Video-based learning (VBL) has become a dominant method for learning practical skills, yet accessibility guidelines provide limited guidance for users with cognitive differences. In particular, challenges that individuals with Borderline Intellectual Functioning (BIF) encounter in video-based learning remain largely underexplored, despite VBL's potential to support their learning through features like self-paced viewing and visual demonstration. To address this gap, we conducted a series of studies with BIF individuals and caretakers to comprehensively understand their VBL challenges. Our analysis revealed challenges stemming from misalignment between user cognitive characteristics and video elements (e.g., overwhelmed by pacing and density, difficulty inferring omitted content), and experiential factors intensifying challenges (e.g., low self-efficacy). While participants employed coping strategies such as repetitive viewing to address these challenges, these strategies could not overcome fundamental gaps with video. We further discuss the design implications on both content and UI-level features for BIF and broader groups with cognitive diversities.

翻译：视频学习已成为掌握实践技能的主要方法，然而现有可访问性指南对认知差异用户提供的指导有限。尽管视频学习通过自主调节观看进度和视觉演示等功能具备支持其学习的潜力，但边缘智力功能个体在此过程中遇到的挑战仍未得到充分探索。为填补这一空白，我们与BIF个体及其照顾者开展了一系列研究，以全面理解他们在视频学习中面临的困难。分析发现挑战主要源于用户认知特征与视频元素之间的不匹配（例如被节奏和密度压垮、难以推断省略内容），以及加剧挑战的体验性因素（例如低自我效能感）。尽管参与者采用了重复观看等应对策略来应对这些挑战，但这些策略无法弥补视频本身存在的根本性缺陷。我们进一步探讨了在内容与用户界面层面为BIF及更广泛认知多样性群体进行设计改进的潜在方向。