Articulate Storyline 360 Accessibility Conformance Report

Standard/Guideline

Included in Report

Web Content Accessibility Guidelines 2.0

Level A (Yes)
Level AA (Yes)
Level AAA (Yes)

Web Content Accessibility Guidelines 2.1

Level A (Yes)
Level AA (Yes)
Level AAA (Yes)

Revised Section 508 standards published January 18, 2017 and corrected January 22, 2018

Yes

Criteria

Conformance Level

Remarks and Explanations

1.1.1 Non-text Content (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners text-based alternatives, such as text boxes or slide notes, for non-text content. You can also use alternative text to describe objects for learners with screen readers.

1.2.1 Audio-only and Video-only (Prerecorded) (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners text transcripts of audio content as well as videos that don't have descriptive audio information. You can use text boxes, layers, interactive markers, or slide notes to display transcripts.

1.2.2 Captions (Prerecorded) (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Import caption files or create your own captions with the built-in caption editor in Storyline 360.

1.2.3 Audio Description or Media Alternative (Prerecorded) (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners a separate audio track or a detailed text-based alternative that describes video content that can’t be heard in the audio, such as chyrons, character actions, and scene changes.

1.3.1 Info and Relationships (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 automatically publishes the proper semantic formatting for paragraphs, links, lists, and other elements so screen reader users can explore content easily.

Exception: Semantic formatting isn't available for tables.

Authors should use text styles to identify headings and blockquotes so learners can easily explore headings and quotes using built-in screen reader navigation features.

1.3.2 Meaningful Sequence (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Define the correct reading order for your slide content so screen reader users can understand its meaning.

For example, if you illustrate a process with numbered steps around a circular graphic, learners need to know where the sequence begins and which direction to follow. Sighted learners can see and understand the sequence. As an author, you must provide this info to screen readers. Use the Focus Order window to define the correct sequence.

1.3.3 Sensory Characteristics (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Provide text-based instructions for content that can only be understood by shape, size, visual location, orientation, or sound.

1.4.1 Use of Color (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Provide alternatives when color is used to convey important information or instructions. Learners with color blindness might not see the differences in your color choices. Here are some examples:

• Use icons or text labels. For example, display “Required” to indicate required data-entry fields rather than (or in addition to) color formatting, such as red highlights.
• Use a 3:1 contrast ratio between clickable text and static text so learners can tell the difference.
• Use patterns, textures, or text to make different areas of an image stand out. For example, use different patterns or textures for each product on a chart. Or, add on-screen text to identify colors (red, blue, etc.) when asking learners to select one of several color swatches.

1.4.2 Audio Control (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Use the built-in controls, such as the play/pause button and the volume controller, or create your own controls using buttons, links, and triggers. (All controls can be accessed by keyboards and screen readers.)

2.1.1 Keyboard (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Partially Supports

Most Storyline 360 features are keyboard-accessible, except:

• Drag-and-drop interactions: Provide keyboard-accessible alternatives, such as dials or sliders, until we release fully accessible drag-and-drop interactions.
• Likert scale questions: Create keyboard-accessible Likert scale questions from scratch using radio buttons and button groups until we release fully accessible Likert scale questions.

2.1.2 No Keyboard Trap (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 courses don’t trap keyboard focus in subsections of content. Learners can use keyboard navigation without getting stuck.

2.1.4 Character Key Shortcuts (Level A 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Built-in shortcuts and author-defined shortcuts support this criterion.

• Built-in keyboard shortcuts don't use single keys. We avoid the accidental activation of shortcuts by requiring modifier keys. For example, Ctrl+Alt+M mutes/unmutes the course audio. Learners can also turn off built-in keyboard shortcuts altogether if they prefer.
• Authors can create custom keyboard shortcuts using key-press triggers. However, the triggers only work when specific components have focus, preventing accidental activation.

2.2.1 Timing Adjustable (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Don’t add time limits to activities unless the time limit is essential to the functionality.

Don't advance slides automatically. Allow learners to read the content at their own pace and advance when they're ready.

