According to a research paper on designing information kiosks, they should be designed based on the following five principles if people are going to use them: 1. Do not make me think. 2. Do not make me wait. 3. Do not allow me to feel annoyed. 4. Do not take control away from me. 5. Do not take advantage of me (do not be evil).
These principles of human–computer interface design serve as critical concepts in kiosk design. Height setting, tactile feedback, and text colour should also be considered.
In a paper from Taiwan, the authors use the seven principles of universal design for the design of kiosks in the context of tourism and user centred design. The results of the study show different preferences for different aspects of temples. For example, participants preferred interactive representations of gods, but textual and graphic content for temple carvings.
There is lots of statistical analysis to back up their claims. This study has much to offer those who design museum-type interactive kiosks for visitors. The main aim of the study was to maintain commercial development of tourism in general and visitation of temples. The title of the paper is, Cultural tourism and temples: Content construction and interactivity design.
Abstract: Cultural and creative industries have a crucial role in the post-industrial knowledge economy. However, our understanding of the importance of temples in connecting people with society is limited. To fill this gap, this study explores points of interest for tourists in Taiwan to analyse the design of cultural interest operation modes in temples’ interactive kiosk interfaces. We also examine three cultural levels related to the design of interactive kiosks in temples. Results reveal that participants’ levels of interest vary depending on temple complexity. Most participants prefer animated presentations of content related to two- and three-dimensional murals and the history and origins of temples. We illustrate how to develop a process for designing cultural and creative digital products. We construct a flowchart for guided temple tours and present an effective and suitable design method and its prototype product. Implications for the revitalisation of historic sites to create new value are discussed.
Claremont College students from different disciplines joined the EnviroLab Asia 2019 Clinic Trip to Japan. A short video shows them checking out accessibility at Umeda train station and Ogimachi Park. The trip included time with Osaka Institute of Technology’s Robotics Department working on a project. They explored robotic technologies and universal design and created a model high tech recreational space for older people. The students conclude that barrier free places are not just for people with disability – it’s about including everyone.
Abstract:Studying Accessibility in Japan shows the research project led by Professor Angelina Chin (history, Pomona) with students who studied universal design and accessibility in Japan during the EnviroLab Asia 2019 Clinic Trip. The group also worked with the Osaka Institute of Technology’s Robotics Department.
Editor’s note: This is a video only publication – I couldn’t find any written material other than the abstract. The download button takes you to a high definition of the video, not a document. It is a very large file.
The principles of universal design were used in Chicago’s Brookfield Zoo during upgrade and extension works. This case studycovers changes to the entrance, maps and information, transportation within the park, toilets, benches, tables, and exhibit design and enhancement. In addition, trained staff are on hand to provide additional help to visitors where needed. Each improvement is matched to one or more of the seven principles of universal design. The conference paper ends with, “By incorporating the Principles of Universal Design all visitors are offered equal experiences as they interact with the animal, exhibits and each other. Without even realizing barriers have been removed, everyone, regardless of their abilities, has a more enjoyable and inclusive experience.”
Some good advice from a Masters dissertation on how to create inclusive Historic House stories and exhibits. The emphasis is on overcoming the practice of relating the dominant white male narrative. The dissertation discusses issues of diversity of ethnicity, socio-economic status and belief systems. “One way historic house museums might address this issue of exclusive narratives is to purposely seek out and recognize stories of the forgotten or overlooked people who occupied the house. These stories often involve people of color, women, servants, the LGBTQ+ community, people with disabilities, and to some extent, children.” Case studies highlight the value of recommendations:
Abstract: Historic house museums are one of the most common types of museums in the United States. These museums vary from large institutions with budgets of several million dollars to entirely volunteer-run organizations, but all these museums tell stories about their former inhabitants, their buildings, and their objects. While some of these museums excel at storytelling through programming and interpretation, many historic house museums still struggle to discover and implement recognized best practices. With limited resources, decreased visitation, and questions of sustainability, historic house museums have to learn to tell relevant and compelling stories to stay viable. Literature from the field suggests four best practices for relevant storytelling: 1) include diverse stories and narratives; 2) connect the past to the present; 3) build shared authority; and 4) make the human connection. This study surveys historic house museums across the United States to identify the institutional leaders of the field that are successfully utilizing storytelling best practices. Case studies of eight historic house museums led to a set of five recommendations for each best practice. These recommendations serve as a tool for practical implementation of best practices for telling relevant and compelling stories at all historic house museums.
Play is an essential part of a child’s development. The Touched by Olivia foundation conducted an online survey between August 2018 and January 2019. With 482 responses, the State of Play report provides a useful snapshot of play in Australia. It also lists the reasons people go to play spaces.
