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Video-Based Resources/WCAG Requirements

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Introduction

This is a rough outline of potential scenarios for short videos that briefly illustrate the main purpose of WCAG 2 requirements. These videos would potentially be embedded in Understanding WCAG 2 documentation, to help explain different Guidelines and Success Criteria, and provide real examples of accessibility in action. Some of these videos may also be embedded in the Accessibility Principles, What's New in WCAG 2.1, and What's New in WCAG 2.2 resources. The videos would be based on these scenarios and would have additional narration and a brief story; see more background in the requirements analysis for this deliverable.

The purpose of this wiki page is to help EOWG select Guidelines and Success Criteria that would benefit from such short videos, and identify the different types of scenarios for these videos.

Resources

Resources used in this outline:

Related resource:

Benefits

Some benefits of these videos include:

  • Making WCAG less text-heavy because you can view these short videos instead of reading long pages of text to understand the requirements
  • Emphasizing the human-side of accessibility by showing real examples of how people benefit from the illustrated requirements
  • Providing visuals of different assistive technologies and adaptive strategies that can be used in a variety of training settings
  • Leading with non-stereotype examples of accessibility use-cases, to highlight different types of disabilities beyond the typical examples

Selection

Some of the criteria used to establish the scenarios outlined below:

  • Situations that commonly occur in real life
  • Easy to communicate in a brief amount of time
  • Engaging examples away from common cliches
  • Accurately reflects the particular requirement
  • Focused solely on the particular requirement
  • Diversity of the types of disabilities shown

Note that the final videos will include other aspects of diversity, such as gender, age, ethnicity, and disability nature (congenital, progressive, injury, age-related, etc.).

Guidelines

Overview on Guidelines Scenarios
Success Criteria Disability Scenario
1.1 Text Alternatives Visual Person who is blind using screen reader understands what is in the different images on a page (eg. picture of book author, book illustration, and logo of publisher etc.). See also Text alternatives for non-text content
1.2 Time-based Media Auditory & Visual Combination of videos from Success Criteria 1.2.2 (Person who is hard of hearing is provided with captions for a video with audio) and 1.2.3 (Person with tunnel vision is provided with audio descriptions for a movie). See also Captions and other alternatives for multimedia
1.3 Adaptable Physical & Cognitive Combination of videos from Success Criteria 1.3.1 (Person with tremors is able to select a checkbox by clicking on the larger label), 1.3.2 (Person with aphasia hears screen reader output that matches the visual sequence), and 1.3.4 (Person with cerebral palsy using tablet mounted on wheelchair can use the app because it does not rely on a particular orientation). See also Content can be presented in different ways
1.4 Distinguishable Visual & Cognitive Combination of videos from Success Criteria 1.4.3/1.4.6 (Person with color blindness is able to read the text because there is sufficient contrast between foreground and background), 1.4.4/1.4.10 (Person with low vision can read text with size increased to 400% because it reflows correctly), and 1.4.2 (Person with autism distracted by automatically playing music and doesn't know how to easily stop it but is relieved when it stops by itself after 3 seconds). See also Content is easier to see and hear
2.1 Keyboard Accessible Physical Person with motor disabilities using a mouth stick is not stuck in a form field. See also Functionality is available from a keyboard
2.2 Enough Time Physical Person with motor disabilities using single switch to type needs more time to type, and can extend the session without losing content. See also Users have enough time to read and use the content
2.3 Seizures and Physical Reactions Neurological Person with photo-sensitivity wanting to watch a video is sure that it has no dangerous content. See also Content does not cause seizures and physical reactions
2.4 Navigable Cognitive & Visual & Physical Combination of videos from Success Criteria 2.4.5 (Person with memory loss is provided with a sitemap, which they understand better than the hierarchical navigation menu), 2.4.6 (Person with low vision using screen magnification gets an overview on the content by viewing the headings), 2.4.1 (Person with motor disabilities using sip-and-puff does not have to tab through entire navigation menu and can easily skip to main content), 2.4.7/2.4.11 (Person with motor disabilities using keyboard (without assistive technology) to navigate always knows which input element currently has focus), 2.4.3 (Person with motor disabilities using keyboard (without assistive technology) to tab through a form is not confused by the focus order), and 2.4.4/2.4.9 (Person who is blind using screen reader understands where the link goes because it appears in context). See also Users can easily navigate, find content, and determine where they are
2.5 Input Modalities Physical Combination of videos from Success Criteria 2.5.3 (Person with with repetitive stress injury using voice recognition can use app because button labels displayed visually match the label name in the code), 2.5.4 (Person with cerebral palsy who uses a wheelchair can activate the same functions without needing to move/rotate the mobile device), and 2.5.1 (Person with cerebral palsy is provided with buttons that carry out the same function as the pinch gesture). See also Users can use different input modalities beyond keyboard
3.1 Readable Cognitive Person with dyslexia using screen reader gets the output in the correct language because it is coded correctly. See also Text is readable and understandable
3.2 Predictable Cognitive & Visual Combination of videos from Success Criteria 3.2.3 (Person with cerebral palsy understands the different widgets and buttons in an app based on where they always occur), 3.2.4 (Person who is blind using screen reader easily recognizes the different widgets and buttons in an app because they always have the same name/label), and 3.2.6 (Person with Down syndrom is unable to recall how to use the application and finds help at every step in the process). See also Content appears and operates in predictable ways
3.3 Input Assistance Cognitive & Physical Combination of videos from Success Criteria 3.3.7 (Person with cognitive disabilities can use e-mail confirmation instead of CAPTCHA as mechanism for authentication), 3.3.8 (Person with motor disabilities using eye-gaze does not need re-enter the billing address when it is the same as the shipping address), 3.3.2 (Person with dementia is provided with clear instructions on how to complete the form (eg. "all form fields are required")), 3.3.1 (Person with cerebral palsy is informed of an error with a clear message and which form field they need to change (eg. "missing postcode")), 3.3.3 (Person with dyslexia receives suggestions for correcting the error in a form (eg. correct date format)), and 3.3.4 (Person with memory loss can confirm all input before final commit (eg. name, address, and credit card details)). See also Users are helped to avoid and correct mistakes
4.1 Compatible Visual Person who is blind using screen reader gets accurate information about the name, role, and value of custom-made widgets (eg. checkbox for "receive newsletter" that is "on"), as well as of status messages that are displayed visually. See also Content is compatible with current and future user tools

