Designing for children and elderly

Assignment DG305 Designing for Children & ElderlyReport date: March 22, 2010

S.C.M. Hoes (Stephan) - s061571V.J.A. van der Burgt (Vivian) - s081013

Task 2A & 2B (Senior user part)

Tested products:- Canon Legria HF200 video camera- Website Efteling

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Table of contents:

Introduction 3.

Task 1 (Stephan) 4.

Task 1 (Vivian) 9.

Task 2a Website Children (Stephan) 14.

Task 2b Website Children (Stephan) 18.

Task 2 Monopoly Children (Vivian) 23.

Task 2a Camera Elderly (Stephan) 27. Task 2b Camera Elderly (Stephan) 36. Task 2a Website Elderly(Vivian) 46. Task 2b Website Elderly (Vivian) 50. Reflections 59.

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Introduction:

With the feedback from the children user test in mind we had to change our method.Last time we slightly misinterpreted the physical product, therefore we have chosen a physical product with different buttons, a screen, and visual and audible feedback. (Canon video camera).For the children research Vivian tested the physical product and Stephan tested the website. However we did not show clear enough how we cooperated.This time we changed roles, Stephan tested a physical product and Vivian tested the same website as we used for the children’s user test.

This time each team member worked out 10 issues (two topics with five issues each) for his or her own product. We explained the issues to each other and we had to test our own 10 issues plus the 10 issues made and explained by the other team member to get 20 issues each.

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Task 1 (Individual Part Stephan Hoes)

List of needs children 3-7- Physiological- Love- Autonomy- Safety- Stimulation

Products that match just those needs (not suitable for other mentioned target groups)1. Playmobil2. Lego3. Plastic toy China (tableware)4. Tele-tubby doll

Summary: why do this products suit the needs presented above for just this and not other target groups?1. Playmobil2. Lego Childs aged in the higher part of the age range 3-7 could play with Playmobil or lego to stimulate toy playing. The need for autonomy and physiology and the growing need for power could be filled with those toys. Older Children can still play with LEGO or Playmobil but they probably won’t identify themselves with it because the social environment (play mates) has to approve it.3. Toy tableware Somewhat older children in the age range 3-7 could play with toy tableware to develop their autonomy. Making themselves independent from their parents by copying the qualities of their hero (parents). Older Children can still play with tableware, however it would probably a more advanced set that looks more like the real mature stuff of their parents, playing changes into using, like older children or adults. Also with this toys there is the social environment that has influence on the age limit where kids stop playing with it.4. Tele-tubby doll The child aged in the low part of the age range 3-7 could play with a tele-tubby doll since this kind of doll fulfils a certain need of love when the kid cuddles it. (Safe feeling that is somewhere similar to cuddling parents). In the TV show, Tele-tubbies could also partially fulfil the physiological need since they symbolise exploration (free in explorations, no analytical thoughts). The abstract stimuli (high impulsive sounds, bright colours) stimulate and match the level of attention span of those youngsters. Older children will not watch Tele-Tuby shows or associate themselves with the characters because they find it stupid and ‘for little kids’. They disassociate

themselves from the younger kids and therefore with their earlier idols.

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List of needs children 8-12- acceptance- success

Products that match just those needs (not suitable for other mentioned target groups)1. ING youngster bank account with PIN card2. Marbles3. Spiderman comic4. Mega Mindy

Summary: why do this products suit the needs presented above for just this and not other target groups?1. ING youngster bank account with PIN card2. Marbles Marbles and a junior bank account both show success and acceptance. Having your own bank account could mean that the grown up world accepts the kid as more equal. Besides having a large marble collection will show the level of success to other kids, be allowed to play marbles with other kids means the kid is accepted within a ‘group’. Younger children will have preferences for more beautiful toys but children in this ages can better value differences between one marble and the other and therefore define the value of a big marble compared to multiple smaller ones. The urge to collect and the awareness of money starts in this age frame. Older children will stop playing Marbles and start collecting more mature objects. Money of course will still be important, however special advantages like a special piggy bank that calculates your money and tells how much is in its belly will become less cool. In a later stage Children will desire a more mature approach of money handling.3. Spiderman comic4. Mega Mindy Super Hero Spiderman or Mega Mindy are both icons that could be used to identify themselves with success because their hero’s struggling with acceptance but at the end they are successful in the TV shows / comics they’re playing in. Younger children have their own idols like the Tele-Tubies who were mentioned earlier. Older children prefer other, more realistic heroes like artists or popular brands.

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List of needs children 13-15- Self esteem- Identity- Sexuality

Products that match just those needs (not suitable for other mentioned target groups)1. AXE body spray 2. Björn Borg3. Harry Potter4. Clearacil

Summary: why do this products suit the needs presented above for just this and not other target groups?1. AXE body spray 2. Björn Borg3. Clearacil Both Axe, Björn Borg and Clearasil are products to improve the quality of a kids identity towards other kids. Having or using those items nowadays means you’re ‘cool’, which is good for a kid’s self image. (In the case of Clearasil you’re cool when you are free of pimples. Using Clearasil itself isn’t that cool but the result of using the product should be.)

A kid showing his underpants’ upper edge above his jeans nowadays, shows to other kids that he is successful, which results in a high quality identity and a high level of self esteem. Using Clearasil and axe products makes kids believe (by marketing), that you will be sexual / successful. 13 - 15 year olds are more influenced by In’s and Out’s and personal hygiene than younger kids. AXE and Björn Borg were originally branded for older target groups (18 - 25) But since Children in the age cattegory 13 - 15 are using them more and more, the older ones search for new brands to disassociate themselves with this group.4. Harry Potter Harry Potter is a boy in the same age category who has to deal with major problems in the area of identity, self esteem (and sexuality). Although Harry isn’t an older very successful hero, kids can identify themselves with him easily. (young, same problems but (wants to be) successful.) Also (young) adults read the books of J.K. Rowling however just like with the Bugs Bunny cartoon these books contain multiple layers of stories, meanings and terminologies which makes the stories interesting for multiple target groups. However 13 - 15 aged kids associate themselves with Harry and his friends while older people just enjoy the book and its hidden backgrounds.

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List of needs elderly 65+- Social engagement- Spirituality / religion- Secure- Acceptance- Autonomy- Social support & interaction- Activity- Continuity- Optimism

Products that match just those needs (not suitable for other mentioned target groups)1. Jeu de boulles2. Nordic Walking3. Shower seat4. Easy call & track phone

Summary: why do this products suit the needs presented above for just this and not other target groups?1. Jeu de boulles2. Nordic Walking Jeu de boulles and Nordic walking are activities that trigger social engagement, since this ‘sports’ should be practiced together. Being able to practice sport activities on a high age, shows a certain level of autonomy, social support (by doing it together) and interaction. When you’re still able to do certain things at your own, this improves your optimism which helps to live in a more active and continuous way. In France and Italy Jeu de Boulles or P’tanque is played by the whole society including children, adults and elderly. This Mediterranean culture differs from the Dutch one, where Jeu de Boulles or Nordic walking is associated with older people. It doesn’t mean younger people never do it, but it is like twister; when you’re bored or when you want to do something together with another age group, there is a possibility you will practice a game that is mainly aimed to another age group, but it isn’t something you’ll do every week. However those are sports / games that are not too difficult to practice and without big stigma on it to stop practicing it when one belongs to the elder age cattegory. 3. Shower seat A Shower seat is a personal aid to take showers autonomously when one becomes older. The seat is meant to sit down when you’re afraid to fall over while taking a shower. With this aid elderly can have a secure feeling while showering: it extends the period elder people can live in the same continuous way they’re used to. Younger people (at least those without disabilities) are just able to use the shower without any aids, therefore it is a product specially for those who need some extra support when they become older and therefore less stabile on a slippery underground.4. Easy call & track phone Without having much knowledge of the newest mobile phone features and without having a ridiculous odd big button phone, elderly can still be socially engaged by contacting others with an easy to use pre programmed, normal looking cellphone.

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Having a cellphone nowadays is part of a social life where one could be contacted or contact someone else 24/7. This cellphone matches the social interaction, autonomy and feeling secure needs. Younger people (at least those without disabilities) are just able to use a normal cellphone or smartphone, people from younger target groups often desire more functions than just a few pre-programmed numbers that can be used for direct calls. Therefore younger people will not use this product.

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Task 1 (Individual Part Vivian van der Burgt)

Needs of children and elderly in different age groups

Children from 3 to 7 years old are very curious. They like mysterious, interesting things. For web design an easy interface is required with simple buttons and an attractive lay out with dynamic images and sound. These children are very imaginative; anything is possible. I remember one thing when I was 5 years old, that I made a whole city out of figures in a carpet. Identification with a toy is very important for these children. They want to be as strong as their super hero or as beautiful as their Barbie doll. For the female children nurturing a toy is something they like to do; having a relationship with the doll. There is also dis-identification; this is the case when the child doesn’t want to be like the human or animal character, but he is attracted by the dark-side of the toy. Further, having something that is unique that no one has is important for the child. That’s why the Cabbage Patch Kid were such a success. They all had one personality thus very unique, and with their arms wide open they screamed: “Please, pick me!”

Children from 8 to 12 years old are becoming more adult. The fantasy is decreasing and they want more reality based toys. Electronic games become more interesting because of the challenge and the competition that they have in such games. They like to play together in teamwork and cooperate with one another. They like toys that are more logical and complex. They like role playing and humor becomes more important.

Children from 13 to 15 years old have first their physiological changes in the puberty with biochemical and hormonal changes which causes into changing behavioral and moods. One thing that is very important for these kids is that they immediately fit in their new social group. Their choices of entertainment reflect the needs of fitting in. They want to break taboo through looking for unacceptable forms of entertainment. These children are becoming more independent and interested in brands, candy, snacks, clothes and games. They are searching for an identity and that’s also what they want to find in toys, games, clothes etc..To be accepted in their social group is very important and having success. The need for love becomes stronger. The content for games are challenging, sophisticated and complex.

Elderly have a life-time behind them and a short future in front of them. Because of the fact that they reach the end of their life, their reminiscence is very good and important. They look back at a disappointed life or at a happy satisfying life. Elderly have been through a lot of things and are multi-faced. The elderly are finding their needs more in spiritual things like art, nature and religion. Social relationships are very important and independency. They want no help from others. That’s why elderly in elderly homes are becoming more depressed.

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Exercise 1: Products for childrenProduct 1: Earth globethis product is for children from 7 years and older. This product fits the needs for this age group because it is more logical. The fantasy of these children decreases and they need more reality-based concepts. The earth globe is for discovering more countries. It is educative, visual and more complex from products for the age group 3 to 7 years old. So it is really only for this specific target group.

