EN ISO 21801-1:2021

SLOVENSKI STANDARD
01-julij-2021
Kognitivna dostopnost - 1. del: Splošne smernice (ISO 21801-1:2020)
Cognitive accessibility - Part 1: General guidelines (ISO 21801-1:2020)
Kognitive Zugänglichkeit - Teil 1: Allgemeiner Leitfaden (ISO 21801 1:2020)
Accessibilité cognitive - Partie 1: Lignes directrices générales (ISO 21801-1:2020)
Ta slovenski standard je istoveten z: EN ISO 21801-1:2021
ICS:
11.180.01 Pripomočki za Aids for disabled and
onesposobljene in handicapped persons in
hendikepirane osebe na general
splošno
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

EN ISO 21801-1
EUROPEAN STANDARD
NORME EUROPÉENNE
April 2021
EUROPÄISCHE NORM
ICS 11.180.01
English Version
Cognitive accessibility - Part 1: General guidelines (ISO
21801-1:2020)
Accessibilité cognitive - Partie 1: Lignes directrices Kognitive Zugänglichkeit - Teil 1: Allgemeiner
générales (ISO 21801-1:2020) Leitfaden (ISO 21801 1:2020)
This European Standard was approved by CEN on 5 April 2021.

CEN members are bound to comply with the CEN/CENELEC Internal Regulations which stipulate the conditions for giving this
European Standard the status of a national standard without any alteration. Up-to-date lists and bibliographical references
concerning such national standards may be obtained on application to the CEN-CENELEC Management Centre or to any CEN
member.
This European Standard exists in three official versions (English, French, German). A version in any other language made by
translation under the responsibility of a CEN member into its own language and notified to the CEN-CENELEC Management
Centre has the same status as the official versions.

CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION

EUROPÄISCHES KOMITEE FÜR NORMUNG

CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2021 CEN All rights of exploitation in any form and by any means reserved Ref. No. EN ISO 21801-1:2021 E
worldwide for CEN national Members.

Contents Page
European foreword . 3

European foreword
The text of ISO 21801-1:2020 has been prepared by Technical Committee ISO/TC 173 "Assistive
products” of the International Organization for Standardization (ISO) and has been taken over as
secretariat of which is held by SIS.
This European Standard shall be given the status of a national standard, either by publication of an
identical text or by endorsement, at the latest by October 2021, and conflicting national standards shall
be withdrawn at the latest by October 2021.
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. CEN shall not be held responsible for identifying any or all such patent rights.
According to the CEN-CENELEC Internal Regulations, the national standards organizations of the
following countries are bound to implement this European Standard: Austria, Belgium, Bulgaria,
Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland,
Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Republic of
North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and the
United Kingdom.
Endorsement notice
The text of ISO 21801-1:2020 has been approved by CEN as EN ISO 21801-1:2021 without any
modification.
INTERNATIONAL ISO
STANDARD 21801-1
First edition
2020-01
Cognitive accessibility —
Part 1:
General guidelines
Accessibilité cognitive —
Partie 1: Lignes directrices générales
Reference number
ISO 21801-1:2020(E)
©
ISO 2020
ISO 21801-1:2020(E)
© ISO 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
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Published in Switzerland
ii © ISO 2020 – All rights reserved