Success Criteria

Overview on Success Criteria Scenarios
Success Criteria Version Level Disability Scenario
1.1.1 Non-text Content WCAG 2.0 A Visual Reuse video from Guideline 1.1
1.2.1 Audio-only and Video-only (Prerecorded) WCAG 2.0 A Auditory Person who is deaf is provided with a transcript for an audio-only podcast
1.2.2 Captions (Prerecorded) WCAG 2.0 A Auditory Person who is hard of hearing is provided with captions for a video with audio
1.2.3 Audio Description or Media Alternative (Prerecorded) WCAG 2.0 A Visual Person with tunnel vision is provided with audio descriptions for a movie
1.2.4 Captions (Live) WCAG 2.0 AA (Auditory) Reuse video from Success Criterion 1.2.2
1.2.5 Audio Description (Prerecorded) WCAG 2.0 AA (Visual) Reuse video from Success Criterion 1.2.3
1.2.6 Sign Language (Prerecorded) WCAG 2.0 AAA Auditory Person who is deaf is provided with sign language for a press conference
1.2.7 Extended Audio Description (Prerecorded) WCAG 2.0 AAA (Auditory) Reuse video from Success Criterion 1.2.3
1.2.8 Media Alternative (Prerecorded) WCAG 2.0 AAA Visual & Auditory Person who is deaf-blind is provided with a live-ticker for a live broadcast of a match
1.2.9 Audio-only (Live) WCAG 2.0 AAA Auditory Reuse video from Success Criterion 1.2.8
1.3.1 Info and Relationships WCAG 2.0 A Physical Person with tremors is able to select a checkbox by clicking on the larger label
1.3.2 Meaningful Sequence WCAG 2.0 A Cognitive Person with aphasia hears screen reader output that matches the visual sequence
1.3.3 Sensory Characteristics WCAG 2.0 A Visual Person with low vision using re-flowed content due to text-resizing understands which button to press (button was beside and is now below the instruction/text)
1.3.4 Orientation WCAG 2.1 AA Physical (Done) Person with cerebral palsy using tablet mounted on wheelchair can use the app because it does not rely on a particular orientation
1.3.5 Identify Input Purpose WCAG 2.1 AA Cognitive (Done) Person with dyslexia and dyscalculia does not need to type form fields because they are properly identified to the browser that automatically completes them
1.3.6 Identify Purpose WCAG 2.1 AAA Cognitive (Done) Person with language processing disability can receive the symbols they are acquainted to because different components are properly identified
1.4.1 Use of Color WCAG 2.0 A Visual Person who is blind using screen reader knows that form fields accompanied by an asterisk are required
1.4.2 Audio Control WCAG 2.0 A Cognitive Person with autism distracted by automatically playing music and doesn't know how to easily stop it but is relieved when it stops by itself after 3 seconds
1.4.3 Contrast (Minimum) WCAG 2.0 AA Visual Person with color blindness is able to read the text because there is sufficient contrast between foreground and background
1.4.4 Resize text WCAG 2.0 AA (Visual) Reuse video from Success Criterion 1.4.10
1.4.5 Images of Text WCAG 2.0 AA Visual Person with low vision using screen magnification can comfortably read fancy-styled headings because they are not an images
1.4.6 Contrast (Enhanced) WCAG 2.0 AAA (Visual) Reuse video from Success Criterion 1.4.3
1.4.7 Low or No Background Audio WCAG 2.0 AAA Auditory Person who is hard of hearing using hearing aid is able to clearly hear the main audio
1.4.8 Visual Presentation WCAG 2.0 AAA Cognitive Person with dyslexia can adjust the presentation of text to better read long passages (see also related 1.4.12)
1.4.9 Images of Text (No Exception) WCAG 2.0 AAA (Visual) Reuse video from Success Criterion 1.4.5
1.4.10 Reflow WCAG 2.1 AA Visual (Done) Person with low vision can read text with size increased to 400% because it reflows correctly
1.4.11 Non-text Contrast WCAG 2.1 AA Visual (Done) Person with low contrast sensitivity is able to distinguish borders of form fields because they have better contrast
1.4.12 Text Spacing WCAG 2.1 AA Visual (Done) Person with aging vision can change the spacing between lines and words without losing content or functionality
