Motion Design Principles for Accessible Video-based Learning: Addressing Cognitive Challenges for Deaf and Hard of Hearing Learners

TL;DR

This paper presents Motion design principles to reduce cognitive load in video-based learning for Deaf and Hard-of-Hearing learners, improving accessibility and learning satisfaction.

Contribution

It introduces new Motion design guidelines specifically addressing cognitive challenges faced by DHH learners in video content.

Findings

Enhancing visual-audio relevance improves learning experience.

Guiding visual attention reduces cognitive overload.

Design principles alleviate temporal pressure and physical demand.

Abstract

Deaf and Hard-of-Hearing (DHH) learners face unique challenges in video-based learning due to the complex interplay between visual and auditory information in videos. Traditional approaches to making video content accessible primarily focus on captioning, but these solutions often neglect the cognitive demands of processing both visual and textual information simultaneously. This paper introduces a set of \textit{Motion} design guidelines, aimed at mitigating these cognitive challenges and improving video learning experiences for DHH learners. Through a two-phase research, we identified five key challenges, including misaligned content and visual overload. We proposed five design principles accordingly. User study with 16 DHH participants showed that improving visual-audio relevance and guiding visual attention significantly enhances the learning experience by reducing physical demand, alleviating temporal pressure, and improving learning satisfaction. Our findings highlight the potential of Motion design to transform educational content for DHH learners, and we discuss implications for inclusive video learning tools.