ISO 21801-1:2020(E)
Contents Page
Foreword .v
Introduction .vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Implementing the recommendations . 2
5 Motivation and focus . 3
5.1 General . 3
5.2 Means of motivation . 3
5.2.1 Recruiting interest . 3
5.2.2 Individual options . 3
5.2.3 Autonomous use . 3
5.2.4 Usefulness and relevance . 4
5.2.5 Level of abstraction . 4
5.2.6 Focus on the desired outcome. 4
5.2.7 Challenge by varying demands and resources . 4
5.2.8 Self-regulation, self-assessment and coping . 4
5.2.9 Unintentional triggers of inappropriate reactions . 5
5.2.10 Differences in coping abilities . 5
5.2.11 Self-determination and confidence. 5
5.2.12 Threats and trust . 5
5.2.13 Accessibility and safety . 5
5.3 Focus, attention and feedback . 5
5.3.1 Object in focus . 5
5.3.2 Shifts in focus . 6
5.3.3 Inadvertent changes of focus or division of attention . 6
5.3.4 Feedback . 6
6 Representation and understanding . 7
6.1 General . 7
6.2 Multiple means of representation and understanding . 7
6.2.1 Simplify the language — Dealing with words . 7
6.2.2 Simplify the language — Dealing with symbols . 7
6.2.3 Simplify the message structure . 8
6.2.4 Understanding across language barriers . 8
6.2.5 Translation processes . 8
6.2.6 Options for finding information . 8
6.2.7 Equal opportunities for comprehension . 8
6.3 Spatial orientation and understanding of values and sizes . 9
6.3.1 Entities and sizes . 9
6.3.2 Scales and relative values .10
6.3.3 Position in space .10
6.4 Simple, understandable and logical design .10
6.4.1 Logical and consistent design .10
6.4.2 Background knowledge .10
6.4.3 Transfer and generalization .10
6.4.4 Understanding underlying concepts and ideas .10
6.4.5 Complexity .11
7 Action .11
7.1 General .11
7.2 Means of expression .11
7.2.1 Customizable media for information, expression and communication.11
7.3 Organization, planning and time management .12
ISO 21801-1:2020(E)
7.3.1 Goal-setting .12
7.3.2 Decision-making .12
7.3.3 Strategic activities .12
7.3.4 Options for strategic activities .13
7.3.5 Time constraints .13
7.3.6 Time awareness .13
7.3.7 Options for orientation to time .13
7.3.8 Communication of time and time management .13
7.3.9 Adapting time demands .14
7.4 Flexibility and equal opportunities .14
7.4.1 Equality .14
7.4.2 Access to systems and interoperability .14
7.4.3 Alternative and multiple means of user interaction .15
7.4.4 Alternatives and decisions .15
7.4.5 Default configuration and adjustable parameters .15
7.4.6 Individualized access and reuse of user profiles .15
7.4.7 Access to the intended outcome of the system .16
7.5 Support for completion of tasks .16
7.5.1 Sustained attention and concentration .16
7.5.2 Avoiding mistakes .16
7.5.3 Mistakes and errors . .17
7.5.4 Correction of mistakes and errors .17
7.5.5 Support functions . .17
7.5.6 Content-integrated contextual help.17
Annex A (informative) Checklist for following the recommendations of this document .18
Bibliography .22
iv © ISO 2020 – All rights reserved

ISO 21801-1:2020(E)
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www .iso .org/ patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Technical Committee ISO/TC 173, Assistive products.
A list of all parts in the ISO 21801 series can be found on the ISO website.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
ISO 21801-1:2020(E)
Introduction
Cognitive impairment can affect anyone. It can be temporary or permanent. Cognitive impairment
might affect a person’s ability to
— perceive information including visual, auditory and haptic (e.g. reduced visual perception which
can cause problems recognizing words, pictures or other visual input),
— sustain, direct and divide attention (e.g. reduced ability to filter unwanted stimuli, such as light or
sound, or difficulties multi-tasking),
— register and store information and retrieve it as needed, including: store and maintain new episodes,
knowledge and skills, and retrieve and maintain former episodes, knowledge and skills,
— communicate, including understand and express oneself both verbally and non-verbally,
— orientate oneself, and navigate spatially and topographically,
— execute activities, including solve problems; organize; plan; hold on to a plan or strategy and change
strategy when appropriate; initiate, carry out, and terminate activities appropriately,
— think and reason in an abstract manner (e.g. understand generalizations and associations and
causal connections), or
— understand and manage numbers and time (e.g. calculate or comprehend concepts of money, size, or
lapses of time).
Activity limitations and participation restrictions for people with cognitive impairment can be reduced
significantly through the design of systems and the built environment. The adoption of Universal Design
(UD) approaches in standards and policies is key to facilitate access to mainstream systems. Strategies
and principles consistent with the UD approach strive to promote features in systems and the built
environment that are functional and comfortable for everyone.
Mainstream systems are often considered to be more affordable and socially acceptable than
assistive products. Unlimited access to mainstream technologies and systems, including information
technologies, contributes to the inclusion of people with the widest range of cognitive needs, in the
widest range of life situations. Knowledge about the widest range of cognitive needs and how activities
and environmental factors can be modified to increase participation is extensive but not easy to
comprehend and transfer to the design and delivery of systems. Designers and manufacturers of
mainstream systems who are aware of those needs can significantly contribute to accessible and usable
systems.
Although named cognitive ‘accessibility’, this document also adopts the concept of ‘usability’ to ensure
that design principles are based on the unique experiences of users rather than on assumptions of
human abilities.
This document is structured around three concepts, each presenting a set of guidelines:
— Motivation and focus;
— Representation and understanding;
— Action.
This document is a general guideline on cognitive accessibility for all systems. In a specific domain
or in a specific context there, can be more detailed standards and guidelines addressing cognitive
accessibility, see References [5] and [6].
It is important to engage people with cognitive impairments and their significant others, in the
development of mainstream and assistive products for people with cognitive impairments.
vi © ISO 2020 – All rights reserved