1.4.13 Content on Hover or Focus WCAG 2.1 AA Visual (Done) Person with low vision using screen magnification is not disturbed by pop-up boxes appearing and disappearing on focus and hover
2.1.1 Keyboard WCAG 2.0 A Physical Person with motor disabilities using a mouth stick can type date directly without needing to select it by mouse from a widget
2.1.2 No Keyboard Trap WCAG 2.0 A Physical Reuse video from Guideline 2.1
2.1.3 Keyboard (No Exception) WCAG 2.0 AAA Physical Reuse video from Guideline 2.1
2.1.4 Character Key Shortcuts WCAG 2.1 A Physical (Done) Person with repetitive stress injury using voice recognition software can configure shortcut keys so that they do not interfere with speech input
2.2.1 Timing Adjustable WCAG 2.0 A Physical Reuse video from Guideline 2.2 (see also related Success Criterion 2.2.6)
2.2.2 Pause, Stop, Hide WCAG 2.0 A Cognitive Person with Down syndrome who is distracted by moving and blinking content can turn off these behaviors
2.2.3 No Timing WCAG 2.0 AAA Cognitive Person with lower reading skills can set presentation slides to not switch automatically, to allow more time to read
2.2.4 Interruptions WCAG 2.0 AAA Cognitive Person with anxiety can set application to "do not disturb" mode, to avoid unnecessary notifications
2.2.5 Re-authenticating WCAG 2.0 AAA Cognitive Person with dementia logging again in after timeout finds all the previously input data
2.2.6 Timeouts WCAG 2.1 AAA Cognitive (Done) Person with cognitive disabilities is informed about time available to complete the form
2.3.1 Three Flashes or Below Threshold WCAG 2.0 A Neurological Reuse video from Guideline 2.3
2.3.2 Three Flashes WCAG 2.0 AAA (Neurological) Reuse video from Guideline 2.3
2.3.3 Animation from Interactions WCAG 2.1 AAA Neurological (Done) Person with vestibular disorder can turn off motion animations to avoid nausea
2.4.1 Bypass Blocks WCAG 2.0 A Physical Person with motor disabilities using sip-and-puff does not have to tab through entire navigation menu and can easily skip to main content
2.4.2 Page Titled WCAG 2.0 A Visual Person who is blind using screen reader with multiple tabs open can easily differentiate between them
2.4.3 Focus Order WCAG 2.0 A Physical Person with motor disabilities using keyboard (without assistive technology) to tab through a form is not confused by the focus order
2.4.4 Link Purpose (In Context) WCAG 2.0 A Visual Person who is blind using screen reader understands where the link goes because it appears in context
2.4.5 Multiple Ways WCAG 2.0 AA Cognitive Person with memory loss is provided with a sitemap, which they understand better than the hierarchical navigation menu
2.4.6 Headings and Labels WCAG 2.0 AA Visual Person with low vision using screen magnification gets an overview on the content by viewing the headings
2.4.7 Focus Visible WCAG 2.0 AA Physical Person with motor disabilities using keyboard (without assistive technology) to navigate always knows which input element currently has focus
2.4.8 Location WCAG 2.0 AAA Cognitive Person with attention deficit hyperactivity disorder is able to tell where they are in a multi-page process of an app
2.4.9 Link Purpose (Link Only) WCAG 2.0 AAA (Visual) Reuse video from Success Criterion 2.4.4
2.4.10 Section Headings WCAG 2.0 AAA Cognitive Person with mild cognitive disability can better understand a long passage of text because it is structured well by headings
2.4.11 Focus Visible (Enhanced) WCAG 2.2 AA (Physical) Reuse video from Success Criterion 2.4.7
2.4.12 Fixed Reference Points WCAG 2.2 A (Cognitive) Person with brain injury finds a particular page by number despite having changed the text size and spacing to improve readability
2.5.1 Pointer Gestures WCAG 2.1 A Physical (Done) Person with cerebral palsy is provided with buttons that carry out the same function as the pinch gesture
2.5.2 Pointer Cancellation WCAG 2.1 A Physical & Visual (Done) Person with motor disabilities and low vision mistakenly touching a button can avoid activating the press command by sliding their finger off the button
2.5.3 Label in Name WCAG 2.1 A Physical (Done) Person with with repetitive stress injury using voice recognition can use app because button labels displayed visually match the label name in the code
