Despite the University of Limerick's commitment to inclusivity, there exists a significant challenge in providing comprehensive, accessible, and personalized support for diverse student populations, including the elderly, international students, and individuals with disabilities. The current campus environment lacks effective tools to address the unique needs and challenges faced by these groups when navigating the university grounds. This deficit in tailored guidance and accessibility options hinders their ability to fully engage in campus life, leading to feelings of exclusion and hindered academic and social experiences. To bridge this gap and foster an inclusive campus environment, there is a pressing need for an innovative digital solution that leverages technology to provide personalized assistance and enhance the overall university experience for all students, regardless of their background or abilities.
This project aims to enhance the University of Limerick campus experience for all students, with a focus on promoting social inclusion, especially for neurodivergent individuals. By creating an interactive social stories app, we aim to provide navigational assistance and social cues through images, videos, and audio. This tool will empower individuals, particularly those on the autistic spectrum, to navigate campus life more effectively, fostering diversity and inclusion. Ultimately, our goal is to assess the app's impact and contribute to research on technology's role in improving campus experiences for all, especially neurodivergent individuals.
“Promoting inclusivity is easier in theory than in practice, for biases abound against the marginalized, minorities, women, and people of different genders and mental and physical disabilities” (Ricee n.d.).
This research project focuses on improving the campus experience for a diverse group, including neurodivergent individuals, who have unique neurological or behavioural differences. Neurodivergence encompasses conditions like autism, ADHD, dyslexia, and more, and it recognizes that people may face similar challenges despite not fitting into established diagnostic categories.
The project aims to understand the preferences and needs of autistic individuals and explore the potential of interactive social stories as a tool for promoting social inclusion on campuses. To achieve this, a mixed-methods approach involving interviews, co-design sessions, and prototype testing with students and experts will be used, with input from key stakeholders like the UL Disability Office and Student Welfare Officer. This collaborative effort seeks to create a digital tool that enhances the campus experience for all students, particularly those who have historically been underserved. Ultimately, the project aims to foster a more equitable and inclusive campus environment.
The study aims to get a diverse range of perspectives from students, faculty, and staff members. This diversity can lead to a better understanding of the needs and challenges faced by different groups on campus, collaborative ideation, feedback, and iteration. We can detect usability issues and design flaws that may have been missed during the design process. The participants can provide feedback on the app's functionality, ease of use, and navigation.
How does the utilization of digital social stories, as a proactive educational tool, influence the enhancement of campus inclusivity, particularly in terms of fostering a more inclusive and welcoming environment for diverse student populations, improving social interactions, and addressing the needs of individuals with varying backgrounds and abilities within higher education institutions ?
In the pursuit of a more inclusive and empathetic campus environment, a series of insightful interviews were conducted to unearth the unique perspectives of individuals who interact with the University of Limerick. These interviews, which encompassed a varied array of experiences, obstacles, and aspirations, aimed to clarify the complexities of inclusiveness through frank conversations with a mother of a child belonging to the spectrum, staff member, and other students who have had some or no experiencing in accompanying a person such as a family member with disabilities.
The prior interviews and co-design session have produced a plethora of invaluable data, revealing significant takeaways that serve as the foundation for the subsequent development of user personas. These personas, which are fictitious but intricately detailed representations of distinct user segments, have emerged as a pivotal link between research findings and the app design phase. Based on refined insights gained from the interviews and co-design session, these personas capture the unique characteristics, motivations, challenges, and aspirations of the target user.
Age: 21
Background: Autistic student at University of Limerick.
Goals: Explore campus, find quiet spaces, feel comfortable.
Challenges: Sensory sensitivity, social interactions, unfamiliar environments.
- Autistic individual who thrives on routines and predictability.
- Sensitive to sensory stimuli, especially loud noises, and bright lights.
- Prefers structured and clear instructions to reduce anxiety.
- Enjoys spending time alone or with a small group of familiar friends.
- Struggles with understanding social cues and non-verbal communication.
Alex wants to explore the University of Limerick campus. They want to find quiet spots to relax between classes, as noise can be overwhelming. They're anxious about navigating the large campus and interacting with new people. Alex needs clear directions, visual cues, and information about quieter areas to ensure a comfortable and enjoyable experience.
