User interface improvements in computer-assisted instruction,the challenge

The purpose of this paper is threefold: (1) to identify user interface problems as they relate to computer-assisted instruction (CAI); (2) to review the learning theories and instructional theories related to CAI user interface; and (3) to present potential CAI user interface improvements for research and development based on learning and instruction theory. User interface is defined as “hardware, software (including menus, screen design, keyboard commands, and command language), or both that allows a user to interact with and perform operations on a system, program, or device” (McDaniel, 1994, IBM dictionary of computing (10th ed.). New York: McGraw-Hill, p. 724). Not all learning theories and instructional theories are discussed, but those most influential to CAI are included. Likewise, not all potential CAI user interface improvements are addressed but, rather, the focus is on CAI screen design user interface improvements. Proposed improvements are those which could be easily researched and incorporated into CAI design.     

Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities

The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this study found that those CAI studies did not show conclusive effectiveness with relatively large effect sizes. The methodological problems in the CAI studies limit an accurate validation of the CAI’s effectiveness. Implications for future mathematics CAI studies were discussed.     

A heuristic checklist for an accessible smartphone interface design

Smartphone technology has evolved into a multi-functional device with advanced capabilities, but this mobile technology remains inaccessible to many individuals with visual impairments or upper extremity disabilities. This paper provides a heuristic checklist for accessible smartphone interface design, developed through reviewing existing design standards and guidelines and validating these guidelines with user involvement. Specifically, a set of preliminary user requirements (59 items) was extracted from existing standards, guidelines, and user requirements regarding mobile handheld device accessibility. Subsequently, the requirement set was filtered using a participatory method and then integrated to create an operational version of design guidelines. These guidelines were then used in a heuristic evaluation and usability testing on high-fidelity prototypes produced by a commercial manufacturer. A heuristic checklist for designing accessible smartphones was formed, which may also be applicable to other touchscreen handheld devices (e.g., printer screen) in terms of accessibility features. The initial set of 59 user requirements was re-organized into 44 statements in six general categories: mechanical controls, display, speech and general operation controls, audio feedback controls, touch-operated controls, and others. Using results from both qualitative and quantitative methods provides support, though with some limitations, for this accessibility checklist. This checklist is intended as a practical design support tool for use in early design phases of handheld products. A number of challenges and limitations are discussed as well.     

Usability Principles for Augmented Reality Applications in a Smartphone Environment

Through the rapid spread of smartphones, users have access to many types of applications similar to those on desktop computer systems. Smartphone applications using augmented reality (AR) technology make use of users' location information. As AR applications will require new evaluation methods, improved usability and user convenience should be developed. The purpose of the current study is to develop usability principles for the development and evaluation of smartphone applications using AR technology. We develop usability principles for smartphone AR applications by analyzing existing research about heuristic evaluation methods, design principles for AR systems, guidelines for handheld mobile device interfaces, and usability principles for the tangible user interface. We conducted a heuristic evaluation for three popularly used smartphone AR applications to identify usability problems. We suggested new design guidelines to solve the identified problems. Then, we developed an improved AR application prototype of an Android-based smartphone, which later was conducted a usability testing to validate the effects of usability principles.     

An investigation on Ribbon interface design guidelines for people with less computer literacy

In the recent years, there is an intense competition between software development companies to design better interfaces. In this marketing rat race, Ribbon interface came to make software user interface easier. After the introduction of Ribbon by Microsoft, it was widely used by various software development companies. Ribbon is a replacement for menus and toolbars and it tends to organize tools in tabs based on their similarities. Although Ribbon interface has many advantages, previous researches have shown that there are serious usability issues that hinder usage of Ribbon interfaces for users with less computer literacy. In order to solve Ribbon interfaces usability issues, this study tried to introduce Ribbon interface design guidelines by focusing on the issues related to users with less computer literacy. In this study two separate sets of moderated (in-person) usability testing were used. The first set evaluated the usability issues of an experimental Ribbon interface software in terms of both visual and cognitive issues. The second set was used to evaluate the Ribbon interface prototype that was designed based on the discovered usability issues in the first usability test. In order to ensure the validity of the data, the researchers tried to triangulate the data collection process by collecting data from different sources, namely, quantitative measurement of participants' performance, direct observation, and interview. Based on the comparison of the usability tests results which points out the factors that have led to participants' performance improvement in the prototype version, a number of guidelines are extracted for Ribbon interfaces. These guidelines are applicable to Microsoft Office, Microsoft SharePoint and most of the software that can be developed with Ribbon interface. Putting these guidelines into action, self-learning would be promoted and learning issues of users with less computer literacy would be decreased.     

