Using Inclusive Design for People with Cognitive Limitations to

Develop Online Training in the Workplace

Louise Sauvé

, Patrick Plante

, Gustavo Adolfo Angulo Mendoza

, Caroline Brassard

and Guillaume Desjardins

Education Department, Université TÉLUQ, 455, rue du Parvis, GIK 9H6, Québec (QC), Canada

Industrial Relations Department, Université du Québec en Outaouais, 283, boul. Alexandre-Taché, J8X 3X7,

Gatineau (QC), Canada

Caroline.Brassard@teluq.ca, guillaume.desjardins@uqo.ca

Keywords: Inclusive Design, Online Learning Environment, Cognitive Limitations, Literacy.

Abstract: Whether it's downloading applications, doing research, using communication tools, shopping online, filling

out a form or finding directions, having good digital competencies is essential in our contemporary society.

But what about people with cognitive limitations (PCLs)? It appears that more than 31% of PCLs do not have

the basic competencies to face this new digital reality and thus function harmoniously in society. To enable

them to become autonomous in activities requiring the use of the Internet via a tablet, a research and

development project is underway to create TAQ-TIC, an online digital literacy learning environment adapted

to their needs. Using an inclusive design approach that puts the learner at the heart of the creation process, we

validated the design, usability, and pedagogical readability of TAQ-TIC with PCLs. Findings emerged that

allowed us to make recommendations for online training intended for PCLs, notably the addition of navigation

indicators and contextual aids, the cleaning up of screen pages both graphically and textually, and the

predominant use of video-based content.

1 INTRODUCTION

Digital competencies are increasingly sought after by

employers around the world. This workplace trend to

increasingly use digital tools can, at first glance, pose

challenges for those who have not been able to

develop their competencies in this area, either due to

lack of interest or limiting factors. Yet "these skills

are paramount in the current context, marked by

technological innovations that are transforming the

job market and influencing the skills sought by

employers" (MESS, 2019).

In this context, questions emerge. What about the

competencies of workers living with cognitive

limitations? Are these people excluded, for the most

part, from the opportunities offered by the digital

world? How can the development of digital

https:// orcid.org/0000-0001-5362-7104

https://orcid.org/0000-0002-0860-5798

https://orcid.org/0000-0002-4997-678X

https://orcid.org/0000-0003-2097-8201

https://orcid.org/0000-0002-5669-6671

competencies be made accessible to this part of the

population? According to the few firms in Quebec

that hire the majority of people with cognitive

limitations (PCLs) who are in the workforce, it

appears that they do need particular assistance to

face this new digital reality, which is now an

inescapable part of functioning harmoniously at

work and in society (Bourget, Boucher, & Couturier,

2020).

Moreover, it seems obvious to us that society has

a civic responsibility to ensure the social inclusion of

those with cognitive limitations, in the face of the

transformations brought about by digital technology,

by offering them tools and resources to manage as

independently as possible.

With these larger goals in mind, we are

undertaking research and development that aims to

Sauvé, L., Plante, P., Mendoza, G., Brassard, C. and Desjardins, G.

Using Inclusive Design for People with Cognitive Limitations to Develop Online Training in the Workplace.

DOI: 10.5220/0010977900003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 1, pages 49-57

ISBN: 978-989-758-562-3; ISSN: 2184-5026

create an engaging, incremental learning

environment for people living with cognitive

limitations who want to be integrated into the labour

market and society. The environment, called TAQ-

TIC, includes mini-training modules (short video

vignettes), grouped into lessons, that promote

specific learning achievements related to the use of

technology in daily life. These are supported by a

game to encourage learners to playfully review and

consolidate their learning.

This learning environment is to be used to develop

digital skills that PCLs need to function normally as

independent individuals in society, on par with

everyone else (Ruel et al., 2019). Using

communication tools; buying entertainment online;

finding a bus route; creating, storing and filing

documents; downloading applications; doing online

research; and other digital competencies are essential

to integration into society. Consequently, the

development of digital literacy competencies should

increase PCLs’ level of employability and integration

in the workplace, making them more autonomous as

citizens.

In this paper, we first describe the inclusive design

approach used in our research and development to

ensure that the online learning environment meets

design, usability, pedagogical, and readability criteria

specifically for PCLs. According to Tanis et al.,

(2012) and Lussier-Desrochers et al. (2016), it is

necessary to constantly revaluate these aspects when

introducing new devices to PCLs. We then describe

how we adapted our data collection practices with this

clientele to ensure that they were comfortable with

the process and were able to provide us with useful

feedback on the environment’s initial design. Finally,

we present the results obtained during validation of

animated mock-ups that were used to design the

training vignettes and review game, followed by

recommendations for inclusive design for the PCL

population.

