Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility
Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility
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DOI：
10.1145/3381911
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发表时间：
2020-05-01
影响因子：
2.4
通讯作者：
Huenerfauth, Matt
中科院分区：
文献类型：
--
作者：
Conn, Paula;Gotfrid, Taylor;Huenerfauth, Matt
我们调查的程度，本科计算学生在美国大学认为可访问性几年后的指令。之前的工作发现，文化和道德规范在STEM专业人员的职业生涯早期就根深蒂固;因此，我们专注于即将毕业的学生和实习经历后，他们刚刚开始他们的职业生涯。在半结构化的采访中，大多数这些最后一年的计算学生（16人中的14人）表示，他们没有动力提高他们的无障碍技能，将其归因于不需要在随后的工作或课程中考虑无障碍环境，没有将无障碍环境视为其职业中的基本技能，以及由于学习它的挑战。与会者提出了他们认为能使他们更好地为考虑无障碍环境做好准备的教学方法和主题。对另外114名最后一年学生的调查显示了类似的主题，包括学生个人并不认为无障碍培训是必要的职业准备。先前的研究主要集中在评估教育干预后学生知识的短期变化。因此，通过关注干预几年后的学生，这项工作突出了大学课程在促进新兴计算专业人员的可访问性方面的挥之不去的障碍。
We investigate the degree to which undergraduate computing students in a United States university consider accessibility several years after instruction. Prior work has found that cultural and ethical norms become ingrained early in STEM professionals' careers; so, we focus on students approaching graduation and after an internship experience, who are just getting started in their career. In semi-structured interviews, a majority of these final-year computing students (14 of 16) indicated that they were not motivated to improve their skills in accessibility, attributing this to not being required to consider accessibility in subsequent work or classes, not seeing accessibility as an essential skill in their profession, and challenges due to a learn-it-on-your-own approach in computing. Participants suggested instructional methods and topics that they believed would have better prepared them for considering accessibility. A survey of 114 additional final-year students revealed similar themes, including that students did not personally view accessibility training as essential career preparation. Prior research has largely focused on evaluating short-term changes in students' knowledge after an educational intervention. Therefore, by focusing on students several years after an intervention, this work highlights lingering barriers for university programs in promoting accessibility among rising computing professionals.