Don't animate text to make it disappear after a certain amount of time (such as scrolling text off the slide). Some learners with vision, mobility, or cognitive disabilities might need more time to read the text.

2.2.2 Pause, Stop, Hide (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Enable the built-in play/pause button or create your own play/pause button to give learners control over pacing.

2.3.1 Three Flashes or Below Threshold (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Don’t use videos or animations that flash or blink more than three times per second.

Here’s a helpful tool that analyzes videos for content that might cause seizures.

2.4.1 Bypass Blocks (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software) – Does not apply to non-web software
• 504.2 (Authoring Tool)
• 602.3 (Support Docs) – Does not apply to non-web docs

Supports

Learners can skip repetitive navigation elements to access slide content immediately when tabbing through a course with a screen reader. The skip-navigation feature is automatically enabled in all courses.

2.4.2 Page Titled (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 automatically uses your course title as the page title that appears on the browser tab. Screen readers announce the course title (i.e., the page title) when the course first launches.

2.4.3 Focus Order (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Define a custom focus order (tab order) for interactive objects so learners using keyboard navigation understand the meaning of the content.

For example, if a timeline interaction presents a series of clickable events, make sure the focus order (tab order) matches the chronological order of the events. If the tab order is out of sequence, keyboard users will be frustrated and screen reader users will be confused.

Exception: Website videos and web objects are always last in the slide focus order due to cross-domain limitations.

2.4.4 Link Purpose (In Context) (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Add text to every button and hyperlink so learners know what each one does. It’s also a good idea to add alternative text to buttons and hyperlinks for learners with screen readers.

2.5.1 Pointer Gestures (Level A 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Storyline 360 courses support touchscreen gestures, but learners aren’t required to use them.

2.5.2 Pointer Cancellation (Level A 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Click events happen when learners release the mouse button, not when they press the mouse button down. This helps learners recover if they accidentally click the wrong target. They can move the mouse away from the target before releasing the button if they don’t want to activate the target.

2.5.3 Label in Name (Level A 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Make sure alternative text matches on-screen labels. This is especially helpful for learners who use speech to navigate web content.

2.5.4 Motion Actuation (Level A 2.1 only)

Doesn’t apply to Revised Section 508

Not Applicable

Storyline 360 courses don’t support motion controls. In other words, learners can’t control courses by moving their tablets or smartphones.

3.1.1 Language of Page (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

A language identifier is automatically added to the published output for screen readers. Set the course language in your player properties (text labels).

3.2.1 On Focus (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 courses don’t change context when learners change focus.

3.2.2 On Input (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Explain to learners what will happen before they perform an action that changes context.

3.3.1 Error Identification (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 automatically warns learners when they leave questions blank. And you can use triggers, states, and layers to create custom validation and error messages.

3.3.2 Labels or Instructions (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners instructions when they need to interact with slide content. For example, provide on-screen instructions when learners need to type information in a data-entry field so they know what’s expected of them.

4.1.1 Parsing (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Storyline 360 generates well-formed HTML output.

If you add custom JavaScript triggers to your course, make sure your code is properly formatted.

4.1.2 Name, Role, Value (Level A)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

The Storyline 360 player uses distinct semantic groups, ARIA landmarks, and structured controls that follow a consistent order and hierarchy.

Authors should make sure slide objects are labeled correctly so learners with screen readers know what they are and how to interact with them. Use on-screen text or alternative text to describe objects throughout your course.

Check out our free accessibility e-book for tips on writing good alt text.

Criteria

Conformance Level

Remarks and Explanations

1.2.4 Captions (Live) (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Not Applicable

Storyline 360 doesn’t use real-time broadcasts.

1.2.5 Audio Description (Prerecorded) (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners audio descriptions as alternatives to video content. Record narration or import audio files for audio descriptions, then synchronize them with the video content.

1.3.4 Orientation (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Courses work in both landscape and portrait modes.

1.3.5 Identify Input Purpose (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Does Not Support

Storyline 360 doesn’t currently support programmatic input-field identification or auto-filling forms.