INTERNATIONAL STANDARD ISO 21801-1:2020(E)
Cognitive accessibility —
Part 1:
General guidelines
1 Scope
This document presents guidelines for the design and development of cognitively accessible systems,
including products and services and built environments.
This document is relevant to mainstream systems as well as those designed specifically for people with
disability.
Within the broad field of accessibility, this document is limited to guidance related to cognitive
accessibility.
NOTE 1 It acknowledges, however, that diverse sensory perceptions can impact cognitive accessibility.
NOTE 2 While the following guidance in this document can benefit all users, it is included here because failure
to follow it could lead to barriers that would prevent some potential users from being able to use the system at all.
This document is relevant to all types of systems. However, some particular recommendations can only
be followed for some types of systems:
— Some of the guidance is relevant to a fixed system (e.g. a non-computerized consumer product or a
user manual);
— Some of the guidance applies to systems containing some level of computer-based processing (e.g. a
microwave oven or an ICT-system);
— Some of the guidance applies to systems that use advanced computer processing that supports
individualization (e.g. an application in a smart phone);
— Some guidance applies to combinations of the above.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
ISO 21801-1:2020(E)
3.1
accessibility
extent to which products, systems (3.5), services, environments and facilities can be used by people
from a population with the widest range of user needs, characteristics and capabilities to achieve
identified goals in identified contexts of use
Note 1 to entry: Context of use includes direct use or use supported by assistive technologies.
[SOURCE: ISO 9241-112:2017, 3.15]
3.2
cognition
mental actions or processes of acquiring knowledge and understanding through thought, experience,
and the senses
Note 1 to entry: Specific cognitive functions include; perception, attention, memory, linguistic functions (verbal,
non-verbal), reasoning, planning, problem solving, decision making, reading and calculating. Cognition interacts
with global mental functions (e.g. consciousness, energy, motivation) and affective functions (e.g. emotion, mood
and self-regulation).
3.3
cognitive accessibility
extent to which systems (3.5) can be used by people from a population with the widest range of user
needs, cognitive characteristics and capabilities to achieve identified goals in identified contexts of use
3.4
haptic
relating to the sense of touch, in particular relating to the perception and manipulation of objects using
the senses of touch and proprioception
Note 1 to entry: While there is no difference between haptic and tactile in most dictionary definitions, in the
area of haptics, researchers and developers use haptic to include all haptic sensations, while tactile is limited to
mechanical stimulation of the skin.
3.5
system
product, service, or built environment or any combination of them with which the user (3.7) interacts
[SOURCE: ISO/IEC Guide 71:2014, 2.1]
3.6
time management
mental functions of ordering events in chronological sequence, allocating amounts of time to events
and activities
Note 1 to entry: This definition is taken from Reference [9].
3.7
user
individual who accesses or interacts with a system (3.5)
[SOURCE: ISO/IEC Guide 71:2014, 2.2]
3.8
user profile
set of user requirements stored in a way that it can be re-used by a system (3.5)
4 Implementing the recommendations
In order to implement the recommendations in this document,
a) the ability to follow each recommendation in the document shall be determined;
2 © ISO 2020 – All rights reserved

