Exploring Usability Barriers and Inclusive Design Solutions in Mobile Learning Apps for Children with Special Needs: A Prototype-Based Demonstration
Sharif, Iqra (2025)
2025
Tietojenkäsittelyopin maisteriohjelma - Master's Programme in Computer Science
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
Hyväksymispäivämäärä
2025-12-16
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-2025121511683
https://urn.fi/URN:NBN:fi:tuni-2025121511683
Tiivistelmä
Children with special needs, such as those diagnosed with mild autism spectrum disorder (ASD) or cerebral palsy (CP), often face significant usability barriers when interacting with mainstream mobile applications. Many existing applications do not address their cognitive, sensory, and motor challenges, which limits their effectiveness as learning tools.
This thesis explores these challenges by identifying key usability barriers and demonstrating how inclusive design solutions can help reduce them. Using a user-centred and qualitative design approach, the study combines a literature review, expert interviews, and evaluation of some existing mobile learning applications to collect insights about accessibility gaps and design needs. These findings guide the development of a prototype of a mobile learning application that integrates inclusive and accessibility guidelines such as WCAG 2.2 and Universal Design principles.
The results highlight common usability barriers, including complex navigation, limited customization, sensory overload, small touch targets, etc. Based on these findings, the study proposes practical design recommendations to improve clarity, adaptability, and engagement for children with special needs. The prototype serves as a proof-of-concept to demonstrate how inclusive design can enhance usability and participation, though it does not aim to cover all types of disabilities or represent a fully developed commercial product.
This work contributes to the understanding of accessibility in human-centered digital design and provides guidance for developers and educators seeking to create more inclusive and engaging mobile learning experiences.
This thesis explores these challenges by identifying key usability barriers and demonstrating how inclusive design solutions can help reduce them. Using a user-centred and qualitative design approach, the study combines a literature review, expert interviews, and evaluation of some existing mobile learning applications to collect insights about accessibility gaps and design needs. These findings guide the development of a prototype of a mobile learning application that integrates inclusive and accessibility guidelines such as WCAG 2.2 and Universal Design principles.
The results highlight common usability barriers, including complex navigation, limited customization, sensory overload, small touch targets, etc. Based on these findings, the study proposes practical design recommendations to improve clarity, adaptability, and engagement for children with special needs. The prototype serves as a proof-of-concept to demonstrate how inclusive design can enhance usability and participation, though it does not aim to cover all types of disabilities or represent a fully developed commercial product.
This work contributes to the understanding of accessibility in human-centered digital design and provides guidance for developers and educators seeking to create more inclusive and engaging mobile learning experiences.