Product 2: Twistertwister is a game for the age group 3 to 7 years old, but even a person from 12 years old, 18 years old or even adults like the game. It is not a very complex game. Young children learn what is left and right in a playful way. But why do older kids like it too? That’s because twister has a high fun factor. You’re not only busy with finding colors but you are physically active and you play together with your family or friends. It has a lot of aspects in it: it is a fun, physical, learning, and social game. Also the aspects of competition, challenging, variety, humor are very good in this game. That’s why it is such a success for many age groups. So it is not specific for one type of age group. It can be fun for the whole family!

Product 3: MonopolyThe game monopoly is the best selling board game in the whole world. The aim is to build a monopoly, which you can do buy buying as many streets as you can. Everyone that stays in your street has to pay rent. The game is logical and sort of reality-based game. Children are allowed to deal with money and to spend it in a good way so that they can survive in the game. You play it always together and there is a competition. It is also about success. The children struggle to win and have the best street that is possible to earn big money. If they have success they are really feel good about themselves. That are several needs that children want in a game or toy to like it. Also the game is more complex than games from 3 to 7 years old.

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Product 4: Electronic gamesElectronic games become interesting for kids from 7 years and older. It’s because they are very competitive, especially race games. It is also more complex and it has a lot of variety in it mostly. Children from 7 to 12 years and even older like these aspects in toys and games. For a race game it is also nice for the children that they can drive in a really fast car that they can’t do in real life. Also shooting and playing war is something that is far away from them. Race games and shooting games are more for boys. For girls you have the Sims, where they can build their own family and take care of them. With this the nurturing aspect is very important.

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Adults/Elderly:

Product 1: brain trainingthis product is for adults and elderly of 65+. Elderly want to stay fit in their brain because they don’t want to be dependent on other people when they aren’t able to think clear anymore. And because elderly have a life-time behind them, they life of the memories they got. They want to stay secure about their life and with brain training they can stay fit and independent for a longer time. Also people from 45 are using this brain training game. There are a lot of fun games in it, and you can brush up your skills. It won’t take much time, because 2 minutes every day contributes to a healthier brain. The interface is suitable for adults and elderly. There is a touch screen; adults now how to handle that but elderly have difficulties with understanding that, so for the elderly there is a microphone where they can put their answers.

Product 2: crossword puzzleA lot of elderly are making crossword puzzles because they also can train their brain a bit. It is not something that only elderly do, but children don’t like it very much. It is not social, not competitive, not playing together, so not very fun for children. A negative thing about the crossword puzzle is that it is not very social, and a not promoting social life does not promote physical health.

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Product 3: mobile scooter/carA mobile scooter is only for elderly. If they are not able to drive a car anymore, or if they can’t walk anymore, they get a scooter like this to still be mobile. It promotes the social interaction with others because they can go to family, doing the grocery, being in the society. Also the elderly are outside, in the nature, which is a need for these elderly, they find peace and rest in nature and other spiritual things.

Product 4: mobile phonea mobile phone especially made for elderly is fitted to the needs of these people. The interface is less complex and the buttons are made bigger. Mobile phones support the social interaction between family and friends. They can call anyone and have contact with someone without being mobile. The functions on these mobiles are also not as many on regular phones. No games, camera, mms, Bluetooth etc. ; there is only a function on it to call and maybe to text message. So it is very appropriate for elderly and not for children or teenagers.

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Task 2A Children (Stephan Hoes)Kids in the age category of 7 - 13

Product 2: Efteling website (Efteling Website)

Product description: Interactive website with information about the amusement park ‘de Efteling’, the Hotel, Golf, Theatre and resorts. Besides that there is a large interactive part for children with an animated environment.

Scenario persona: Anna, 9 years old, frequent visitor of the Efteling, never visited the website of the Efteling before, knows how a computer mouse and keyboard work to navigate in an internet browser on a computer.

Topic 1: Cognitive issues

Issue 1: Cognitive development [concrete operations, understand other viewpoints,

understand consequences of actions]

- General Issue: A kid aged 7 - 14 will not yet understand every result on his actions.- Specific for product: A kid aged 7 - 14 will not yet understand every result on his click

on an object of a website.- Scenario related to persona: Anna clicks somewhere in the animation on the website to

investigate what she want to do. Not all buttons that are clickable are recognisable as such. There is no option to get instructions or show what is clickable.

- Redesign: Provide the option to get instructions or provide the option to show what is clickable. [combination of perception & web issue.]

- Literature: Brown, T. & Beran, M., 2007, page 26-30, Chapter 2; Developmental stages of children.

Issue 2: Physical development [hand eye coordination, precise]

- General Issue: A kid aged 7 - 14 has a high level of hand eye coordination and can perform tasks that require small locomotive skills.

- Specific for product: A kid aged 7 - 14 should be able to click very tiny details on a website without hitting the wrong ones

- Scenario related to persona: Anna clicks on one of the orbs to activate one of the sub menu’s, the clickable part that enables the submenu is just a small part of the orb which makes the task more difficult to perform precisely. There is no option to adjust the level of preciseness of the buttons.

- Redesign: Make the whole button clickable or provide the option to adjust the precision of the buttons. [combination of acceptance & web issue.]


Issue 3: Social & emotional development [real tasks and activities, interaction]

- General Issue: Rules of interaction: kids aged 7 - 14 won’t develop a sense of trust with digital peers / characters that not reflect their age category or gender.

- Specific for product: A kid aged 7 - 14 will not trust a character of an old man above the character of a kid.

- Scenario related to persona: Anna has to navigate to the department with ‘sprookjesbos figuren’ and select a character she trusts to tell here more about the Efteling. Anna will trust a character that looks like her (girl, same age instead of an old man or angry wolf). Anna visits mainly pieces of plain text with pictures of adults with explanations that are not appealing to children.

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- Redesign: Use appealing Magical Forest Characters to information that is aimed for children. [perception]


Issue 4: Language development [reading skills]

- General Issue: Kids aged 7 - 14 should be able to read and understand instructions with multiple patterns / rules.

- Specific for product: A kid aged 7 - 14 should understand the written description on the website that explains when it is the best moment to visit an attraction.

- Scenario related to persona: Anna reads the buttons around the animation, she understands that she can put a question down, so she clicks to FAQ, she formulates a question but it isn’t clear to her that the same question could be asked in a better way to get the proper answer.

- Redesign: Provide a better word recognition search bar or provide pre-defined questions that better define the different options. [combination of cognition & web issue]


Issue 5: Optimal stimulation [level of environment exploration, use of strategies?!]

- General Issue: A kid aged 7 - 14 will use less useless exploration techniques than younger kids

- Specific for product: A kid aged 7 - 14 knows better what movements are useless and what movements are more valuable to explore the way of navigating in a website

- Scenario related to persona: Anna will make more controlled movements on the screen than her younger brother who just swipes the cursor over the screen to see what happens. Anna knows that some techniques like wild movements won’t help, however she has difficulties with the animation because she won’t make different movements.

- Redesign: Trigger more different types of interaction in the animation than just those which were left after the natural selection a kid has made within her development from toddler till now. [combination of action and acceptance]


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Topic 2: Web issues

Issue 1: Inconsistency of navigation / interaction- General Issue: Navigation is inconsistent- Specific for product: The way of returning to the homepage from different parts of the

site differ and make the navigation non logical.- Scenario related to persona: Anna clicks to the ‘speelhoek’, the website loads another

full browser animation and all of the normal navigation tools are removed. There is no option of going back except for typing the URL in the top bar again.

- Redesign: Replace the normal navigation tools and make the navigation consistent over the whole website. [web issue]

- Literature: Gilutz, S. & Nielsen, J., 2002, page 14 & 17 & 18, Usability for Children: 70 Design Guidelines

Issue 2: Use & availability of instructions- General Issue: The interaction on the website is abnormal- Specific for product: Navigating to a game and playing it successfully is hard to

perform, the lack of instructions and the non standard interaction make using the site more difficult

- Scenario related to persona: Anna arrived in the ‘speelhoek’ department of the website and she wants to find out how to play a game, unfortunately there is only speech instructions which isn’t complete at all.

- Redesign: Provide short clear visual instructions how to deal with the website’s content. [web issue]

- Literature: Gilutz, S. & Nielsen, J., 2002, page 15 & 17, Usability for Children: 70 Design Guidelines

Issue 3: Advertisement recognition- General Issue: Advertisements are secretly hidden and hard to recognise.- Specific for product: Advertisements are appealing images that are clicked by kids aged

7 - 14.- Scenario related to persona: Anna clicks a ‘musical arangement’ button when she

wants to find out more about shows. There is no clear division between information (for children) and ordering tickets which should be exclusively for adult visitors.

- Redesign: Make a clear separation of commercial content that links to an order system and (commercial) information for children to avoid unpleasant situations. [combination of perception & web issue]

- Literature: Gilutz, S. & Nielsen, J., 2002, page 5, Usability for Children: 70 Design Guidelines

Issue 4: Quality of perceived click-ability- General Issue: If something is not perceived as clickable there will not be click try-outs- Specific for product: an animation with moving buttons will not immediately be

recognised as buttons and therefore not directly perceived as clickable.- Scenario related to persona: Anna wants to find out something about the wolf, but she

doesn’t find out how she should navigate with the abnormal moving orbs that seem to be buttons. It is unclear what is clickable and how the click should be performed.

- Redesign: Make clear what is clickable by using a consistent ‘click cursor’ or ‘beam up edge’ when something is clickable. [combination of perception & web issue]

- Literature: Gilutz, S. & Nielsen, J., 2002, page 18, Usability for Children: 70 Design Guidelines

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Issue 5: Age appropriate content- General Issue: Explanations or descriptions are to large to understand for children.- Specific for product: Instructions are to long and boring to understand and usefully

perceived by the 7 - 14 year aged kid.- Scenario related to persona: Anna clicks a ‘hotel overnachting’ button when she wants

to find out more about the Efteling itself. There is no clear division between information (for children) and ordering brochures or hotel sleepovers, which should be exclusively for adult visitors.

- Redesign: Again, like in the Advertisement issue, provide a clear distinction between commercial content and (playful) information for children. [web issue]

- Literature: Gilutz, S. & Nielsen, J., 2002, page 15 & 19, Usability for Children: 70 Design Guidelines

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Task 2B Children (Stephan)

Test subjectsMark - Boy - 7 years old - low level of experience in using the internet.Irene - Girl - 10 years old - low to average level of experience in using the internet.

