Engineering: User-Centered Design and Accessibility
Designing solutions that work for many people
Engineering: User-Centered Design and Accessibility
Designing solutions that work for many people
Engineering - Grade 6-8
- 1
A school is designing a new water fountain area. Name three different users who should be considered during the design process, and describe one need each user may have.
Think about height, strength, mobility, and how people carry or use water bottles.
Possible users include students who use wheelchairs and need the fountain at a reachable height, younger students who need easy-to-press controls, and students filling water bottles who need enough space under the spout. A good design considers the needs of different people who will use the fountain. - 2
Explain the difference between designing for the average user and using user-centered design.
Designing for the average user focuses on what seems typical, but it may leave out people with different needs. User-centered design studies real users, listens to their feedback, and improves the design so it works well for a wider range of people. - 3
Look at a classroom door with a round knob. Describe one accessibility problem it may create and propose one improved design.
Consider users who may have trouble gripping or twisting.
A round knob can be difficult for someone with limited hand strength or an injured hand to turn. A lever handle would be an improved design because it can be pushed down with a hand, elbow, or closed fist. - 4
A student says, "Accessibility features only help people with disabilities." Explain why this statement is incorrect.
This statement is incorrect because accessibility features can help many people. For example, ramps help wheelchair users, but they also help people pushing carts, carrying heavy items, or using crutches. Inclusive designs often make products easier for everyone to use. - 5
An engineering team is creating a school website. List four accessibility features the website should include.
Think about users who have low vision, hearing loss, limited movement, or slow internet.
The website should include readable text with strong color contrast, captions or transcripts for videos, alt text for important images, and keyboard navigation for users who cannot use a mouse. These features help more users access the information. - 6
A cafeteria menu is posted as a photo with tiny text and no written description online. Identify two problems with this design and suggest two improvements.
One problem is that tiny text can be hard to read. Another problem is that a screen reader may not be able to read the words inside the photo. Improvements include posting the menu as typed text and using a larger, high-contrast font. - 7
Study the ramp design: a ramp rises 1 foot for every 6 feet of horizontal distance. A safer accessibility guideline is often a gentler slope, such as 1 foot of rise for 12 feet of horizontal distance. Explain which ramp would be easier to use and why.
A larger horizontal distance for the same rise means a gentler slope.
The ramp that rises 1 foot for every 12 feet of horizontal distance would be easier to use because it is less steep. A gentler slope requires less force to move up and can be safer when moving down. - 8
A team interviews only teachers before designing a new student planner app. Explain why this is not enough for user-centered design.
Interviewing only teachers is not enough because students are the main users of the planner app. The team should also interview and observe students, including students with different schedules, learning needs, and technology access, so the design matches real user needs. - 9
Create one user persona for a student who might use a homework reminder app. Include the student's goal, one challenge, and one accessibility need.
A persona is a realistic example user, not just a name.
A possible persona is Maya, a seventh-grade student whose goal is to remember homework and project deadlines. Her challenge is that she gets overwhelmed by too many notifications. Her accessibility need is clear visual organization with simple icons and readable text. - 10
An elevator panel has buttons that are all the same color, have small print, and do not include raised symbols. Describe two changes that would make the panel more accessible.
The panel could use larger high-contrast labels so the buttons are easier to see. It could also include raised numbers or braille so users with low vision or blindness can identify the buttons by touch. - 11
During testing, several users say a science lab safety app has too many steps before they can report a spill. What should the engineering team do next?
User-centered design is an iterative process.
The engineering team should use the feedback to revise the app so reporting a spill takes fewer steps. Then they should test the improved version with users again to see whether the problem has been solved. - 12
A pair of scissors is designed with small finger holes and works only for right-handed users. Identify two user groups who may have trouble with this design and propose a more inclusive solution.
Left-handed users and users with larger fingers or limited hand movement may have trouble with this design. A more inclusive solution would be scissors with larger comfortable grips and blades shaped to work for both right-handed and left-handed users. - 13
Explain why engineers should test prototypes with real users instead of only asking the design team if the product seems good.
The design team is not always the same as the people who will use the product.
Engineers should test prototypes with real users because users may notice problems the design team misses. Real user testing shows whether the product is understandable, comfortable, safe, and useful in real situations. - 14
A museum exhibit includes an audio recording that explains the display, but there is no written version. What accessibility barrier does this create, and how could the museum fix it?
This creates a barrier for visitors who are deaf, hard of hearing, or in a noisy space where the audio is difficult to hear. The museum could fix it by adding captions, a written transcript, or a visual summary near the exhibit. - 15
You are redesigning a playground sign that explains safety rules. Write three design requirements that would make the sign more user-centered and accessible.
Design requirements describe what the solution must do or include.
The sign should use large readable text with strong contrast, include simple pictures that match the rules, and be placed at a height that children and adults can see. These requirements help more users understand the safety information.