ETSI TR 103 852 V1.1.1 (2023-04)

Human Factors (HF); An Examination of Video Game Usability and Accessibility

DTR/HF-00301558

General Information

• Status: Not Published
• Technical Committee: HF - Human Factors
• Current Stage: 12 - Completion
• Due Date: 21-Apr-2023
• Completion Date: 24-Apr-2023

Standards Content (Sample)

TECHNICAL REPORT
Human Factors (HF);
An Examination of Video Game Usability and Accessibility

2 ETSI TR 103 852 V1.1.1 (2023-04)

Reference
DTR/HF-00301558
Keywords
design for all, disability, inclusive design, usability
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ETSI
3 ETSI TR 103 852 V1.1.1 (2023-04)
Contents
Intellectual Property Rights . 4
Foreword. 4
Modal verbs terminology . 4
1 Scope . 5
2 References . 5
2.1 Normative references . 5
2.2 Informative references . 5
3 Definition of terms, symbols, and abbreviations . 6
3.1 Terms . 6
3.2 Symbols . 7
3.3 Abbreviations . 7
4 Context . 7
4.1 Background Information . 7
4.2 Current State . 8
5 Design Challenges . 11
5.1 Introduction . 11
5.2 Hearing . 11
5.2.1 Definition . 11
5.2.2 Current Requirement Usage without Hearing . 12
5.2.3 Current Requirement Usage with Limited Hearing . 12
5.3 Vision . 12
5.3.1 Blind and Low-Vision . 12
5.3.2 Colour-Blindness . 12
5.4 Cognitive (Neurotypical, Neurodivergent and Neurodiverse) .13
5.5 Motor Control/Physical . 13
5.6 Summary . 14
6 Usability and Accessibility within Video Games . 14
6.1 Introduction . 14
6.2 Hearing . 14
6.3 Vision . 14
6.3.1 Blind and Low-Vision . 14

6.3.2 Colour-Blindness . 15
6.4 Cognitive . 15
6.5 Motor Control/Physical . 15
7 Gap Analysis . 16
7.1 Ideal State . 16
7.2 Current State . 17
7.3 Closing the Gap . 18
8 Real world use cases. 18
8.1 Introduction . 18
8.2 Hearing . 18
8.3 Vision . 19
8.4 Cognitive . 21
8.5 Motor Control/Physical . 22
9 Conclusion and Recommendations . 23
9.1 Recommendations . 23
9.2 Conclusion . 23
Annex A: Change History . 24
History . 25

ETSI
4 ETSI TR 103 852 V1.1.1 (2023-04)
Intellectual Property Rights
Essential patents
IPRs essential or potentially essential to normative deliverables may have been declared to ETSI. The declarations
pertaining to these essential IPRs, if any, are publicly available for ETSI members and non-members, and can be
found in ETSI SR 000 314: "Intellectual Property Rights (IPRs); Essential, or potentially Essential, IPRs notified to
ETSI in respect of ETSI standards", which is available from the ETSI Secretariat. Latest updates are available on the
ETSI Web server (Search IPR declaration (etsi.org)).
Pursuant to the ETSI Directives including the ETSI IPR Policy, no investigation regarding the essentiality of IPRs,
including IPR searches, has been carried out by ETSI. No guarantee can be given as to the existence of other IPRs not
referenced in ETSI SR 000 314 (or the updates on the ETSI Web server) which are, or may be, or may become,
essential to the present document.
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Foreword
This Technical Report (TR) has been produced by ETSI Technical Committee Human Factors (HF).
Modal verbs terminology
In the present document "should", "should not", "may", "need not", "will", "will not", "can" and "cannot" are to be
interpreted as described in clause 3.2 of the ETSI Drafting Rules (Verbal forms for the expression of provisions).
"must" and "must not" are NOT allowed in ETSI deliverables except when used in direct citation.