ISO 21801-1:2020(E)
b) any recommendation determined not being able to be followed shall be justified;
c) any recommendation being able to be followed but that is not followed shall be justified.
This implementation can be evaluated by self-assessment, or by an assessment carried out by
another party.
Annex A provides assistance in documenting the implementation of the recommendations in this
document.
5 Motivation and focus
5.1 General
People differ markedly in their means of engagement or motivation to learn or to perform a task. There
are a variety of factors that can influence individuals including neurology, culture, personal relevance,
subjectivity, and background knowledge. Some people are highly engaged by spontaneity and novelty
while others might feel disengaged or even frightened by those aspects, preferring a strict routine.
There is no single means of engagement that will be optimal for everyone, so providing multiple options
for engagement is essential.
5.2 Means of motivation
5.2.1 Recruiting interest
The system should provide options for recruiting interest. People differ significantly in what interests
them and this changes over time. A person’s interests might shift with age, the gaining of new insights
or activities, or changes in the environment.
NOTE 1 A way of recruiting interest and engagement is to highlight the usefulness and to demonstrate the
relevance of the system.
NOTE 2 It might be useful to find alternative ways of recruiting interest, since recruiting interest leads to
attention and attention leads to engagement.
NOTE 3 If the system does not interest people, it might not be used.
5.2.2 Individual options
The system should optimize individual options. Once a goal for a system has been determined, options
can be given on how to access and how to use the system. Options can be related to context, use, support,
or means of achieving the overall objective of the system.
NOTE 1 Optimizing options is not about presenting as many options as possible, it is about presenting a set of
meaningful and appropriate options.
NOTE 2 Options are a way of maximizing the chances of success. People are more likely to succeed in using the
system when there are meaningful options.
NOTE 3 See also ISO/IEC Guide 71:2014, 8.2.5.
5.2.3 Autonomous use
The system should support autonomous use. In situations of individual use or in cooperation between
individuals, means to provide autonomy for each individual is important.
NOTE 1 Some people might always need support from either humans or assistive technology to achieve the
desired outcome.
NOTE 2 If the use of the system is likely to involve cooperation, means for cooperation might be useful.
ISO 21801-1:2020(E)
5.2.4 Usefulness and relevance
The system should optimize usefulness and relevance. People find different qualities useful and
relevant. Usefulness draws on how relevant and valuable the system is for people.
NOTE Usefulness and relevance can be dependent on personal preferences, lifestyles, contexts, socio-
cultural aspects, age and ability.
5.2.5 Level of abstraction
The system should provide options for the level of abstraction. Any design uses some level of abstraction.
People might have difficulty with both high and low levels of abstraction.
EXAMPLE 1 People using digital maps and support for wayfinding can switch between satellite (real world)
presentations, map view and text view. The detail shown in both satellite and map view can be increased or
decreased by zooming in and out.
EXAMPLE 2 Orientation with the help of arrows pointing the direction at intervals is more abstract compared
with following a continuous painted line on the floor.
5.2.6 Focus on the desired outcome
The system should support sustained focus on the desired outcome. Over the course of any sustained
usage, there are many sources of interest and engagement that compete for attention and effort.
NOTE 1 Some people depend on support to remember their initial goal or to maintain a consistent vision of
the rewards of achieving that goal. For these people, it is useful to build in periodic or persistent reminders or
prompts of both the goal and its value, in order to sustain effort and concentration in the face of distraction.
NOTE 2 The goal can be displayed in multiple ways and at different stages. Long-term goals can be divided
into short-term objectives or tasks.
NOTE 3 The desired outcome can be visualized and supported in different ways
5.2.7 Challenge by varying demands and resources
The system should optimize challenge by varying demands and resources. People vary in what
motivates them to do things. They respond to different challenges and they respond to challenges
differently.
NOTE 1 The right level of challenge is useful for maintaining interest. Engagement and motivation can be
maintained by providing a balanced and varied range of challenges and resources.