2 INCLUSIVE DESIGN

According to Bourget et al. (2020), 42% of Quebec

adults with learning disabilities want more accessible

websites, and these concerns go beyond web

accessibility guidelines. To ensure effective

accessibility and the appropriateness of our design for

PCLs’ learning needs, our methodology relies on an

inclusive design approach commonly used in the

context of digital design. This is a continuous process

of pedagogical and multimedia creation that

considers PCLs’ points of view, experiences, and

situations, realizing that these have often not been

taken into account. The approach, like digital

ergonomics, places the user at the centre of the

creation process and requires a collaborative

approach with practitioner experts in the field

(Hoppestad, 2013; Lallemand & Gronier, 2015) as

well as with the people one wishes to serve. Studies

in the innovation sector show that it is essential to

place the user in the centre of both the design and

development phases for technological solutions

(Boucher, 2015; Quiguer, 2013).

Validation of the animated mock-ups is the first

of three validation steps to be carried out with PCLs.

When the learning environment is programmed, we

plan to test it with a small group in order to confirm

the appropriateness of the ergonomic adaptations

identified during the first validation. Finally we will

carry out real-time testing with a larger group of

PCLs.

Before creating the mock-ups, the project team

met regularly with experts (company personnel and

teachers of PCLs) to identify appropriate digital skills

to be taught, the choice of learning scenarios, and how

best to adapt the learning content for this audience.

After the mock-ups were created, the team met with

PCLs to directly validate the animated mock-ups, as

reported in the rest of this paper.

3 VALIDATION CRITERIA

When validating the TAQ-TIC mock-ups, we focused

on the following dimensions: design adaptability,

usability, and readability (Blanck, 2014; Dagenais,

Poirier, & Quidot, 2012; Langevin et al., 2012;

Williams & Hennig, 2015).

3.1 Design Adaptability

The design of the learning environment’s components

(the user interface, mini-training modules, review

exercises, and review game) must be adapted to the

characteristics of its users (PCLs) (Williams &

Hennig, 2015). Here we are concerned with the type

of screen display, the visual organization of the screen

pages, the choice of colours and contrasts, etc.

(Nogier, Bouillot, & Leclerc, 2013). The role of the

graphical interface is to help PCLs to focus on what

is important. For example, icons should be used

consistently (i.e., a particular icon should be used for

the same function and in the same format throughout

the environment). All pages of a given website must

have the same structure. Consistent formats should be

used for titles, alignment, image layouts, etc. It is

CSEDU 2022 - 14th International Conference on Computer Supported Education

strongly recommended that a web page template be

developed at the start of the process and used for the

design of all pages. Also, an action sequence should

have the same effect throughout the environment. The

terms used in the environment must be consistent: the

same word must always have the same meaning. The

location of menus, buttons, and texts must be the

same for all pages on the site. Finally, the visual

interface must clearly highlight the essential elements

that need the user’s attention (Boucher, 2015;

Kellner, 2008).

3.2 Usability

Usability refers to the quality of navigation in the

learning environment and the degree of its

accessibility (Lussier-Desrochers et al., 2016). In

other words, PCLs using the environment must be

able to perform their actions quickly and intuitively

with as few errors as possible and with easy error

correction. The environment must be clear and

enjoyable to use and understand, even by someone

with little computer knowledge (Fraser, 2018).

Studies find that the problems in technology

reported by PCLs are most commonly associated

with usability and can be solved by appropriate

design of the learning environment (Blanck, 2014;

Chevalier, 2013; Noël, 2017). Wong et al. (2009)

point out that the more steps required to complete an

action with the technology, the greater the

difficulties encountered for PCLs. These issues can

be addressed and by inserting navigation indicators,

contextual aids, etc. and by validating the design

during implementation (Lussier-Desrochers et al.

2016).

3.3 Readability

By readability, we refer to how text, illustration, and

video are formatted to make them easier for users to

read and understand. A readable interface is an

indispensable element of any digital product

(Ergolab, 2003), especially for a learning product for

PCLs (Lussier-Desrochers et al., 2016). The learning

environment must meet certain minimum

requirements with respect to text, video, graphics, and

illustrations. Simplifying the interface, avoiding

distracting elements, and reducing the density of text

are all techniques to make content accessible to PCLs.

