Interest in learning American Sign Language (ASL) is growing across higher education institutions in North America, as reflected in rising enrollments. Yet this growth is constrained by limited program availability and few opportunities to practice outside the classroom. AI-based technologies show promise for supporting ASL learning, but educators – who bring essential pedagogical, linguistic, and cultural expertise – have been largely absent from conversations on the design of these tools, with prior work focusing primarily on learners. To address this, we conducted formative interviews with eleven Deaf and one hearing ASL instructor, followed by two focus groups with six Deaf educators, to examine how AI tools could support ASL education. Findings revealed priorities for technology design and considerations for integration into existing pedagogical practices, with attention to curricular, linguistic, and access factors. We offer insights for designing and researching technologies aimed at (1) providing adaptive, structured feedback on signing performance and (2) supporting immersive conversational practice with virtual signing partners.

Location-based games (LBGs) merge digital play with physical environments, creating hybrid spaces that require players to navigate complex trust dynamics. Despite their global popularity, LBGs introduce unique challenges around fairness, safety, and privacy, spanning interactions among players, game systems, local communities, and non-players in shared public spaces. To examine how trust is perceived, built, and sustained in these environments, we conducted in-depth interviews with 26 players of four major LBGs: Pokémon GO, Monster Hunter Now, Ingress, and Pikmin Bloom. Using reflexive thematic analysis, we identified dynamics of trust across four trustor–trustee relationships: player–system, player–player, player–community, and player–non-player in five key aspects: fair play, location privacy, online vetting, hybrid interaction, and public play. Drawing on our findings, we propose a trust model for analyzing and designing trust in LBGs as hybrid spaces, and we outline design implications aimed at strengthening trust building and sustaining trustworthy interactions across the LBG ecology.

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.

Figure 1: Designing for differences in colour vision, such as colour vision deficiency poses challenges for designers.To assist with this a wide body of academic literature has been developed.Given a piece of digital visual media (Left) this assistance either provides designers tools to enable adaptation (Middle-Top) or guidelines to follow (Middle-Bottom).The intended outcome of these aids is digital designs accessible to those with colour vision deficiency (Right).This survey collates and analyses these approaches.

Alternative text (alt text) or image descriptions for scientific figures make them accessible to screen reader users.Yet, generating high-quality alt text remains a significant challenge, particularly for people lacking subject-matter expertise.Emerging AI tools, such as generative AI, can help people understand contexts where they lack subject expertise.This work explores how university Disability Services Office (DSO) professionals write alt text for scientific figures without subject expertise.We conducted a user study with 12 DSO professionals who authored alt text for scientific figures, first without and then using generative AI.We assessed the participants' processes for alt text generation and their confidence in the resulting output.We also conducted semi-structured interviews to understand DSO professionals' experiences with the alt text generation.Our findings reveal that AI assistance improved participants' confidence and efficiency, but introduced new challenges for interaction and trust.Participants expressed caution about relying on AI-generated descriptions without sufficient domain knowledge and editing.These insights highlight the need for AI-augmented tools that better scaffold the alt text writing process for accessibility professionals.

Typography remains an underexplored aspect of accessibility despite its significant impact on readability and inclusive design.While the Web Content Accessibility Guidelines (WCAG) address factors like color contrast, spacing, and scalability, it offers limited guidance on typographic variables such as font style, size, and letterforms.Through this study, we investigated the state of typographic accessibility.We summarized 24 actionable guidelines from 10 academic and industry sources, evaluating how these guidelines are supported across seven widely used font libraries.Our findings reveal that font libraries lack accessibility support, showing a significant gap between knowledge and implementation.As one of the few studies to systematically assess text accessibility resources and tool support, we provide early guidance on integrating accessibility feedback into design workflows.We call for broader industry recognition and future efforts to reform standardized text accessibility guidelines and integrate their evaluation in design tools.