2.5.4 Motion Actuation WCAG 2.1 A Physical (Done) Person with cerebral palsy who uses a wheelchair can activate the same functions without needing to move/rotate the mobile device
2.5.5 Target Size WCAG 2.1 AAA Physical (Done) Person with hand tremor (and big fingers) is provided with bigger buttons, which are easier to press
2.5.6 Concurrent Input Mechanisms WCAG 2.1 AAA Physical (Done) Person with repetitive stress injury using voice recognition can use multiple different types of input (keyboard, touch, mouse, stylus, etc.) at the same time
2.5.7 Dragging WCAG 2.2 AA Physical Person with motor disabilities using keyboard (without assistive technologies) is able to select a document to upload without needing to drag via mouse
3.1.1 Language of Page WCAG 2.0 A Cognitive Reuse video from Guideline 3.1
3.1.2 Language of Parts WCAG 2.0 AA (Cognitive) Reuse video from Guideline 3.1
3.1.3 Unusual Words WCAG 2.0 AAA Cognitive Person with language disability can understand the text more easily because it is written to avoid difficult words, abbreviations, and complex sentence structures
3.1.4 Abbreviations WCAG 2.0 AAA (Cognitive) Reuse video from Success Criterion 3.1.3
3.1.5 Reading Level WCAG 2.0 AAA (Cognitive) Reuse video from Success Criterion 3.1.3
3.1.6 Pronunciation WCAG 2.0 AAA (Cognitive) Reuse video from Success Criterion 3.1.3
3.2.1 On Focus WCAG 2.0 A Physical Person with motor disabilities using keyboard (without assistive technologies) to move around page does not initiate unwanted events
3.2.2 On Input WCAG 2.0 A (Physical) Reuse video from Success Criterion 3.2.1
3.2.3 Consistent Navigation WCAG 2.0 AA Cognitive Person with cerebral palsy understands the different widgets and buttons in an app based on where they always occur
3.2.4 Consistent Identification WCAG 2.0 AA Visual Person who is blind using screen reader easily recognizes the different widgets and buttons in an app because they always have the same name/label
3.2.5 Change on Request WCAG 2.0 AAA (Physical) Reuse video from Success Criterion 3.2.1
3.2.6 Findable Help WCAG 2.2 A (Cognitive) Person with Down syndrom is unable to recall how to use the application and finds help at every step in the process
3.2.7 Hidden Controls WCAG 2.2 AA (Cognitive) Person with autism is not disoriented by buttons on the slides player disappearing when the mouse is not moved
3.3.1 Error Identification WCAG 2.0 A Cognitive Person with cerebral palsy is informed of an error with a clear message and which form field they need to change (eg. "missing postcode")
3.3.2 Labels or Instructions WCAG 2.0 A Cognitive Person with dementia is provided with clear instructions on how to complete the form (eg. "all form fields are required")
3.3.3 Error Suggestion WCAG 2.0 AA Cognitive Person with dyslexia receives suggestions for correcting the error in a form (eg. correct date format)
3.3.4 Error Prevention (Legal, Financial, Data) WCAG 2.0 AA Cognitive Person with memory loss can confirm all input before final commit (eg. name, address, and credit card details)
3.3.5 Help WCAG 2.0 AAA Cognitive Person with Down syndrom can click an "i" icon to receive further information on how to complete a particular form field (maybe combine with video from Success Criterion 3.2.6?)
3.3.6 Error Prevention (All) WCAG 2.0 AAA (Cognitive) Reuse video from Success Criterion 3.3.4
3.3.7 Accessible Authentication WCAG 2.2 A Cognitive Person with cognitive disabilities can use e-mail confirmation instead of CAPTCHA as mechanism for authentication
3.3.8 Redundant Entry WCAG 2.2 A (Physical) Person with motor disabilities using eye-gaze does not need re-enter the billing address when it is the same as the shipping address
4.1.1 Parsing WCAG 2.0 A Visual No video (this SC is being questioned)
4.1.2 Name, Role, Value WCAG 2.0 A Visual Reuse video from Guideline 4.1
4.1.3 Status Messages WCAG 2.1 AA Visual (Done) Person who is blind using screen reader receives status messages that are displayed visually. Reuse video from Guideline 4.1

