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

2026-02-09

AI Summary

This study addresses the lack of effective support for individuals with borderline intellectual functioning (BIF) in current video-based learning platforms. Through in-depth interviews and contextual observations, it systematically investigates the cognitive barriers and experiential challenges faced by BIF learners and their caregivers during video learning. The research identifies key obstacles—previously unreported—including excessively rapid pacing, high information density, and difficulty inferring implicit content—and critically examines the limitations of commonly employed strategies such as repeated viewing. Grounded in thematic analysis, the study proposes design principles for video content and interfaces that accommodate cognitive diversity, offering empirical evidence and innovative directions for inclusive educational technology.

Technology Category

• Computer Vision: Video Understanding & Activity Analysis
• Machine Learning: Bio-inspired Learning
• Humans and AI: Intelligent User Interfaces

Application Category

• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Economics, Online Markets and Human Computation: Research challenges in human and human-AI computation
• Search and Retrieval-Augmented AI: Web learning to rank, online learning, and counterfactual learning for ranking

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.

Problem

• accessibility
• video-based learning
• borderline intellectual functioning
• cognitive differences
• learning barriers

Innovation

• video-based learning
• borderline intellectual functioning
• accessibility
• cognitive diversity
• user-centered design