- Detailed campus map with labelled quiet zones and sensory-friendly spaces.
- Step-by-step instructions for walking routes to reduce uncertainty.
- Visual guides to locate essential facilities like restrooms and cafes.
Age: 62
Background: Retired, visiting University of Limerick campus for the first time.
Goals: Explore campus, feel welcome and safe.
Challenges: Mobility issues, unfamiliar environment.
- Curious and eager to explore new places and experiences.
- Has limited mobility due to age-related physical challenges.
- Enjoys social interactions and making new acquaintances.
- Values clear and simple communication to prevent confusion.
Margaret, a retired educator, is visiting the University of Limerick campus for the first time to attend a guest lecture. She's excited to learn but is unsure about navigating the campus, finding the CSIS building, and interacting with younger students. Margaret seeks a friendly and accessible way to explore the campus and feel confident attending the lecture.
- User-friendly interface with simple navigation and intuitive icons.
- Clear, step-by-step directions to the lecture hall and nearby amenities.
- Information about accessible entrances, ramps, and elevators for easy mobility.
- Introduction to basic app features using a non-intimidating approach.
The app for social stories has been designed with features that cater to the unique needs of its users, with a strong emphasis on individuals with autism. This was done by creating a User Flow and Information Architecture for the app. It involves organizing and simplifying information, designing and integrating information spaces/systems, and creating ways for people to find and interact with information content. The goal of information architecture is to help people understand and manage information and make informed decisions.
The low-fidelity prototype was crafted by combining crucial insights from both the interview and co-design session.
Designing a system with a user experience focus is essential for the success and adoption of technological applications. User-centric information system development strategies and methods are crucial in creating systems that prioritize the needs and preferences of end users. In the creation of the mid-fidelity prototype, a methodical approach was implemented, initiating with the determination of component sizing to create a unique design system that could effectively guide the app's development. The screen measurements were standardized to 800 by 360 pixels, reflecting the arrangement of a sizable Android smartphone. This selection of dimensions corresponds with custom Android screen proportions, facilitating the establishment of a user interface that resonates with the user's anticipations. To increase efficiency and uniformity, every component was designed as a self-contained unit with multiple properties, thereby allowing their subsequent re-usability throughout the application's interface.
The modification in the design primarily centred around the structure of the social stories component. This alteration was prompted by the need to prevent overwhelming users, especially users who belong to the autistic spectrum, with an excessive amount of information. To address this concern, instead of presenting the social story cards in an infinite scroll view, a decision was made to allocate a separate frame for each card. This allowed for a more focused and manageable presentation of content, catering to the specific needs of users on the autism spectrum. Adding information of what to expect in the walk also helped in diversifying the use of the app to a larger group.
Furthermore, the feedback received highlighted an issue regarding the size and interactivity of the map within the initial design iteration. In response, a crucial adjustment was made by dedicating a more substantial and prominently displayed space for the interactive map within each individual card. This alteration addressed the feedback effectively, enhancing the usability of the map and its ability to indicate the user's current location based on the context of the social story. This change not only improved the user experience but also ensured that users could easily discern the geographical relevance of the social story within the broader campus environment.
As part of the all-encompassing assessment procedure for the "UniStories" application, which was developed to augment inclusiveness and diversity on the campus of the University of Limerick, a sequence of focused evaluation assignments has been conceived. This was done by providing a Figma prototype link to the participants. The primary objective of these assignments is to meticulously evaluate the functionality, user-friendliness, and efficacy of the application's fundamental attributes: "Social Stories," "Interactive Map," and "Communities." Through the employment of participants in specific scenarios, these assignments aspire to procure valuable insights into user experiences, contentment levels, and recommendations for enhancements.
Task: Use the "Social stories" section to navigate through a specific trail or activity on the campus, such as the Riverside Walk.
Evaluation Focus: Assess the ease of understanding and following the provided social story for navigation. Gather feedback on the clarity of instructions and the user's ability to successfully follow the social story to the intended location.