Tasks to be performed by user: (task description [translated in Dutch for users])1. Just click something and tell why you did it.2. Click on the animation on the top site and explain why something happens3. Click on the moving spheres in the animation4. Go back to the homepage5. Go to the ‘speelhoek on efteling.com’6. Find 3 persons / statues / characters and find out something about them7. Go to the homepage8. Find out when it is the most quiet time to visit the Efteling according to the site.9. Find the sprookjesboom tv show info

Step by step plan1. Just click something and tell why you did it. Use the one button mouse (no secondary button) to make a random click on the website on an object that is appealing to you. Tell to the observant why this choice was made.What might go wrong: there is no wrong action in this task, what might go wrong is that

the user doesn’t know what he is doing, or that he doesn’t know why something

happens after one of his actions. Performing multiple clicks quick after the other can

make the situation less clarifying.

2. Click on the animation on the top site and explain why something happens The right way to select one of the orbs in the animation: Mouse over the animation that is centred on the webpage. Let the sphere’s accelerate or decelerate by pointing towards the sides or towards the centre of the animation. Slow down the animation by moving the pointer towards the centre. Hold the pointer still on the preferred orb in the centre of the animation. Wait till the orb moves up. Click the orb that just moved up. Explain to the observant if you understand what happens, and why something happens after certain actions.What might go wrong: The animation is an inconsistent navigation structure compared

to normal navigations and compared to other navigation parts of the website. Besides it

is not completely clear what parts are clickable and how precise the clickable area

should be clicked. Again multiple clicks quickly performed after each other could result

in unclear results, the user can get disoriented because he doesn’t understand what

happens.

3. Click on the moving spheres in the animation The previous task could have been unclear; select one of the orbs about the Efteling itself. Perform this task according to the ideal click process as described in task 2.What might go wrong: It is not completely clear what parts are clickable and how

precise the clickable area should be clicked. Again multiple clicks quickly performed

after each other could result in unclear results, the user can get disoriented because he

doesn’t understand what happens.

4. Go back to the homepage.

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Mouse over the back button in the top bar of the browser (left upper corner) and click once. Wait a moment. In case there has been navigated more than necessary, click again until the start page shows up.What might go wrong: The user can be unfamiliar with the ‘back’ function of the

browser. The user can be unfamiliar with the GUI rule that a company logo is a

clickable button to the homepage; The cognitive internet browsing skills of the user can

be under developed.

5. Go to the ‘speelhoek on efteling.com’ Mouse over the yellow button with the ‘speelhoek’ text written on it. Click one time.What might go wrong: There is a clear button available, I expect this will according to

plan since the users have had their exploration and they are able to read the text on

buttons.

6. Find 3 persons / statues / characters and find out something about them. In the ‘speelhoek’ move the mouse over the ‘X’ of the read box and click to escape from the ‘member’ part. Move the mouse down in the dynamic image towards the staircase until a text with ‘clubhuis’ pops up. Click. Move the mouse from left to right and back over the screen to discover multiple figures. Move the mouse on a figure and click. A little information is provided. Move the mouse over the <-- Arrow in the green circle to return. Repeat the hovering and clicking for two times to get enough information.What might go wrong: The animation is an inconsistent navigation structure compared

to normal navigations and compared to other navigation parts of the website. Besides it

is not completely clear what parts are clickable and how precise the clickable area

should be clicked. There are just spoken instructions which can cause a ‘lost’ feeling.

The user can loos his grip on the structure completely.

7. Go to the homepage Find a Home button (Home / Logo / back). Move the mouse over this home button and click. Unfortunately the GUI isn’t consistent. Therefore the URL has to be typed in again. (Help is provided by the observant).What might go wrong: It is expected that the user is not able to return to the

homepage, since the ‘speelhoek’ automatically is loaded in a new tab, which makes the

‘back’ button greyed out. Therefore the user should have enough knowledge to

understand or know the browser ‘tab’ feature. Since both users aren’t advanced web

users and the navigation isn’t intuitive or instructive enough to explain how to do it,

they will not succeed.

8. Find out when it is the most quiet time to visit the Efteling according to the site. From the homepage move the mouse over the button ‘over de Efteling’, click. Move the mouse over the button ‘Veelgestelde vragen’, click. Scroll down to the predefined questions. Move the mouse over the question ‘Wanneer is het wat rustiger in het park?’, click. Move the mouse over the ‘calendar hyperlink’, click. Read the information and the legend.What might go wrong: The language skills and cognitive skills of the users may be

insufficient to understand where they should search for information.

9. Find the sprookjesboom tv show info. Move the mouse over the ‘TV’ button in the top of the website and click. Immediately there is little information provided about the ‘sprookjesboom tv show’.What might go wrong: The user probably could not have the understanding that the

sprookjes boom is something on TV. Therefore the association from Sprookjesboom to

television show to ‘TV’ button can be a bit hard in special for the less advanced user;

language and cognitive skills could be not enough developed for this purpose.

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The user group specific issues that were observed:

Issue 1.1: Cognitive developmentThe user did not yet understand every result on his clicks on an object of the website. Both users click somewhere in the animation on the website, their attention is immediately drawn to the moving orbs. No further investigation is done. They both keep clicking on the animation without knowing why something happens. (Accelerate / decelerate / open hyperlink)

Issue 1.2: Physical development The user should be able to click very tiny details on a website without hitting the wrong ones. The older girl was able to find out the system quicker by clicking on one of the orbs to activate one of the sub menu’s, the clickable part that enables the submenu is just a small part of the orb which makes the task more difficult to perform precisely. The boy didn’t understand at all and opened some hyperlinks by mistake.

Issue 1.3: Social & emotional developmentThe user will not trust a character of an old man / wolf above the character of a kid. The boy didn’t mind the types of characters, he tried just to perform what was asked and wasn’t interested in the information about the characters at all. The girl would like to identify herself with a girl goat because that was also a little girl with a dress and she also liked pink. Therefore that goat was the most appealing figure she could find.

Issue 1.4: Language development The user should understand the written description on the website that explains when it is the best moment to visit an attraction. It was hard to measure if the boy understood parts of the written explanation, he was more lazy. Although he is yet able to read, he preferred that the observant read the text aloud for him constantly. The girl who is 3 years older than the boy could make better distinctions in language. She could directly link a task to specific buttons.Although the boy could read the text on the buttons, he didn’t read or he didn’t make the associations. When he was asked to visit the ‘speelhoek’ (which he visited by accident earlier) he did not just hit the available button that creates the quickest route, but followed the ‘learned track of 4 steps’ he performed earlier to get in the ‘speelhoek’.

Issue 1.5: Optimal stimulationThe user has an understanding about what movements are useless and what movements are more valuable to explore the way of navigating in a website. The boy made more expressive movements over the screen to explore what happens, because he was to wild he wasn’t able to fine-tune the speed of the orbs, which made it hard to discover how to click one successfully. The girl was aware that big movements normally wouldn’t help her to navigate, however, the abnormal flash environment of the speelhoek required such movements, which forced her to discover everything much slower than her younger brother.According to the literature older kids know better how to explore and use the optimal skills to stimulate. Since this situation was different from what should be expected the results were also different.

Issue 2.1: Inconsistency of navigation / interaction20

The way of returning to the homepage from different parts of the site differ and make the navigation non logical. Both users became stuck in the speelhoek environment, the boy found a menu structure and he became aware that that would be his only option to get out, unfortunately he didn’t structure his search, therefore it took a lot of time for him to conclude it wouldn’t work at all. The girl used the systematic you would expect in a normal environment, however since the environment wasn’t consistent everywhere she became stuck as well. However she was clever enough to suggest to reboot the browser to come to the homepage again. (retyping the URL, which was the only other solution creates the same effect).The girl made clever associations and she was able to move herself in another situation which she could project on what she was doing over here.

Issue2.2: Use & availability of instructionsNavigating to a game and playing it successfully is hard to perform, the lack of instructions and the non standard interaction make using the site more difficult. The boy found some colouring pictures which he started to fill in although he was asked to do something else. There were no visual instructions and the programmed sound instructions were quit limited. The instructions of the observant were ignored several times because the boy was too extracted.The girl however wasn’t afraid to ask for help. Again she used knowledge from a different situation to project on the situation she was dealing with at that moment. The boy was not able to do so during the whole user test.

Issue 2.3: Advertisement recognitionAdvertisements are appealing images that are clicked by kids aged 7 - 14. The boy pressed the advertisement of the Theater once, not knowing it was content meant for ‘adults’. He was almost ordering musical tickets when he was given a valid credit card number so to say. The girl was aware of the things she wasn’t allowed to do. Also the girl found a piece of website where she was asked to fill in some data. Her awareness of commercial was quit developed since she mentioned that this info was not that type of info we were looking for. Although the age category is 7 - 14, the difference between 7 and 10 is easy to notice during all aspects of this test.

Issue 2.4: Quality of perceived click-abilityAn animation with moving buttons will not immediately be recognised as buttons and therefore not directly perceived as clickable. For the boy it wasn’t clear at all what aspects were clickable, he constantly continued making the same mistakes. Also the girl wasn’t immediately aware of the meaning of the moving orbs on the main page. However, she was aware how buttons work. Also buttons with different appearances were more clear to her. The boy mainly tried to click pictures he wanted to know more about.

Issue 2.5: Age appropriate contentInstructions are to long and boring to understand and usefully perceived by the 7 - 14 year aged kid. The behaviour of the boy: asking to read everything aloud, was already an indication that the large clutters of information were an overkill for him. The girl as well did not read anything, but just what she thought was interesting or necessary.Also for Adults some information could have been unclear.

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There should be a much better division between children and adults, so children aimed information should not be put in the normal section, since children find stuff they won’t need and adults will find unnecessary ‘jip & janneke language’.

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Task 2 Children (Vivian)

Product description: Monopoly is a board game that everyone knows I guess. The aim of the game is to build a monopoly, which you can do by buying as many streets you can. Everyone who stays in your street has to pay you rent.

User 1: Gijs, 9 years oldUser 2: Paul, 11 years old

Scenario persona: Gijs from 9 years old, and his big brother Paul from 11 years old have played monopoly many times. They have a certain strategy to win: First own some expensive streets or stations to earn big money, after that begin to save some money. The two boys are siblings so the rivalry is high between the two. Gijs from 9 years old has some difficulties with calculations of the money. Paul is very fast in understanding the payments.

