Two Level Cognitive Accessibility Demonstrators: Fixatiden and DigiJag
Internal document for review and alignment among programme partners of the Master programme
Developed by Begripsam (Fixatiden) and DigiJag AB (DigiJag)
An educational deliverable within the dual Master's programme in Assistive and Rehabilitation Technologies, KTH Royal Institute of Technology (Sweden), University of Macedonia, and Aristotle University of Thessaloniki (Greece).
The Problem
Teaching Cognitive Accessibility Is Difficult
The Challenge
Mostly theoretical approaches with limited exposure to real systems.
It is difficult to understand actual design decisions in practice.
Abstract guidelines do not easily translate into real applications.
Students rarely interact with real assistive platforms.
This deliverable addresses this challenge
From theory to real system analysis
Two real, functioning cognitive accessibility platforms, Fixatiden and DigiJag, are transformed into structured, interactive educational demonstrators.
Students don't just read about accessibility. They engage with it.
Positioning
Why This Is a Technology Based Deliverable
This is not a report and not a simple description. It is a technology based educational demonstrator, built on real, operational digital systems.
Built on Real Digital Systems
Fixatiden (Begripsam) and DigiJag (DigiJag AB) are live assistive platforms, not prototypes or hypotheticals.
Direct System Interaction
Students explore and analyse the actual platforms, enabling hands on and discovery based learning.
Applied Analysis Framework
Structured tasks and evaluation frameworks tied directly to real system behaviour.
Integrated into Digital Learning
Deployable across multiple courses in the Master's programme, reusable and modular by design.
Case 1: Fixatiden
Overall Description
A technology based educational demonstrator built around Fixatiden, developed by Begripsam.
Students engage directly with a real assistive digital platform:
analysing how design decisions support users with cognitive impairments while exploring a real platform in context
Fixatiden enables structured daily and weekly scheduling through a minimalistic, guided interface.
It emphasises:
clarity, reduced complexity, and step by step interaction to lower cognitive load.
Guided Exploration
Students interact directly with the platform, analysing design in context.
Design Analysis
Structured frameworks for evaluating accessibility principles in practice.
Reusable Framework
A pedagogical package deployable across multiple courses in the programme.
From theory to real system analysis. Interaction with Fixatiden exposes students to design elements that directly support users with cognitive limitations (memory, attention, and executive function).
Simplified Decision-Making
Constrained interaction flows that reduce choice overload.
Visual & Functional Clarity
Intentional layout and visual hierarchy guide users step by step.
Progressive Disclosure
Information is revealed incrementally to avoid overwhelm.
Multimodal Input
Voice support and alternative input modes broaden accessibility.
Students critically analyse:
why specific design decisions were made
trade offs between usability and functionality
how principles transfer to other systems
Case 1: Fixatiden
Structure of the Deliverable
A complete educational package, modular, reusable, and adaptable to specific course contexts.
1
Pedagogical Documentation
System design, cognitive accessibility principles, and the rationale behind key interaction choices.
2
Guided Exploration Framework
Step-by-step activities guiding students through the platform, focused on specific design aspects.
3
Structured Student Assignments
Analysis, comparison, and redesign tasks: applying theoretical concepts to a real system.
4
Teaching Support Material
Discussion prompts, instructions, and evaluation guidance designed for instructors.
Case 1: Fixatiden
Course Alignment
Assistive Technologies and Accessibility in Daily Living
Strongest Fit
The demonstrator directly supports core topics: cognitive assistive technologies, memory and scheduling support systems, and inclusive design in everyday digital environments.
1
Week 9
Assistive Technology for Cognitive Support
2
Week 10
Digital Accessibility
3
Week 11
Universal Design and Inclusive Design
Students evaluate a real assistive solution, identify accessibility barriers, and propose evidence-based improvements, connecting theoretical frameworks to observable design outcomes.
Case 1: Fixatiden
Course Alignment
Introduction to Disability and Rehabilitation
The demonstrator supports foundational understanding of cognitive disabilities and the role of assistive technologies in promoting independence and participation.
Relevant Weekly Topics
Week 7: Intellectual Disabilities
Week 8: Neurodevelopmental Conditions
Week 13: Assistive Technologies in Rehabilitation
How the System Contributes
Fixatiden is a concrete, observable example of how a digital tool reduces real-world barriers.
Students see first-hand how thoughtful design can:
support daily structure
reduce cognitive burden
enable greater independence
Case 1: Fixatiden
Course Alignment
Rehabilitation Engineering
Fixatiden is a software-based case study for system-level design thinking, showing that assistive technology is not limited to hardware.
Human-Centered Design
Design constraints come from user needs, not technical preferences. A clear example of user-centred assistive technology development.
