Video-Based Resources/WCAG Requirements
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:
- WCAG 2.2 Working Draft - updated to version of 21 July 2020
- What's New in WCAG 2.1 - provides user quotes for WCAG 2.1 Success Criteria
- Accessibility Principles - paraphrasing of WCAG 2 Guidelines
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
| 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
| 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.
| 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 |