Task description:Gijs and Paul decide to play monopoly. They begin with setting up the game. One is putting the board on the table and the other is distributing the money. After that they throw the dices to decide who wants to start. After that the game begins. The first one throws the dices and steps by the boxes and ends at a street. He thinks of buying it but in the end he decides to leave it. He has a strategy in his head so he wants to follow that. The other one throws the dices and steps by at a station. He decides to buy it. After some rounds the two boys both have some streets. They came by at start a couple times, but Gijs forgot to ask for his pocket money once. They play until someone has lost all his money.

Tasks:

1. Buy a street or leave it.Actions: Throw the dices, steps to the street and decides with his strategy to buy or leave it.

2. Steps by start and ask for pocket money.Actions: Throw dices, comes by start, has to ask for his pocket money. What might go wrong is that he forgets to ask the question. There is no signal that reminds you of doing it.

3. Stays at a street and pays the amount of rent to the owner. Actions: The person has to calculate the amount of money with the money he got. What might go wrong is the calculations with the money.

4. Steps at a question mark and read the question from the card that has to be taken.Actions: Throw the dices, ends at a question mark and has to pick the first card on the pile and read it. When you have to pay tax, you give the money to the bank. Else you receive money from the bank.

In these issues the scenario is the outcome of the user test what I observed. The expected is what I expected to happen before the user test was performed.

Social & emotional issues:

1. General issue: Mastery oriented attributions, children who attribute their success to ability; their failures to luck have a higher self-esteem. Expected: The child will attribute his success to ability, and his failures to luck. This game is with coming at the right street and role the dices, so that has to deal with luck.

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Scenario: The kid of 11 years old was attributing his success to his ability. He believed that he could throw six and if not it was just bad luck. If his little brother owned an expensive street he just said he was lucky. So it was not his fault that he didn’t have that street, his brother was just lucky.Redesign: These social and emotional issues will always exist.Literature reference: Chapter 10, Emotional & social development in middle childhood, p. 333

2. General issue: Emotional understanding, children from 8-9 years old reconcile contradictory facial and situational cues in figuring out another’s feelings, whereas younger children rely only on the emotional expressionExpected: Rely only on the emotional expressions of others in the game.Scenario: One reacted on the expressions of the other kid. One kid was annoying the other by not giving money or fooling around. The other laughed a bit but you could see that he didn’t appreciate it. Only when he said that he didn’t like the fooling around, the other stopped with annoying. He didn’t realize the mixed emotions, that the expressions of people not always reflect their true feelings. Also one kid got the best street you could have. He was really pride of that, and because the other kid gave him compliments, and recognized the achievement of the other, by the kid arouse even more pride. Redesign: This is the interaction between the two users and not with the productLiterature reference: Chapter 10 Emotional & social development in middle childhood p.335

3. General issue: Sibling rivalry tends to increase in middle childhood.Expected: The competition between the two will be high and there will be no helping out each other.Scenario: The two brothers were really independent during the game. They did have their own strategy and they were very competitive. Sometimes they fooled each other by being sarcastic so the other would believe it. Or one kid had success he really showed-off his success. But once the older brother helped his little brother with a decision with advising him.Redesign:Literature reference: Chapter 10, Emotional & social development in middle childhood, p. 345

4. General issue: Emotional self-regulation, when little can be done about an outcome, children engage in emotion-centered coping, they have no control over it so they find distraction or try to redefine the situation: “Things could be worse.”Expected: When they lose, or have to pay a lot of money, or don’t throw six, they will redefine the situation. Scenario: When they lose, or have to pay big amount of money they get frustrated. They are going to lie about the amount of money, or they begin to throw with the money to the other. But after that they use internal strategies, like: ”it was just bad luck”, “it could be worse”, or “next time I get the money”.Redesign: It is the purpose of the game, children learn to deal with it. Literature reference: Chapter 10 Emotional & social development in middle childhood p.335

5. General issue: Creating prejudices, overly high self-esteem, children with high self-esteem are holding more prejudices against little groups of justifying their own favorable self-evaluation.Expected: When you have all the stations or the most expensive streets you will do great

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and eventually win. Scenario: One kid wanted to have all the stations at first, because they bring a lot of money. Because of that you would win. This is not always the case but it could be. Redesign: This is the strategic thinking of the game. It is nice for the children to think about strategies and figuring out which strategy is the best or that it is not that important what you do. Literature reference: Chapter 10, Emotional & social development in middle childhood, p.338

Cognitive issues:

1. General issue: children from 9 to 11 years may still have difficulty considering all of the logical, possible outcomes of their actions.Expected: When buying a street they will notice how many money they have and if it is wise to buy the street. Scenario: One kid wanted to buy a street from his brother for 500 hundred euro. He didn’t realize that he only had one euro left than. He just wanted to have that street.Redesign: That is just the strategy of the game you have to think of.Literature reference: Milestones, p.

2. General issue: Plans future actionsExpected: Thinking further than the present situation of his finance or other things in the game. Scenario: Both the kids first wanted to have some important, expensive streets or station. After this investment they both started to save some money. They waited for buying more streets. They thought further than the present; that they also have to pay the other another round. Redesign: Literature reference: Chapter 2, Developmental stages of children, p. 29

3. General issue: Moral rules, children know what’s wrong or rightExpected: They will fool around and cheat on each other but after that they will amid it and set it right. Scenario: Sometimes one kid took money from the other without permission or any reason. He immediately knew that it was wrong. So he gave the money back. He knows that that are moral rules and he understands them. Also one time one kid lied about the amount of money he supposed to get. But he changed it almost at the same time. Redesign: Literature reference: Chapter 10, Emotional & social development in middle childhood, p.336

4. General issue: Children between 9 and 11 years have memory strategies of rehearsal and organization becomes more effective; begins to use elaboration.Expected: They will have the same strategy as before.Scenario: They played this game many times before and they recall their memory about how they played the previous game and which strategy worked the best. They knew that they first have to own the expensive streets because they bring a lot of money. After having some expensive streets, they begin to save some money before they get broke. They learn from their mistakes they did in previous games and rehearsal. Redesign: Literature reference: Milestones, p.359

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5. General issue: Children from 9 to 11 years become more self-consciousness and self-focused.Expected: Playing on their own, making their own decisions.Scenario: They were really on their own playing this game. They had their own strategy and sometimes they helped each other out. They were really focused on the actions the other player did and what kind of situation they were in. Redesign:Literature reference: Milestones, p.426

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Task 2A Elderly (Stephan Hoes)Elderly in the age category of 65+

Product: Canon Legria HF200 digital HD video camera

Product description: a digital HD video camera with video and photo function.

Scenario persona: Bertien, 69 years old, frequent user of a digital Canon photo camera with functions to capture video and photo. Familiar with the normal Canon style of GUI for her photo-camera, not familiar yet with this specific HD video camera.

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Topic 1: ‘Cognitive issues’

Issue 1: Working memory issue.- General Issue: The user will have difficulties remembering the goal of the task while

performing actions to achieve this goal.- Specific for product: The user will have problems achieving the goal when the amount of steps

to achieve this goal exceeds the user’s memory capacity. While achieving actions the user will forget the purpose of one task to another to reach the final destination.

- Scenario related to persona: Bertien needs to change a menu setting by clicking through multiple layers in the menu structure. Bertien has to consider each option within each layer, the reason why she needs to click something is hard to remember or hard to link back to the previous choice.

- Redesign: There should be an overview of steps that are made: breadcrumbs like on a website which indicates in what level you are and what options you have chosen till now.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 2, characteristics of older adult users, page 19.

Issue 2: Language comprehension issue.- General Issue: There will be reduced ability to interpret words.- Specific for product: The user will have difficulties interpreting words in the menu structure

either English or Dutch.- Scenario related to persona: Bertien wants to turn on the camera, the red ‘start/stop’ button

seems to be the first logical button to perform this action. By pressing it, nothing happens, it takes some time to make the interpretation that ‘power’ means turning the device on (or off).

- Redesign: The button text is written in English while not all senior users are familiar with this language. Although some words like start or stop are universal. Placing the words on / off on the button would have made more sense.


Issue 3: Amount of steps for input issue.- General Issue: There will be to many steps in the action sequences to perform actions flawless. - Specific for product: The user will make mistakes while performing a multiple-step action

which causes problems later on in this action sequence.- Scenario related to persona: Bertien wants to change the lighting setting, therefore she needs

to press three buttons in the right order, however she does not know exactly how to do so she makes a mistake when she has to choose an option to perform the second part of the task.

- Redesign: There are lots of lists that are accessible from two central hardware buttons. Associations have to be made and because of the list many sub layers exist. Changing the software lists into physical hardware buttons makes it easier to understand. For every menu type there should be a specific hardware button. (Lighting, Effects etc.) By pressing one of this buttons just that menu is opened.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 5, design of input and output devices, page 62.

Issue 4: Consistency issue.- General Issue: Inconsistent (menu) structures will cause problems in the action steps sequence.- Specific for product: The user will make mistakes when one part of the menu structure is not

inherent to other parts of the menu structure.- Scenario related to persona: Bertien just learned that changing a setting requires using the

func button which stands for function. It takes lots of time to find out that changing some functions require the menu structure that is accessible by ‘func’ and other functions need to be changed by just pulling down the joystick to get a list with other options.

- Redesign: Call the menu button ‘menu’ instead of ‘func’ and put all the same types of functions in one menu within one button to make the menu structure consistent.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 5, design of input and output devices, page 64.

Issue 5: Feedback issue.

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- General Issue: The result of an action should be clear to the user.- Specific for product: The user will make errors when it is not clear that the given feedback is

the direct result of one of their actions performed by controlling one of the buttons.- Scenario related to persona: Bertien wants to change a setting once she has learned to use the

joystick. Instead of pushing it up, she pushes on the joystick button which causes the front light to burn since that was the last function that was linked to this button. Bertien does not understand why she won’t see the list with functions. She won’t notice the light is burning since it is not dark enough to see the changing of lighting.

- Redesign: A button that could be pulled, pushed in vertical, horizontal and depth direction is not very comfortable to use. It is not clear that pressing on the top of the button means navigating up while pressing on the centre of the (5 mm sized) button means something different. The button should be bigger or the functions of joystick and ‘ok’ function should be split into multiple buttons.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 6, interface design, page 75.

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Topic 2: ‘Perception Issues’

Issue 1: Lighting issue.- General Issue: Wrong lighting or luminance levels will cause reading and control problems.- Specific for product: Too bright environment light will cause reflections on the shiny camera

surface and a unclear screen menu which makes interpretation of buttons or menu functions harder.

- Scenario related to persona: Bertien tilts the camera up and down because the kitchen light that creates the environment light makes the silver letters on the black shiny surface hard to read, she preferred to have better contrasting indications to show her what button to press to perform the given task.

