"I Can't Keep Up": Accessibility Barriers in Video-Based Learning for Individuals with Borderline Intellectual Functioning

TL;DR

This paper investigates the specific accessibility barriers faced by individuals with Borderline Intellectual Functioning in video-based learning, highlighting challenges and proposing design considerations to improve inclusivity.

Contribution

It provides a comprehensive analysis of VBL challenges for BIF individuals through empirical studies and discusses design implications for accessible content and interfaces.

Findings

Challenges due to cognitive mismatch with video pacing and content density

Participants use coping strategies like repetitive viewing

Fundamental gaps in video design cannot be fully addressed by coping strategies

Abstract

Video-based learning (VBL) has become a dominant method for learning practical skills, yet accessibility guidelines provide limited guidance for users with cognitive differences. In particular, challenges that individuals with Borderline Intellectual Functioning (BIF) encounter in video-based learning remain largely underexplored, despite VBL's potential to support their learning through features like self-paced viewing and visual demonstration. To address this gap, we conducted a series of studies with BIF individuals and caretakers to comprehensively understand their VBL challenges. Our analysis revealed challenges stemming from misalignment between user cognitive characteristics and video elements (e.g., overwhelmed by pacing and density, difficulty inferring omitted content), and experiential factors intensifying challenges (e.g., low self-efficacy). While participants employed coping strategies such as repetitive viewing to address these challenges, these strategies could not overcome fundamental gaps with video. We further discuss the design implications on both content and UI-level features for BIF and broader groups with cognitive diversities.