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5 ETSI TR 103 852 V1.1.1 (2023-04)
1 Scope
The present document describes and examines the problems arising from inconsistency of usability and accessibility
design practices in video game controls and identifies the role of standards-based solutions to inconsistent design
practise.
The present document also reports on the challenges relating to implementing usability and accessibility measures in
video games. The usability and accessibility measures covered in the present document address their impact on users
with hearing, vision, touch, cognitive and motor control types of disabilities. The gap analysis given in the present
document refers to an idealized model to identify what needs to be done to bridge any identified gaps. The present
document identifies use cases to describe the application of usability and accessibility measures and their relative
impact on video games design and identifies mitigations to the identified gaps in the form of additional guidance or
standardization from ETSI.
2 References
2.1 Normative references
Normative references are not applicable in the present document.
2.2 Informative references
References are either specific (identified by date of publication and/or edition number or version number) or
non-specific. For specific references, only the cited version applies. For non-specific references, the latest version of the
referenced document (including any amendments) applies.
NOTE: While any hyperlinks included in this clause were valid at the time of publication ETSI cannot guarantee
their long-term validity.
The following referenced documents are not necessary for the application of the present document, but they assist the
user with regard to a particular subject area.
[i.1] 3GPP SA WG4: "Multimedia Codecs, Systems and Services".
[i.2] ETSI TR 101 568: "Human Factors (HF); A study of user context dependent multilingual
communications for interactive applications".
[i.3] AbleGamers.
[i.4] Game Accessibility Guidelines.
[i.5] International Game Developers Association.
[i.6] The ablegamers charity.
[i.7] Can I play that?
[i.8] ISO/TR 22411:2021: "Ergonomics data for use in the application of ISO/IEC Guide 71:2014".
[i.9] ISO/IEC Guide 71:2014: "Guide for addressing accessibility in standards".
[i.10] ETSI EG 203 350 (V1.1.1): "Human Factors (HF); Guidelines for the design of m obile ICT
devices and their related applications for people with cognitive disabilities".
[i.11] EN 301 549 (V3.2.1) (2021-03): "Harmonised European Standard; Accessibility requirements for
ICT products and services" (jointly produced by ETSI/CEN/CENELEC).
[i.12] IEEE Standards Association (SA) P2843: "Accessibility and Digital Inclusion Working Group
(ADIWG); Standard for Measuring Accessibility Experience and Compliance".
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6 ETSI TR 103 852 V1.1.1 (2023-04)
[i.13] Ludogogy: "Designing for accessibility in games".
[i.14] WC3: "WCAG 2.0 Guidelines".
[i.15] Can I play that?: "Accessibility-reference-guides".
[i.16] Game Accessibility Guidelines: "Full list".
[i.17] Can I play that?: "Color-blindness-accessibility-guide".
[i.18] Journal of Neurologic Physical Therapy; 2013; 37(4): "Video games and rehabilitation: using
design principles to enhance engagement in physical therapy". Keith Lohse, Navid Shirzad,
Alida Verster, Nicola Hodges, H F Machiel Van der Loos.
[i.19] International Journal of Audiology; 2014: Listening effort and fatigue: What exactly are we
measuring? A British Society of Audiology Cognition in Hearing Special Interest Group 'white
paper'. Ronan McGarrigle, Kevin J. Munro, Piers Dawes, Andrew J. Stewart, David R. Moore,
Johanna G. Barry & Sygal Amitay.
[i.20] Frontiers in Psychology; 2022: "Listening Effort Informed Quality of Experience Evaluation".
Pheobe Wenyi Sun and Andrew Hines.

