In what ways does user experience design improve printed educational materials?

We report on a series of four studies that investigated how user experience design (UXD) can improve printed educational materials (PEMs). We examined the perceived usability of an existing PEM for breast cancer screening and observed the usability problems associated with it (Study 1). We then compared a breast cancer screening PEM created by user experience designers with two other breast cancer screening PEMS, finding that the PEM based on UXD had higher perceived usability, and lower mentions of usability problems, than the other two PEMs (Study 2). We next examined the impact of individual differences in design expertise on perceived usability, this time including a PEM on cervical cancer screening as well as one on breast cancer screening (Study 3). Our concluding study (Study 4) then examined the impacts of UXD on learnability of PEM content as defined by answers to a knowledge questionnaire about screening administered before and after reading the PEM, and by intention to screen for cancer after reading the PEM. The first three studies showed that the involvement of UXD improved the perceived usability of PEMs, and Study 3 showed that designers differ in their ability to create useable PEMs. Study 4 failed to find a corresponding improvement in learnability or intention to screen when UXD was used to improve perceived usability. We conclude that a user experience design approach that incorporates graphic design can improve the perceived usability of PEMs in some situations (e.g., when the PEM material is not too lengthy or complex, and when the graphic designer is sufficiently skilled). However, we found no evidence that lack of perceived usability accounted for the failure of PEMS (found in previous research) to improve knowledge or intention to screen.

Longitudinal analysis of sustained performance on gamified cognitive assessment tasks.

Serious games aim to provide cognitive assessments that are more enjoyable and easier to self-administer, potentially leading to more frequent assessments. We carried out two studies examining the relationship between game-playing enjoyment, game difficulty, and cognitive (game) performance. In the first study, 16 participants played three serious games once a week over four weeks as part of an undergraduate course, but with relatively minor motivation in terms of course credits. In the second study, 14 participants played serious games over six sessions in a period of three weeks. Participants included graduate students receiving credit for the course project (a major component of the grade) and friends and family that they recruited. Performance in the more difficult tasks tended to improve over time in the second study, but not in the first. Participants from the first study showed an overall negative sentiment toward the games. However, participants from the second study enjoyed the majority of games except for the more difficult games that required players to temporarily hold and memorize information. Participants got significantly better in the more difficult working memory games, even though these games were less popular than the simpler games. Our interpretation of the results is that enjoyability is important in encouraging people to keep playing cognitive assessment games as time progresses, and that enjoyability helps in maintaining performance in easy games. Higher motivation on the other hand played a significant role in facilitating learning effects in difficult games as well as in maintaining enjoyability.

Comparing immersiveness and perceptibility of spherical and curved displays.

Curved displays are believed to create a feeling of immersiveness similar to virtual reality. However systematic studies are needed to demonstrate that this is, in fact, true and under what conditions. In an experimental study 24 participants compared five different displays (concave, convex, hemisphere, sphere and a flat display) in terms of their immersiveness and perceptibility, and they also rated their overall preferences. Both immersiveness and perceptibility affected overall preference ratings. Participants gave higher preference ratings to the convex and concave displays, which were rated high in immersiveness and perceptibility, but gave lower preference ratings to the hemisphere/spherical display which had high ratings on immersiveness but low ratings on perceptibility. The study results imply that curved displays do indeed create a feeling of immersiveness. Concave and convex displays were rated highly favorably and should receive more attention for applications where visual experience and a feeling of immersiveness is particularly important.

Developing and testing a human-based gesture vocabulary for tabletop systems.

OBJECTIVE: The goal was to study the natural and intuitive use of surface gestures for the development of a tabletop system. Furthermore, the effect of expertise on choice of gestures was examined. BACKGROUND: It is still not well understood what kinds of gestures novice users choose when they interact with gesture recognition systems. METHOD: First, novices' and experts' choice of gestures for a tabletop system was compared in a quasiexperimental design. Second, memorability of novices' and experts' gesture sets derived from the first study was compared in an experimental study. Third, memorization of hand shape and motion path was examined in a further experiment. RESULTS: Data revealed user preferences for specific hand shapes and motion paths. Choice of gestures was affected by the size of the manipulated object,expertise, and nature of the command (direct manipulation of objects vs. assessment of abstract functions). Follow-up experiments revealed that the novices' gesture set was better memorized than were the experts' gesture set. Furthermore, the motion path of a gesture is better memorized than the specific hand shapes for a gesture. CONCLUSION: Expertise affects the choice of gesture to a certain degree. It is therefore essential to involve novice users in the development of gesture vocabularies. Gestures for technical systems should be simple and should involve distinctive motion patterns instead of focusing on specific hand shapes or number of fingers. Abstract or symbolic gestures should be avoided. APPLICATION: Results of the study can be applied to the development of surface gestures for tabletop systems.