arXiv subjects

Hanxiu 'Hazel' Zhu

Publications and source records attributed to Hanxiu 'Hazel' Zhu.

7 recordsLinked to original sources

arXiv2026

"It's Like Drinking from a Fire Hose": Understanding and Characterizing Video Learning Experiences for Individuals with ADHD

Video lectures have become increasingly prevalent for education and professional development, yet their static visuals, dense information, and long duration pose attentional challenges for individuals with ADHD. While adaptive learning offers opportunities towards ADHD-accessible video learning, little is known about how to suitably adapt such videos: What components in multimodal video lectures are challenging for ADHD viewers? How do these experiences surface in behavioral signals to trigger an adaptation? What presentations do they prefer? To answer these questions, we conducted an eye-tracking-based retrospective think-aloud study with 16 participants with ADHD, who watched and reflected on a curated set of video lecture segments. Our study uncovered video design elements that hindered learning and revealed participants' coping strategies along with their limitations. By jointly analyzing behavioral signals and retrospective reflections, we characterized how these experiences manifested in behavioral patterns. We further surfaced participants' practices for addressing learning needs beyond the video watching process, and derived design implications for future ADHD-friendly adaptive video learning systems.

cs.HC↗

arXiv2025

FocusView: Understanding and Customizing Informational Video Watching Experiences for Viewers with ADHD

While videos have become increasingly prevalent in delivering information across different educational and professional contexts, individuals with ADHD often face attention challenges when watching informational videos due to the dynamic, multimodal, yet potentially distracting video elements. To understand and address this critical challenge, we designed FocusView, a video customization interface that allows viewers with ADHD to customize informational videos from different aspects. We evaluated FocusView with 12 participants with ADHD and found that FocusView significantly improved the viewability of videos by reducing distractions. Through the study, we uncovered participants' diverse perceptions of video distractions (e.g., background music as a distraction vs. stimulation boost) and their customization preferences, highlighting unique ADHD-relevant needs in designing video customization interfaces (e.g., reducing the number of options to avoid distraction caused by customization itself). We further derived design considerations for future video customization systems for the ADHD community.

cs.HC↗

arXiv2025

Characterizing Collective Efforts in Content Sharing and Quality Control for ADHD-relevant Content on Video-sharing Platforms

Video-sharing platforms (VSPs) have become increasingly important for individuals with ADHD to recognize symptoms, acquire knowledge, and receive support. While videos offer rich information and high engagement, they also present unique challenges, such as information quality and accessibility issues to users with ADHD. However, little work has thoroughly examined the video content quality and accessibility issues, the impact, and the control strategies in the ADHD community. We fill this gap by systematically collecting 373 ADHD-relevant videos with comments from YouTube and TikTok and analyzing the data with a mixed method. Our study identified the characteristics of ADHD-relevant videos on VSPs (e.g., creator types, video presentation forms, quality issues) and revealed the collective efforts of creators and viewers in video quality control, such as authority building, collective quality checking, and accessibility improvement. We further derive actionable design implications for VSPs to offer more reliable and ADHD-friendly contents.

cs.HC↗

arXiv2025

FocusView: Understanding and Customizing Informational Video Watching Experiences for Viewers with ADHD

While videos have become increasingly prevalent in delivering information across different educational and professional contexts, individuals with ADHD often face attention challenges when watching informational videos due to the dynamic, multimodal, yet potentially distracting video elements. To understand and address this critical challenge, we designed \textit{FocusView}, a video customization interface that allows viewers with ADHD to customize informational videos from different aspects. We evaluated FocusView with 12 participants with ADHD and found that FocusView significantly improved the viewability of videos by reducing distractions. Through the study, we uncovered participants' diverse perceptions of video distractions (e.g., background music as a distraction vs. stimulation boost) and their customization preferences, highlighting unique ADHD-relevant needs in designing video customization interfaces (e.g., reducing the number of options to avoid distraction caused by customization itself). We further derived design considerations for future video customization systems for the ADHD community.

cs.HC↗

arXiv2024

Surveyor: Facilitating Discovery Within Video Games for Blind and Low Vision Players

Video games are increasingly accessible to blind and low vision (BLV) players, yet many aspects remain inaccessible. One aspect is the joy players feel when they explore environments and make new discoveries, which is integral to many games. Sighted players experience discovery by surveying environments and identifying unexplored areas. Current accessibility tools, however, guide BLV players directly to items and places, robbing them of that experience. Thus, a crucial challenge is to develop navigation assistance tools that also foster exploration and discovery. To address this challenge, we propose the concept of exploration assistance in games and design Surveyor, an in-game exploration assistance tool that enhances discovery by tracking where BLV players look and highlighting unexplored areas. We designed Surveyor using insights from a formative study and compared Surveyor's effectiveness to approaches found in existing accessible games. Our findings reveal implications for facilitating richer play experiences for BLV users within games.

cs.HC↗

arXiv2023

ImageAssist: Tools for Enhancing Touchscreen-Based Image Exploration Systems for Blind and Low Vision Users

Blind and low vision (BLV) users often rely on alt text to understand what a digital image is showing. However, recent research has investigated how touch-based image exploration on touchscreens can supplement alt text. Touchscreen-based image exploration systems allow BLV users to deeply understand images while granting a strong sense of agency. Yet, prior work has found that these systems require a lot of effort to use, and little work has been done to explore these systems' bottlenecks on a deeper level and propose solutions to these issues. To address this, we present ImageAssist, a set of three tools that assist BLV users through the process of exploring images by touch -- scaffolding the exploration process. We perform a series of studies with BLV users to design and evaluate ImageAssist, and our findings reveal several implications for image exploration tools for BLV users.

cs.HC↗

arXiv2022

How Do Captions Affect Visualization Reading?

Captions help readers better understand visualizations. However, if the visualization is intended to communicate specific features, should the caption be statistical, and focus on specific values, or perceptual, and focus on general patterns? Prior work has shown that when captions mention visually salient features, readers tend to recall those features. Still, we lack explicit guidelines for how to compose the appropriate caption. Further, what if the author wishes to emphasize a less salient feature? In this paper, we study how the visual salience of the feature described in a caption, and the semantic level of the caption description, affect a reader's takeaways from line charts. For each single- or multi-line chart, we generate 4 captions that 1) describe either the primary or secondary salient feature in a chart, and 2) describe the feature either at the statistical or perceptual levels. We then show participants random chart-caption pairs and record their takeaways. We find that the primary salient feature is more memorable for single-line charts when the caption is expressed at the statistical level; for primary and secondary features in multi-line charts, the perceptual level is more memorable. We also find that many readers will tend to recall y-axis numerical values when a caption is present.

cs.HC↗