[i.21] World Health Organization: "Health-topics".
[i.22] W3C Candidate Recommendation Draft 25 January 2023: "Web Content Accessibility Guidelines
(WCAG) 2.2".
[i.23] Medical News Today: "What-does-neurotypical, neurodivergent, and neurodiverse mean?".
[i.24] Games and Culture: "Disability and Video Games Journalism: A Discourse Analysis of
Accessibility and Gaming Culture". Sky LaRell Anderson and Karen Schrier. 2022; Vol. 17(2)

179-197.
[i.25] Information: "Game Accessibility and Advocacy for Participation of the Japanese Disability
Community". Muneo Kaigo and Sae Okura. 2020; 11, 162.
th
[i.26] The 16 International Conference on the Foundations of Digital Game; 2021; 28, 1-9; Grounded
Theory of Accessible Game Development; Jozef Kulik, Jen Beeston and Paul Cairns.
[i.27] News: "Gaming for Everyone, the Accessibility Features of Forza Horizon 5".
[i.28] News: "Making Empathy Accessible in Life is Strange: True Colors, Available Now for Xbox One
and Xbox Series X|S".
[i.29] Blog: "The Last Of Us Part II, Accessibility Features Detailed".
[i.30] Article: "Hellblade Accessibility - Accessibility Features".
[i.31] 3GPP TR 26.926: "Traffic Models and Quality Evaluation Methods for Media and XR Services in
5G Systems".
st
[i.32] Federal Communications Commission (FCC): "The United States' 21 Century Communications
and Video Accessibility Act (CCVAA)". Wednesday, January 27, 2021.
3 Definition of terms, symbols, and abbreviations
3.1 Terms
For the purposes of the present document, the following terms apply:
accessibility: design of products, devices, services, vehicles, or environments to be usable by people with disabilities
useability: quality or state of bei ng usable
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7 ETSI TR 103 852 V1.1.1 (2023-04)
user experience: user's perceptions and responses that result from the use and/or anticipated use of a system, product,
or service
3.2 Symbols
Void.
3.3 Abbreviations
For the purposes of the present document, the following abbreviations apply:
ACS Advanced Communication Services
ADF Japan Accessible Design Foundation of Japan
AR Augmented Reality
ASL American Sign Language
BSL British Sign Language
CVAA Communications and Video Accessibility Act
CVD Colour Vision Deficiency
dB decibel
ESA Entertainment Software Association
HUD Heads Up Display
ICD International Classification of Diseases
ICT Information and Communications Technology
IGDA International Game Developers Association
NPC Non-Player Character
OS Operating System
QoE Quality of Experience
SA System Aspects
SDO Standards Development Organisation
TSG Technical Specification Group
UI User Interface
VR Virtual Reality
WCAG Web Content Accessibility Guidelines
WHO World Health Organisation
XR eXtended Realities
4 Context
4.1 Background Information
At the time of preparation of the present document there is no existing common standard for the design and
implementation for accessibility and usability in video games. Though ETSI, ITU and 3GPP have covered video games
within other work.
NOTE: Whilst the general term is "video game" the technology used in video games extends to interactive media
for work, education, and entertainment.
3GPP TSG SA WG4 (SA4) [i.1] have developed and published a number of technical specifications of codecs for
speech, audio, video, graphics, and other media types related to emerging services such as eXtended Realities (XR) in
specification 26.926 'Traffic Models and Quality Evaluation Methods for Media and XR Services in 5G Systems' [i.31]
and gaming, as well as the system and delivery aspects of such contents.
ITU-T E2E Network Characteristics Requirement for Video Services which examines the balance between Quality of
Service while ensuring a satisfactory Quality of Experience (QoE) level to the end users during the service delivery
covered video games within its scope and with a liaison agreement with ETSI ISG F5G meant they were consulted
during the creation of this requirement.
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8 ETSI TR 103 852 V1.1.1 (2023-04)
Previously, ETSI TR 101 568 [i.2] from the Human Factors (HF) group reported on the issues around consistent
localization within video games and examined the language and the interface requirements to accommodate differences
between languages.
At the time of writing there are some limited specific regulations that exist which apply to video games (i.e. general
st
usability guidance applies). The United States' 21 Century Communications and Video Accessibility Act 2010 [i.32]
(CVAA) did attempt to bring up-to-date accessibility guidelines to Advanced Communication Services (ACS), which
are considered to include video games with communication elements including text and voice chat, and the User
Interface (UI) elements to reach embedded chat applications. Video game trade groups including the Entertainment
Software Association have requested waivers of CVAA enforcement for video games, arguing that while there is strong
interest in the video game community to provide accessibility, video games are first and foremost for entertainment and
not for communication, and that because of the complexity of video game software, there are few standardized solutions
compared to other ACS platforms. The exclusion of anyone by seeking such waivers is a concern. This examination
will aim to counter those concerns.
The affected elements include the various forms of input devices and the user experience. Whilst some industry players
have begun to address accessibility there are no independent standards addressing accessibility in this domain. Which
this exanimation will address.
EXAMPLE On September 4, 2018, Microsoft released the Xbox Adaptive Controller designed primarily to
meet the needs of gamers with limited mobility, the Xbox Adaptive Controller features large