- Redesign: The button surface could be less shiny, or not shiny at all, letters or surfaces should not reflect the environment light to provide better contrast.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 4, improving perception of information, page 52.

Issue 2: Sound issue.- General Issue: Sounds with frequencies outside the range 500 - 2000 Hz and / or below 60 dB

are not or badly perceived by the elder user.- Specific for product: Beeps that indicate the (de)activation of certain functions that are

outside the range indicated above are not or badly perceived by the user.- Scenario related to persona: Does it work? Bertien asks after she tried to peform one of her

tasks. She seems not to see the result of the function she just activated, the jingle that just gone off to mention the user the function was activated, probably did not occur to her, although it was not just a monotone tone, the jingle was very high in frequency and not that loud.

- Redesign: Feedback may not be just audible. It can be combined with visual feedback (marking a features checkbox). Besides that the sound volume should be adjustable in some layer of the menu function.


Issue 3: Icon recognition issue.- General Issue: Symbols that are not self-explaining or common accepted in the use of other

products are hard to interpret by the user.- Specific for product: Symbols in the menu structure that indicate effects could be perceived as

not-self-explaining, which causes interpretation problems.- Scenario related to persona: Bertien pressed the menu function once she enabled the list with

options. “How do I return to the place I just was?” she asks. Without giving it away she is asked what icon does match her goal. Just not knowing what everything means, she asks again because she has no clue about how to exit.

- Redesign: Icons are not self explaining, a lot of Canon homemade icons are part of the menu structure. There is no consistence with existing icons in the rest of the digital world. A lot of association is required to know the meaning of several icons. The icons should be better self explaining or otherwise match the existing standards for icons that have the same function in the rest of the digital world.


Issue 4: Distraction issues.- General Issue: Many different displayed elements will distract the user from his / her task.- Specific for product: Symbols on all the edges of the screen that are meant to indicate the on /

off modus of several different functions distract from the (different) meaning of the buttons below it.

- Scenario related to persona: Once Bertien sees the home screen of the camera, she has to push a button to achieve her next task. There are some buttons on the bottom of the screen with indicators above it. A gear with the text off is shown precisely above the most right button. Bertien still remembers that a gear sometimes is used to indicate a setting panel so when she is asked to change some settings, the first she does is pressing the screen. Unfortunately nothing happens, maybe it is no touch screen, although it is very flat. Probably the button just

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beneath it will do the job and bring her to the desired settings panel. When that button is pressed a list of tiles is shown but unfortunately nothing can be adapted.

- Redesign: Indicators that show the status of certain functions that are adapted in some menu may be on the screen constantly. However when they are close to other functions they can distract from buttons or other indicators. A clear division should be made. Indicators can be placed on one edge of the screen in the opposite direction of the buttons beneath the screen.


Issue 5: Font issue.- General Issue: Too small fonts cause reading problems of the menu items.- Specific for product: The very tiny symbols, icons and texts on the edges are too small to read.- Scenario related to persona: Bertien accidentally found a menu structure where everything is

black in the background and menu structures are quit clear shown in the front. However just a moment ago she saw everything that happens before the lens on the screen together with a lot of icons and text. Reading those text and icons is very difficult. The text wouldn’t contradict enough to the images shown because the text is too small and also the wrong colour when there is enough light captured.

- Redesign: The menu structure should not be in small bars on the edge of the screen while the movie preview is shown at the same time. The menu structure could be full screen so the same information could be shown in larger fonts.


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Topic 3: ‘Web Issues’

Issue 1: Task completion issue.- General Issue: Senior users are not always able to complete a given task successfully without

any help in an acceptable time span. (Normaly the user would have given up if the task wasn’t given for a user test.)

- Specific for product: The user is not able to find a specific function which causes a gap in the task sequence; uncompleted task.

- Scenario related to persona: Bertien pressed the menu function once she enabled the list with options. “How do I return to the place I just was?” she asks. Bertien asks for help several times, but the interviewer isn’t that resourceful. Bertien starts to become unsatisfied. “Just because it is a test I continue trying, otherwise I would have put it away.” she says.

- Redesign: Not many help is offered within the menu structure. Of course there is a manual in pocket size. The little booklet is one thumb tick and not much bigger than a pile of post-it memo’s. The tiny letters in it won’t invite to start reading. Menu structures and buttons should be self explaining to the user. Manuals should be bigger and a help function on the device could be an option. Although a digital help function probably requires a keyboard interface which makes communication quit hard when the device is reasonable small.

- Literature: Coyne, K. & Nielsen, J., 2002, page 14-21, Web usability for senior citizens.

Issue 2: Success rate issue.- General Issue: Senior users will make more mistakes to perform a task successfully.- Specific for product: The user will press wrong buttons, therefore it takes several tries before

the user completes the given task successfully.- Scenario related to persona: Bertien sights, “I feel very stupid because I make all those

mistakes, people on the University probably think I’m retarded because I make so many mistakes” she says after she pressed a wrong button again without knowing what exactly went wrong.

- Redesign: Menu structures should be clearer, a physical return button would be an outcome since it makes returning without looking for the right digital menu button necessary over and over again.


Issue 3: Time on task issue.- General Issue: Senior users take more time to perform a task than younger users.- Specific for product: It takes several times longer to perform a task by finding the right menu

item that enables the user to perform the task.- Scenario related to persona: Bertien is able to perform all tasks successfully although it takes a

lot of time, much more time than the interviewer needed to find out how the tasks should be performed. Bertien needs much more time since everything is less intuitive for her which causes her to make errors regularly.

- Redesign: It is hard to speed up the task performing process. It is not just one thing that can be improved to speed up. The usability of the whole device should be self explanatory and much more intuitive in use to prevent errors; less errors and a clearer structure will result in faster task processing.


Issue 4: Scroll issue.- General Issue: Senior users will scroll through all of the options before making their choice.- Specific for product: The user will navigate through all menu options before picking one which

can cause too many options for them to choose from.- Scenario related to persona: Bertien found out how to use the joystick button, so she can see a

list of options every time she presses it. When Bertien is asked to perform a task that requires the menu structure she investigates all the options in the beginning to make sure she won’t pick the wrong one too easily. For younger users it would require some time to learn and remember the meaning and location of buttons but after that it would be clear. Bertien scrolls down the list for every task because it is hard to remember everything. Also when she ‘visited’ a menu option by accident during a earlier task, she will scroll down again more functions than required when she needs this function.

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- Redesign: Probably because getting the overview is difficult, but also because remembering the location and meaning of a menu option is hard, senior users will repeatedly scroll down the list of functions time after time. The presentation of items could be more obvious and the menu overview should be simplified so less time is required to see the available options.

- Literature: Coyne, K. & Nielsen, J., 2002, page 20, Web usability for senior citizens.

Issue 5: Click error issue.- General Issue: Senior users click on any button or objects that look like buttons that are

promising (either physical or software buttons).- Specific for product: The user will try to click objects on the screen since they expect it to be

a touch interface.- Scenario related to persona: Once Bertien sees the home screen of the camera, she has to push

a button to achieve her next task. There are some buttons on the bottom of the screen with indicators above it. A gear with the text off is shown precisely above the most right button. Bertien still remembers that a gear sometimes is used to indicate a setting panel so when she is asked to change some settings, the first she does is pressing the screen. The indicator that shows the status of the camera’s front light is surrounded by a square shaped area with a black background and an orange outline which makes it look like a button compared to the rest of the indicators.

- Redesign: Indicators should not look exactly the same but they need to be consistent. More important: something that is no button should not look like it is a button to prevent mistakes.

- Literature: Coyne, K. & Nielsen, J., 2002, page 20, Web usability for senior citizens.

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Topic 4: ‘Action & Anthropometry Issues’

Issue 1: Control movements and movement speed issue.- General Issue: Movements of senior users are slower and less precise.- Specific for product: The user will need more time to perform the action and the user will

probably press wrong buttons by mistake.- Scenario related to persona: Bertien uses the joystick button to scroll down the menu list on

the left side of the screen, however she has difficulties to stop the ‘cursor’ at the right icon, several times she stops too late which causes the cursor to jump one or two functions beyond the one she wanted. Speeding up is not successfully either since this causes her to stress and press to hard which causes her to enable a function that is just one or two options before the desired one.

- Redesign: A joystick reduces the amount of required buttons on the control panel, however controlling the speed (that accelerates when the button is hold in one position for a longer time) is difficult. The ‘cursor jump speed’ should be constant and direct like a separate up and down button is required.


Issue 2: Button recognition issue. - General Issue: Senior users will have difficulties recognising buttons.- Specific for product: The square buttons with only a round area in the centre of the drawn

square button that is sensitive for touch are too small to be recognised immediately and too small to be pressed successfully.

- Scenario related to persona: Bertien has difficulties pressing the physical square soft touch buttons on the interface because it is hard to recognise what part of the button works. It takes several tries sometimes to successfully press one of the buttons on the bottom.

- Redesign: The whole part of the button indication should be made clickable. Making those sensible by using a bit of relief makes it easier to recognise the buttons by touch.

- Literature: Fisk, A. et al., 2009, Designing for older adults; principles and creative human factors approaches, chapter 5, design of input and output devices, page 65-70.

Issue 3: Input device issue.- General Issue: Direct input devices are preferred above indirect input devices.- Specific for product: The user could make mistakes by interpreting the on-screen tiles as touch

sensitive buttons while the screen is not touch sensitive.- Scenario related to persona: Bertien has a daughter with an iPhone and some grandchildren

who also carry touch screen music players or telephones. Those screens just work the same like the photo print machine at the local supermarket. Assuming that every flat screen on a device is touch sensitive she starts pressing on some icons and tiles, with her nails. Maybe it just works like the iPhone and she needs to use her finger tips, but neither that works out. The instruction to be careful makes her consider it is probably no touch screen at all, which seems strange since there are a lot of ‘on screen looking buttons’.

- Redesign: Something that is no (touch sensitive) button should not look like it is a button to prevent mistakes.


Issue 4: Button size issue. - General Issue: The size of the buttons is too small to make using them comfortable.- Specific for product: The diameter of the joystick button is just half a centimetre which makes

it very sensitive for movement. Large hands, lower level of small locomotive skills or vibrations in the limbs makes the button behave unexpectedly.

- Scenario related to persona: Bertien uses the joystick button to scroll down the menu list on the left side of the screen, however she has difficulties to stop the ‘cursor’ at the right icon, several times she stops too late which causes the cursor to jump one or two functions beyond the one she wanted. The button is too small and too sensitive she complaints.