Evaluation of Digital Tools
Students apply engineering frameworks to a non-hardware assistive system.
AI & Digital Support
Links to AI-based and digital systems that support daily functioning and cognitive rehabilitation.
Case 1: Fixatiden
Course Alignment
Multimodal Interaction and Interfaces
Fixatiden offers concrete material for exploring how interaction design choices affect usability and accessibility, its simplified model and voice support provide an accessible entry point into multimodal interface analysis.
System Elements for Analysis
Simplified interaction design and constrained flows
Voice interaction as a multimodal input channel
Usability and accessibility evaluation methods
Aligned Course Weeks
Week 8: Multimodal Interface Design
Week 11: Evaluation Methods
Students gain hands-on experience applying evaluation frameworks to a real, accessible-by-design system.
Case 1: Fixatiden
Secondary Use
Research Methodology and Biostatistics
In a secondary role, Fixatiden functions as a case study dataset and evaluation object (students design structured studies using the system).
Usability Studies
Measure task completion, error rates, and user satisfaction.
Cognitive Load Evaluation
Apply measurement scales to assess cognitive demands on users.
Interaction Design Research
Evaluate design choices as interventions by comparing conditions or user groups.
Case 1: Fixatiden
Learning Outcomes Supported
Through Fixatiden, students develop applied competencies that bridge theoretical knowledge and real-world assistive technology practice.
Analyse Real-World Assistive Technologies
Critically examine existing cognitive accessibility solutions in context.
Identify Design Strategies That Reduce Cognitive Load
Recognise design decisions that lower barriers for users with cognitive impairments.
Apply Universal Design Principles
Translate accessibility guidelines into concrete evaluations of digital systems.
Translate Theory Into Practical Improvements
Propose evidence-based redesign suggestions grounded in theory and observed system behaviour.
Case 1: Fixatiden
Positioning as a Deliverable
Formally positioned as a technology-based educational demonstrator and case-based interactive learning tool, grounded in a real assistive digital system developed by Begripsam.
Grounded in Reality
Built on a working system, not a hypothetical scenario, ensuring authentic learning experiences.
Active Exploration
Students engage directly with the system, enabling discovery-based and applied learning.
Cross-Course Reusability
Designed for deployment across multiple courses within the Master programme.
Case 2: DigiJag
Overall Description
A technology-based educational demonstrator centred on DigiJag, developed by DigiJag AB.
DigiJag offers a more comprehensive and persistent digital environment than Fixatiden:
structured planning
reminders
task organisation
continuity over time for users with cognitive challenges
Designed for individuals experiencing difficulties with memory, sequencing, attention, and executive functioning (addressing real-world complexity in daily life management).
Structured Planning
Task and schedule management supporting complex daily routines over time.
Reminders & Continuity
Persistent support that maintains routines and reduces reliance on memory.
Case-Based Learning
Transformed into an interactive demonstrator with analytical tasks and pedagogical materials.
Where Fixatiden demonstrates extreme simplification, DigiJag exposes students to an advanced tier of cognitive support, featuring long term interaction, data persistence, and increased functional complexity. This contrast is pedagogically critical.
Structured Task Management
How complex task hierarchies are organised without overwhelming users.
Temporal Organisation
How time-based structures are made navigable for users with cognitive challenges.
Independent Living Support
Real world constraints and solutions in assistive systems supporting full daily living.
Personalisation & Continuity
How continuity and personalisation improve long term usability for diverse users.
Community and Use Context
DigiJag is not only shaped by system design, but also by how a user community defines and adapts its use in practice. This highlights the importance of social context, shared practices, and real world implementation in assistive technologies.
Case 2: DigiJag
Structure of the Deliverable
DigiJag adopts the same four-part pedagogical structure as Fixatiden, ensuring consistency across both cases and supporting a unified educational framework.
1
Pedagogical Documentation
System architecture, cognitive support mechanisms, and design principles behind key interaction choices in DigiJag.
2
Guided Exploration Framework
Structured walkthroughs covering system features, interaction logic, and the user's journey through the platform.
3
Student Assignments
Analytical, comparative, and design-oriented tasks based on real system behaviour and accessibility principles.
4
Teaching Support Material
Instructor guidance, structured discussion prompts, and clear evaluation criteria for formative and summative assessment.
Key Slide
Complementarity
Fixatiden + DigiJag: A Structured Learning Pathway
Not two isolated deliverables but a single structured learning pathway that guides students from foundational to advanced cognitive accessibility design.
This transforms two systems into a structured teaching module.
Fixatiden
Minimal, entry level cognitive support. Demonstrates extreme simplification, constrained interaction, and low cognitive load design for basic daily scheduling.