programmable buttons and connects to external switches, buttons, mounts, and joysticks to help
make gaming more accessible on Xbox One and X/S consoles and Windows 10 PCs. It can also
st rd
and 3 party adaptive accessories.
support various type of 1
4.2 Current State
In the area of accessibility and usability in video games so far only guidelines from advocacy organizations (i.e. not
formal SDOs) have been published. These groups include:
• AbleGamers [i.3];
• Game accessibility guidelines [i.4];

• International Game Developers Association (IGDA) [i.5];
• the ablegamers charity [i.6]; and
• Can I Play That? [i.7].
These are important areas to address as video games makes use of telecommunications, audio-visual media services, the
web-based technologies. While these areas do have their own accessibility requirements, they do not automatically
apply to videos games which can make use of the same accessibility methods.
It is important to note that video games are not just used for entertainment purposes they are also used as important
tools for training, education, and healthcare. In healthcare patient nonadherence with therapy is a major barrier to
rehabilitation. Recovery is often limited and requires prolonged, intensive rehabilitation that is time-consuming,
expensive, and difficult. The use of video games in rehabilitation makes use of the behavioural, physiological, and
motivational effects of gameplay. Research has shown that video games are beneficial for cognitive and motor skill
learning in both rehabilitation science and experimental studies with healthy subjects. Physiological data suggest that
gameplay can induce neuroplastic reorganization that leads to long-term retention and transfer of skill. There is
evidence showing that key factors in game design, including choice, reward, and goals, lead to increased motivation and
engagement. Motion controllers can be used to practice rehabilitation-relevant movements, and well-designed game
mechanics can augment patient engagement and motivation in rehabilitation.
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9 ETSI TR 103 852 V1.1.1 (2023-04)
Though a key point video game play is used as a supplement to traditional therapy not a replacement [i.18]. In training
and education video games are used to help enhance or develop skills in learning in preparation for roles they may
perform as part of their job. Along with games have been known to enhance the following skills in learners. Firstly
cognitive, games enhance mental rotation abilities. It improves the learners' problem-solving skills by encouraging them
to solve problems through trial and error. It also boosts creativity amongst the learners. Secondly, motivational, games
boost self-esteem when the learners work through obstacles and conquer them. Games provide instant feedback so that
learners know immediately where they are going wrong. Thirdly, social games are often not solo activities. In fact, most
learning games encourage employees to collaborate and play in a team or in competition with each other. Learners get
to develop their social skills that lead to long-term social relationships.
With ICT accessibility being often complemented by assistive technology. Interoperability of the two is required to
ensure access by persons with disability to ICT and ICT based services on equal basis with others. Video games are
often included under ICT products. Video games these days are not just for entertainment they are also a tool for
learning, communication, and societal interaction. Therefore, barriers to access because of usability limitations and
limited support of assistive technologies are discriminatory. Due to the nature of video games, they can serve as entry to
learn and experience another culture as they represent a prominent element of popular culture, with the ability to play as
well as participate in video game discourse being a matter of inclusion and equality [i.26]. For example Western (North
America/Europe) games enjoying Eastern (Asian) games and vice versa. Barriers to this should be minimal or even
non-existent.
Researchers from Japan [i.25] have discussed how to define accessible video games by adapting the Accessible Design
Foundation of Japan (ADF Japan) definition "accessible products and services" (Kyoyohin products and services) as
things "designed to be used by as many people as possible, including older persons and persons with disabilities". These
products and services are characterized by the following principles:
1) they meet various physical and intellectual needs;
2) they are easily communicable using multiple means (e.g. visual, auditory, and tactile aids);
3) they are operational methods that can be intuitively understood and cause little psychological strain;
4) they are easy to use with little physical burden (i.e. they can be handled with minimum effort and easily
accommodate motion, approach, etc.); and
5) all of their components are considered safe, including materials, structure, function, procedure, and
sustainability-friendly features. There are three parts which make up Kyoyohin Products and Services shown in
figure 1.
III . Barrier
I . Mainstream II . Kyoyoshin
reducing
assistive goods
goods
technology
Accessible products and services
(Kyoyohin Products and Services