Tasks in augmented reality (AR), such as 3D interaction and instructional comprehension, are often designed for users with uniform sensory abilities. Such an approach, however, can overlook the more nuanced needs of Deaf and Hard of Hearing (DHH) users who might have reduced auditory perception. To better understand these challenges, our study utilized the single-player AR game Angry Birds AR as a probe to explore how 11 DHH participants and 15 hearing participants experienced AR interactions. Our findings highlight that DHH users prefer interaction based on context, effective haptic cues, audio cue substitutes, and clear instructional design. We, therefore, propose the following design recommendations to enhance the accessibility of AR for DHH users. This includes customizable UI options, modular feedback systems, and virtual avatars for sign language instructions.

Cultural background influences aesthetic web design preferences, and aesthetic design impacts accessible design. However, limited research has focused on this intersection of cultural background and accessible web design. With the majority of HCI and design resources originating from the Global North, we investigated the conflicts experienced due to the cultural background of digital designers from the Global South and current web accessibility guidelines. We conducted a design activity and interview study with 10 designers from five countries in the Global South to identify how current web accessibility guidelines conflict with our participants’ cultural design preferences. We found there are specific cultural challenges encountered in accessible web design, both at the design level (e.g., typography and color scheme) and within broader societal contexts (e.g., designer-client interactions). Our paper also offers suggestions from our participants to make the accessible design process more culturally inclusive by improving the web accessibility resources to become culturally customized and engaging more cultural perspectives in accessibility research and education.

A current trend in mobile user interface design is to provide alternative color modes (ACMs), such as light mode, dark mode, and high contrast mode, to improve people’s interaction experiences according to their vision access needs and/or the environment. For example, high contrast mode can improve UI visibility for people with low vision and for people using their smartphones in bright sunlight. However, little is known about the experiences of people using ACMs. To address this, we interviewed 29 people with and without vision impairments to discuss the benefits and challenges of ACMs. We found that while ACMs are beneficial, the current implementation results in accessibility and usability issues, particularly for people with vision impairments (e.g., negative health consequences and affected work performance). Using our findings, we outline steps the HCI community should consider to address current limitations and improve future ACMs.

Shared Augmented Reality (Shared AR) is an emerging technology that enables multiple users to interact synchronously within a collocated AR environment. Yet, there is limited research on the group interactions and dynamics in Shared AR, particularly in the context of gaming. To address this gap, we investigate Shared AR group interactions using a phone-based Shared AR mobile game called Urban Legends . Through in situ observations, focus groups, and one-on-one interviews with 22 participants, we examine how users collaborate and communicate within the game. Our findings reveal that while verbal communication predominates, non-verbal cues are often overlooked by collocated participants, and users initially struggle to recognize the expansive virtual space and the need for physical movement. Over time, users adapt to the hybrid environment, demonstrating increasing spatial awareness and more dynamic collaboration. Based on these insights, we present a suite of design recommendations for enhancing spatial awareness, supporting multi-modal communication, and fostering engaging group dynamics in future Shared AR applications.

Financial technology (fintech) has a growing impact on economic and social participation due to the increasing adoption of online banking and digital payments in everyday life. As fintech interests emerge in academic and industry work across the globe, critical needs and opportunities arise for ASSETS communities to lead and shape the discourse on accessible fintech. This workshop will bring together a diverse group of researchers and practitioners interested in developing a research agenda on designing accessible and inclusive fintech. We will take a timely step towards building a community to support continued discussion on the complex cultural and social contexts around fintech.

Sensory-intensive and attention-demanding tasks like visual scanning, interacting with 3D objects, comprehending and following instructions, etc. are becoming more common in Augmented Reality (AR) environments as the technology expands through diverse fields. It is important to understand how these types of tasks are experienced by Deaf and Hard of Hearing (DHH) people, especially if those tasks involve any sound or compete with attention shifts (e.g., observing someone signing) in both real and virtual environments. Our current research specifically aims to identify the challenges that DHH users encounter when engaging in visual scanning in an AR environment. Using Angry Birds AR as a probe in our research, 11 DHH participants, with varying hearing abilities played seven rounds of the game, followed by a short structured interview and a long semi-structured interview. Our findings revealed that subtle audio cues and excessive visual indicators impacted participants’ performances negatively. Additionally, they positioned themselves strategically for maximum spatial awareness but faced challenges with AR visual cues due to the lighting conditions in the real environment. We further suggested design implications such as customizable, user-friendly haptic and textual feedback, and intelligent spatially aware mechanisms for AR.

