present a series of case studies exploring the potential for research that lies at the intersection of race and disability. We provide examples of how to integrate racial equity perspectives into accessibility research, through positive examples found in these case studies and reflect on teaching at the intersection of race, disability, and technology. This paper highlights the value of considering how constructs of race and disability work alongside each other within accessibility research studies, designs of socio-technical systems, and education. Our analysis provides recommendations towards establishing this research direction.

Accessibility is an important skillset for computing graduates, however it is commonly not included in computing curriculums. The goal of this workshop is to bring together the relevant stakeholders who are interested in adding accessibility into the curriculum (e.g. computing educators, accessibility researchers, and industry professionals) to discuss what exactly we should be teaching regarding accessibility. The format of the workshop works to support two main goals, to provide a consensus on what should be taught by computing educators regarding accessibility and to provide those who have taught accessibility a chance to share and discuss what they have found to be successful. As a part of this workshop, we plan to draft a white paper that discusses the learning objectives and their relative priorities that were derived in the workshop.

We present the first large-scale longitudinal analysis of missing label accessibility failures in Android apps. We developed a crawler and collected monthly snapshots of 312 apps over 16 months. We use this unique dataset in empirical examinations of accessibility not possible in prior datasets. Key large-scale findings include missing label failures in 55.6% of unique image-based elements, longitudinal improvement in ImageButton elements but not in more prevalent ImageView elements, that 8.8% of unique screens are unreachable without navigating at least one missing label failure, that app failure rate does not improve with number of downloads, and that effective labeling is neither limited to nor guaranteed by large software organizations. We then examine longitudinal data in individual apps, presenting illustrative examples of accessibility impacts of systematic improvements, incomplete improvements, interface redesigns, and accessibility regressions. We discuss these findings and potential opportunities for tools and practices to improve label-based accessibility.

We conduct the first large-scale analysis of the accessibility of mobile apps, examining what unique insights this can provide into the state of mobile app accessibility. We analyzed 5,753 free Android apps for label-based accessibility barriers in three classes of image-based buttons: Clickable Images, Image Buttons, and Floating Action Buttons. An epidemiology-inspired framework was used to structure the investigation. The population of free Android apps was assessed for label-based inaccessible button diseases. Three determinants of the disease were considered: missing labels, duplicate labels, and uninformative labels. The prevalence, or frequency of occurrences of barriers, was examined in apps and in classes of image-based buttons. In the app analysis, 35.9% of analyzed apps had 90% or more of their assessed image-based buttons labeled, 45.9% had less than 10% of assessed image-based buttons labeled, and the remaining apps were relatively uniformly distributed along the proportion of elements that were labeled. In the class analysis, 92.0% of Floating Action Buttons were found to have missing labels, compared to 54.7% of Image Buttons and 86.3% of Clickable Images. We discuss how these accessibility barriers are addressed in existing treatments, including accessibility development guidelines.

To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that can often be challenging for these learners. Since instructors and students collaborate using a mix of technology, we investigated the technology needs of neurodiverse teams comprised of autistic and non-autistic students. We interviewed seven autistic students and five employees of disability services in higher education. Our analysis focused on technology stakeholder values, stages of small-group development, and Social Translucence -- a model for online collaboration highlighting principles of visibility, awareness, and accountability. Despite motivation to succeed, neurodiverse students have difficulty expressing individual differences and addressing team conflict. To support future design of technology for neurodiverse teams, we propose: (1) a design space and design concepts including collaborative and affective computing tools, and (2) extending Social Translucence to account for student and group identities.

As the quality of natural language generated by artificial intelligence systems improves, writing interfaces can support interventions beyond grammar-checking and spell-checking, such as suggesting content to spark new ideas. To explore the possibility of machine-in-the-loop creative writing, we performed two case studies using two system prototypes, one for short story writing and one for slogan writing. Participants in our studies were asked to write with a machine in the loop or alone (control condition). They assessed their writing and experience through surveys and an open-ended interview. We collected additional assessments of the writing from Amazon Mechanical Turk crowdworkers. Our findings indicate that participants found the process fun and helpful and could envision use cases for future systems. At the same time, machine suggestions do not necessarily lead to better written artifacts. We therefore suggest novel natural language models and design choices that may better support creative writing.

