Voice User Interfaces in Schools: Co-designing for Inclusion with Visually-Impaired and Sighted Pupils

2019. Oussama Metatla, Alison Oldfield, Taimur Ahmed, Antonis Vafeas & Sunny Miglani
Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems.

Abstract

Voice user interfaces (VUIs) are increasingly popular, particularly in homes. However, little research has investigated their potential in other settings, such as schools. We investigated how VUIs could support inclusive education, particularly for pupils with visual impairments (VIs). We organised focused discussions with educators at a school, with support staff from local authorities and, through bodystorming, with a class of 27 pupils. We then ran a series of co-design workshops with participants with mixed-visual abilities to design an educational VUI application. This provided insights into challenges faced by pupils with VIs in mainstream schools, and opened a space for educators, sighted and visually impaired pupils to reflect on and design for their shared learning experiences through VUIs. We present scenarios, a design space and an example application that show novel ways of using VUIs for inclusive education. We also reflect on co-designing with mixed-visual-ability groups in this space.

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Citation

Metatla, O., Oldfield, A., Ahmed, T., Vafeas, A., & Miglani, S. (2019). Voice user interfaces in schools: co-designing for inclusion with visually-impaired and sighted pupils. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1–15). New York, NY, USA: Association for Computing Machinery. URL: https://doi.org/10.1145/3290605.3300608, doi:10.1145/3290605.3300608

BibTeX

@inproceedings{10.1145/3290605.3300608,
author = {Metatla, Oussama and Oldfield, Alison and Ahmed, Taimur and Vafeas, Antonis and Miglani, Sunny},
title = {Voice User Interfaces in Schools: Co-designing for Inclusion with Visually-Impaired and Sighted Pupils},
year = {2019},
isbn = {9781450359702},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
url = {https://doi.org/10.1145/3290605.3300608},
doi = {10.1145/3290605.3300608},
abstract = {Voice user interfaces (VUIs) are increasingly popular, particularly in homes. However, little research has investigated their potential in other settings, such as schools. We investigated how VUIs could support inclusive education, particularly for pupils with visual impairments (VIs). We organised focused discussions with educators at a school, with support staff from local authorities and, through bodystorming, with a class of 27 pupils. We then ran a series of co-design workshops with participants with mixed-visual abilities to design an educational VUI application. This provided insights into challenges faced by pupils with VIs in mainstream schools, and opened a space for educators, sighted and visually impaired pupils to reflect on and design for their shared learning experiences through VUIs. We present scenarios, a design space and an example application that show novel ways of using VUIs for inclusive education. We also reflect on co-designing with mixed-visual-ability groups in this space.},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–15},
numpages = {15},
keywords = {voice user interfaces, visual impairment, inclusion, education, co-design},
location = {Glasgow, Scotland Uk},
series = {CHI '19}
}