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- Creators: Computer Science and Engineering Program
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This study aims to gain knowledge on how sequence patterns in node graphs can be perceived through speech and nonspeech audio. Users listened to short audio clips describing a sequence of transitions occurring in a node graph. User study results were evaluated based on accuracy and user feedback. Five common techniques were identified through the study, and the results will be used to help design a node graph tool to improve accessibility of node graph creation and exploration for individuals that are blind or visually impaired.
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Games have traditionally had a high barrier to entry because they necessitate unique input devices, fast reaction times, high motor skills, and more. There has recently been a push to change the design process of these games to include people with disabilities so they can interact with the medium of games as well. This thesis examines the current guiding principles of accessible design, who they are being developed by, and how they might help guide future accessible design and development. Additionally, it will look at modern games with accessibility features and classify them in terms of the Game Accessibility Guidelines. Then, using an interview with a lead developer at a game studio as aid, there will be an examination into modern game industry practices and what might be holding developers or studios back when it comes to accessible design. Finally, further suggestions for these developers and studios will be made in order to help them and others improve in making their games more accessible to people with disabilities.
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American Sign Language (ASL) is used for Deaf and Hard of Hearing (DHH) individuals to communicate and learn in a classroom setting. In ASL, fingerspelling and gestures are two primary components used for communication. Fingerspelling is commonly used for words that do not have a specifically designated sign or gesture. In technical contexts, such as Computer Science curriculum, there are many technical terms that fall under this category. Most of its jargon does not have standardized ASL gestures; therefore, students, educators, and interpreters alike have been reliant on fingerspelling, which poses challenges for all parties. This study investigates the efficacy of both fingerspelling and gestures with fifteen technical terms that do have standardized gestures. The terms’ fingerspelling and gesture are assessed based on preference, ease of use, ease of learning, and time by research subjects who were selected as DHH individuals familiar with ASL.
The data is collected in a series of video recordings by research subjects as well as a post-participation questionnaire. Each research subject has produced thirty total videos, two videos to fingerspell and gesture each technical term. Afterwards, they completed a post-participation questionnaire in which they indicated their preference and how easy it was to learn and use both fingerspelling and gestures. Additionally, the videos have been analyzed to determine the time difference between fingerspelling and gestures. Analysis reveals that gestures are favored over fingerspelling as they are generally preferred, considered easier to learn and use, and faster. These results underscore the significance for standardized gestures in the Computer Science curriculum for accessible learning that enhances communication and promotes inclusion.
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Communicating climate risks is crucial when engaging the public to support climate action planning and addressing climate justice. How does evidence-based communication influence local residents’ risk perception and potential behavior change in support of climate planning? Built upon our previous study of Climate Justice maps illustrating high scores of both social and ecological vulnerability in Michigan’s Huron River watershed, USA, a quasi-experiment was conducted to examine the effects of Climate Justice mapping intervention on residents’ perceptions and preparedness for climate change associated hazards in Michigan. Two groups were compared: residents in Climate Justice areas with high social and ecological vulnerability scores in the watershed (n=76) and residents in comparison areas in Michigan (n=69). Measurements for risk perception include perceived exposure, sensitivity, and adaptability to hazards. Results indicate that risk information has a significant effect on perceived sensitivity and level of preparedness for future climate extremes among participants living in Climate Justice areas. Findings highlight the value of integrating scientific risk assessment information in risk communication to align calculated and perceived risks. This study suggests effective risk communication can influence local support of climate action plans and implementation of strategies that address climate justice and achieve social sustainability in local communities.