- Redesign: The size of buttons that have multiple ways of controlling (X, Y, Z axis coordination) should be bigger and/ or less sensitive to make controlling them less difficult.

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Issue 5: Posture behaviour issue.- General Issue: The tactile sensitivity of buttons is not clear to the senior user.- Specific for product: It is unclear how much pressure should be performed on physical soft

touch buttons of the camera.- Scenario related to persona: Bertien had to press the start button on the camera body quit

gently, however she seems not able to find out how much pressure is needed for the square drawn buttons which could be sensitive. They are not very tactile and they won’t move when they are pressed so there is no tactile feedback.

- Redesign: Buttons should communicate if they are touch or push sensitive. Making them movable shows that they are hardware buttons immediately. Besides that you can feel the button move when they are pressed which tells the user he pressed the button correctly.

- Literature: Beijsterveld, C. & Steenbekker, L.,1998, Design-relevant characteristics of ageing users, chapter 74, Tactile form recognition, page 422-429.

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Task 2B Elderly (Stephan Hoes)

Test subjectsAns - Female - 68 years old - low to average level of experience in using (photo) camera.Cor - Male - 73 years old - low level of experience in using a camera.

Tasks to be performed by user: (task description [translated in Dutch for users]), users are asked to think aloud. 1. Open the camera control screen panel.2. Turn on the camera.3. Make a photo4. Turn on the Light beam on front of the camera.5. Zoom-in till the maximum.6. Change the lightning effect from automatic to daylight.7. Make a movie capture of one minute.8. Play back the movie.9. Remove the memory card.

Step by step plan1. Task: Open the camera control screen panel. Place the camera (either on a table, tripod or by putting your hand through the strap.) Hold the body of the camera with the right hand, use the thumb of the left hand to open the panel that contains a screen. Move the panel grip with a angle making movement of 45degrees until the panel has a rectangular position to the body of the camera. Use the thumb, index and middle finger of the left hand, the thumb on the front, the other two fingers on the back of the panel and twist gently by pushing the tumb and pulling the other fingers until there is a straight view on the black screen.What might go wrong: the user could forget to mention that the screen could be turned to

have clear screen sight.

2. Task: Turn on the camera. Use one finger to press the silver thin rectangular shaped power button that positioned in the cavity on the top of the camera. Hold the button until a jingle is heard and the screen lights up. Release the button.What might go wrong: The user may start to press the start button because it is drawing more

attention because of it’s red colour. The silver button with power does not imply directly to be

the on off button for non English speakers.

3. Task: Make a photo. Use the thumb and index finger of the right hand to turn the wheel on the right top side of the camera to the white symbol with a dot and a photo camera. (Turn the wheel counter clockwise until the third ‘click’ is perceived. Aim the camera on the desired goal. Slightly press the silver button that is on the top, indicated with the silver word ‘photo’ until the camera focusses. When the camera is in focus it beeps and it shows green rectangles on the screen on the focussed areas. Press through the first layer of the button to make the photo with this focus settings.What might go wrong: The user may start pressing the silver ‘photo’ button on the top of the

camera, the user may not know / mention the turn wheel to change the camera from video to

photo camera. The user may start searching for a photo modus in one of the menu structures

enabled by the joystick or func button.

4. Task: Turn on the Light beam on front of the camera. Pull the joystick button up or down (Y axis) with one finger while at least one other finger of the same hand give support to the back of the screen repeat this movement until the cursor (orange beam) stops at the gear / sun icon, press the joystick button (Z axis).What might go wrong: The user may have difficulties controlling the joystick (too small, hard to

control it precisely) It may not be clear in what menu structure this setting is placed. The icon

of the light may not be clear (looks more like a gear than like a light) The user may try to use

one of the soft buttons since it is placed below the light indicator on the screen panel.

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5. Task: Zoom-in till the maximum. Press the soft touch button indicated with ‘Playlist’ in blue and ‘T’ in white, hold this button pressed with one finger while at least one other finger of the same hand gives support to the back of the screen.The other option is tu move the black slider on the top of the camera: Push the button to the right with one finger (X axis) and hold this button in the most right position.For both options: hold the button until the image on the screen stops changing.What might go wrong: The user may not recognise the buttons as ‘zoom in or zoom out’

buttons. The user may have difficulties controlling the soft touch buttons on the screen panel.

The user may have difficulties finding out that it is required to hold the button for a longer

time.

6. Task: Change the lightning effect from automatic to daylight. Press the ‘func’ button with one finger while giving support to the back of the screen with at least one other finger of the same hand. Move the joystick button down (Y axis) until the cursor stops at the ‘sun’ icon, depending on the location of the cursor when this menu is opened the cursor should be moved up or down. When the cursor marks the sun icon in the left bar, move the joystick button one step to the right (X axis), hold the button until the horizontal cursor made one step to the right. Release the joystick. Press the func button to enable the setting by leaving the menu (pressing any kind of OK button or somewhat is not required.)What might go wrong: The user may have difficulties making the association between ‘func’ and

function for a menu structure. The user may have difficulties finding the appropriate icon for

daylight. The user may have difficulties controlling the joystick button.

7. Task: Make a movie capture of one minute. Use the thumb and index finger of the right hand to turn the wheel on the right top side of the camera to the white symbol with a dot and a video camera. (Turn the wheel clockwise until the middle ‘click’ is perceived. Either press the soft touch button on the screen panel that is indicated with the universal play pause button in blue (triangle pointing to the right followed by a slash and two parallel vertical lines) and the text start / stop in red.The other option is to use the hard touch silver button with a red line on it on the body of the camera indicated with the silver text ‘start/stop’.Watch the time indicator in the upper right corner of the screen until it indicates 00:01:00, press the same button again that was used to start the movie capturing.What might go wrong: The user may forget that the turn wheel should be returned to video

modus. The user may not know the difference between the green icon with a camera (easy

modus) and the white icon with a camera on the wheel. The user may have difficulties

perceiving the time indicator between all the other indicators on the screen.

8. Task: Play back the movie. Press the soft touch button on the screen panel that is indicated with a video camera, two angles in opposite direction and a triangle pointing to the right which is outlined with a rectangle. Use one finger to push the button, use at least one finger of the same hand to support the back of the screen panel.Use control the joystick with one finger, keep supporting the screen from the back. Move the yellow outline cursor to the right to the most recent (most right) screen print of the captured movies by pushing the cursor several times to the right (X axis). Play the movie by pushing the soft touch button on the screen panel with one finger, keep supporting the back of the screen as before. Press the button indicated with the universal play pause button in blue (triangle pointing to the right followed by a slash and two parallel vertical lines) and the text start / stop in red.What might go wrong: The user may have difficulties making the association with the button to

review movies and the goal that has to achieved. The user may consider using another menu

structure first. The user may have difficulties controlling the joystick button.

9. Task: Remove the memory card. Turn off the camera to prevent camera malfunction by pressing the silver power button on the top with one finger. Hold the body of the camera with the right hand, use the thumb, index and middle finger of the left hand, the thumb on the front, the other two fingers on the back of the panel and twist gently until the screen panel has a vertical position. Use the nail of

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one finger to pull open the cap of the card container. Push the SD card slightly until it jumps out partially. Use thumb and index finger to pull out the card.What might go wrong: The user may have difficulties finding the location of the memory card

since the indication it is written in bas-relief. The user may have issues opening the lid since

the screen needs to be turned vertical to have enough space. The user may have locomotive

difficulties opening the lid. The user may have issues removing the card since pushing to get

something out is not the most logical option to remove something.

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RESULTS USER TEST (linked to issues)

Issue 1.1 Working memory issueWhat happened: While performing several tasks there was required to perform multiple steps to achieve the final goal. Since there had to be made some choices in this process (each step required a choosing what layer to enter next). The user sometimes got lost because the wrong option was chosen, the user was sometimes confused about how to go back and to remember what parts of the action series he already performed were right and which ones were wrong. There was trial and error but the user seemed not to remember the earlier results. Redesign: An overview of steps like breadcrumbs as mentioned in the issue discussion above seems still a good idea since it provides overview in layers, made choices and it makes it easier to redo the right steps that were made before.

Issue 1.2 Language comprehension issueWhat happened: Although the software was set to Dutch by the interviewer to make tasks easier, there were still some language conflicts. It was not completely clear if the difficulties of finding the power button were caused by its location, its looks that did not draw attention or the word ‘power’ which did not ring a bell immediately. Also strange abbreviations with unclear meanings (func for function to go to the menu) made it more difficult to understand the purpose of every button instantly. Redesign: The use of more universal words and indications would make it more appealing and easier to understand for the user. Replacing ‘Func’ for ‘Menu’ (the same amount of letters) and replacing ‘power’ for on/off would probably make it easier.

Issue 1.3 Amount of steps for input issueWhat happened: As mentioned within issue 1.1 some tasks required too many steps. Whether in 1.1 it is about remembering this issue is about the amount of steps with choices within every step. The more steps the more chance for errors (choosing the right first hardware button is a chance of 1/10, choosing the right first menu option is a chance of 1/6, choosing the second and often the last option is also a chance of 1/6 to do it correctly.) Just by gambling a choice when the interface is not clear there is a chance of 0.003 (0.3%) that every task is performed well just by good luck. Redesign: Reducing the amount of steps but also by improving the quality of understandable menu interfaces reduces the chance to make mistakes just because there are too many options for each step to choose from.

Issue 1.4 Consistency issueWhat happened: Not every menu item is designed in the same consistent way as the other menu items. Reviewing movies has another menu structure, there is a short list placed under the joystick that should be controlled by moving the joystick up and down and pressing to accept, there is a menu placed under the func button that requires just pushing the joystick up and down for the first menu layer and pushing it from left to right to select, accepting is not required in this menu. The photo menu is different from the video menu and within the func menu there is a menu option to open an extended menu with several layers of submenus (7 layer deep menu from the start). This inconsistency was very confusing for both users. They constantly got lost, asked for help because they could not learn how it worked because the menu was different constantly. Redesign: There should be one consistent style of menu, no more than 3 layers to maintain the overview. All options of the same type should be in one menu layer instead of being divided among 3 types of menus depending on the amount of different other settings that should be combined with it as well.

Issue 1.5 Feedback issueWhat happened: The task where the user was asked to enable the front light was one of the unclear feedback moments, since it was not very dark the light itself was not visible during one of the tests since the user did not check by looking to the light itself. There is some feedback given on the display (the word on changes in off near the symbol of the light.) there is not an extra symbol popping up, there is no font size or colour change and there is no sound perceived. The other user did mention the light was on, but just because he turned the camera and had a look at the LED light.