Web accessibility is essential for ensuring that all individuals, regardless of their physical or cognitive abilities, can access and effectively use the internet. This principle is fundamental as digital platforms increasingly become primary channels for education, communication, commerce, and entertainment. Our study critically evaluates the effectiveness of accessibility overlays, which are third-party tools that claim to enhance website usability for people with disabilities. Specifically, we focused on the experiences of blind and low-vision users, who are disproportionately impacted by poor web accessibility. Through a combination of online surveys and interviews, we engaged with participants who employ a variety of assistive technologies to navigate the web. The empirical evidence gathered paints a troubling picture: despite their intended purpose, accessibility overlays often fail to deliver on their promises and, in many cases, increase existing challenges. Participants frequently reported that these overlays conflicted with their assistive technologies, leading to reduced functionality and increased frustration. This points to a significant misalignment between the design of these tools and the real-world needs of users. The study highlights the pressing need to move away from superficial technological fixes and towards deeper, more meaningful engagement with the needs of disabled users. This involves embracing user-centered design practices that integrate accessibility considerations from the ground up, ensuring that digital environments are truly inclusive. By prioritizing comprehensive, well-integrated solutions over patches like overlays, we can foster a more accessible and equitable digital landscape.

Postcolonial and decolonial computing examines how technology design and adoption can perpetuate subtle dimensions of coloniality, under-represent certain regions (e.g., the Global South, non-Western regions, Indigenous societies), and marginalize them. There has been a growing interest in interdisciplinary research focusing on marginalized communities, including accessibility and participatory research. Despite the rapid expansion of accessibility research in the last decades, little focus is placed on accessibility issues within marginalized societies, hindering them from effectively benefiting from accessibility research discussions and outcomes. The accessibility and HCI communities still lack comprehensive knowledge on conducting interdisciplinary research that includes diverse cultures and experiences from some of the systematically marginalized regions. This workshop will explore the intersection of accessibility, HCI, and cross-regional studies, bringing together researchers and practitioners to foster collaborations, identify under-explored research areas, and develop guidelines to support inclusive research practices.

Analyzing dance moves and routines is a foundational step in learning dance. Videos are often utilized at this step, and advancements in machine learning, particularly in human-movement recognition, could further assist dance learners. We developed and evaluated a Wizard-of-Oz prototype of a video comprehension tool that offers automatic in-situ dance move identification functionality. Our system design was informed by an interview study involving 12 dancers to understand the challenges they face when trying to comprehend complex dance videos and taking notes. Subsequently, we conducted a within-subject study with 8 Cuban salsa dancers to identify the benefits of our system compared to an existing traditional feature-based search system. We found that the quality of notes taken by participants improved when using our tool, and they reported a lower workload. Based on participants’ interactions with our system, we offer recommendations on how an AI-powered span-search feature can enhance dance video comprehension tools.

Co-located collaborative shared augmented reality (CS-AR) environments have gained considerable research attention, mainly focusing on design, implementation, accuracy, and usability. Yet, a gap persists in our understanding regarding the accessibility and inclusivity of such environments for diverse user groups, such as deaf and Hard of Hearing (DHH) people. To investigate this domain, we used Urban Legends, a multiplayer game in a co-located CS-AR setting. We conducted a user study followed by one-on-one interviews with 17 DHH participants. Our findings revealed the usage of multimodal communication (verbal and non-verbal) before and during the game, impacting the amount of collaboration among participants and how their coordination with AR components, their surroundings, and other participants improved throughout the rounds. We utilize our data to propose design enhancements, including onscreen visuals and speech-to-text transcription, centered on participant perspectives and our analysis.

