I Can't Keep Up: Accessibility Barriers in Video-Based Learning for Individuals with Borderline Intellectual Functioning
Hyehyun Chu, Seungju Kim, Chen Zhou, Yu-Kai Hung, Saelyne Yang, Hyun W. Ka, Juho Kim · 2026 · Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems (CHI '26) · doi:10.1145/3772318.3790458
Summary
This CHI 2026 paper by Chu, Kim, Zhou, Hung, Yang, Ka, and Kim (KAIST and SkillBench) examines accessibility barriers in video-based learning (VBL) for individuals with Borderline Intellectual Functioning (BIF)—people with IQ scores roughly 70–85 who represent about 13.6% of the general population but typically fall through the cracks between special-education eligibility and mainstream supports. The authors argue that while WCAG and prior accessibility research have addressed sensory disabilities and some cognitive conditions (ADHD, dyslexia, IDD), BIF users have been largely overlooked despite relying heavily on informational videos (YouTube how-tos, safety instructions, vocational training) for self-directed learning. The study used a two-part mixed-methods design: (1) semi-structured interviews with two social workers and four parents of BIF individuals to establish context, followed by (2) a main study with 12 BIF adults (IQ 64–82, ages 23–33) combining semi-structured interviews with observational video-watching sessions using a 2-minute Korea Disease Control AED (Automated External Defibrillator) instructional video and researcher-designed comprehension quizzes. Reflective thematic analysis across four coders through five codebook iterations produced a framework linking video elements (pacing, density, jargon, omitted scenes, visual symbols, dialogue-embedded instructions) to four cognitive characteristics of BIF (spatial perception limits, verbal comprehension limits, working memory constraints, inferential reasoning difficulties), coping strategies (repetitive viewing, selective help-seeking, speed control), and limitations. The authors ground the work in Cognitive Theory of Multimedia Learning and discuss BIF's jagged cognitive profile.
Key findings
BIF users hit a "VBL deadlock": cognitive mismatches create initial comprehension failure, and experiential factors (internalised deficit mindset, masking, learned helplessness) paradoxically prevent them from using the very tools (speed controls, help-seeking) that might help. Specific findings: (1) camera-angle changes and 2D-to-3D translation (e.g., a rotated AED) broke spatial comprehension for nearly all participants; (2) seven of 12 participants found "common-sense" terminology inaccessible; (3) rapid turn-taking (inter-speaker gaps <0.5 s) caused comprehension spikes; (4) single-channel delivery (audio-only or visual-only) failed—five participants didn't realise the AED provided voice prompts at all; (5) omitted intermediate scenes created inferential gaps that repetition could not close; (6) eight of 12 missed safety-critical information embedded in character dialogue rather than direct instruction; (7) only two of 12 asked for help on content comprehension despite readily asking for technical help, demonstrating help-seeking stigma; (8) nine of 12 relied on repetitive viewing, but repetition often failed and induced physical fatigue; (9) participants refused slower playback speeds because slower speeds felt like admitting "slowness," reflecting internalised stigma. Confidence stayed low (P11 rated 60%, P2 43%) even when answers were correct, revealing deep self-doubt that overrides objective success.
Relevance
This paper fills a long-standing gap in cognitive accessibility guidance: WCAG 2.x barely addresses BIF, yet BIF users constitute ~13.6% of the population and are heavy consumers of mainstream video platforms like YouTube. The authors deliver nine concrete, actionable design implications organised under three principles—Cognitive Load Reduction (simpler language with clickable glossary, reduced visual density, adaptive pacing tied to narration), Scaffolding and Progressive Disclosure (visual markers, AI-generated explanatory scenes for omitted steps, strategic segment-level repetition, strength-based modality shifting), and Fostering Self-Efficacy (non-evaluative automatic check-ins, non-verbal "click-to-explain" querying to bypass help-seeking stigma). Practitioners building educational platforms, public-safety videos, and workplace training can apply these directly; platform teams should consider auto-pausing at cognitive transition points and preference profiles that shift dominant modality. The work distinguishes BIF needs from ADHD, dyslexia, and IDD populations, warning against one-size-fits-all cognitive accessibility patches. Limitations: 12 young-adult Korean participants, single AED video, controlled observational setting—so generalisation to other ages, content types, and naturalistic settings is untested. Still, this is an important, overdue contribution to cognitive accessibility practice.
Tags: cognitive accessibility · video-based learning · video accessibility · borderline intellectual functioning · intellectual disability · inclusive design · self-efficacy · working memory · qualitative research · e-learning
Standards referenced: WCAG