Designing User Interfaces for an Aging Population - Towards Universal Design
von: Jeff Johnson, Kate Finn
Elsevier Reference Monographs, 2017
ISBN: 9780128045121
Sprache: Englisch
260 Seiten, Download: 125591 KB
Format: EPUB, PDF, auch als Online-Lesen
Designing User Interfacesfor an Aging Population | 2 | ||
Designing User Interfaces for an Aging Population: Towards Universal Design | 4 | ||
Copyright | 5 | ||
Contents | 6 | ||
Foreword | 12 | ||
Acknowledgments | 16 | ||
AUTHORS’ INDIVIDUAL ACKNOWLEDGMENTS | 17 | ||
1 - Introduction | 18 | ||
WHAT DOES “AN AGING WORLD” MEAN? | 19 | ||
WHY SHOULD THE AGING OF THE WORLD’S POPULATION MATTER TO DESIGNERS? | 20 | ||
DO WE REALLY NEED YET ANOTHER SET OF DESIGN GUIDELINES FOR YET ANOTHER SUBGROUP? | 21 | ||
A distinguished heritage: other usability guidelines | 21 | ||
What about accessibility guidelines? | 22 | ||
What makes this book’s guidelines different? | 24 | ||
MOVING FORWARD | 27 | ||
ORGANIZATION OF BOOK | 27 | ||
NOTE | 29 | ||
Left-to-right languages | 29 | ||
2 - Meet Some Older Adults | 30 | ||
WHO ARE WE TALKING ABOUT? | 30 | ||
THE NAMING OF THINGS IS A DIFFICULT MATTER | 31 | ||
SOMETIMES, AGE REALLY IS JUST A NUMBER | 32 | ||
CHARACTERISTICS OF SOME OLDER ADULTS | 34 | ||
Online versus offline | 34 | ||
Digital device ownership | 35 | ||
A generation gap, or something else? | 36 | ||
Birth generations | 36 | ||
Digital natives and digital immigrants | 36 | ||
Technology generations | 38 | ||
PERSONAS FOR THIS BOOK | 39 | ||
Carolina | 40 | ||
Hana | 40 | ||
John | 41 | ||
Monika | 41 | ||
Stefano | 42 | ||
Wong | 42 | ||
3 - Vision | 44 | ||
CHARACTERISTICS OF VISION IN OLDER ADULTS | 45 | ||
Reduced visual acuity | 45 | ||
Farsightedness | 45 | ||
Narrowing of peripheral vision | 46 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 59 | ||
3.1 Maximize legibility of essential text | 59 | ||
3.2 Simplify: Remove unnecessary visual elements | 62 | ||
3.3 Visual language: Create an effective graphical language and use it consistently | 64 | ||
3.4 Use color judiciously | 65 | ||
3.5 Position important content where users will start looking | 68 | ||
3.6 Group related content visually | 69 | ||
3.7 Take care when relying on scrolling | 69 | ||
3.8 Provide text alternatives for nontext content | 69 | ||
4 - Motor Control | 72 | ||
MOTOR CONTROL IN OLDER ADULTS | 73 | ||
Reduced manual dexterity (fine motor control) | 73 | ||
Reduced hand–eye coordination | 73 | ||
Slower movement | 76 | ||
Increased variance in movements | 76 | ||
Reduced strength and stamina | 78 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 80 | ||
4.1a Make sure users can hit targets(desktop and laptop computers) | 80 | ||
4.1b Make sure users can hit targets(touch-screen devices) | 81 | ||
4.2a Keep input gestures simple(desktop and laptop computers) | 85 | ||
4.2b Keep input gestures simple(touch-screen and touch pad) | 86 | ||
4.3 Make it obvious when a target has been selected | 87 | ||
4.4 Minimize the need to use the keyboard | 87 | ||
4.5 For touch-screen devices, provide within-app training on gestures, if possible | 88 | ||
4.6 Allow users plenty of time to complete operations | 88 | ||
4.7 Avoid causing physical strain | 88 | ||
5 - Hearing and Speech | 90 | ||
AGE-RELATED CHANGES IN HEARING | 90 | ||
Reduced ability to hear low-volume sounds | 92 | ||
Reduced sensitivity to high-frequency sounds | 93 | ||
Reduced ability to localize sounds | 94 | ||
Reduced ability to filter out background noise | 95 | ||
Reduced ability to understand fast speech | 96 | ||
Poor hearing + other deficits = double trouble! | 96 | ||
AGE-RELATED CHANGES IN SPEECH | 96 | ||
