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

Paper Title

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

Publication Info

• Topic area: Accessibility challenges in video-based learning for individuals with cognitive differences, particularly Borderline Intellectual Functioning (BIF).
• Keywords: Accessibility, video-based learning, cognitive diversity, Borderline Intellectual Functioning, working memory, self-efficacy, instructional design, user interface, cognitive load, adaptive learning.

Background and Problem

• Problem / challenge: Current video-based learning (VBL) designs fail to address the unique cognitive needs of individuals with Borderline Intellectual Functioning (BIF), such as working memory limitations, inferential reasoning difficulties, and slower processing speeds. Accessibility guidelines like WCAG primarily focus on sensory impairments, leaving cognitive differences underserved.
• Significance: BIF individuals represent 13.6% of the population and often rely on VBL for acquiring critical life skills. However, existing video designs create barriers that hinder their learning, exacerbating their exclusion from educational and social opportunities.
• Motivation and related work: Prior research has explored accessibility for sensory and cognitive disabilities but has largely overlooked BIF. While VBL has been effective for other cognitively diverse groups, BIF-specific challenges remain underexplored. This paper addresses the gap by investigating how video elements misalign with BIF users' cognitive traits and proposing design solutions.

Solution

• Proposed approach: A multi-method study combining interviews with caregivers and observational sessions with BIF users to identify accessibility barriers in VBL and propose design implications.
• Novelty:
  1. Comprehensive analysis of how video elements interact with BIF users' cognitive traits, revealing specific barriers.
  2. Identification of experiential factors, such as low self-efficacy, that amplify these challenges.
  3. Evaluation of current coping strategies like repetitive viewing and their limitations.
  4. Development of targeted design implications for BIF-inclusive video learning.
• Procedure and key techniques:
  • Conducted interviews with social workers and parents to understand broader challenges and contexts.
  • Observed 12 BIF participants during video-watching sessions using an AED instructional video, followed by comprehension quizzes.
  • Analyzed data using reflective thematic analysis to identify cognitive, experiential, and video-related barriers.

Results

• Concrete findings:
  • BIF users face challenges with spatial perception, verbal comprehension, working memory, and inferential reasoning when interacting with video content.
  • Experiential factors like systemic exclusion and internalized self-doubt further amplify these barriers.
  • Coping strategies such as repetitive viewing and selective help-seeking are often ineffective, leading to learning delays and mental fatigue.
• Advantage over baselines: The study provides a detailed understanding of BIF-specific barriers in VBL, which are not addressed by existing accessibility guidelines or generalized cognitive accessibility solutions.
• Experiments / evaluation:
  • Participants watched a 2-minute AED instructional video and answered comprehension quizzes designed to test multiple cognitive domains.
  • Observations revealed real-time struggles with video pacing, implicit information, and single-channel delivery.
• Limitations and future work:
  • Limited to young adult participants (ages 23–33) and a single video topic (AED use).
  • Controlled study environment may not fully reflect natural video consumption behaviors.
  • Future research should explore diverse content types, age groups, and longitudinal studies in real-world settings.

Summary

This study investigates the accessibility barriers faced by individuals with Borderline Intellectual Functioning (BIF) in video-based learning (VBL). It identifies misalignments between video elements and BIF users' cognitive traits, such as working memory constraints and inferential reasoning difficulties, compounded by experiential factors like low self-efficacy. Current coping strategies, including repetitive viewing, are insufficient for effective learning. The study proposes targeted design implications, such as reducing cognitive load, providing step-by-step scaffolding, and fostering self-efficacy, to create more inclusive video learning experiences. These findings contribute to bridging the accessibility gap for BIF users and inform the development of adaptive learning tools.