Survey Results

The following is a summary of the results of survey from August 2020.

Overview on Survey Results
Result Accept Change Object Abstain Gist of Objection Editor Response Suggested Action
GL 1.1 6 4 0 1 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.1.1 7 0 1 0 Well understood Objection unclear as the proposal is to reuse video from GL 1.1 Go ahead drafting script, taking comments into account
GL 1.2 7 2 0 2 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.2.1 6 1 1 3 Image sufficient Leaving out this SC has particular impact on people with hearing disability Go ahead drafting script, taking comments into account
SC 1.2.2 4 1 2 4 Well understood; image sufficient Leaving out this SC has particular impact on people with hearing disability Go ahead drafting script, taking comments into account
SC 1.2.3 6 2 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.2.4 4 1 2 4 Well understood; image sufficient Leaving out this SC has particular impact on people with hearing disability Go ahead drafting script, taking comments into account
SC 1.2.5 8 0 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.2.6 4 2 2 3 Well understood; image sufficient Leaving out this SC has particular impact on people with hearing disability Go ahead drafting script, taking comments into account
SC 1.2.7 7 1 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.2.8 5 1 0 5 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.2.9 5 2 0 4 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
GL 1.3 6 2 1 2 SC videos sufficient Compilation of videos help explain the Guideline Go ahead drafting script, taking comments into account
SC 1.3.1 6 0 1 4 SC has broad coverage Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 1.3.2 6 1 0 4 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.3.3 5 1 1 4 Video focus incorrect Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.3.4 6 1 1 3 Ambiguity in the SC SC ambiguity is beyond the scope of this work Go ahead drafting script, taking comments into account
SC 1.3.5 5 1 0 5 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.3.6 5 1 0 5 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
GL 1.4 6 2 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.4.1 5 3 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.4.2 8 0 1 2 Ambiguity in the SC SC ambiguity is beyond the scope of this work Go ahead drafting script, taking comments into account
SC 1.4.3 6 2 1 2 Well understood Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 1.4.4 7 1 1 2 Borderline; SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 1.4.5 4 3 1 3 SC is clear; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 1.4.6 6 1 1 3 Well understood Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 1.4.7 7 0 1 3 SC is clear; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 1.4.8 6 2 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.4.9 5 0 1 5 SC is clear; Video focus incorrect Revised focus for the video may address the objection (see SC 1.4.7) Go ahead drafting script, taking comments into account
SC 1.4.10 7 1 1 2 Borderline; SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 1.4.11 6 1 0 4 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.4.12 5 1 0 5 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 1.4.13 7 1 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
GL 2.1 8 1 0 2 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.1.1 6 1 1 3 SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 2.1.2 7 1 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.1.3 5 0 1 5 SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 2.1.4 5 0 1 5 Borderline; SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
GL 2.2 8 1 0 2 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.2.1 7 0 0 4 Go ahead drafting script, taking comments into account
SC 2.2.2 7 0 1 3 SC is clear Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 2.2.3 5 0 1 5 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.2.4 5 0 1 5 Ambiguity in the SC SC ambiguity is beyond the scope of this work Go ahead drafting script, taking comments into account
SC 2.2.5 5 0 2 4 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 2.2.6 5 0 1 2 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
GL 2.3 8 0 0 3 Go ahead drafting script, taking comments into account
SC 2.3.1 7 0 2 2 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 2.3.2 6 0 2 3 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 2.3.3 6 3 0 2 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
GL 2.4 7 2 0 0 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.4.1 7 1 1 2 Ambiguity in the SC SC ambiguity is beyond the scope of this work Go ahead drafting script, taking comments into account