Two-factor Authentication (also known as 2FA or two-step verification) is an authentication method that provides an extra layer of protection to ensure online account security. 2FA methods are used along with other primary authentication methods like PINs and Passwords to verify that the person trying to access any digital account is the person they are claiming to be. However, 2FA methods can be inaccessible for blind and low vision (BLV) users due to the requirement of multiple steps, apps, and/or devices for authentication. In addition, it can be a security risk as screen readers may read out the verification codes to bystanders. To address this, we present Haptic2FA, a haptic-based authentication method to improve 2FA accessibility for BLV users. Here, as a part of the 2FA process, the users are sent a 'haptic pattern' (similar to a one-time passcode in traditional 2FA methods) that they are required to enter or select for verification. Through a usability study with 10 BLV participants, we evaluated haptic patterns and input methods for the haptic patterns in the Haptic2FA method. Through the findings, we discuss the accessibility and usability of the Haptic2FA method.

Emoji are a popular, expressive form of non-verbal communication. However, people often use emoji in ways that result in confusing or cumbersome screen reader output. We created two accessibility support designs: (1) Preview, which displays a basic text transcript of a message with emoji that a screen reader would narrate, and (2) Alert, which summarises potential accessibility issues caused by emoji within a message. We explored our designs using an online survey and provided participants with the option to edit messages that contained emoji, should they choose to do so. We collected 1508 modified messages from 116 sighted participants and conducted a qualitative analysis of the data to identify the strategies participants used when asked to edit a message for accessibility issues and their appreciation of each design. We found that participants preferred the Preview design over Alert since it allows for subjective interpretations of what constitutes an accessible message. We report sighted users' rewriting strategies (e.g., editing the message to move the emoji to the end) and incorrect assumptions about screen readers that would lead to using textual markers that are incompatible with screen readers. We discuss the design implications for future systems for accessible messaging.

One of the most recent developments in augmented reality (AR) technology is co-located collaborative multiplayer AR environments, yet little research has been done to determine how communication and collaboration function in these settings. There is a gap in our understanding of whether these environments are currently accessible for Deaf and Hard of Hearing (DHH) people. Although technical aspects, such as design, implementation, accuracy, etc., of the technologies and users’ behavior with assistive AR technologies, have been covered in plenty of prior literature, very few studies have paid attention to how DHH people communicate and collaborate in co-located collaborative AR environments. As an initial step toward addressing the gap in current literature, our ongoing research focuses on how DHH people communicate and collaborate in a co-located collaborative multiplayer AR environment. As part of our study, we conducted gameplay experiments and one-on-one semi-structured interviews with 17 DHH participants. In this piece of work, among the prominent themes that stood out in our findings, we further discuss communication and collaboration, specifically multi-modal communication (verbal and non-verbal) among users and how multi-modal communication affected their collaboration in the environment.

Accessibility research strives to develop technology that is useful for disabled people, but the research processes that we engage in do not always center disabled people in a way that allows us to shape artifacts so that they benefit disabled communities. In this workshop, we want to address core questions that are relevant in this context: How can research questions be defined in a way that shares power between research teams and technology users? How should research processes be designed to be broadly accessible for disabled people? And what are equitable ways of summarizing and sharing research findings in a way that allows disabled communities to critically appraise findings with us? Through discussion among all attendees, we want to develop a practical guide in disability-centered research that will be made available and further developed as a community resource when engaging in accessibility research.

Teaching accessibility is essential in training technologists and designers. However, the topics of accessibility and disability are vast and intersect with culture (social constructions). Since cultural background is an influential factor in design decisions, which could have implications for accessible design, we wanted to understand whether and how courses at U.S. institutions address the importance of cultural influences when teaching accessibility and disability topics. We surveyed 72 students from U.S. institutions and ran 14 follow-up interviews with students who took technical and non-technical courses. Using reflexive thematic analysis, we found similarities and differences in how technical and non-technical courses approach accessibility teaching. We found a lack of cultural focus in accessibility teaching in the technical courses, which can be improved by adopting teaching approaches from non-technical courses. We also make recommendations to improve course design, such as including people from different cultures and disabilities to help develop courses.

