Designing User Interfaces for an Aging Population - Towards Universal Design

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

 
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Designing User Interfaces for an Aging Population - Towards Universal Design



  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  

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