1.4.3 Contrast (Minimum) (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Use a contrast ratio of 4.5:1 or higher for on-screen text so learners with low vision can read it. Here’s a helpful contrast checker to determine your contrast ratio.

The modern player style automatically exceeds minimum contrast requirements. If you use the classic player style, be sure to choose colors with a contrast ratio of 4.5:1 or higher.

1.4.4 Resize text (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

When authors use the modern player style, learners can switch to modern player zoom mode and use the zoom settings in desktop browsers to make slides bigger and easier to see. On mobile devices, learners can use pinch-to-zoom gestures.

When authors use the classic player style (locked at optimal size), learners can use the zoom settings in desktop browsers to make slides bigger and easier to see. On mobile devices, learners can use pinch-to-zoom gestures.

1.4.5 Images of Text (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Use on-screen text to convey important information rather than images of text, which can’t be read by assistive tools.

1.4.10 Reflow (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Storyline 360 courses are two-dimensional presentations with fixed aspect ratios. They're designed to zoom in and out, but they can't reflow without losing meaning and context. As a result, learners might see vertical and/or horizontal scroll bars at the highest zoom levels. The exception in the guideline allows two-dimensional content, such as presentations, to scroll in both directions.

For the best results, use the modern player so learners can take advantage of the built-in zoom feature.

1.4.11 Non-text Contrast (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Use a contrast ratio of 3:1 or higher for images and background elements so learners with low vision can see them. For example, make sure buttons and icons are easily distinguishable from the slide background. Here’s a helpful contrast checker to determine your contrast ratio.

The modern player style automatically exceeds minimum contrast requirements for non-text elements. If you use the classic player style, be sure to choose colors with a contrast ratio of 3:1 or higher for non-text elements.

1.4.12 Text Spacing (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Learners can use custom stylesheets or browser extensions to adjust text properties, such as line spacing, to make content easier to read. See how Storyline 360 supports accessible text, allowing learners to control their experience.

1.4.13 Content on Hover or Focus (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Partially Supports

We're investigating solutions for:

• Object hover states can't be dismissed with a keyboard command.
• Tooltips in Likert scale questions aren’t hoverable or dismissible.

2.4.5 Multiple Ways (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software) – Does not apply to non-web software
• 504.2 (Authoring Tool)
• 602.3 (Support Docs) – Does not apply to non-web docs

Supports

Use the built-in navigation features, such as the course menu, search field, and previous and next buttons. Or, create your own custom navigation features with interactive objects, such as buttons, hyperlinks, layers, lightboxes, and triggers.

2.4.6 Headings and Labels (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Use text boxes to add headings and labels to slide content so learners understand the course information. Headings and labels must be clear and descriptive.

2.4.7 Focus Visible (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

A rectangle highlights the object that currently has focus when learners use keyboard navigation. The focus rectangle defaults to yellow, and you can change the color to complement your course design.

3.1.2 Language of Parts (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Does Not Support

You can set the course language in your player properties (text labels). However, Storyline 360 doesn’t currently support different screen reader languages for different objects in the same course.

3.2.3 Consistent Navigation (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software) – Does not apply to non-web software
• 504.2 (Authoring Tool)
• 602.3 (Support Docs) – Does not apply to non-web docs

Supports

The built-in navigation elements appear in the same location throughout a course. When you use custom navigation elements, create them in the same order and location on each slide.

3.2.4 Consistent Identification (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software) – Does not apply to non-web software
• 504.2 (Authoring Tool)
• 602.3 (Support Docs) – Does not apply to non-web docs

Supports

When you use an object or interaction more than once, identify it the same way each time.

For example, if you use a clickable icon to let learners download a resource, use the same icon for all downloadable resources in the course. And label it consistently—e.g., on-screen text or alternative text might read “Download” followed by the title of the document.

3.3.3 Error Suggestion (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Give learners feedback or instructions when they respond incorrectly so they know what’s expected of them.