For example, the length of video vignettes in relation

to the user's ability to retain information, the type of

illustrations (realistic or more or less abstract), the

font, and other elements may need to be adjusted. For

reading, how text is presented on the screen in terms

of brightness, text/background contrast, space

between lines, length of lines, etc. must also be

considered.

4 THE TAQ-TIC LEARNING

ENVIRONMENT

The TAQ-TIC learning environment, which is

designed to be fun and to be personalized for

individual users, includes five courses. Each course

consists of mini-training modules grouped into

lessons. Each of the modules has a specific learning

objective.

As an example, in the "Working with a Tablet"

training course, 18 lessons are offered. In the "Take

the first steps to use a tablet" lesson, eight video

vignettes (the mini-training modules) must be viewed

to complete the lesson, as shown in Figure 1.

Figure 1: The web page of the lesson "Take the first steps

to use a tablet.

Each lesson provides review exercises and the

option to review using a game once the PCL learner

has completed the lesson (Figure 2).

Using Inclusive Design for People with Cognitive Limitations to Develop Online Training in the Workplace

Figure 2: Reviewing a lesson through play.

Finally, each PCL has a personalized learning

path, showing lessons and their progress, that they

can access at any time. (Figure 3).

Figure 3: An example of a personalized learning path.

5 INITIAL CONTENT AND

DESIGN VALIDATION WITH

EXPERTS

Zoom group meetings with expert resource people

allowed us to prioritize five themes for the

development of digital competencies for people with

cognitive limitations:

 the effective use of a tablet (a device that is

increasingly used in corporate work);

 the financial management of their online bank

account;

 getting around town for work and leisure by

bus, paratransit, and taxi;

 the use of web communication technologies

(Messenger, Duo, Zoom); and

 access to cultural activities such as virtual

libraries and video streaming.

Before PCLs were asked to choose an appealing

game to be integrated into TAQ-TIC for learning

review, the experts recommended that the PCLs be

presented with a limited number of games to avoid

the confusion and stress that can result from too many

choices. The experts then chose an initial set of

possible games, picking six games (two card games,

two action/reaction games, one shooting game, and

one puzzle) from an initial group of 20.

Later, the resource experts commented on the

visual, textual, and audio aspects of the learning

environment mock-ups, suggesting some changes

that we then validated with PCLs.

6 VALIDATION OF THE

LEARNING ENVIRONMENT

WITH PCLs

When we reviewed the research on methods of

collecting data from this clientele, it became clear that

there was little written material on the methodology

to be used, in particular on how to approach these

users to gather as much useful data as possible while

respecting their abilities.

Starting with the expectation that our meetings

should be simple and small, we began with a protocol

of 30-to-45-minute meetings, each with four to six

PCL participants and extra observers. However, we

found that one-on-one, shorter (15 minute) meetings

were more successful due to PCLs’ difficulty

maintaining longer-term concentration. These

individual meetings also avoided the risk of

participants influencing each other. The elements to

be validated were set in advance for each meeting,

and the questions asked of participants were simple

and precise. This approach allowed us to reduce the

PCLs’ anxiety, encourage them to be more talkative,

obtain clear answers to more of our questions, and,

above all, to accurately adjust our design

specifications to the PCLs’ needs.

We conducted five series of individual

interviews, with six participants per series. (Note that

Nielsen (2000) reports that five users typically detect

over 80% of ergonomic errors.) In the interviews we

collected the PCLs’ preferences regarding the choice

and mechanisms of the mini-training modules and the

review game.

CSEDU 2022 - 14th International Conference on Computer Supported Education

In order to better target participants, we asked

teachers about the types of cognitive limitations of

their students. They told us that participants had

significant limitations in intellectual functioning,

including reasoning, planning, problem solving,

abstract thinking, understanding complex ideas,

learning from experiences, memorization, and

attention. They had problems with oral language

(receptive and expressive aspects), written language

(spelling and written production), and reading

(comprehension and word identification). They

showed a general delay in development of fine motor

skills, communication, and comprehension, as well as

a lack of cognitive strategies for problem solving.

They experienced difficulties in perceiving,

discriminating and encoding relevant stimuli, in

quickly understanding numerous or complex

information, and in making connections between

memorized elements.

When recruiting PLCs for our study, the teachers

paid special attention to selecting people with

different limitations in order to obtain the broadest

possible feedback from them.

6.1 Validation of the Game

Participants' comments provided us with valuable

feedback about the game components. PCLs are

looking for both specific benefits and general

entertainment – in short, they play games that they

find fun and engaging. PCLs abandon games for a

variety of reasons as, for example, when the games

are boring, require movement that is too fast for them

to remember or react, or leave them confused about

what to do.

