Analyzing equitable access in a remote socio-enactive setting: A case study
DOI:
https://doi.org/10.5753/jbcs.2024.3287Keywords:
Ubiquitous Computing Environments, Universal Access, Equitable Access, Accessibility, Autistic Spectrum Disorder, Socioenactive SystemsAbstract
Ubiquitous Computing as proposed by Mark Weiser in 1991 creates a huge diversity of interaction possibilities through, e.g., sensors, actuators, physiological data, wearables, to name but a few. Providing equitable access to everyone in these unpredictable interaction environments is already a challenge. Additionally, the Covid-19 pandemic brought new challenges to these scenarios by adding remote interactions. Ubiquitous computing remote environments should provide equitable access to everyone, including people with disabilities. To better understand such issues and contribute to their solution, we studied and evaluated access in the Aquarela Virtual workshop using the UbiAccess evaluation instrument. This workshop offered a remote ubiquitous computing environment within the context of a kindergarten school. We used thematic analysis to understand the interaction needs of an Autistic Spectrum Disorder (ASD) child during the workshop. This paper extends previous research with additional data and its analysis - in particular, concerning information provided by the teacher responsible for the specific classroom, and data on the ASD child contributing to: 1) Reflections about remote ubiquitous environments and equitable access; 2) Benefits of ubiquitous computing interactions as regards the ASD child; and 3) Coverage of the UbiAccess evaluation instrument.
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Copyright (c) 2024 Josiane R. de O. G. Pimenta, Emanuel Felipe Duarte, Claudia Bauzer Medeiros, Maria Cecília C. Baranauskas
This work is licensed under a Creative Commons Attribution 4.0 International License.