DigiJag
Extended, real-life assistive system. Demonstrates how complexity is introduced responsibly, supporting long term use, personalisation, and comprehensive daily living management.
Levels of Intervention
How assistive support scales from minimal scaffolding to full ecosystem support.
Design Trade-offs
Comparing simplicity vs. functionality at different points on the complexity spectrum.
Applied Progression
Students build conceptual depth progressively, applying more sophisticated analytical lenses as they advance.
Key Slide
Comparison
Fixatiden vs DigiJag
Two systems forming a single spectrum designed to be taught together.
Case 2: DigiJag
Course Alignment
Assistive Technologies and Accessibility in Daily Living
Core Use Case
DigiJag strongly supports the core themes of this course, cognitive assistive technologies, independent living systems, and real-world digital accessibility challenges.
1
Week 7
Environmental control & daily living
2
Week 8
Smart living environments
3
Week 9
Cognitive support technologies
4
Week 13
Case studies in assistive technology
Students evaluate DigiJag as a complete assistive ecosystem, analysing the systemic logic of how a platform supports cognition across daily living.
Case 2: DigiJag
Course Alignment
Introduction to Disability and Rehabilitation
DigiJag provides a real-world example of how technology supports participation and autonomy for people with cognitive and neurodevelopmental disabilities.
Cognitive Disabilities
How intellectual and neurodevelopmental conditions shape the needs of assistive digital systems.
Barriers in Daily Life
How participation barriers appear in everyday tasks, and how DigiJag addresses them through design.
Assistive Technologies in Rehabilitation
Situating DigiJag within the broader rehabilitation context, connecting technology use to independence and social inclusion goals.
Case 2: DigiJag
Course Alignment
Rehabilitation Engineering
DigiJag demonstrates how software-based assistive systems can be analysed with the same rigor applied to physical rehabilitation devices.
Non-Hardware Assistive System Design
DigiJag is a fully digital rehabilitation tool. Engineering rigor applies equally to software-based assistive solutions with no physical component.
User-Centered Engineering Decisions
Students analyse system-level decisions, including architecture, interaction flows, and data management, through the lens of human-centered engineering.
User needs directly constrain and guide technical design choices in complex assistive ecosystems.
Case 2: DigiJag
Course Alignment
Multimodal Interaction and Interfaces
DigiJag offers a richer interaction landscape than Fixatiden, ideal for exploring how usability is maintained despite increased functionality.
Interaction Complexity Management
How DigiJag manages a broader feature set while keeping interactions navigable and accessible.
Usability Evaluation
Applying established usability frameworks and heuristics to a complex, multi-function assistive interface.
Accessibility Under Complexity
How design strategies evolve when systems must remain accessible while supporting richer user interaction.
Case 2: DigiJag
Secondary Use
Research Methodology and Biostatistics
DigiJag serves as a rich real-world evaluation object for research methodology courses.
Research Design Applications
Designing usability studies for assistive platforms
Evaluating assistive technology outcomes and effectiveness
Analysing user interaction data for behavioural patterns
Applied Research Scenarios
Students develop evaluation protocols using DigiJag as the study subject, gaining experience in measurement design, tool selection, and analysis of intervention effectiveness in realistic assistive technology contexts.
Case 2: DigiJag
Learning Outcomes Supported
Through DigiJag, students develop advanced competencies in analysing, evaluating, and designing complex assistive systems.
These outcomes build directly on foundational skills from Fixatiden.
Analyse Complex Assistive Systems
Examine a multi-function digital platform providing cognitive support across daily living domains.
Compare Levels of Accessibility Design
Contrast Fixatiden and DigiJag to see how cognitive support scales with system complexity.
Evaluate Usability vs. Functionality Trade-offs
Apply structured evaluation methods to assess how well DigiJag balances feature richness with cognitive accessibility.
Understand Long-Term Assistive Technology Use
Explore how persistent, evolving support systems sustain engagement and effectiveness over time.
Case 2: DigiJag
Closing
Key Value for the Programme
Fixatiden
Entry level cognitive accessibility demonstrator, minimal and focused, and pedagogically clear.
DigiJag
Advanced cognitive accessibility demonstrator, complex, comprehensive, and analytically rich.
Together
A complete and reusable educational module from theory to real world systems, across the full Master programme.
Immediate Integration
Ready for direct deployment into existing course weeks, no adaptation required.
Reusable Across Modules
Modular structure enables use across multiple courses and cohorts.
Bridges Theory & Practice
Students move from abstract guidelines to analysis of real, functioning systems.
Supports Teaching & Assessment
Instructor materials and evaluation criteria built in, ready for both formative and summative use.
This deliverable is ready for immediate integration into the Master programme in Assistive and Rehabilitation Technologies. It supports modern educational practices by connecting theory with real world assistive technology systems.