Task: Utilize the "Interactive map" to locate a specific place on the campus, such as a building or café.
Evaluation Focus: Evaluate the effectiveness of the interactive map in helping users find different campus locations. Gather feedback on the map's usability, clarity, and ability to provide accurate location information.
Task: Use the interactive map to select a location and observe the real-time information provided, to search for a quiet place to maybe read a book.
Evaluation Focus: Assess the user's interaction with the real-time information feature. Gather feedback on the user's ability to understand its meaning, and its usefulness in making decisions.
Task: Explore the "Communities" feature by posting an update or sharing information using your user account.
Evaluation Focus: Evaluate the ease of posting updates within the app's community feature. Gather feedback on the user's experience in creating and sharing content, and the overall usability of this feature.
Task: Evaluate the app's inclusivity and diversity focus by using the features and assessing their relevance to these aspects.
Evaluation Focus: Gather feedback on whether the app effectively promotes inclusivity and diversity. Assess whether the "Social stories," "Interactive map," and "Communities" features contribute to a sense of inclusiveness and representation for diverse users.
Task: Navigate through different sections of the app, switching between "Social stories," "Interactive map," and "Communities."
Evaluation Focus: Assess the overall usability of the app and the user's ability to seamlessly switch between different features. Gather feedback on the app's intuitive navigation and the user's overall satisfaction with the user experience.
Task: Explore how users can provide feedback or suggestions within the app.
Evaluation Focus: Evaluate the app's mechanism for gathering user feedback. Gather feedback on the ease of accessing this feature and the user's willingness to provide suggestions or comments.
Task: Spend time exploring the app's features and interactions to gauge user engagement.
Evaluation Focus: Assess the user's level of interaction, engagement, and interest in the app's features. Gather feedback on which features users find most engaging and impactful.
- Consider the target audience's age level and needs.
- Use clear, accessible, and suitable language for adults.
- Avoid terms like "Social Stories" and use alternatives like "Walking Tours" or "Photo Guides" for better relatability.
- Maintain a mature and neutral tone to cater to a diverse user base.
- Enhance maps by adding more contextual information and landmarks.
- Name landmarks on the map to assist user orientation within the campus.
- Clarify the meaning behind the app's tagline "Walk, Connect, Empower."
- Provide more context and information about what "Empower" signifies.
- Consider adding labels under icons for improved usability.
- Clear icon labels contribute to a more intuitive user experience.
- Utilize feedback from relevant stakeholders, such as the wider SIG group.
- Gather input on the app's language, tone, and overall design to refine its content.
- Ensure the first screen is a clear and welcoming "Welcome to UniStories" screen to establish the app's identity from the start.
- Redesign the onboarding instruction card to visually differentiate it from clickable cards.
- Consider using different colours, border styles, or shading for distinction.
- Provide a title on the onboarding instruction page to clarify its purpose and content.
- Present secondary text within text pairs in a single colour for consistency and clarity.
- Include clear navigation options after completing a story, such as returning to the home screen or restarting the story, to prevent users from feeling stuck.
- Implement a visual indicator (e.g., click state or highlight) to show which option is selected for better user understanding and interaction.
- Address the lack of context about direction and distance.
- Implement a feature providing directions and distances to specific locations for improved user orientation.
- Integrate a "Get Directions" button for users to receive guidance on reaching selected locations, enhancing user experience and navigation.
- Implement a confirmation modal before users sign out to prevent accidental sign-outs and offer user confirmation options.
This study explores the use of digital social stories to enhance inclusivity at the University of Limerick, driven by the importance of accommodating diverse student populations. The UniStories app provides tailored guidance to visitors, students, staff, and professionals on campus through social stories and interactive maps with audio level sensors to identify quiet zones. These features address sensory sensitivities, particularly in individuals with autism spectrum disorder (ASD), by providing real-time noise level information. However, the study acknowledges limitations, including potential variations in effectiveness across institutions and a narrow focus on specific aspects of inclusivity. In conclusion, this research aligns with the movement toward inclusive education. By using digital social stories in the UniStories app, it aims to create a more inclusive campus environment by catering to the specific needs of diverse student populations.