Many digital systems are found to be inaccessible and a large part of the issue is that accessibility is not considered early enough in the design process. Digital prototyping tools are a powerful resource for designers to quickly explore both low and high fidelity design mockups during initial stages of product design and development. We evaluated 10 popular prototyping tools to understand their built-in and third-party accessibility features. We found that accessible design support is largely from third-party plug-ins rather than prototyping tools’ built-in features, and the availability of accessibility support varies from tool to tool. There is potential to improve accessible design by increasing the potential for accessibility to be consider earlier in the design process.

Digital accessibility has become an important topic in the field of HCI, but when looking at accessibility on a global scale, we find that the representation of accessibility research is mostly centered in the Global North with countries that are WEIRD (Western, Educated, Industrialized, Rich, and Democratic). Our paper explores digital accessibility in Iran, focusing exclusively on its national policies on accessibility. Iran is a non-WEIRD country located in the Global South, with no reports on its digital accessibility status from the Global Initiative for Inclusive Information and Communication Technologies (G3ict). We found that there is not enough focus on accessibility in Iran’s regulations and we conclude our paper by recommending directions for improving this situation such as HCI and disability organizations in Iran cooperating with G3ict.

Website builders enable individuals without design or technical skills to create websites. However, it is unclear if modern websites created by website builders meet accessibility standards. We reviewed six popular website building platforms and found a lack of accessibility support. Wix provided the most comprehensive accessibility documentation and robust accessibility features. However, during an accessibility audit of 90 Wix webpages, we found many accessibility issues, raising concerns about how users are supported.

Many daily tasks rely on accurately identifying and distinguishing between different colours. However, these tasks can be frustrating and potentially dangerous for people with Colour Vision Deficiency (CVD). Despite prior work exploring how pattern overlays on top of colours can support people with CVD, the solutions were often unintuitive or required significant training to become proficient. We address this problem by creating two new colour patterns (ColourIconizer, ColourMix). We evaluated these patterns against a previously published colour pattern (ColourMeters) using an online evaluation with three new colour identification tasks (Selection Task, Transition Task, Sorting Task). ColourMeters helped with the Transition Task, but struggled with the Selection and Sorting Tasks. Conversely, ColourIconizer helped with the Selection and Sorting Tasks but struggled to help on the Transition Task. ColourMix provided general assistance on all tasks. Our combined results help inform and improve the design of future colour patterns.

Virtual workspaces rapidly increased during the COVID-19 pandemic, and for many new collaborators, working remotely was their first introduction to their colleagues. Building rapport is essential for a healthy work environment, and while this can be achieved through non-textual responses within chat-based systems (e.g., emoji, GIF, stickers, memes), those non-textual responses are typically associated with personal relationships and informal settings. We studied the experiences of new collaborators (questionnaire N=49; interview N=14) in using non-textual responses to communicate with unacquainted teams and the effect of non-textual responses on new collaborators’ interpersonal bonds. We found new collaborators selectively and progressively use non-textual responses to establish interpersonal bonds. Moreover, the use of non-textual responses has exposed several limitations when used on various platforms. We conclude with design recommendations such as expanding the scope of interpretable non-textual responses and reducing selection time.

Digital designers often do not make their work accessible (e.g., websites failing criteria set by the W3C's Web Content Accessibility Guidelines), and accessible design research discusses many solutions to address this problem (e.g., teaching accessibility within university design and technical courses). However, prior research in this area typically does not acknowledge whether recommendations and resources to support accessible design are suitable for all digital designers due to different training pathways and job support structures (e.g., large-company vs. rural and self-employed designers or designers who learned their skills outside of formal education settings). We interviewed 20 digital designers from rural and urban areas, as well as working from home and remotely, to understand the challenges they experience in making accessible content within the context of their workplace. We find that job support structures mediate the effectiveness of current accessible design recommendations and resources, and we suggest how to improve accessible design support to meet the needs of under-resourced designers.

