GB/T 42818.1-2023 Cognitive accessibility - Pat 1: General guidelines
1 Scope
This document presents guidelines for the design and development of cognitively accessible systems, including products and services and built environments.
This document is relevant to mainstream systems as well as those designed specifically for people with disability.
Within the broad field of accessibility, this document is limited to guidance related to cognitive accessibility.
NOTE 1: It acknowledges, however, that diverse sensory perceptions can impact cognitive accessibility.
NOTE 2: While the following guidance in this document can benefit all users, it is included here because failure to follow it could lead to barriers that would prevent some potential users from being able to use the system at all.
This document is relevant to all types of systems. However, some particular recommendations can only be followed for some types of systems:
——Some of the guidance is relevant to a fixed system (e.g. a non-computerized consumer product or a user manual);
——Some of the guidance applies to systems containing some level of computer-based processing (e.g. a microwave oven or an ICT-system);
——Some of the guidance applies to systems that use advanced computer processing that supports individualization (e.g. an application in a smart phone);
——Some guidance applies to combinations of the above.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
3.1
accessibility
extent to which products, systems (3.5), services, environments and facilities can be used by people from a population with the widest range of user needs, characteristics and capabilities to achieve identified goals in identified contexts of use
Note: Context of use includes direct use or use supported by assistive technologies.
[SOURCE: ISO 9241-112:2017, 3.15]
3.2
cognition
mental actions or processes of acquiring knowledge and understanding through thought, experience, and the senses
Note: Specific cognitive functions include; perception, attention, memory, linguistic functions (verbal, non-verbal), reasoning, planning, problem solving, decision making, reading and calculating. Cognition interacts with global mental functions (e.g. consciousness, energy, motivation) and affective functions (e.g. emotion, mood and self-regulation).
3.3
cognitive accessibility
extent to which systems (3.5) can be used by people from a population with the widest range of user needs, cognitive characteristics and capabilities to achieve identified goals in identified contexts of use
3.4
haptic
relating to the sense of touch, in particular relating to the perception and manipulation of objects using the senses of touch and proprioception
Note: While there is no difference between haptic and tactile in most dictionary definitions, in the area of haptics, researchers and developers use haptic to include all haptic sensations, while tactile is limited to mechanical stimulation of the skin.
3.5
system
product, service, or built environment or any combination of them with which the user (3.7) interacts
[SOURCE: ISO/IEC Guide 71:2014, 2.1]
3.6
time management
mental functions of ordering events in chronological sequence, allocating amounts of time to events and activities
Note: This definition is taken from Reference [10].
3.7
user
individual who accesses or interacts with a system (3.5)
[SOURCE: ISO/IEC Guide 71:2014, 2.2]
3.8
user profile
set of user requirements stored in a way that it can be re-used by a system (3.5)
4 Implementing the recommendations
In order to implement the recommendations in this document,
a) the ability to follow each recommendation in the document shall be determined;
b) any recommendation determined not being able to be followed shall be justified;
c) any recommendation being able to be followed but that is not followed shall be justified.
This implementation can be evaluated by self-assessment, or by an assessment carried out by another party.
Annex A provides assistance in documenting the implementation of the recommendations in this document.
5 Motivation and focus
5.1 General
People differ markedly in their means of engagement or motivation to learn or to perform a task. There are a variety of factors that can influence individuals including neurology, culture, personal relevance, subjectivity, and background knowledge. Some people are highly engaged by spontaneity and novelty while others might feel disengaged or even frightened by those aspects, preferring a strict routine. There is no single means of engagement that will be optimal for everyone, so providing multiple options for engagement is essential.
5.2 Means of motivation
5.2.1 Recruiting interest
The system should provide options for recruiting interest. People differ significantly in what interests them and this changes over time. A person’s interests might shift with age, the gaining of new insights or activities, or changes in the environment.
Note 1: A way of recruiting interest and engagement is to highlight the usefulness and to demonstrate the relevance of the system.
Note 2: It might be useful to find alternative ways of recruiting interest, since recruiting interest leads to attention and attention leads to engagement.
Note 3: If the system does not interest people, it might not be used.
5.2.2 Individual options
The system should optimize individual options. Once a goal for a system has been determined, options can be given on how to access and how to use the system. Options can be related to context, use, support, or means of achieving the overall objective of the system.
Note 1: Optimizing options is not about presenting as many options as possible, it is about presenting a set of meaningful and appropriate options.
Note 2: Options are a way of maximizing the chances of success. People are more likely to succeed in using the system when there are meaningful options.