To ensure that we chose a game that PCLs find

appealing, we conducted an initial series of

interviews to find out about their preferences. The

card game Solitaire, as well as the animated game

Save the Girl (which invites them to choose between

two actions), were found to be the most popular.

Shooting games such as Angry Bunnies were not

chosen, despite their general popularity, because

destroying living beings was stressful to the PCLs.

We understood from these discussions that the

game PCLs would prefer should be familiar and

playable within five minutes and should have a very

visual and bright interface. The card game Solitaire

was the first choice of all respondents because they

did not have to learn the rules or how the game works,

reducing the frustration and anxiety that they feel

when learning to play a new game. In addition, they

felt that the game should offer contextual aids to

explain each action that they have to do in the game.

These aids must be accessible in real time, at the time

an action is to be performed.

Following this choice, we adapted our tablet-

based Solitaire Quiz game for the new learning

environment by integrating review questions about

the digital skills training topics. When the player

answers a question, they can earn extra points if they

give the right answer, which increases their game

score. The more effective their learning has been in

the mini-training modules, the higher their game

score will be and the higher they will rank among the

players.

We then conducted a second series of individual

interviews with an animated model of the Solitaire

Quiz game. These provided the following findings:

 With respect to the balance between answering

questions and moving cards, respondents felt

that displaying a question with each card

movement breaks the rhythm of the game.

Instead, to maintain interest they recommended

posing one question for every three to five card

moves.

 The review questions offered in each game

should be directly related to the training content.

Respondents felt that questions should be short,

not exceeding 15 words. They suggested using

an illustration with each question to facilitate

understanding. They also recommended

including a digital voice to read each question,

as they read slowly and may lose interest in the

game if questions take too long to read.

 There should be no more than three items to

choose from in answering a question. Most

respondents are confused about what to answer

when they have four or more choices. Their

preference would be to choose between two

answers (Yes/No, True/False, or any two

statements). In addition, they preferred to have

visual rather than textual responses (Figure 4).

Figure 4: Answer choices in the game.

Using Inclusive Design for People with Cognitive Limitations to Develop Online Training in the Workplace

 They very much appreciated the use of feedback

to comment on their answer, whether right or

wrong. This feedback allows them to understand

their mistakes. Respondents indicated that the

feedback should be short.

Figure 5: Score at the end of the game.

 Most respondents were surprised by a display

leading them to a mini-training module to be

reviewed in case of a wrong answer. They

thought that this was a good idea, especially

since they could use their personalized path

screen to click on the training module to be

reviewed.

 The display of the game score, their best score,

and the best player score (Figure 5) motivated

respondents to replay to improve their scores.

6.2 Content Validation

The meetings also identified design modifications to

make the content more accessible for PCLs. In the

mini-training modules, the content should be brief

(between two and three minutes), preferably animated

(in the form of a short video), with a few review

questions added to check whether they have

understood it correctly. In addition, it is important to

integrate hyperlinks to quickly find an excerpt from

the module that they wish to review. Finally,

reviewing three types of image organization for the videos,

respondents opted for images that draw their eyes to the

essential elements to be observed in the video; for example,

by focusing the action with a pointer or highlight to help

them concentrate (Figure 6).

For textual content that introduces training modules

and lessons, respondents are most comfortable with short

sentences and simple words. Once the number of characters

exceeds 350, respondents become distracted. They also

appreciate that all texts can be listened to. They find that

action verbs in module and lesson titles motivate them to

use the materials for learning and review.

In terms of graphics, they feel that using different

colours to distinguish the five themes covered in their

digital literacy training make it easier for them to navigate

the learning environment. For each theme, they prefer

illustrations with a consistent graphic style and colour

palette, noting that this treatment prevents them from

getting lost. They also prefer less realistic and less detailed

illustrations: participants indicated that overly realistic

imaging makes them feel less engaged. It is also important

that there are as many men as women in the images.

Figure 6: Use of a pointer.

The use of a digital voice wherever there is textual

content is essential for PCLs and makes it easier for them

to read and understand the content (Figure 1). Similarly,

they find it important to be able to choose whether the voice

will be female or male by opting for a female or male avatar

(Figure 7). When asked about the speed of the digital voice,

they prefer a slow voice.

Figure 7: Example of avatar.

In terms of their learning, they appreciate

graphics that allow them to visualize their progress

through each topic, lesson, and mini- training module;

for example, Figure 1 indicates that the person has

completed three of the four mini-training modules

offered in the lesson "Take the first steps to use a

tablet."