Slower, more hesitant speech | 97 | ||
Higher pitched voice | 97 | ||
Reduced articulation | 97 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 97 | ||
5.1 Ensure that audio output is audible | 97 | ||
5.2 Minimize background noise | 98 | ||
5.3 Convey important information in multiple ways | 98 | ||
5.4 Allow users to adjust device output | 99 | ||
5.5 Make speech output as normal as possible | 100 | ||
5.6 Provide an alternative data entry method for people who cannot use the main one | 100 | ||
6 - Cognition | 102 | ||
COGNITION IN OLDER ADULTS | 102 | ||
Reduced short-term (working) memory capacity | 103 | ||
Less effective long-term memory storage and retrieval (i.e., learning) | 105 | ||
Less generalization (skill transfer) between situations | 107 | ||
Diminished ability to ignore distractions and focus attention | 107 | ||
Reduced ability to multitask | 109 | ||
Declining spatial memory and control of attention affect ability to navigate | 110 | ||
Increased risk of cognitive “blindness” | 112 | ||
Slower responses | 112 | ||
Cognitive interactions | 114 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 115 | ||
6.1 Design for simplicity | 115 | ||
6.2 Help users maintain focus | 116 | ||
6.3 Simplify navigation structure | 117 | ||
6.4 Clearly indicate the progress and status of operations | 118 | ||
6.5 Make it easy for users to return to aknown and “safe” starting place | 119 | ||
6.6 Let users see where they are at a glance | 121 | ||
6.7 Minimize the need for users to manage multiple windows | 121 | ||
6.8 Avoid burdening users’ memory | 122 | ||
6.9 Minimize impact of errors on users | 122 | ||
6.10 Use terms consistently and avoid ambiguous terminology | 123 | ||
6.11 Use strong words to label page elements | 125 | ||
6.12 Use writing style that is concise, plain, and direct | 125 | ||
6.13 Don’t rush users. Allow them plentyof time | 126 | ||
6.14 Keep layout, navigation, and interactive elements consistent across pages andscreens | 127 | ||
6.15 Design to support learning and retention | 128 | ||
6.16 Help users with input | 129 | ||
6.17 Provide on-screen help | 131 | ||
6.18 Arrange information in order of its importance | 131 | ||
7 - Knowledge | 136 | ||
DIGITAL TECHNOLOGY KNOWLEDGE GAP IN OLDER ADULTS | 137 | ||
Lack of familiarity with digital technology terms and acronyms | 138 | ||
Lack of familiarity with digital technology icons | 139 | ||
Do not know control gestures | 140 | ||
Outdated understanding… | 141 | ||
…But more domain knowledge | 143 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 144 | ||
7.1 Organize content to match users’ knowledge and understanding | 145 | ||
7.2 Use vocabulary familiar to your audience | 146 | ||
7.3 Don’t assume the user has a correct mental model of the device, app, or website | 148 | ||
7.4 Help users predict what buttons do and where links go | 148 | ||
7.5 Make instructions easy to understand | 148 | ||
7.6 Minimize the negative impact on usersof new versions | 151 | ||
7.7 Label interactive elements clearly | 151 | ||
8 - Search | 154 | ||
AGE-RELATED DIFFERENCES IN KEYWORD SEARCH | 154 | ||
Slower entry of search queries | 154 | ||
More repeated searches | 154 | ||
Less successful searches | 155 | ||
But greater knowledge can compensate | 155 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 155 | ||
8.1 Help users construct successful queries | 155 | ||
8.2 Design search results to be friendlyto users | 158 | ||
9 - Attitude | 162 | ||
OLDER ADULTS’ ATTITUDES TOWARD TECHNOLOGY USAGE | 162 | ||
More risk-averse | 162 | ||
Often get frustrated, give up | 163 | ||
Tendency to assign blame (to self, app, or designers) | 164 | ||