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Another unclear feedback moment is the poor quality of audible feedback, however this will be discussed within another issue. Redesign: Feedback should be clearer, less subtile. An icon could pop up or be present when the light is on, the icon could be different or gone when the light is off.

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Issue 2.1 Lighting issueWhat happened: The shiny black surface with silver text and silver buttons together with a normal environmental light (artificial) causes glares on the surface which makes texts more difficult to read and understand. There were no problems with screen luminance as was expected, the screen contrast can be changed, however in each modus the information on the screen could be perceived perfectly (it could be seen, it does not mean it is also perceived right). The users had to tilt the camera up and down sometimes to make buttons or texts readable, once they knew the meaning of buttons they did not have to do it over and over again. This seemed strange since software buttons were checked multiple times so it contradicts. Poor perceived buttons are checked once, better to perceive buttons were checked multiple times. It could be that more information available makes it more difficult to choose a right option which causes longer time to take the action. Redesign: Letters or surfaces should not reflect environment light, there should be more contrast so a matte black surface with matte white letters would be better.

Issue 2.2 Sound issueWhat happened: Most functions did not have audio feedback. Enabling or disabling the device or switching from camera modus to another camera modus (photo vs. video) or switching to the ‘review’ modus are options that use audio feedback. However as expected on forehand the sound are too high in frequency and too soft in decibels to be perceived. One user was not able to hear any of the sound, the other user just was able to hear the start sound since it was more a jingle with different frequencies. The sounds do not have a very important job in informing the user in our opinion, however they are there. Redesign: Either the sounds may be removed from the device or they should be louder and more in the frequency area between 500 & 2000 Hz if they really need to be perceived by the user.

Issue 2.3 Icon recognition issueWhat happened: Most common symbols like play and pause are integrated into today’s society. Both users knew the meaning of the play, pause and stop symbol. However symbols in the menu structure (tube’s with a string of dia’s for video effects, a bar with stripes for TL light settings, a SLR camera symbol with a hole in it to indicate simultaneous recording, a pair of pincers to change your language settings and the difference between a video camera symbol with 1, 2 or 3 dots were not self explaining at all. Both users often did not know where symbols were meant for. They got lost in menu structures because they said they did not know how the right symbol would look like to change a required setting. Redesign: There is not much consistence in icons, icons are not self explaining and they often do not match existing icons (neither they match canon icons from compact or SLR canon camera’s). Symbols should be easy, self explaining, universal.

Issue 2.4 Distraction issueWhat happened: The display has a lot of icons, at least 18 different objects on a 3.5 x 6 cm screen. Those objects can be removed until the amount of 6 objects by pressing the ‘display’ button that is hidden somewhere on the left side of the device’s body. It seemed no problem that all the indicators were there, however they were everywhere on the screen which caused distraction sometimes, did the purpose of a soft touch button change when an indicator popped up above it? No it did not, but one of both users assumed it multiple times (4x), the other one just once. Screen objects distract from the use of buttons and from the content that is captured. Redesign: Unnecessary items should be removed from the screen, the once left should be on one side of the screen, preferably on the top or right side since there are no buttons over there. Most of the objects are placed on the suggested location, although there is space left on those spots, there are also icons placed near buttons on the panel.

Issue 2.5 Font issueWhat happened: The font of texts on the screen were very small, both users needed their reading glasses. For the male user his glasses just weren’t enough to read everything. Not only text font, also icons are very small to interpret. It was expected that white icons on the screen panel would be difficult to perceive when the captured surrounding was light enough. However

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surprisingly both users had no problems with that. They asked if the resolution could be changed into something better readable or if there was an option to enlarge the text and icons.The menu items in the advanced menu were written in larger fonts (white text on a black background) There were not as many font problems with this menu as with the normal menu the users had to use within the user test. Redesign: Besides consistency in font types to make everything easier to understand it would be an option to make all menu types full screen with larger icons and larger text (there should be a balance between large piles of scrollable large text and small text that is all together on one screen.) Scrolling would not necessarily improve the total design of the interface.

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Issue 3.1 Task completion issueWhat happened: Both users achieved all the provided tasks, however some tasks took extremely long. (one user spend over 15 minutes on changing the lighting effect, and would have given up when he was not ‘forced’ to try over and over again.)It is questionable if this is a fair check of this issue since the user indicated he would not have finished the task if he would not have to, when it was not a user test he had to perform the task for. However he was able to perform the task without instructions from the interviewer, the interviewer asked questions about if the user could remember specific parts, if he still knew why he entered a specific function before. Redesign: Splitting the steps to achieve a goal into multiple smaller steps would make it easier to achieve a goal. However there will be the risk of loosing the overview of the bigger image when there are too many small steps.

Issue 3.2 Success rate issueWhat happened: A lot of mistakes were made, only task one was performed flawless by both users. The other tasks were performed successfully at the end, however a lot of trial was needed to come that far. Redesign: A physical return / back or escape button to go back to the start or just to go one layer back could be a solution. Often when a error is made, the user starts all over again. Returning from a menu by disabling and enabling the camera to be at a clean interface again is not the best solution. An escape button would probably not prevent mistakes, it saves time, not the whole process needs to be remembered constantly which reduces the total amount of mistakes in a series of actions.

Issue 3.3 Time on task issueWhat happened: As told above, some tasks took extraordinary more time than a younger user would have needed. Both users got frustrated, one more than the other when performing a task took too much time. The users were aware that it costed them a lot of time and one of them was ashamed for this fact. Redesign: Reducing the amount of options, making an easy on & go option would provide enough options for senior users to capture photo’s or movies and to upload this content to a computer. Auto pilot will disable functions like effects and all the manual options.

Issue 3.4 Scroll issueWhat happened: Both users indeed scrolled / scanned all options in a menu before they made their choice. However, this was just the case with software ‘buttons’ not with hardware buttons.Even if the same menu structure returned several times, they rescanned everything over and over again like all content was new to them. Redesign: Too much options, too much too choose from and a poor overview make it hard to choose the right option instantly. Reducing the amount of options, making the icons bigger, removing the fold (option to scroll to content that won’t fit the screen) will improve the overview. Probably the elder users will still scan all options in this case, however it requires less time than the current situation requires which make the total time of performing a task shorter.

Issue 3.5 Click error issueWhat happened: As told within earlier issues one of the users tried to press options from the screen, the male user was told on forehand the screen was no touch screen (since he probably would have pressed a hole in it while trying to activate a function, this is no random assumption but a prognoses based on how he deals with remotes from his alarm, car, television and the iPhone of the interviewer. To prevent damage this user was therefore instructed. The other user tried to press objects on the screen that looked like buttons, when it did not work out as expected she tried something else.Some other click errors were made because the joystick cursor accelerates when it is hold in one position for a while. However this is discussed in the movement speed issue. Redesign: Something that is no button should not look like one. In special: an on screen indicator should not have the same visual style as one of the hardware buttons near it.

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Issue 4.1 Control movements and movement speed issueWhat happened: The joystick was hard to use for both users, it was to small, too sensitive and the cursor accelerated while holding it up or down for a wile (the cursor went from top to bottom, once arrived at the bottom it jumped up again and started running down over and over again faster and faster.) Moving the cursor precisely without errors was impossible for both users. Redesign: The speed of the cursor should be constant. A separate up, down, left and right button requires 3 more buttons on the panel, however it makes controlling menu structures easier for people with large hands, older people or people with small locomotive problems.

Issue 4.2 Button recognition issueWhat happened: The female user told she couldn’t find out how the soft touch buttons worked although she did it correct immediately. The male user (maybe some what too careful after the warning it was no touch screen device) had difficulties recognising the round pressure sensitive centre of the square soft touch buttons on the screen panel. Redesign:The whole part of the button indication should be made clickable, using relief or hard touch buttons will probably also improve the quality of sensing the click-ability of those buttons.

Issue 4.3 Input device issueWhat happened: As told several times before the assumption the thin screen was touch sensitive was made. The female user told that it would have been nicer to make it touch sensitive because she did not need to scroll with buttons she did not understand, but she could have just clicked on the screen what she wanted just like with her computer. The male user is no fan of touch interfaces because he has difficulties with estimating how much pressure he needs to perform with his big fingers. He couldn’t tell what would have been better to use for input, he said it would have been better if somebody else would make the movies because he had the opinion he was to old to work with such a modern gadget. Redesign:

Issue 4.4 Button size issueWhat happened: All buttons were perceived as a bit too small according to both of the users in this test. The female user tried to use her nails for everything but that was no stabile option. The male user’s fingers were quit thick which made precise selection without pressing multiple buttons at once hard sometimes. Redesign: This HD video camera is not specially marketed for elder users, bigger buttons, a solid touch screen or an ipod click wheel would be solutions to keep the camera the same size but making controlling it a bit easier.

Issue 4.5 Posture behaviour issueWhat happened: the hardware buttons were a bit hard to use, however the amount of pressure was clear. For taking a photo it was not clear at al that pressing the photo button half way would bring the lens in focus wile pressing through until the maximum would make the photograph. This subtile differences was not perceived by one of the users. They were not able to focus correctly (it went to fast because they pressed the button to the maximum depth immediately). Also the amount of pressure required for the soft touch buttons was a horror through the whole test. Unstable, hard to feel and too difficult to recognise if it is pressed already. Redesign: As was suggested in the issue discussion itself the buttons should probably more tactile. Feeling the button move makes the perception of pressing it better.

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What did not happen although it was expected according to literature?

Most things happened in some way, not everything happened exactly as the literature expected. Neither all our expectations matched the reality completely.

For example there were problems with the lighting (reflection) but screen luminance was not a problem at all.

Sound was not perceived correctly but according to us the sound that was provided as some kind of feedback was not really required to perform the tasks better, not hearing the sound did not influence the quality of the task.

Users were more extracted from external factors that had nothing to do with the camera than the objects on the camera itself extracted the users. However as explained there were some issues that extracted the users from their tasks.

Since both users were forced till some level to continue trying to perform all tasks on forehand, all tasks were performed at the end. Giving instructions in any way influences the result of the user test, therefore the task completion issue was maybe not 100% useful. Probably not all tasks would have been completed when there wasn’t been an user test setting.

What did happen although it was not expected?

Users found options by accident while they did not needed this at that moment. They were aware about what they saw. Unfortunately they were not able in any case to recall this situation flawless in a next task where this information or menu was required exactly as they saw it before.

The female user had a few moments where she told she could not perform the task while she was just doing quit well. She started making errors at the moment she lost her focus by making excuses.