NOTE 2 Differentiation in degrees of complexity or difficulty, availability of alternatives, degrees of freedom
in performance, and access to appropriate resources can be tools for optimizing challenge.
5.2.8 Self-regulation, self-assessment and coping
The system should provide options for self-regulation, self-assessment and coping. People might have
difficulty regulating their own emotions and motivations. Careful assessment of the design solutions’
impact on an individual’s emotions and affect can assist with self-regulation, self-assessment and coping.
NOTE Self-regulation of emotions can be affected by the design of the system.
EXAMPLE 1 An option to undo a previous action or a previous decision is self-regulatory support.
EXAMPLE 2 An overview before accepting a purchase, or a warning before a known risk factor might support
self-assessment.
EXAMPLE 3 Features and functions that help people monitor and reflect on their usage and levels of success in
use will help them to recognize both difficulties and progress. Access to statistics and results, or other kinds of
positive or negative feedback, and reports on changes can be helpful.
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ISO 21801-1:2020(E)
5.2.9 Unintentional triggers of inappropriate reactions
The system should avoid unintentional triggers of inappropriate reactions.
NOTE Design that intentionally interferes with self-regulatory processes, or that attempts to coerce people
to make decisions or take actions that are inappropriate for or detrimental to them is unethical. However not all
intentional interference with self-regulatory processes is unethical.
5.2.10 Differences in coping abilities
The system should provide means to meet individual differences in coping abilities. People have
different coping abilities and strategies. They also have different abilities in adopting strategies that
will enhance their coping skills.
NOTE 1 Coping skills and strategies might include reminders, models, checklists, examples as well as
adjustable settings, personal profiles, support or guidance, etc.
NOTE 2 See also ISO/IEC Guide 71:2014, 8.2.5.
5.2.11 Self-determination and confidence
The system should optimize for self-determination and confidence. Success in usage and autonomous
usage in particular, builds self-determination, pride, trust and confidence in the system.
5.2.12 Threats and trust
The system should minimize threats and maximize trust. Psychological barriers in a system can
exist in the form of threats that inhibit or prevent people from usage, or decrease self-determination,
independence and satisfaction.
NOTE 1 These barriers can exist as intrinsic feelings even when no physical threat exists. Some design
patterns and shapes can be regarded as threatening by some people. It is beneficial if design, concepts and
content are used to build trust.
NOTE 2 Design that contributes to the reduction of potential threats creates trustworthy systems.
EXAMPLE Examples of known features that, in some situations, can be regarded as threatening include
— haptic: sharp angles, uncomfortable textures, hot or cold surfaces,
— audio: continuous noises or beeps; buzzing from machinery,
— visual: excessive information displayed with poor typography, shapes with sharp angles.
5.2.13 Accessibility and safety
The system should avoid enhanced accessibility compromising safety. It is important that solutions
designed to increase accessibility do not result in loss of privacy, increased risks to personal safety or
security, or the stigmatization of individuals.
5.3 Focus, attention and feedback
5.3.1 Object in focus
The system should clarify the object in focus. It is important for the user to understand which object
or feature is intended to be in focus. Different means of drawing attention to the intended focus can be
used and preferably consistently.
NOTE 1 Focus is often drawn by visual cues, but visualization is often not enough to ensure perception of
focus for all people in all situations. Other means such as sound or haptic cues might be needed.
ISO 21801-1:2020(E)
NOTE 2 Focus is useful in processes where a logical order of interaction or presentation is present.
EXAMPLE 1 Insufficient colour contrast can cause difficulties perceiving what is in focus.
EXAMPLE 2 A visually and haptically highlighted button can provide clues as to what might be in focus.
EXAMPLE 3 Calling the user’s name might help that person to focus on a relevant object.
5.3.2 Shifts in focus
When a new object is supposed to be in the user’s focus, support should be provided for the user to shift
focus from one object to the next. The system should support/facilitate shifts in focus
NOTE Information about present location is often useful to assist users to change focus from one object in
order to focus on the next. This can be supported by design that emphasizes both the previous and the new focus.