3.3.4 Error Prevention (Legal, Financial, Data) (Level AA)

Also applies to Revised Section 508

• 501 (Web)(Software)
• 504.2 (Authoring Tool)
• 602.3 (Support Docs)

Supports

Ask learners to confirm their responses before submitting them. For example, when learners are required to enter text in a data-entry field, ask them if the information they entered is correct and give them the opportunity to change it before moving on. You might display a Yes/No confirmation question on a layer. If learners click Yes to confirm that the information is correct, proceed to the next slide. If learners click No, close the layer and allow them to change their responses before continuing.

4.1.3 Status Messages (Level AA 2.1 only)

Doesn’t apply to Revised Section 508

Not Applicable

Status messages don’t appear without a change in context.

Criteria

Conformance Level

Remarks and Explanations

1.2.6 Sign Language (Prerecorded) (Level AAA)

Doesn’t apply to Revised Section 508

Supports

One way to meet this criterion is to add a video of a sign-language interpreter that’s synchronized with audio.

1.2.7 Extended Audio Description (Prerecorded) (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Authors can add an extended description to a video. One way to accomplish this is to use triggers to temporarily pause the video at specific points and show a layer with audio and text descriptions about the video content. When the audio description is complete, hide the layer and resume the video.

1.2.8 Media Alternative (Prerecorded) (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Provide text-based alternatives for multimedia content. For example, add a button or link that displays a layer with a text-based description of the media.

1.2.9 Audio-only (Live) (Level AAA)

Doesn’t apply to Revised Section 508

Not Applicable

Storyline 360 doesn’t use live audio streams.

1.3.6 Identify Purpose (Level AAA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

The Storyline 360 player uses ARIA landmarks to identify regions.

1.4.6 Contrast Enhanced (Level AAA)

Doesn’t apply to Revised Section 508

Supports

To achieve the highest level of accessibility, use a contrast ratio of 7:1 or higher for on-screen text so learners with low vision can read it. Here’s a helpful contrast checker to determine your contrast ratio.

1.4.7 Low or No Background Audio (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Don’t use background audio when narration is playing. Or, give learners the option to mute background audio (e.g., a button that stops playing background audio).

1.4.8 Visual Presentation (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Storyline 360 empowers learners to control the appearance of text so it's easier to read. For example, learners can swap fonts, enlarge the font size, and increase the line spacing using custom stylesheets or browser extensions. Learn more about accessible text.

1.4.9 Images of Text (No Exception) Control (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use on-screen text to convey important information rather than images of text, which can’t be read by assistive tools.

2.1.3 Keyboard (No Exception) (Level AAA)

Doesn’t apply to Revised Section 508

Partially Supports

Most Storyline 360 features are keyboard-accessible, except:

• Drag-and-drop interactions: If you must pass the highest level of accessibility (Level AAA), avoid using drag-and-drop interactions until we release a keyboard-accessible solution.
• Likert scale questions: Create keyboard-accessible Likert scale questions from scratch using radio buttons and button groups until we release fully accessible Likert scale questions.

2.2.3 No Timing (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use the built-in play/pause button or create your own play/pause button to give learners control over pacing. And avoid using quiz timers; give learners the time they need to complete assessments.

2.2.4 Interruptions (Level AAA)

Doesn’t apply to Revised Section 508

Not Applicable

Storyline 360 courses don’t auto-update. To meet this criterion, don’t embed web content that refreshes or updates frequently, such as stock quotes or weather data.

2.2.5 Re-authenticating (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Storyline 360 doesn’t log learners out of a course after a period of inactivity, but your learning management system (LMS) might. Enable the resume feature in Storyline 360 so learners can pick up where they left off.

And avoid using quiz timers so learners with impairments have the time they need to complete assessments.

2.2.6 Timeouts (Level AAA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Courses don’t time out when idle, but your learning management system (LMS) might. Be sure to enable the resume feature in Storyline 360 so learners can pick up where they left off.

2.3.2 Three Flashes (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Don’t use videos or animations that flash or blink more than three times per second.

Here’s a helpful tool that analyzes videos for content that might cause seizures.

2.3.3 Animation from Interactions (Level AAA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Avoid using animations for nonessential content. Or, give learners an option to turn them off. For example, you could use a true/false variable to track whether learners want to see animations or not. Then display a layer with animations or a different layer without animations, depending on the learner’s choice.