Figure 1: Concept of Kyoyohin products and Services
From the Japanese perspective definition, a video games could be described as accessible if it makes use of assistive
technology and has reduced barriers to be used along with designed or created to be played by the widest group of

people as possible. This aligns with efforts in Europe and America to improve and ensure accessibility and useability
within video games.
The reasons why it can be difficult create usable video games is that there is a conflict between a high-usability level
and great user-experience. This might seem to be a contradiction, but there is an important difference between the two.

Usability is about the "ability to use" something whereas user-experience is about feelings. The aim for a usable product
or service is to make it easy to use, whilst QoE makes it a good experience that users may wish to repeat.
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10 ETSI TR 103 852 V1.1.1 (2023-04)
A product or service can be considered to have a high level of usability when:
1) It requires less mental effort to use.
2) The frequency of mistakes using it is less, or when the mistakes are less disastrous.
3) It is more powerful, where "more powerful" means that it can be used to do more or do it faster.
4) It is more learnable, that is, when a user can figure it out quicker.
There are guides and tools which can provide metrics to measure the usability of a video games. While user-experience
is not like usability - it is about feelings. The aim here is to create satisfaction. The game designers want the user to feel
satisfied before, during and after they have played their chosen video game. To do that they need to take all kinds of
things into consideration. These can include:
1) Environment.
2) Colours (affects interaction/navigation within a digital space).
3) Touch.
4) Audio feedback.
5) Visual feedback.
6) Trust (confidence in actions or a system).
7) Branding.
8) Usefulness.
9) Emotional effect.
This is much harder to achieve. None of these things can be accurately analysed or where effective metrics exist to
measure their effect. Most developers try to find the right balance between high usability and high user-experience.
Overall, the player should never ever feel helpless or stupid when playing a video game. This equally applies to all kind
of products related to them, including accessories, peripherals, software, and devices used to access and play the games.
When it comes to the usability, there is a big difference between our assumptions and reality therefore testing,
reviewing, and applying feedback is important in ensuring the balance between useability and the user experience.
Many different format and ways to experience video games from AR, VR mobile to personal computers and dedicated
devices (handheld/tv) mean that a common standard for implementing accessibility measures is vital to scale and adapt
to which ever device is being used to play the video game.
From various standards bodies there are technical reports and guides which provide guidance plus test evaluation
criteria for consumer devices a summary of which is given below. The data and information provided in these
documents can be applied to be video games though they are not the primary focus of these documents:
• Ergonomics data for use in the application of ISO/IEC Guide 71:2014 [i.8]. This document provides
ergonomics data for standard developers to use in applying ISO/IEC Guide 71:2014 [i.8] to address
accessibility in standards. These data can also be used by ergonomists and designers to support the
development of more accessible products, systems, services, environments, and facilities.
• ISO/IEC Guide for addressing accessibility in standards [i.9]. The purpose of this Guide is to assist standards
developers to address accessibility in standards that focus whether directly or indirectly, on any type of system
that people use. It provides guidance for developing and writing appropriate accessibility requirements and
recommendations in standards. However, this Guide contains information that can also be useful to other
people, such as manufacturers, designers, service providers and educators.
• ETSI Human Factors: Guidelines for the design of mobile ICT devices and their related applications for people
with cognitive disabilities [i.10]. The document contains design guidelines for mobile devices and applications
that will enable persons with limited cognitive, language and learning abilities (including people with age-
related cognitive impairments) to have an improved user experience when using mobile ICT dev ices and
applications. The guidelines apply to the design of m obile ICT devices and mobile applications (whether they
are standalone or whether they provide access to related services). The guidelines in the document complement
existing usability and accessibility guidelines.
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• ETSI/CEN-CENELEC: Harmonised European Standard; Accessibility requirements for ICT products and
services [i.11]. This document specifies the functional accessibility requirements applicable to ICT products
and services, together with a description of the test procedures and evaluation methodology for each
accessibility requirement in a form that is suitable for use in public procurement within Europe. The present
document is intended to be used with web-based technologies, non-web technologies and hybrids that use
both. It covers both software and hardware as well as services. It is intended for use by both providers and
procurers, but it is expected that it will also be of use to many others as well.
• IEEE SA: Standard for Measuring Accessibility Experience [i.12]. This standard defines test evaluation
criteria which can be used to measure the accessibility user experience of devices, applications, websites,
appliances, and emerging immersive devices such as Augmented Reality and Virtual Reality (AR/VR) systems
by people with different disabilities and the elderly. Evaluation criteria for both user experience and
compliance are defined.
5 Design Challenges
5.1 Introduction
The design challenges of video game accessibility and usability has two key issues:
• on one side how users (with disabilities) access information or interact with the game; and
• on the other side how, the developers enable accessibility and useability (by removing obstacle) [i.13].
From WCAG guidelines ideally content should be perceivable (be able to receive audio/visual feedback), operable (able
to input actions and commands), understandable (understand and process the information the game gives to the user),