Regarding the review exercises, PCLs prefer that

when they are not presented within a game, they

CSEDU 2022 - 14th International Conference on Computer Supported Education

should be shown using one question per page rather

than with several questions on one page; they find a

single-question page to be more motivating.

Participants also indicated that showing the

number of questions they would have to answer in

advance allows them to plan their learning time. In

addition, giving real-time feedback on their answers

seems more effective than waiting until the end of the

exercise to do so, when it comes too late to help them

correct their mistake (Figure 8).

Figure 8: Review exercises.

Finally, in terms of navigation, respondents find

it easiest to use the navigation bar that appears on all

pages, along with visual or textual cues showing their

Figure 9: Example of contextual help.

position in the course and on the page. This can be

achieved, for example, by arrows positioned in the

same place on each page. The PCLs find that

contextual aids make it easier for them to understand

how each web page on the site works (Figure 9).

7 RECOMMENDATIONS

A number of recommendations emerged from these

interviews to support inclusive design with PCLs:

7.1 Adapting the Interview Protocol

To maximize PCLs’ comfort and ability to provide

useful feedback, it is preferable to use short, one-on-

one interviews rather than longer group sessions that

could lead to greater distraction and anxiety for PCLs

who find it difficult to concentrate for longer periods.

Set a detailed list of simple, precise questions for each

interview to maintain focus and help to ensure that

validation questions are answered clearly.

7.2 Adapting Games Used to Validate

Learning

When adapting a game for PCL use, it is important

that:

 the game is short and easy to play, with few rules

and actions;

 to sustain player motivation, a balance is

maintained between time for play and time for

answering questions;

 review questions use as few words as possible

and words that are simple to understand;

 a digital voice supports the reading of questions;

 answers are in pictorial form rather than text;

 for each question, short feedback gives the

correct answer and explains why other answers

are not correct;

 visual or auditory feedback is used to reinforce

answers to questions. For example, the face

(smiling or sad) that accompanies each piece of

feedback, as well as the sound that highlights a

correct answer, allow players to quickly know

whether their answer is correct.

7.3 Adapting Learning Content and

Presentation

The treatment of learning content must consider

PCLs’ cognitive limitations. Our research shows that

it is important to:

 clean up the interface so that it avoids distracting

elements;

Using Inclusive Design for People with Cognitive Limitations to Develop Online Training in the Workplace

 use a consistent layout to make the text easier to

read and view;

 incorporate a step-by-step learning progression;

 break down the content into small learning

units;

 reduce text density to less than 350 characters;

 use short sentences and simple words;

 include narrative text so that PCLs have the

option of listening rather than reading;

 present the same content in multiple formats

(audio, visual, and text);

 provide different ways for learners to check

their knowledge;

 in review exercises, use closed-ended questions

limited to two or three responses (e.g., true/false

or multiple choice with just two or three

responses);

 use action verbs in the titles of content

segments.

7.4 Adapting Online Navigation

Usability criteria remain the same for PCLs as for

other users of online learning environments:

 Insert a navigation bar on all pages;

 Standardize visual and textual navigation cues

on all pages of the learning environment with

navigation bars, navigation indicators, etc.;

 Integrate just-in-time contextual help.

8 CONCLUSIONS

As the first phase of a research and development

project to train PCLs in digital literacy competencies,

we used inclusive design principles to design and

validate animated mock-ups of the proposed learning

environment. Re-evaluating usability criteria with

PCLs allowed us to confirm certain principles

identified by Lussier-Desrochers et al. (2016) in a

digital literacy training context and to reiterate that

learning environments intended for the general public

need to be reviewed and adapted to ensure that PCLs

learn effectively.

In the next step of our validation process, we will

examine with our participants the usefulness of the

Web environment in the sense of measuring its

capacity to meet defined learning objectives, in

specific contexts of use and for specific clientele

groups.

Further investigations must be conducted to gain

additional feedback from this population as

development of the learning environment progresses.

This will lead us to adjust and adapt the learning

content and presentation in the best possible way for

the PCL audience. Thus, these initial findings will be

evaluated again with small-group testing of the online

learning environment and through real-time

experimentation with a larger group.

ACKNOWLEDGEMENTS

This research study was funded by grants from the

Ministry of Economy and Innovation and Desjardins.

We would like to thank Alice Ireland for editing the

manuscript.

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Using Inclusive Design for People with Cognitive Limitations to Develop Online Training in the Workplace