Accessibility issues in mobile apps make those apps difficult or impossible to access for many people. Examples include elements that fail to provide alternative text for a screen reader, navigation orders that are difficult, or custom widgets that leave key functionality inaccessible. Social annotation techniques have demonstrated compelling approaches to such accessibility concerns in the web, but have been difficult to apply in mobile apps because of the challenges of robustly annotating interfaces. This research develops methods for robust annotation of mobile app interface elements. Designed for use in runtime interface modification, our methods are based in screen identifiers, element identifiers, and screen equivalence heuristics. We implement initial developer tools for annotating mobile app accessibility metadata, evaluate our current screen equivalence heuristics in a dataset of 2038 screens collected from 50 mobile apps, present three case studies implementing runtime repair of common accessibility issues, and examine repair of real-world accessibility issues in 26 apps. These contributions overall demonstrate strong opportunities for social annotation in mobile accessibility.

Mobile accessibility is often a property considered at the level of a single mobile application (app), but rarely on a larger scale of the entire app "ecosystem," such as all apps in an app store, their companies, developers, and user influences. We present a novel conceptual framework for the accessibility of mobile apps inspired by epidemiology. It considers apps within their ecosystems, over time, and at a population level. Under this metaphor, "inaccessibility" is a set of diseases that can be viewed through an epidemiological lens. Accordingly, our framework puts forth notions like risk and protective factors, prevalence, and health indicators found within a population of apps. This new framing offers terminology, motivation, and techniques to reframe how we approach and measure app accessibility. It establishes how app accessibility can benefit from multi-factor, longitudinal, and population-based analyses. Our epidemiology-inspired conceptual framework is the main contribution of this work, intended to provoke thought and inspire new work enhancing app accessibility at a systemic level. In a preliminary exercising of our framework, we perform an analysis of the prevalence of common determinants or accessibility barriers. We assess the health of a stratified sample of 100 popular Android apps using Google's Accessibility Scanner. We find that 100% of apps have at least one of nine accessibility errors and examine which errors are most common. A preliminary analysis of the frequency of co-occurrences of multiple errors in a single app is also presented. We find 72% of apps have five or six errors, suggesting an interaction among different errors or an underlying influence.

In a neurodiverse team, such as one comprised of students with autism and neurotypical students, social interaction and cognitive styles differ. We used a Value-Sensitive Design (VSD) approach to explore the role of technology in supporting the diverse values of neurodiverse teams. We conducted interviews with higher education disability services staff, followed by interviews with students with autism. We analyzed the students' values using the Q-Methodology. We found that key values of students with autism are: freedom from stigma, individual comfort, social comfort, social connection, and team cohesion. Through a VSD technical investigation, we found that current collaboration and affective technologies focus on supporting social connection and team cohesion. However, these technologies tend to not enable tailoring the user experience for the individual comfort that can benefit autistic users.

We introduce interaction proxies as a strategy for runtime repair and enhancement of the accessibility of mobile applications. Conceptually, interaction proxies are inserted between an application's original interface and the manifest interface that a person uses to perceive and manipulate the application. This strategy allows third-party developers and researchers to modify an interaction without an application's source code, without rooting the phone, without otherwise modifying an application, while retaining all capabilities of the system (e.g., Android's full implementation of the TalkBack screen reader). This paper introduces interaction proxies, defines a design space of interaction re-mappings, identifies necessary implementation abstractions, presents details of implementing those abstractions in Android, and demonstrates a set of Android implementations of interaction proxies from throughout our design space. We then present a set of interviews with blind and low-vision people interacting with our prototype interaction proxies, using these interviews to explore the seamlessness of interaction, the perceived usefulness and potential of interaction proxies, and visions of how such enhancements could gain broad usage. By allowing third-party developers and researchers to improve an interaction, interaction proxies offer a new approach to personalizing mobile application accessibility and a new approach to catalyzing development, deployment, and evaluation of mobile accessibility enhancements.