Mixed reality environment for learning sensing technology applications in Construction: A usability study

Mixed reality is gradually becoming ubiquitous and significant in education owning to the inherent benefits of active participation and tacit knowledge development in a safe and engaging environment. However, limited studies have explored design features that facilitate its use as a pedagogical tool in construction education, particularly in equipping students with experiential skills that are otherwise challenging to obtain due to resource constraints and limited access to construction sites. By evaluating eye tracking, usability questions, and think-aloud protocol data and verbal feedback, this study investigated the usability of a mixed reality environment designed for equipping construction engineering students with competencies for deploying sensing technologies on construction projects. Results revealed features such as accuracy of represented construction activities, quality of animations, and easy access to information and resources as important for designing efficient mixed reality learning environments. While the usability data suggested that the user interface was usable, eye tracking provided profundity on encountered difficulties with the user interface. Through concise outline and sequential design of the user interface, this study revealed that knowledge scaffolding can improve task performance in a mixed reality learning environment. This study adds value to existing literature, in particular by providing insights into the affordances of mixed reality environments that address the technological gap between the construction industry and construction engineering education. The mixed reality learning environment contributes to the cognitive apprenticeship theory through the use of game objects to develop procedural knowledge for addressing construction industry challenges with sensing technologies.     

Use and non‐use of VDTs—organization of terminal work: Research findings from Swedish cross‐site studies in the field of office automation

A group of users in Copenhagen were asked to evaluate how important a number of user interface characteristics were for them. The results show high importance of efficient daily use and of possibilities for exploratory learning while tutorial materials were of less importance. Users also were asked to evaluate four usability aspects of a number of popular programs. Results show that the quality pleasant to work with has the largest impact on evaluations of overall user‐friendliness while users seem able to view usability independently from the number of features in an application.     

Usability testing — on a budget: a NASA usability test case study

Abstract

Okay, so you've purchased a graphical user interface (GUI) builder tool to help you quickly build a sophisticated user interface, and your developers promise to follow a particular style guide (e.g., OSF/Motif, Apple/Macintosh) when creating the GUI. This is definitely a step in the right direction, but it is no guarantee that the application's user interface will be usable; that is, where the user interface helps, rather than hinders, the end-users from doing their jobs. Numerous techniques for testing the usability and user satisfaction of an application's GUI are available, such as design walk-throughs, field testing with beta releases, demonstrations of prototypes to future end-users, and user questionnaires. One of the most effective techniques is usability testing with defined tasks and metrics, and yet, it is not commonly used in project development life cycles at the National Aeronautics and Space Agency (NASA). This paper discusses a low-budget, but effective, approach we used at NASA's Goddard Space Flight Center (GSFC) to perform structured usability testing. It did not require any additional staff or a usability laboratory, but did successfully identify problems with the application's user interface. The purpose of the usability testing was two-fold: (1) to test the process used in the usability test; and (2) to apply the results of the test to improving the subject software's user interface. This paper will discuss the results from the test and the lessons learned. It will conclude with a discussion of future plans to conduct cost benefit analysis and integrate usability testing as a required step in a project's development life cycle.     

Development and usability of an online CBT program for symptoms of moderate depression,anxiety, and stress in post-secondary students

Internet-based intervention programs can improve mental health outcomes, and may offer a novel medium for reducing emotional distress in post-secondary students. This paper describes the development and usability testing of a new cognitive behavioral therapy-based program, “Feeling Better” designed to reduce symptoms of emotional distress in post-secondary students. An iterative qualitative usability testing approach was used to assess the program’s usability (i.e., ease of navigation, clarity, efficiency and acceptability). Three cycles of participant feedback and feedback from counselling centre staff was coded and used to iteratively modify the interface. Changes were both structural (e.g., shortening sections) and stylistic (e.g., aesthetic features), remodeling “Feeling Better” into a user-friendly platform ready to be used and its effects evaluated in further studies.     

Visual design guidelines for improving learning from dynamic and interactive digital text

Despite the dynamic and interactive features of digital text, the visual design guidelines for digital text are similar to those for printed text. The purpose of this study was to develop visual design guidelines for improving learning from dynamic and interactive digital text and to validate them by controlled testing. Two structure design guidelines (for enhancing text structure comprehension) and two selective-attention design guidelines (for maintaining the learners' attention on the essential contents) were developed based on the psychological and instructional, technological foundations that can affect the visual design of digital text. In this study, a 2 × 2 factorial design with 141 university students was used to examine the effectiveness of the visual design guidelines. The university students had 20 min to study a piece of digital text with the structure design guidelines, selective-attention design guidelines, both, or no design guidelines applied. Both the structure and selective-attention design guidelines had a positive influence on text structure understanding, essential contents comprehension and usability of digital text. The suggested visual design guidelines were found to be useful for enhancing text comprehension.     