A Personal Identification Number (PIN) is a widely adopted authentication method used by smartphones, ATMs, etc. PINs offer strong security and can be reset when compromised (unlike biometric authentication). However, PINs can be inaccessible for blind or low vision (BLV) users due to screen readers voicing PINs to bystanders or potential shoulder surfing attack risks---bystanders could watch the PIN being entered without the user noticing. To address this, we present OneButtonPIN, an interface to improve PIN entry accessibility and security for BLV users. Here, a single on-screen button, when pressed and held, triggers a haptic vibration sequence. A digit is entered by counting the vibrations and releasing the button. We explored introducing random timings to the vibration sequence to increase security. A week-long evaluation with 9 BLV participants and a security study with 10 sighted participants acting as shoulder surfers demonstrated OneButtonPIN's usability and resilience against eavesdropping.

Listening to podcasts is a popular way for people to spend their time. However, little focus has been given to how accessible podcast platforms are for Deaf and Hard-of-Hearing (DHH) people. We present a DHH-centered accessible podcast platform prototype developed with user-centered design. Our proposed design was constructed through semi-structured interviews (n=7) and prototype design feedback sessions (n=8) with DHH users. We encourage podcast platform designers to adopt our design recommendations to make podcasts more inclusive for DHH people and recommend how podcast hosts can make their shows more accessible.

In interaction or user-centered design practices, it is common to employ interviews and think-aloud techniques to gather data about user behavior. These techniques enable researchers to learn about how users think and use technologies during the design and user testing process. However, such techniques involve accessing audio feedback, which may require workarounds if the researcher identifies as deaf or hard of hearing (DHH). We report on a project led by a DHH researcher in which workarounds to audio access resulted in methodological changes. We discuss the implications of these adjustments.

High-fidelity prototyping tools are used by software designers and developers to iron out interface details without full implementation. However, the lack of visual accessibility in these tools creates a barrier for designers who may use screen readers, such as those who are vision impaired. We assessed conformance of four prototyping tools (Sketch, Adobe XD, Balsamiq, UXPin) with accessibility guidelines, using two screen readers (Narrator and VoiceOver), focusing our analysis on GUI element accessibility and critical workflows used to create prototypes. We found few tools were fully accessible, with 45.9% of GUI elements meeting accessibility criteria (34.2% partially supported accessibility, 19.9% not supporting accessibility). Accessibility issues stymied efforts to create prototypes using screen readers. Though no screen reader-tool pairs were completely accessible, the most accessible pairs were VoiceOver-Sketch, VoiceOver-Balsamiq, and Narrator-Balsamiq. We recommend prioritizing improved accessibility for input and control instruction, alternative text, focus order, canvas element properties, and keyboard operations.

Designers of digital content have access to various resources that they use to help them meet disabled people’s accessibility needs. Disability simulations are one resource, but often criticized for failing to guide digital designers appropriately, and it is unclear if digital designers are aware of the issues surrounding disability simulations. I surveyed 92 digital designers to understand their perspectives toward disability simulations (both perceived advantages and disadvantages). I then shared work process challenges faced by digital designers and their reasons for using disability simulations with 17 people with vision impairments to facilitate a discussion on this topic. The interviewees discussed ideas that suggest many paths can be explored to connect digital designers and disabled people, in general, to reduce reliance on simulations, and a change is needed within workplace processes, culture, and staffing to further support positive change. There are research opportunities to investigate establishing avenues for connecting digital designers and disabled people in a way that is beneficial to both groups.

Reliable and accessible authentication techniques are required to maintain privacy and security. This is paramount as technology plays an increasing role in our lives. In this paper, we examine the previous work on accessible authentication techniques for blind/low vision people, deaf/hard-of-hearing people, people with cognitive impairments, and people with motor impairments. We seek to identify gaps in the current research to advocate where future efforts are needed to create authentication techniques that will work for everyone. We found a lot of variability in prior work investigating the accessibility of authentication techniques, including shortfalls and gaps in the literature. We make recommendations on the directions future research should take.

Within accessibility research, it is important for researchers to understand the lived experience of participants. Researchers often use in-person interviews to collect this data. However, in-person interviews can result in communication barriers and introduce logistical challenges surrounding scheduling and geographical location. For a recent study involving screen reader users, we used online chat-based platforms to conduct interviews. Unlike in-person interviews, there was little guidance within the field on conducting interviews using these platforms with screen reader users. To understand how effective these platforms were, we collected feedback from our participants on their experience after completing their interview. In this paper, we report on our experience of conducting online chat-based interviews with screen reader users. We present reflections from both the interviewer and participants on their experiences during the aforementioned study, and outline four lessons we learned during the process.