2.4.8 Location (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use the built-in menu to give learners context on where they’re located in the course.

2.4.9 Link Purpose (Link Only) (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Add text to every button and hyperlink so learners know what each one does. It’s also a good idea to add alternative text to buttons and hyperlinks for learners with screen readers.

2.4.10 Section Headings (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use scenes to organize content slides into sections. Use the built-in menu or create your own so learners can easily explore these sections (scenes).

You can also use text boxes and text styles to add headings throughout your course. Storyline 360 supports four heading levels (h1-h4), using accessible text styles.

2.5.5 Target Size (Level AAA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Make sure clickable areas, such as buttons, are at least 44 pixels wide and 44 pixels tall.

2.5.6 Concurrent Input Mechanisms (Level AAA 2.1 only)

Doesn’t apply to Revised Section 508

Supports

Learners can navigate courses with a mouse, a keyboard, and touchscreen gestures interchangeably.

3.1.3 Unusual Words (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use the built-in glossary feature or create your own custom glossary interaction.

3.1.4 Abbreviations (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use the built-in glossary feature or create your own custom glossary interaction.

3.1.5 Reading Level (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Write content as clearly and simply as possible. It should require no more than eight years of school to read and understand. If your course has difficult or complex text, such as scientific information or medical data, provide a summary or supplemental content that’s easier to understand.

See this article for a complete description of this criterion, including examples, resources, and techniques.

Here’s a quick tip. If you have Microsoft Word, you can easily test the readability of your text.

3.1.6 Pronunciation (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use the built-in glossary feature or create your own custom glossary interaction. Or, use audio files to pronounce difficult or ambiguous words.

3.2.5 Change on Request (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Don’t automatically switch slides, open layers, launch new windows, etc. Let learners control when these events occur so they have time to read text, complete activities, and answer questions.

3.3.5 Help (Level AAA)

Doesn’t apply to Revised Section 508

Supports

Use slide notes, layers, or interactive markers to give learners helpful information throughout your course.

3.3.6 Error Prevention (All) (Level AAA)

Doesn’t apply to Revised Section 508

Supports

As with criterion 3.3.4, ask learners to confirm their responses before submitting them. And give them options to review and retry individual questions or an entire quiz. Review and retry options are built right into Storyline 360.

Criteria

Conformance Level

Remarks and Explanations

302.1 Without Vision

Supports

Storyline 360 output supports screen readers and keyboard navigation.

302.2 With Limited Vision

Supports

Storyline 360 output supports screen readers and keyboard navigation.

Use a contrast ratio of 4.5:1 or higher for on-screen text so learners with low vision can read it. Here’s a helpful contrast checker to determine your contrast ratio.

The modern player style automatically exceeds minimum contrast requirements. If you use the classic player style, be sure to choose colors with a contrast ratio of 4.5:1 or higher.

302.3 Without Perception of Color

Supports

Authors can create content that’s understood by learners who don’t perceive color.

302.4 Without Hearing

Supports

Storyline 360 supports closed captions for audio and video content. Authors can also provide visual alternatives for audio-dependent content.

302.5 With Limited Hearing

Supports

Storyline 360 supports closed captions for audio and video content. Authors can also provide visual alternatives for audio-dependent content.

302.6 Without Speech

Supports

Storyline 360 doesn’t require speech input.

302.7 With Limited Manipulation

Partially Supports

Most Storyline 360 features are keyboard-accessible, except:

• Drag-and-drop interactions: Provide keyboard-accessible alternatives, such as dials or sliders, until we release fully accessible drag-and-drop interactions.
• Likert scale questions: Create keyboard-accessible Likert scale questions from scratch using radio buttons and button groups until we release fully accessible Likert scale questions.

302.8 With Limited Reach and Strength

Supports

Courses can be navigated via mouse, keyboard, and mobile touchscreen gestures. Authors can create content that’s suitable for learners with limited reach and strength.

302.9 With Limited Language, Cognitive, and Learning Abilities

Supports

Create content that’s easily accessible for learners with limited language, cognitive, and learning abilities. For example, use visual elements rather than text to tell your story when it makes sense to do so.