and robust (able to work with current and future input agents) [i.14]. While EN 301 549 [i.11] specifies the functional
accessibility requirements applicable to ICT products and services, together with a description of the test procedures
and evaluation methodology for each accessibility requirement in a form that is suitable for use in public procurement
within Europe. As it covers both hardware and software it is applicable to video games. This is supported by the
ETSI EG 203 350 [i.10] while it does not provide design guidance it aims to simplifying end-user access to ICT
devices, services, and applications by providing recommended terms for basic and commonly used ICT-related objects
and activities, limited to those terms that end users are commonly exposed to. With video games generally released in
multiple countries ensuring consistent use of terms is important but the limitation of this guide is only using five
languages: English, French, German, Italian, and Spanish (as spoken in their respective European countries). Most of
the design challenges when addressed can be considered good design practice for the benefit of all users but disabled

users can be left out without them being addressed. The following sections draw from WHO definitions [i.21], WCAG
guidelines [i.22] and EN 301 549 [i.11].
5.2 Hearing
5.2.1 Definition
The WHO defines deafness and hearing loss as a person who is not able to hear as well as someone with normal hearing
- hearing thresholds of 20 dB or better in both ears - is said to have hearing loss. Hearing loss may be mild, moderate,
severe, or profound. It can affect one ear or both ears and leads to difficulty or a lack of ability in hearing conversational
speech or sounds. Recently, there has been research and efforts to determine listening effort and use it to inform the
quality of the experience [i.19]. The perceived quality of experience for speech listening is influenced by cognitive
processing and can affect a listener's comprehension, engagement, and responsiveness. Quality of Experience (QoE) is a
paradigm used within the media technology community to assess media quality by linking quantifiable media
parameters to perceived quality [i.20]. While this area of research has yet to be included in standards or technical
requirements it may prove valuable when implementing the audio aspect of video game design to improve audio
accessibility and useability.
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12 ETSI TR 103 852 V1.1.1 (2023-04)
5.2.2 Current Requirement Usage without Hearing
Where ICT provides auditory modes of operation, the ICT provides at least one mode of operation that does not require
hearing. This is essential for users without hearing and benefits many more users in different situations.
NOTE: Visual and tactile user interfaces, including those based on sign language, may contribute towards
meeting this clause.
5.2.3 Current Requirement Usage with Limited Hearing
Where ICT provides auditory modes of operation, the ICT provides enhanced audio features. This is essential for users
with limited hearing and benefits many more users in different situations.
NOTE 1: Enhancement of the audio clarity, reduction of background noise, providing a joint non-oral option,
adjustment of balance of both audio channels, increased range of volume and greater volume in the higher
frequency range can contribute towards meeting this clause.
NOTE 2: Allowing the use of Assistive Listening Devices, such as headsets with noise cancellation (connected by ®
cable, Bluetooth , or WLAN) can contribute towards meeting this clause.
NOTE 3: Users with limited hearing may also benefit from non-hearing access (see clause 5.2.1).
5.3 Vision
5.3.1 Blind and Low-Vision
The World Health Organization (WHO) defines Blindness as visual acuity of less than 3/60 (0,05) or corresponding