Touched by Olivia Foundation has a new playmate: Variety – The Children’s Charity. Together they will continue to promote and support inclusive playspaces across Australia. The aim of both charities was helped along last year by the NSW Government and their Everyone Can Play project. Universally designed play spaces welcome everyone no matter age or level of capability. They are places everyone can enjoy.
Editor’s Note: The report is published online with Issuu. Unfortunately, in full view, pop up advertisements make reading the report something of an obstacle course. There is no option for PDF download.
Early Bird quiet sessions are just one of the strategies museums can use to cater for children with autism. Many autistic children have learning difficulties. So thinking about displays and interpretation is their equivalent of accessibility. Autistic visitors can be loyal due to liking routine visits and having an intense interest in a particular subject. When they get older they can become a great asset as volunteers and staff members. You can read more about this topic and successful case studies on the Future of Museums blog, “As we work to increase diversity, equity, inclusion and accessibility among museum audiences and in the workplace, we need to attend to the needs of neurodiverse visitors and employees”.
Claire Madge wrote the article. She founded Autism in Museums in UK to further understanding. Once again we are reminded that the noise of electric hand driers in the bathrooms can be scary. Answer – turn them off during Early Bird hours.
Theme park rides often have rules about who can ride based on body size, health conditions and ability. But these rules are sometimes needlessly excluding. Ride manufacturers’ produce a manual for the park owners with very broad references to disability. These rules are set with the idea of protecting riders. But are these needed? With enough information most people would self select.
A new paper reports on the accident rates for ride attractions and found that obesity, not usually mentioned in the rules, is responsible for more accidents than those for people with disability. The analysis found that restrictive criteria exclude people with disabilities broadly, while permitting other vulnerable populations to self-determine their participation. Publicly available injury data do not provide evidence to justify the extent of mandatory exclusion.
Using information from 100 amusement ride manufacturers’ manuals, the article reports on eligibility criteria and safety for people with disability, and where disability is reported in an injury. The conclusion is that people with disability are excluded more often than is warranted. “There is no clear evidence that people with disabilities are at undue risk when permitted to self-select”. However, they will need appropriate information so they can make the right decision.
Inclusive play spaces are receiving more attention, but what equipment and design features are most suitable? Research in the US throws some light on this topic. Children, parents, teachers, landscape designers and equipment manufacturers all have a stake in the outcome. This means there are often gaps between what is required, what is available and what gets implemented. Building Playgrounds for Children of All Abilitieslooks at legal requirements and provides some useful recommendations. You will need institutional access for a free read. There is a useful reference list as well.
Abstract: Schools and communities typically design and build playgrounds with little knowledge that the selected playground equipment meets the needs of children, caregivers, and teachers. In this article, the various categories of playgrounds are discussed and analyzed. The focus of this discussion includes an overview of the legal requirements and guidelines for school and community playgrounds, a description of prior research highlighting the inadequacies in currently available playgrounds, and an explanation of the trends in playground design over the years. We relate these topics to the need for universally designed playgrounds and a deeper commitment to designing playgrounds and play equipment that is empirically tested and meets the needs of all children, their teachers, and their families. By discussing practical examples and research findings to illustrate the gap between playground manufacturers and their play equipment and playground consumers, this paper serves as a meaningful resource for teachers and other stakeholders so they have the knowledge to advocate for their students with disabilities in playground endeavors. Taking recent research findings into account, we provide a vision for playground policy change.
Introducing young people to sport and keeping them involved can have long term positive effects. However, young people with disability are involved to a lesser extent. While there are some specialised programs for children and young people, this may not be the way of the future. Susanna Geidne and Kajsa Jerlinder tackle this issue in the Sport Science Review journal. After a systematic search of peer-reviewed articles, they conclude,
“We must go from adapting physical activity for disabled persons to adapting physical activity for all people, because the diversity of people’s reasons for doing sports, their differing backgrounds and their uniqueness all demand it. Such an approach will result in more people doing sports for longer in life, which will benefit everyone, both individually and at the societal level.”
The arrival of Liberty Swing showed that children with disability should be considered in play spaces. But play space design has come a long way since their introduction. To help people with the design of inclusive play spaces, NSW Government has devised Everyone Can Play guideline. This document takes inclusive thinking a step further and considers parents and grandparents. Convenience for carers are key for getting children to the play spaces and the amount of time they spend playing. There are three key elements that must be considered in an inclusive play space: Can I get there? Can I play? Can I stay? These three elements basically sum up a universal design approach to almost anything. The short video sums up the concepts.
See also the post on Camp Manyung for the ultimate in inclusion. Children like to play together and it was the Touched by Olivia Foundation that started a grass roots movement to move from isolated and exclusive equipment to designs where all children could interact. ABC News has more on this story.