Tendency to not consider oneself “old” and to avoid products designed for “elderly” | 165 | ||
DESIGN GUIDELINES THAT HELP OLDER ADULTS (AND OTHERS!) | 166 | ||
9.1 Be flexible in how users can enter, save, and view data | 166 | ||
9.2 Earn users’ trust | 167 | ||
9.3 Make your design appeal to all your users, including older adults | 171 | ||
9.4 Provide ready access to information users might want | 173 | ||
10 - Working With Older Adults | 176 | ||
OLDER ADULTS AS PARTICIPANTS IN DESIGN AND EVALUATION | 177 | ||
Older adults may be unfamiliar with usability studies or participatory design | 177 | ||
Recruiting older adults as participants | 178 | ||
Older adults’ self-presentation to researchers | 178 | ||
Older adults’ behavior during a design or usability evaluation session | 178 | ||
Data collection and evaluation with older adults | 179 | ||
GUIDELINES FOR WORKING WITH OLDER ADULTS | 179 | ||
10.1 Choose a study design or protocol suited to the population | 179 | ||
10.2 Identify potential design or usabilitystudy participants | 184 | ||
10.3 Recruit and schedule participants | 185 | ||
10.4 Plan the activity with extra attention to older-adult-centric details | 190 | ||
10.5 Be especially mindful when conductingan activity with older adult participants | 193 | ||
10.6 Have an ethical “exit strategy” for your older adult participants | 195 | ||
11 - Case Studies | 198 | ||
OVERVIEW | 198 | ||
ECAALYX TV USER INTERFACE | 200 | ||
Background | 200 | ||
User Research Phase | 201 | ||
Prototyping, Evaluation, and Redesign Phase | 201 | ||
EXAMPLE 1. CARD SORTING TO CHOOSE APPROPRIATE ICONS | 201 | ||
Formal usability evaluation | 202 | ||
EXAMPLE 2. TESTING ABILITY TO ACCESS HIDDEN VIDEO CONTROL PANEL ON FULL SCREEN TV | 202 | ||
Current status of eCAALYX | 204 | ||
SMART COMPANION TO GOLIVEPHONE | 204 | ||
Overview | 204 | ||
The COLABORAR user network | 205 | ||
Developing the basic metaphor | 206 | ||
Evolution of the contacts application | 206 | ||
Transformation of the Smart Companion look-and-feel | 209 | ||
Current status | 209 | ||
ASSISTANT, A SUPPORT TOOL FOR ELDERS USING PUBLIC TRANSPORTATION | 210 | ||
Differences between ASSISTANT and other public transit systems | 210 | ||
A phased and iterative approach | 211 | ||
The web-based component | 213 | ||
The Personal Navigation Device screen | 214 | ||
SUBARU AUTO INFOTAINMENT SYSTEM | 215 | ||
Really, just how bad is last place? | 215 | ||
What does “intuitive” mean for Subaru buyers? | 216 | ||
Groundbreaking methodology (at least, for the auto industry) | 216 | ||
An iterative process with constant testing | 217 | ||
Lessons learned from testing | 222 | ||
Basing design decisions on consumer testing | 224 | ||
Recommendations and key findings | 225 | ||
Final remarks | 226 | ||
VIRTUAL THIRD-AGE SIMULATOR FOR WEB ACCESSIBILITY | 226 | ||
Introduction | 226 | ||
Overview of simulator | 227 | ||
Evaluation phase | 233 | ||
12 - Summary and Conclusions | 236 | ||
COMBINATIONS OF AGE DIFFERENCES | 237 | ||
PARTING WORDS | 239 | ||
Design and test with older adults | 239 | ||
Review and discuss what you have learned | 239 | ||
Appendix: Design Guidelines | 240 | ||
VISION | 240 | ||
MOTOR CONTROL | 241 | ||
HEARING AND SPEECH | 241 | ||
COGNITION | 242 | ||
COGNITION—CONT’D | 243 | ||
KNOWLEDGE | 243 | ||
SEARCH | 244 | ||
ATTITUDE | 244 | ||
WORKING WITH OLDER ADULTS | 245 | ||
References | 246 | ||
Index | 256 | ||
A | 256 | ||
B | 256 | ||
C | 256 | ||
D | 257 | ||
E | 257 | ||
F | 257 | ||
G | 257 | ||
H | 257 | ||
I | 257 | ||
K | 257 | ||
L | 257 | ||
M | 257 | ||
O | 258 | ||
P | 258 | ||
S | 258 | ||
T | 258 | ||
U | 258 | ||
W | 258 |