Note 3: See also ISO/IEC Guide 71:2014, 8.2.5.
5.2.3 Autonomous use
The system should support autonomous use. In situations of individual use or in cooperation between individuals, means to provide autonomy for each individual is important.
Note 1: Some people might always need support from either humans or assistive technology to achieve the desired outcome.
Note 2: If the use of the system is likely to involve cooperation, means for cooperation might be useful.
5.2.4 Usefulness and relevance
The system should optimize usefulness and relevance. People find different qualities useful and relevant. Usefulness draws on how relevant and valuable the system is for people.
Note: Usefulness and relevance can be dependent on personal preferences, lifestyles, contexts, socio-cultural aspects, age and ability.
5.2.5 Level of abstraction
The system should provide options for the level of abstraction. Any design uses some level of abstraction. People might have difficulty with both high and low levels of abstraction.
Example 1: People using digital maps and support for wayfinding can switch between satellite (real world) presentations, map view and text view. The detail shown in both satellite and map view can be increased or decreased by zooming in and out.
Example 2: Orientation with the help of arrows pointing the direction at intervals is more abstract compared with following a continuous painted line on the floor.
5.2.6 Focus on the desired outcome
The system should support sustained focus on the desired outcome. Over the course of any sustained usage, there are many sources of interest and engagement that compete for attention and effort.
Note 1: Some people depend on support to remember their initial goal or to maintain a consistent vision of the rewards of achieving that goal. For these people, it is useful to build in periodic or persistent reminders or prompts of both the goal and its value, in order to sustain effort and concentration in the face of distraction.
Note 2: The goal can be displayed in multiple ways and at different stages. Long-term goals can be divided into short-term objectives or tasks.
Note 3: The desired outcome can be visualized and supported in different ways
5.2.7 Challenge by varying demands and resources
The system should optimize challenge by varying demands and resources. People vary in what motivates them to do things. They respond to different challenges and they respond to challenges differently.
Note 1: The right level of challenge is useful for maintaining interest. Engagement and motivation can be maintained by providing a balanced and varied range of challenges and resources.
Note 2: Differentiation in degrees of complexity or difficulty, availability of alternatives, degrees of freedom in performance, and access to appropriate resources can be tools for optimizing challenge.
5.2.8 Self-regulation, self-assessment and coping
GB/T 42818.1-2023 Cognitive accessibility - Pat 1: General guidelines
1 Scope
This document presents guidelines for the design and development of cognitively accessible systems, including products and services and built environments.
This document is relevant to mainstream systems as well as those designed specifically for people with disability.
Within the broad field of accessibility, this document is limited to guidance related to cognitive accessibility.
NOTE 1: It acknowledges, however, that diverse sensory perceptions can impact cognitive accessibility.
NOTE 2: While the following guidance in this document can benefit all users, it is included here because failure to follow it could lead to barriers that would prevent some potential users from being able to use the system at all.
This document is relevant to all types of systems. However, some particular recommendations can only be followed for some types of systems:
——Some of the guidance is relevant to a fixed system (e.g. a non-computerized consumer product or a user manual);
——Some of the guidance applies to systems containing some level of computer-based processing (e.g. a microwave oven or an ICT-system);
——Some of the guidance applies to systems that use advanced computer processing that supports individualization (e.g. an application in a smart phone);
——Some guidance applies to combinations of the above.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
3.1
accessibility
extent to which products, systems (3.5), services, environments and facilities can be used by people from a population with the widest range of user needs, characteristics and capabilities to achieve identified goals in identified contexts of use
Note: Context of use includes direct use or use supported by assistive technologies.
[SOURCE: ISO 9241-112:2017, 3.15]
3.2
cognition
mental actions or processes of acquiring knowledge and understanding through thought, experience, and the senses
Note: Specific cognitive functions include; perception, attention, memory, linguistic functions (verbal, non-verbal), reasoning, planning, problem solving, decision making, reading and calculating. Cognition interacts with global mental functions (e.g. consciousness, energy, motivation) and affective functions (e.g. emotion, mood and self-regulation).
3.3
cognitive accessibility
extent to which systems (3.5) can be used by people from a population with the widest range of user needs, cognitive characteristics and capabilities to achieve identified goals in identified contexts of use
3.4
haptic
relating to the sense of touch, in particular relating to the perception and manipulation of objects using the senses of touch and proprioception
Note: While there is no difference between haptic and tactile in most dictionary definitions, in the area of haptics, researchers and developers use haptic to include all haptic sensations, while tactile is limited to mechanical stimulation of the skin.