5.3.3 Inadvertent changes of focus or division of attention
The system should avoid features that inadvertently change focus or divide attention. Distractions
might prevent people from fulfilling a desired task. Design strategies aimed at avoiding inappropriate
changes in focus and attention are important.
NOTE 1 Environmental conditions can result in people losing attention.
NOTE 2 Losing focus is related to losing interest and some users have significant difficulty maintaining focus
on the intended target.
NOTE 3 Known features that might divide attention could include
— flickering objects,
— moving objects or movement in an interface,
— sounds,
— irrelevant or illogical content,
— automated actions outside the user’s control,
— complex or unclear demand, and
— long processes that cannot be paused.
5.3.4 Feedback
The system should provide relevant feedback. Feedback should be provided at all stages, with not
providing feedback being the exception. Providing people with relevant feedback is often a matter of
balance and timing. People need feedback to know the outcome of a task, when something has happened,
or just to be reassured that they are progressing as expected.
NOTE Determining what type of feedback is appropriate is a useful design consideration.
EXAMPLE Feedback can be:
— Positive: Aiming to engage and motivate. Providing reassurance to the user.
— Neutral: Displaying what has happened. Summarizing activity or presenting current status and values, e.g.
sound feedback/rewarding click. Presenting options.
— Negative: Alerting the user to possible errors.
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ISO 21801-1:2020(E)
6 Representation and understanding
6.1 General
People differ in the ways that they perceive and comprehend information presented to them. Different
needs require different ways of approaching content. Some people might simply grasp information
faster or more efficiently through audio or visual aids rather than text. Learning and transfer of
learning occurs when multiple representations are used, because it allows people to make connections
within, as well as between, concepts. Words, symbols, numbers, and icons are semantic elements used
to present information. In short, there is no single representation that will be optimal for everyone, so
providing options for representation is essential.
Decoding of words, symbols, numbers, and icons is a more or less automatic process that differs
between people. For people struggling with automaticity, the result is a higher cognitive load leading to
a reduced ability in information processing and comprehension.
6.2 Multiple means of representation and understanding
6.2.1 Simplify the language — Dealing with words
The system should simplify the language — dealing with words. Systems presenting information
that exceeds the language comprehension of the user can interfere with their understanding and
performance. The vocabulary used should be as easy as possible to understand and complicated word
should be explained, in a way that doesn’t interfere with readability and comprehension.
NOTE 1 Unusual words, abbreviations, idioms, jargon, poorly constructed sentences and grammatical errors
are known to cause reading problems.
NOTE 2 Other representations than text (e.g. pictograms, video, audio) might be needed to ensure clarity and
comprehension for all people.
NOTE 3 See also ISO 9241-112.
6.2.2 Simplify the language — Dealing with symbols
The system should simplify the symbolism. Non-linguistic features (pictures, animations, videos,
standardized pictograms, etc.) can be used to clarify or substitute linguistic information.
NOTE Logotypes and pictograms can help to find information.
EXAMPLE Pictograms showing the open/close-door buttons of elevators, see Figure 1
a)  Chinese pictograms b)  Pictograms designed within the
a
universal design tradition
a
Reference numbers: IEC 60417-5555, referent: Tape running direction and IEC 60417-5554, referent:
Still mode.
Figure 1 — Examples of pictograms for open and close buttons of elevators.
ISO 21801-1:2020(E)
6.2.3 Simplify the message structure
The system should simplify the message structure. The use of well-constructed sentences and
commonly used vocabularies will increase understanding.
It is recommended that the system has a clear structure and divides information. A clear structure
and syntax increase the probability of comprehension. Well-structured information supports
comprehension.
NOTE 1 It is often useful to divide information into chunks such as paragraphs, chapters, sections in text, or
chapters in videos. Chunks make it easier to process and comprehend pieces of information and to return to the
task when completing it in intervals. To limit a sentence to a single idea could be a useful way of simplifying the
message structure.
NOTE 2 It is oft
...