SC 2.4.2 6 0 1 3 Ambiguity in the SC SC ambiguity is beyond the scope of this work Go ahead drafting script, taking comments into account
SC 2.4.3 6 0 1 3 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 2.4.4 6 1 0 4 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.4.5 6 0 2 3 Video not needed; Borderline Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 2.4.6 7 0 2 2 Video not needed (mild); Ambiguity in the SC Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 2.4.7 9 0 0 2 Go ahead drafting script, taking comments into account
SC 2.4.8 7 0 0 4 Go ahead drafting script, taking comments into account
SC 2.4.9 7 0 0 4 Go ahead drafting script, taking comments into account
SC 2.4.10 6 1 1 3 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 2.4.11 7 0 0 4 Go ahead drafting script, taking comments into account
SC 2.4.12 (new) N/A N/A N/A N/A SC was not available during survey This SC is an enhancement of SC 2.4.11, so video would be similar Go ahead drafting script, taking comments into account
SC 2.4.13 (was 2.4.12) 6 0 2 3 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
GL 2.5 7 0 0 2 Go ahead drafting script, taking comments into account
SC 2.5.1 5 2 1 3 Video not needed (mild); Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.2 6 0 1 3 Video not needed (mild); Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.3 6 0 1 3 Video not needed; Use code example instead Video is an alternative presentation of example code eg. during training Go ahead drafting script, taking comments into account
SC 2.5.4 5 0 1 5 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.5 6 0 2 3 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.6 5 1 1 3 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.7 6 0 2 3 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 2.5.8 (new) N/A N/A N/A N/A SC was not available during survey This SC is an enhancement of SC 2.5.5, so video would be similar Go ahead drafting script, taking comments into account
GL 3.1 7 1 0 1 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 3.1.1 6 0 2 3 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.1.2 5 0 2 4 Video not needed (mild); Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.1.3 5 2 1 3 Video not needed; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 3.1.4 5 1 1 3 Video not needed; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 3.1.5 5 1 1 4 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 3.1.6 4 1 1 5 Video not needed; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
GL 3.2 7 0 0 1 Go ahead drafting script, taking comments into account
SC 3.2.1 7 0 1 3 Video not needed (mild); Quotes sufficient Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.2.2 6 1 1 3 Video not needed (mild); Quotes sufficient Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.2.3 6 0 2 3 Video not needed; SC is clear; Video focus incorrect Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 3.2.4 7 0 1 3 Video not needed Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.2.5 3 1 2 5 Video not needed; Video for SC 3.2.1 sufficient Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 3.2.6 6 0 1 4 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 3.2.7 6 0 1 4 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
GL 3.3 6 1 0 4 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 3.3.1 5 1 2 3 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.3.2 6 0 1 4 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 3.3.3 5 0 2 4 Video not needed; Ambiguity in the SC Video is easier to communicate the SC for some people in some situations Go ahead drafting script, taking comments into account
SC 3.3.4 6 0 1 4 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 3.3.5 6 0 2 3 Video not needed; Combine with SC 3.3.6 Revised focus for the video may address the objection Go ahead drafting script, taking comments into account
SC 3.3.6 5 1 1 4 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 3.3.7 5 1 1 4 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
SC 3.3.8 4 1 1 5 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account
GL 4.1 7 1 0 3 Comments will be addressed in draft script Go ahead drafting script, taking comments into account
SC 4.1.1 5 0 0 6 Proposed: no video No video will be created for this SC
SC 4.1.2 6 0 1 4 Video not needed Most participants seem to agree with a video for this SC Go ahead drafting script, taking comments into account
SC 4.1.3 6 1 1 3 Video not needed; Quotes sufficient Video is an alternative presentation of the quotes, eg. during training Go ahead drafting script, taking comments into account