3.5
system
product, service, or built environment or any combination of them with which the user (3.7) interacts
[SOURCE: ISO/IEC Guide 71:2014, 2.1]
3.6
time management
mental functions of ordering events in chronological sequence, allocating amounts of time to events and activities
Note: This definition is taken from Reference [10].
3.7
user
individual who accesses or interacts with a system (3.5)
[SOURCE: ISO/IEC Guide 71:2014, 2.2]
3.8
user profile
set of user requirements stored in a way that it can be re-used by a system (3.5)
4 Implementing the recommendations
In order to implement the recommendations in this document,
a) the ability to follow each recommendation in the document shall be determined;
b) any recommendation determined not being able to be followed shall be justified;
c) any recommendation being able to be followed but that is not followed shall be justified.
This implementation can be evaluated by self-assessment, or by an assessment carried out by another party.
Annex A provides assistance in documenting the implementation of the recommendations in this document.
5 Motivation and focus
5.1 General
People differ markedly in their means of engagement or motivation to learn or to perform a task. There are a variety of factors that can influence individuals including neurology, culture, personal relevance, subjectivity, and background knowledge. Some people are highly engaged by spontaneity and novelty while others might feel disengaged or even frightened by those aspects, preferring a strict routine. There is no single means of engagement that will be optimal for everyone, so providing multiple options for engagement is essential.
5.2 Means of motivation
5.2.1 Recruiting interest
The system should provide options for recruiting interest. People differ significantly in what interests them and this changes over time. A person’s interests might shift with age, the gaining of new insights or activities, or changes in the environment.
Note 1: A way of recruiting interest and engagement is to highlight the usefulness and to demonstrate the relevance of the system.
Note 2: It might be useful to find alternative ways of recruiting interest, since recruiting interest leads to attention and attention leads to engagement.
Note 3: If the system does not interest people, it might not be used.
5.2.2 Individual options
The system should optimize individual options. Once a goal for a system has been determined, options can be given on how to access and how to use the system. Options can be related to context, use, support, or means of achieving the overall objective of the system.
Note 1: Optimizing options is not about presenting as many options as possible, it is about presenting a set of meaningful and appropriate options.
Note 2: Options are a way of maximizing the chances of success. People are more likely to succeed in using the system when there are meaningful options.
Note 3: See also ISO/IEC Guide 71:2014, 8.2.5.
5.2.3 Autonomous use
The system should support autonomous use. In situations of individual use or in cooperation between individuals, means to provide autonomy for each individual is important.
Note 1: Some people might always need support from either humans or assistive technology to achieve the desired outcome.
Note 2: If the use of the system is likely to involve cooperation, means for cooperation might be useful.
5.2.4 Usefulness and relevance
The system should optimize usefulness and relevance. People find different qualities useful and relevant. Usefulness draws on how relevant and valuable the system is for people.
Note: Usefulness and relevance can be dependent on personal preferences, lifestyles, contexts, socio-cultural aspects, age and ability.
5.2.5 Level of abstraction
The system should provide options for the level of abstraction. Any design uses some level of abstraction. People might have difficulty with both high and low levels of abstraction.
Example 1: People using digital maps and support for wayfinding can switch between satellite (real world) presentations, map view and text view. The detail shown in both satellite and map view can be increased or decreased by zooming in and out.
Example 2: Orientation with the help of arrows pointing the direction at intervals is more abstract compared with following a continuous painted line on the floor.
5.2.6 Focus on the desired outcome
The system should support sustained focus on the desired outcome. Over the course of any sustained usage, there are many sources of interest and engagement that compete for attention and effort.
Note 1: Some people depend on support to remember their initial goal or to maintain a consistent vision of the rewards of achieving that goal. For these people, it is useful to build in periodic or persistent reminders or prompts of both the goal and its value, in order to sustain effort and concentration in the face of distraction.
Note 2: The goal can be displayed in multiple ways and at different stages. Long-term goals can be divided into short-term objectives or tasks.
Note 3: The desired outcome can be visualized and supported in different ways
5.2.7 Challenge by varying demands and resources
The system should optimize challenge by varying demands and resources. People vary in what motivates them to do things. They respond to different challenges and they respond to challenges differently.
Note 1: The right level of challenge is useful for maintaining interest. Engagement and motivation can be maintained by providing a balanced and varied range of challenges and resources.
Note 2: Differentiation in degrees of complexity or difficulty, availability of alternatives, degrees of freedom in performance, and access to appropriate resources can be tools for optimizing challenge.
5.2.8 Self-regulation, self-assessment and coping