American Sign Language (ASL) classes are typically held face-to-face to increase interactivity and enhance the learning experience. However, the recent COVID-19 pandemic brought about many changes to course delivery methods, primarily resulting in a move to an online format, which had to occur in a short timeframe. The online format has presented students and teachers with many opportunities and challenges. In this experience report, we reflect on the student and teacher perspectives of learning ASL in an online setting. We use our experience to introduce new online ASL class guidelines, videoconferencing improvements, and suggest where future research is needed.

Households contain a variety of surfaces that are used in a number of activity contexts. As ambient technology becomes commonplace in our homes, it is only a matter of time before these surfaces become linked to computer systems for Household Surface Interaction (HSI). However, little is known about the user experience attached to HSI, and the potential acceptance of HSI within modern homes. To address this problem, we ran a mixed methods user study with 39 participants to examine HSI using nine household surfaces and five common gestures (tap, press, swipe, drag, and pinch). We found that under the right conditions, surfaces with some amount of texture can enhance HSI. Furthermore, perceived good and poor user experience varied among participants for surface type indicating individual preferences. We present findings and design considerations based on surface characteristics and the challenges that users perceive they may have with HSI within their homes.

Emoji are graphical symbols that appear in many aspects of our lives. Worldwide, around 36 million people are blind and 217 million have a moderate to severe visual impairment. This portion of the population may use and encounter emoji, yet it is unclear what accessibility challenges emoji introduce. We first conducted an online survey with 58 visually impaired participants to understand how they use and encounter emoji online, and the challenges they experience. We then conducted 11 interviews with screen reader users to understand more about the challenges reported in our survey findings. Our interview findings demonstrate that technology is both an enabler and a barrier, emoji descriptors can hinder communication, and therefore the use of emoji impacts social interaction. Using our findings from both studies, we propose best practice when using emoji and recommendations to improve the future accessibility of emoji for visually impaired people.

Globally, increasing numbers of people experience accessibility issues related to technology use. At the University ofDundee, we have developed a degree programme that aims to graduate socially-aware computing scientists who can develop for a range of access needs. To achieve this, we engage our students on a supported pathway of exploration, empathy and understanding. Students collaborate with user groups of older adults, adults with aphasia, and users of Alternative and Augmentative Communication (AAC). This practical experience leads to an understanding of the needs of the end-user and the need to develop for 'people who are not like me'

Mobile devices are a substantial part of our lives, supporting communication, work, and play. However, situational visual impairments (SVIs) can make completing tasks a challenge (e.g., browsing online in bright sunlight) and poorly designed content can cause or exacerbate SVIs. We surveyed 43 mobile content designers and ran four follow-on interviews to understand what designers currently do regarding SVIs, what resources they know of, and what is required to best support them in designing to reduce SVIs. Our findings highlight key similarities and differences between accessibility and designing to reduce SVIs. Our participants requested improved guidelines, education, and digital design tools for SVIs. To accommodate the growing number of people affected by SVIs and improve the inclusion of accessibility in design, we introduce recommendations that leverage the overlap between accessibility and SVIs to minimise the effort required in extending current design processes.

With the growing popularity of mobile devices, Situational Visual Impairments (SVIs) can cause accessibility challenges. When addressing SVIs, interface and content designers are lacking guidelines based on empirically-determined SVI contrast sensitivities. To address this, we developed BrightLights -- a game that collects screen-content-contrast data in-the-wild that will enable new SVI-pertinent contrast ratio recommendations. In our evaluation with 15 participants, we found significantly worse performance with low screen brightness versus medium or high screen brightness, showing that BrightLights is sensitive to at least one factor that contributes to SVI (screen brightness). Once validated for in-the-wild deployment, BrightLights data will finally help designers address SVIs through their designs.