Exploring Relationships Between Eye Tracking and Traditional Usability Testing Data

This study explored the relationships between eye tracking and traditional usability testing data in the context of analyzing the usability of Algebra Nation?, an online system for learning mathematics used by hundreds of thousands of students. Thirty-five undergraduate students (20 females) completed seven usability tasks in the Algebra Nation? online learning environment. The participants were asked to log in, select an instructor for the instructional video, post a question on the collaborative wall, search for an explanation of a mathematics concept on the wall, find information relating to Karma Points (an incentive for engagement and learning), and watch two instructional videos of varied content difficulty. Participants’ eye movements (fixations and saccades) were simultaneously recorded by an eye tracker. Usability testing software was used to capture all participants’ interactions with the system, task completion time, and task difficulty ratings. Upon finishing the usability tasks, participants completed the System Usability Scale. Important relationships were identified between the eye movement metrics and traditional usability testing metrics such as task difficulty rating and completion time. Eye tracking data were investigated quantitatively using aggregated fixation maps, and qualitative examination was performed on video replay of participants’ fixation behavior. Augmenting the traditional usability testing methods, eye movement analysis provided additional insights regarding revisions to the interface elements associated with these usability tasks.     

Effects of design features of train electronic guidance interface on visual search,behavior, and usability

In urban rail trains, traditional printed guide information interfaces are being replaced by digital interfaces. An electronic guide screen is an important device for passengers to obtain information about the ride because the train is running underground. In particular, when the train is crowded, passengers must obtain information in advance and make appropriate decisions. Therefore, it is important to efficiently search for guidance interfaces. In this study, use scenarios of the guidance interface were simulated. The typical information layout and display mode in the current electronic guidance interface were the experimental variables. Through eye tracking and subjective evaluation, the effects of design features on user search performance, visual behavior, and usability satisfaction were discussed. The experimental results showed that the information layout and display mode of the guidance interface had an interactive effect on the task completion time, fixation counts, and usability score; they also had a significant effect on the recall accuracy and saccade ratio. Task completion time had a strong positive correlation with usability satisfaction and was correlated with visual behavior. The study confirmed that the split-screen display mode combined with interlaced layout could improve search performance and subjective satisfaction.Relevance to industryPrinted guide signs in subway cars are being replaced by electronic guide screens of different styles. Passengers must search for the required information within a limited period. In this study, the effects of different interface layouts and display modes on search performance, visual behavior, and usability were studied. This had a positive significance in improving user experience.     

Students Weigh In: Usability Test of Online Library Tutorials

Librarians can improve their online tutorials by borrowing usability testing techniques from the computer science field to improve the human-computer interface. This study involved a multimethod usability test of librarian-created tutorials to determine what students learned, how they felt on several affective questions, and what they suggested for improving the tutorials. Results of pre- and post-tests showed that student knowledge increased, and surveys and focus group findings lean to several suggestions for improving engagement and placing tutorials where they will be most effective. This case study demonstrates the value of user input to improve the effectiveness of online instruction for information literacy.     

Usability testing — on a budget: a NASA usability test case study

Okay, so you've purchased a graphical user interface (GUI) builder tool to help you quickly build a sophisticated user interface, and your developers promise to follow a particular style guide (e.g., OSF/Motif, Apple/Macintosh) when creating the GUI. This is definitely a step in the right direction, but it is no guarantee that the application's user interface will be usable; that is, where the user interface helps, rather than hinders, the end-users from doing their jobs. Numerous techniques for testing the usability and user satisfaction of an application's GUI are available, such as design walk-throughs, field testing with beta releases, demonstrations of prototypes to future end-users, and user questionnaires. One of the most effective techniques is usability testing with defined tasks and metrics, and yet, it is not commonly used in project development life cycles at the National Aeronautics and Space Agency (NASA). This paper discusses a low-budget, but effective, approach we used at NASA's Goddard Space Flight Center (GSFC) to perform structured usability testing. It did not require any additional staff or a usability laboratory, but did successfully identify problems with the application's user interface. The purpose of the usability testing was two-fold: (1) to test the process used in the usability test; and (2) to apply the results of the test to improving the subject software's user interface. This paper will discuss the results from the test and the lessons learned. It will conclude with a discussion of future plans to conduct cost benefit analysis and integrate usability testing as a required step in a project's development life cycle.     

