Breean Cox, Sebastian Wcislo
Google Classroom, a widely used free learning platform within Google Workspace for Education, has gained popularity since its release on August 12, 2014. With an estimated 150 million users worldwide, it serves as a valuable tool for file sharing and integrates seamlessly with Google's suite of productivity tools. Given that there are nearly 240 million children with disabilities globally according to a 2021 UNICEF study, and over 7 million students in the U.S. with disabilities, Google Classroom is a platform that may be utilized by a significant number of individuals with disabilities for their educational needs.
The platform offers a comprehensive set of features for virtual classrooms, simplifying teaching and learning. Teachers can create classes, communicate, share resources, and manage assignments. Students receive notifications, complete assignments with attachments and comments. The mobile app enables offline work, Drive access, and improved grading.
Before we begin, be aware that we will be referring to the Web Content Accessibility Guidelines (WCAG) in some cases when detailing access concerns. WCAG is a set of guidelines and standards that defines how to make Web content more accessible to people with disabilities. These guidelines help Web content be easier to understand and navigate. They have also become the de facto standard guidelines used throughout the web access industry.
What is Well Done?
Google Classroom offers several positive aspects for its users, particularly in terms of accessibility. Firstly, the platform supports keyboard navigation, allowing users who rely on keyboards to navigate and perform actions without the need for a mouse. It also prioritizes screen reader compatibility by providing proper semantic structure, which involves proper use of HTML elements, text alternatives for images, descriptive link texts, and proper form labels. This ensures that users with visual impairments can effectively access and navigate the platform. Additionally, teachers can enhance accessibility by uploading closed captions for instructional videos, benefiting users who are deaf or hard of hearing. Google Classroom further supports translation through integration with Google Translate, enabling teachers and students to access class materials and communicate in their preferred language. The platform also strives to be compatible with various assistive technologies, including screen readers, speech-to-text software, and alternative input devices, ensuring a seamless experience for users with diverse accessibility needs. By incorporating these accessibility features, Google Classroom aims to create an inclusive learning environment that accommodates users of all abilities.
Where could Things be Improved?
Google Classroom has made significant progress in improving accessibility and providing valuable features. However, it still faces some accessibility and usability issues. One particular concern relates to the header navigation bar, which includes a heading level 1 text. This poses a problem because according to the WCAG Success Criterion 2.4.6, heading level 1 should typically be reserved for the main content of a page. However, most pages in Google Classroom lack a heading level 1 text outside of the header, deviating from the standard structure. This becomes especially relevant considering the absence of a "skip to main content" option, a common feature found on other platforms. Moreover, certain pages feature a second heading level 1 text separate from the header, resulting in inconsistency and confusion for users relying on assistive technologies. Additionally, each page necessitates a different shortcut to consistently access the main content, underscoring the importance of establishing a standardized nesting structure for heading texts across all pages in order to improve accessibility and usability.
Opening a page on Google Classroom often presents users with initial modals, Popup windows that do not allow the user to access the rest of the page until they are dismissed, which can quickly become tiresome. For individuals using assistive technologies, these modals pose additional challenges. Dismissing them adds an extra step and diverts attention away from the main content. Users unfamiliar with keyboard shortcuts must meticulously follow the focus order until they reach the main content. Moreover, the focus order from the header does not entirely make sense, as it includes a feedback widget located at the bottom of the screen, disrupting the logical flow towards the main content.
One of the most frequent issues encountered on Google Classroom is WCAG 4.1.2 Name, Role, Value issues, specifically, Name. There are a lot of labeling issues that can make it difficult for the user to know exactly what component their focus is on. This in conjunction with some focus order issues can make some pages confusing to navigate. The labeling issues vary greatly from empty labels, to repeated labels, to labels that are just not descriptive enough. This would mean that an access technology user will have to interact with such components to understand their function.
Google Classroom can improve in several areas to enhance accessibility. Navigation and interface inconsistencies, such as tab order and missing focus indicators, pose challenges for keyboard navigation users. Screen reader compatibility issues, including reading order and labeling, affect the navigation and understanding of content for individuals with visual impairments. A focus indicator should distinguish the element in focus from the surrounding content, such as a border around the element.
Google Docs lacks native support for black backgrounds in the text editor, although it can be achieved through browser extensions or themes, providing native support would improve user experience. Communication features, like comment sections, require better accessibility for users relying on assistive technologies, including improved navigation and alternative text support for attached images or files. Addressing these areas would greatly enhance the accessibility of Google Classroom.
Addressing Access Barriers
To effectively address the accessibility issues identified in the above sections, Google can take several measures. First, it should ensure that the HTML structure accurately represents the relationships between components by checking for missing or misused elements like headings, lists, and sections. Secondly, the correct application of ARIA attributes is crucial to establish relationships between interactive elements and aid assistive technologies in interpreting their functionality. ARIA allows for custom controls on components further than standard HTML can. Google should also carefully evaluate the effects of CSS, JavaScript modifications, and ARIA attributes as these can unintentionally disrupt reading order and relationships between components. Custom-built interactions and event handling should be designed with accessibility in mind, ensuring that relationships are properly maintained in Browse mode. Additionally, Google should provide appropriate announcements or notifications when content is dynamically loaded or updated, ensuring that relationships between components are preserved. Lastly, managing high-speed dynamic updates is important to mitigate accessibility issues such as missed updates, navigation difficulties, disrupted focus and context, increased cognitive load, and challenges for users relying on assistive technology. By implementing these measures, Google can significantly improve the accessibility and usability of Google Classroom for all users.