Write content as clearly and simply as possible. It should require no more than eight years of school to read and understand. If your course has difficult or complex text, such as scientific information or medical data, provide a summary or supplemental content that’s easier to understand. Tip: If you have Microsoft Word, you can test the readability of your text.

Criteria

Conformance Level

Remarks and Explanations

501.1 Scope – Incorporation of WCAG 2.0 AA

See WCAG 2.1 section

See information in the WCAG 2.1 section above.

502 Interoperability with Assistive Technology

See 502.2.1-502.2.2

502.2.1 User Control of Accessibility Features

Not Applicable

This criterion applies to platform software, such as Microsoft Windows and Google Chrome, rather than the HTML output that Storyline 360 publishes for these platforms. Click here for a list of operating systems and web browsers that are supported with Storyline 360 output.

502.2.2 No Disruption of Accessibility Features

Supports

Courses don’t disrupt platform accessibility features in the learner’s operating system or web browser.

502.3 Accessibility Services

Not Applicable

Criteria 502.3.1-502.3.14 apply to platform software, such as Microsoft Windows and Google Chrome, rather than the HTML output that Storyline 360 publishes for these platforms. Click here for a list of operating systems and web browsers that are supported with Storyline 360 output.

502.4 Platform Accessibility Features

Not Applicable

This criterion applies to platform software, such as Microsoft Windows and Google Chrome, rather than the HTML output that Storyline 360 publishes for these platforms. Click here for a list of operating systems and web browsers that are supported with Storyline 360 output.

503 Applications

See 503.2-503.3

503.2 User Preferences

Supports

Learners can use custom stylesheets or browser extensions to swap fonts, enlarge the font size, increase the line spacing, and more to make content easier to read. Learn more about accessible text in Storyline 360.

503.3 Alternative User Interfaces

Supports

Courses support platform accessibility services, such as screen readers.

503.4 User Controls for Captions and Audio Description

See 503.4.1-5.3.4.2

503.4.1 Caption Controls

Supports

The course player includes a volume control and closed-captioning button at the same menu level.

503.4.2 Audio Description Controls

Supports

Authors can add an extended description to a video. One way to accomplish this is to use triggers to temporarily pause the video at specific points and show a layer with audio and text descriptions about the video content. When the audio description is complete, hide the layer and resume the video.

504 Authoring Tools

See 504.2-504.4

504.2 Content Creation or Editing

See WCAG 2.1 section

See information in the WCAG 2.1 section above.

504.2.1 Preservation of Information Provided for Accessibility in Format Conversion

Supports

Storyline 360 preserves alt text when importing content from other Articulate apps and PowerPoint.

504.2.2 PDF Export

Not Applicable

Storyline 360 doesn’t export projects to PDF files.

504.3 Prompts

Supports

The built-in media library has a visual indicator for closed captions so authors know which audio/video resources are missing closed captions.

The focus order window shows authors which slide objects are missing alt text.

504.4 Templates

Supports

Content Library 360 templates provide full access to all accessibility tools, such as focus order, alt text, and closed captions.

Criteria

Conformance Level

Remarks and Explanations

601.1 Scope

602 Support Documentation

See 602.2-602.4

602.2 Accessibility and Compatibility Features

Supports

All features are documented in the Storyline 360 user guide. Additional knowledge base articles can be found on our support site.

602.3 Electronic Support Documentation

Supports

You can find all of our documentation in electronic format at https://articulate.com. See our accessibility policy regarding WCAG conformance.

602.4 Alternate Formats for Non-Electronic Support Documentation

Not Applicable

Storyline 360 features are documented electronically.

603 Support Services

See 603.2-603.3

603.2 Information on Accessibility and Compatibility Features

Supports

We provide support via emails, live text-based chats, forum discussions, training webinars, user guides, and knowledge base articles.

603.3 Accommodation of Communication Needs

Supports

Although this report covers Storyline 360 output (not the authoring interface), we strive to accommodate everyone’s communication needs. We can be reached 24/7 via email. Let us know if you have specific communication requirements.