Learning how to write effectively for academic journals: A case study investigating the design and development of a genre-based writing tutorial system

Genre-based writing instruction (GBWI) has been used for English journal paper writing both in classroom teaching and in the development of materials utilizing move analysis and corpus-based analysis. Some writing systems and tutorials have also been developed to improve the writing of non-native English speakers (NNES), as well as to assist academics and researchers for their publications. However, most of these systems had been developed for certain aspects of academic journal writing, such as organizing references, preventing plagiarism, or finding appropriate collocations. Accordingly, EJP-Write, a Chinese-interfaced writing system for English academic journal writing, was developed based on GBWI to teach and assist journal writing in a user-friendly environment.The present study aimed to investigate the perceived usefulness (content effectiveness) and perceived usability (system functionality) of EJP-Write, and identify other factors that might influence user attitudes and continued usage intention. Data was collected via questionnaire (N = 35) and structural equation modeling (SEM) was conducted for fitness estimation on the modified Technology Acceptance Model (TAM). Semi-structured interviews were also conducted to collect additional information for usefulness and usability evaluation (N = 14). Regarding perceived usefulness, the results show that participants felt the EJP-Write content was useful and effective in teaching genre and move structure because of the aid of various forms of support and examples such as phrase and paragraph templates. Additionally, the learning materials for verb tenses and citation formats were informative and practical for the participants to avoid grammatical and technical errors. However, the move structure provided was limited to the discipline of e-learning and education; thus, move analysis for different fields was suggested. Regarding perceived usability, the citation-related features in EJP-Write were particularly well-regarded. Participants also provided suggestions to improve online editing and outline developing features in the system. Factors found to influence user attitudes, and thus the intention of continued use, were usefulness and usability, while writing anxiety and personalization had less impact.Findings of the quantitative and qualitative data analysis in the study suggest that EJP-Write can play multiple roles inside or outside of the classroom, both as a platform integrating most features essential for journal paper writing, and as a teacher providing guidance and learning materials necessary for this specific genre. It is anticipated that this study will contribute to the knowledge base about both content and interface design for journal paper writing in the discipline of e-learning and education. For program designers of web-based writing tutorials, the involvement of users in the development of move structure could both strengthen various GBWI approaches and solve issues related to disciplinary differences.     

Five applications of computers in the chemistry curriculum

This paper describes a systematic application of courseware to help meet three educational challenges: provide remedial education for poorly prepared students; provide a stimulating and challenging learning environment for well prepared and highly motivated students: and minimize the time spent by instructors on clerical tasks. Five applications of computers to the undergraduate chemistry curriculum have evolved during the past decade at the University of Pittsburgh as a result of this work: a library of computer-assisted instruction lessons: a computer-assisted test construction system: a library of simulation and data reduction programs: a library of computer-managed instruction programs: and a senior-level elective course. “Numerical Methods in Chemistry”. This paper contains a discussion of this software and its use in several chemistry courses.     

Using an Interactive Online Tutorial to Expand Library Instruction

This article presents the design and assessment of an online, interactive, information literacy tutorial for first-year composition students at a community college. The objective of the tutorial was to use technology to teach basic research skills effectively, thereby extending the staff-limited reach of in-person information literacy programs. The tutorial used different types of interactivity to promote student learning in an online environment. Interface design and e-learning best practices enhanced the user experience and usability of the tutorial. Through sound pedagogical and design principles, students exhibited learning in all areas.     

Writing Centers and Students with Disabilities: The User-centered Approach,Participatory Design,and Empirical Research as Collaborative Methodologies

This article discusses issues of accessibility and how user-centered and participatory approaches can inform empirical research to guide the Universal Design of virtual spaces and influence writing center efforts for students with disabilities. Because this article describes how to integrate usability/accessibility testing for online and in-person services, it can work as a model for writing centers struggling with the challenges of serving students with disabilities. Toward this end, the article discusses two generations of usability testing on a large, well-established online writing lab (the Purdue OWL), as well as the collaborative projects that emerged between the usability team and campus disabilities services as a result of this testing. The article concludes with heuristics and generative questions that may assist readers in developing similar projects tailored to their own contexts.     

Comparison of Mobile Web Browsers for Smartphones

Previous studies on mobile Web browsers have focused on phone features and technical performance, but not on the user interface. In this study, we compared three mobile Web browsers in the iPhone and ultimately proposed recommendations for the design of mobile Web browsers for smartphones. To develop such recommendations, we redefined the user interface (UI) components of mobile Web browsers from previous studies to conform to smartphones and compared the Chrome, Safari, and Opera Mini-browsers. To do this, we conducted experiments on usability tests with several dependent variables, including usefulness, perceived time reduction, minimal action, usability, ease to memorize, learnability, fun, and satisfaction. Finally, we developed several recommendations, based on the experimental results and participant interviews, which will fulfill user needs for the interface design of mobile Web browsers for smartphones. Multi-windows need to be implemented in a 3D environment. Developers should consider UI components and features that ease learning how to use the browser for novice users.