visual field loss in the better eye with best possible correction. (ICD-10 Codes 3, 4 & 5) while Low Vision corresponds
to visual acuity of less than 6/18 (0,3) but equal to or better than 3/60 in the better eye with best correction. (ICD-10
Codes 1 & 2). This means an individual with low vision may struggle to perform visual tasks. A near blind individual
may have unreliable vision and blind individual is without sight.
Where ICT provides visual modes of operation, the ICT provides at least one mode of operation that does not require
vision. This is essential for users without vision and benefits many more users in different situations.
NOTE 1: A web page or application with a well-formed semantic structure can allow users without vision to
identify, navigate and interact with a visual user interface.
NOTE 2: Audio and tactile user interfaces.
NOTE 3: Screen readers assistive technologies.
5.3.2 Colour-Blindness
Colour blindness occurs when an individual is unable to see colours in a normal way. It is also known as colour
deficiency. This means they cannot distinguish between certain colours. This usually happens between greens and reds,
and occasionally blues. There are different degrees of colour blindness. Some people with mild colour deficiencies can
see colours normally in good light but have difficulty in dim light. Others cannot distinguish certain colours in any light.
The most severe form of colour blindness, in which everything is seen in shades of grey, is uncommon.
Where ICT provides visual modes of operation, the ICT provides a visual mode of operation that does not require user
perception of colour. This is essential for users with limited colour perception and benefits many more users in different
situations.
NOTE: Where significant features of the user interface are colour-coded, the provision of additional methods of
distinguishing between the features may contribute towards meeting this clause.
ETSI
13 ETSI TR 103 852 V1.1.1 (2023-04)
5.4 Cognitive (Neurotypical, Neurodivergent and Neurodiverse)
There are a broad range of issues and problems which can affect a person's cognitive ability. In general, though it is
often a reduced ability to understand new or complex information and to learn and apply new skills. This means it can
often take longer for a person to learn how to do something new or means they struggle to retain large amount of
information that is given to them in a short period of time. The term "neurotypical" describes someone who thinks and
processes information in ways that are typical within their culture and society. They tend to learn skills and reach
developmental milestones around the same time as their peers. The meaning of "neurotypical" is also subjective, to an
extent. Within culture and society what is considered typical can vary according to the context. The term
"neurodivergent" describes people who process information and behave in a way that differs from the actual or
perceived norms of a particular culture. It refers to the idea that differences in the human brain are natural and normal
and, in many cases, can lead to meaningful and positive insights and abilities though there are cases where these
differences require lifetime medical and assisted care. The term neurodiversity refers to the wide spectrum of ways that
people think. It frames differences in cognition as variations, all of which are equally normal and valuable. People are
described as neurodiverse when their thought patterns, behaviours, or learning styles fall outside of w hat is considered
"normal," or neurotypical. Neurodiversity may be used alongside the terms "neurotypical" and "neurodivergent" to
identify where individuals are on the neurodiversity spectrum. However, everyone is included in neurodiversity,
regardless of how their brain functions
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