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

Year: 2026

Type: preprint

Abstract: Video-based learning (VBL) has become a dominant method for learning practical skills, yet accessibility guidelines provide limited guidance for users with cognitive differences. In particular, challenges that individuals with Borderline Intellectual Functioning (BIF) encounter in video-based learning remain largely underexplored, despite VBL's potential to support their learning through features like self-paced viewing and visual demonstration. To address this gap, we conducted a series of studies with BIF individuals and caretakers to comprehensively understand their VBL challenges. Our analysis revealed challenges stemming from misalignment between user cognitive characteristics and video elements (e.g., overwhelmed by pacing and density, difficulty inferring omitted content), and experiential factors intensifying challenges (e.g., low self-efficacy). While participants employed coping strategies such as repetitive viewing to address these challenges, these strategies could not overcome fundamental gaps with video. We further discuss the design implications on both content and UI-level features for BIF and broader groups with cognitive diversities.

Source: arXiv (Cornell University)

DOI: 10.48550/arxiv.2602.08300

Authors: Chu, Hyehyun, Kim, Seungju, Zhou, Chen, Hung, Yu-Kai, Yang, Saelyne, Ka, Hyun W., Kim, Juho

Institutions: Korea Advanced Institute of Science and Technology, National University of Singapore, National Taiwan University

Topic: Digital Accessibility for Disabilities

Subfield: Human Factors and Ergonomics

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

OpenAlex ID: W7128527776

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