Both users sometimes just clicked until they found something without making proper interpretations of the information provided on the screen. The female user did not like reading instructions because she assumed it would just work.

The male user turned the camera off and on several times just to escape from a menu structure he became stuck in.

Both users seemed to have difficulties controlling the options on two different places: around the screen was easier because they could focus on their hands and on the results together, although controlling some options from the body of the camera resulted in better action performance. (Quicker, less errors, but the users perceived it as less pleasant).

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Task 2a Elderly (Vivian van der Burgt)

User test website

Product description: The Efteling website is a site where you can find al the information you need to know about the Efteling. You can book and buy tickets for the park and theater and you can book nights in the hotel. You can find further information about the attractions, dinner, map of the park, safety etc.

Scenario persona: Els is 65 years old and lives alone with her husband. She is an artist and wants to publish her paintings on the internet. She tries to do that but she has troubles with the internet. She tries to ask her husband for help but he is very busy and too impatient to explain her things. Diny lives alone and has followed a computer course because she was very curious about the internet and email. She likes to stay in contact with her family and friends through the email and play card games on the computer. Further, she looks on the internet for all kinds of information like recipes.

Design issues

Topic 1: Web issuesGeneral issue: Click errors Specific for product: How many actions lead to a wrong direction? For links, buttons, images on a site where you can click on.Scenario: Els is trying to book a ticket for the efteling. She clicks on the wrong link and ends at a page about some park information. She is lost and has to go back to the home page and try again. Redesign: Provide a clear button on the home page where you immediately can go to the ticket reservations. Literature reference: Coyne and Nielsen Web usability for seniors citizens p. 14-21

General issue: Success rate (whether the participants completed the task)Specific for product: Do the participants find the information they were looking for.Scenario: Els is looking for the telephone number to contact the efteling. She’s already looking for 10 minutes and she can’t find it. She gives up. Redesign: Contact data is really important and has to be found easily. A solution could be to put the contact data on the front page in a corner. A lot of sites already have that. Literature reference: Coyne and Nielsen Web usability for seniors citizens p. 14-21

General issue: Time on task Specific for product: How long do the participants take on finding the right link to a certain page. Scenario: Els has to find the ticket reservations. She is looking through the moveable images to find the right button. She has trouble with understanding the motion of the menu. You only can click when you hold your mouse in the middle of the menu. Redesign: Make a simpler menu without moveable images. Clear links and buttons where you receive feedback of clicking on it. Literature reference: Coyne and Nielsen Web usability for seniors citizens p. 14-21

General issue: Scroll issuesSpecific for product: Will the participants understand that there is more on the page then they can see at one time. Scenario: Els is on a page where you can scroll down. She is reading everything that is on the page. She notice during the reading that the text continuous further down. Then she discovers

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that you can scroll down. Redesign: You can provide an icon that appears on the page that reminds you of scrolling down. Literature reference: Coyne and Nielsen Web usability for seniors citizens p. 14-21

General issue: Subjective rating, the satisfaction levels. Specific for product: The reactions on the loading time of a site, time spending on task, click actions.Scenario: Els is trying to click on the moveable images but has trouble with understanding the motion menu. She moves over with her mouse but can’t control the menu. She gets frustrated easily. Also with double clicking to open the internet browser she is not fast enough. She doesn’t understand that nothing happens. She clicks again and again and after that 5 windows will open. She gets frustrated by that.Redesign: Give more feedback on the actions that users have done. Literature reference: Coyne and Nielsen Web usability for seniors citizens p. 14-21

Topic 2: Action & Anthropometry General issue: control movements and movement speedSpecific for product: Control performance of the mouse, positioning precise on the screen. Scenario: Els has to open the internet browser and has to go to the other side of the screen. She has to that in two movements by lifting up the mouse. She has trouble with positioning the arrow on the little icon. Her control performance gets worse. Redesign: Provide a mouse that is easier to handle for older people. A mouse that is more steady. Another solution could be to point with your own finger on the screen. Literature reference: Chapter 2 Fisk p.24

General issue: Button recognition Specific for product: links and buttons which are clickable. Scenario: Els is on the home page of the efteling site. She is focusing on the moveable images but doesn’t find out that the images are buttons. She thinks it is only for the lay-out. Then she sees the text menu above and below. She clicks on one link that gives her feedback when she is rolling over with her mouse.Redesign: Give feedback for the user while rolling over a link or button. Change the color, size, and maybe even give a sound. Then the user knows it is a link. Also after clicking give feedback. Literature reference: Chapter 5, Fisk p.65-70

General issue: Input deviceSpecific for product: The mouse requires double clicking and holding the button with dragging.Scenario: Els has to open the internet browser with double clicking. She is not fast enough. She doesn’t understand that nothing happens. She clicks again and again and after that 5 windows will open.Redesign: Make an input device that does not require double clicking. Make an input device with large buttons. Literature reference: Chapter 5, Fisk p.65-70

General issue: Button size Specific for product: Are the buttons and links on the site big enough to point on with the mouse pointer. Scenario: Els has to enlarge the text on the site. The buttons for that are really small and close together. She has trouble with positioning the mouse on the right button.Redesign: Make buttons large enough to click on and have some space left for swerving. Also leave enough room between two buttons.

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Literature reference: Chapter 5, Fisk p.65-70

General issue: posture behaviorSpecific for product: How do the participants sit behind the desk, behind the computer? Is the head close to the screen or are they leaving enough space between screen and eyes. Scenario: Els positions her key board and mouse in a comfortable way. She puts her chair in front and sits straight up close to the screen; an active position.Redesign: Use the same chair and put it in the right position. In this case you don’t have to make adjustments to the chair. For sitting to close to the screen with your head you can provide a chair where you have to lean on the back. Literature reference: Chapter 5, Fisk p. 65-70

Topic 3: Perception IssuesGeneral Issue: Lighting issueSpecific for product: The brightness of the screen.Scenario: Els begins with a computer screen that is very sharp and light. Her eyes begin to hurt and get tired. She can’t see the screen clearly anymore. She has to turn down the light of the screen but she doesn’t know how to do that or where to find the button for it. Redesign: Make a button that has a clear symbol of lighting or make a scroll wheel on the keyboard. Literature: chpt 4, p52

General Issue: Sound issue, volume Specific for product: Sounds on the website that is too loud or suddenly there. Scenario: Els arrives at a page with music. She scares and doesn’t know what to do. She wants to turn it off quickly but she can’t find the button for that. After a while she is annoyed by the sounds and closes the page. Redesign: First warn the user that there is music on the part of the website where he is. Then ask him if he wants to turn it on or out. Make a clear volume controller on the website itself. The users will notice it easier and turn the music down. Literature: chpt 4, p57

General Issue: Icon recognitionSpecific for product: Are the images of buttons clear enough to associate them with the information they provideScenario: Els is scanning the moving images and sees the famous figure ‘ Pardoes’ on one picture. She can’t come up with what kind of information this image provides. Further she can’t recognize any other typical things of the efteling in the images. The pictures are very small and not clear.Redesign: Make the images larger and the icon representative for the meaning of it. Literature: chpt 4, p51

General Issue: Distraction issueSpecific for product: flashing, moving, objects on a site is a big distraction of older people, also scrolling text.Scenario: Diny is on the home page of the efteling. She sees the moveable images and is distracted by them. She is only focusing on that and she can’t focus on the rest of the site. Also when she is reading and has to scroll down she is lost and can’t find easily the part where she remained. Redesign: Make sites for elderly simple, calm without flashy, moveable objects. Use no scroll down options on your site. Literature: chpt 4, p52

General Issue: Font issue, vision decreases as people get olderSpecific for product: For the text on the site, the colour, size, font type.

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Scenario: Diny has trouble with her sight. The text on the site is very small and the font is decorative so not easy to read. She wants to make it bigger but that is only possible for parts of the text. Redesign: Provide a button where you can adjust the text size. Further use simple fonts, no decorative or cursive fonts. Literature: chpt 4, p53

Topic 4: Cognitive issuesGeneral Issue: Working memorySpecific for product: What just is perceived and what is currently being thought about. Use your memory to complete a task. Scenario: Diny has to do the last task finding the map. She knows it is under the link ‘Park’ because she already been there and saw that there was the map. She uses her working memory with new information and information that is retrieved before. Redesign: Make the actions of the goal clear and relate them to each other. So several related subject can be found among one brief link. Make one simple menu with not too many parts or actions. Literature: chpt 2, p19

General Issue: Language comprehension issueSpecific for product: The ability to interpret verbal information, whether spoken or writtenScenario: Diny reads a short text field. She has no trouble with interpreting the information. On the website there is no difficult technical business information. There are used simple, normal words and expressions that everyone understands. You can choose for different languages on the site. Redesign: Make the text on a site not too difficult; just use simple expressions and words. Don’t use English words or language because many elderly are not familiar with English. Literature: chpt 2, p19

General Issue: Amount of steps for input issueSpecific for product: Controlling mouse with motor skills. Mapping actions to device.Scenario: Diny has trouble with pointing the mouse on one little area on the screen. Her motor skills are becoming worse. The actions like double click are really hard for her, she needs to try it several times. Her arm begins to hurt when she is behind a computer using a mouse for a longer time. Redesign: Make an input device that doesn’t requires double clicking. Provide an input device that maps the actions with bigger movements with the arm. Literature: chpt 5, p62

General Issue: Consistency issueSpecific for product: Consistency for layout of control elements in a site (Same menu).Scenario: Diny is not familiar with the structure of the site. The menu is on most websites on the left side. When she clicks on a link and goes to the next page, the structure is totally different. This confuses Diny. Redesign: Make the site in one layout. Let the menu the same also when you go to a next page. Only change the content but the things around like the menu have to stay the same. This is more clear and structured for the user. Literature: chpt 5, p64

General Issue: Feedback issue (result of action should be clear)Specific for product: While roll-over or click a button/link the user should receive feedback that it worked. Scenario: Diny rolls over the text buttons. She sees the link changing in size and colour. After clicking it she doesn’t get feedback. She doesn’t know if it worked and she doubts about the click ability of the text. She has to wait until something happens. Redesign: Giving feedback after clicking a button or link makes the user secure. Use changing color, changing size, sound, movement as feedback for a button/link. Literature: chpt 6, p75

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Exercise 2B Elderly (Vivian van der Burgt)

User 1: Els - female - 65 - inexperienced userUser 2: Diny – female - 80 - more experienced user.

Tasks to be performed:Users are asked to think aloud while they’re recorded by a video camera. The user had to use a mouse to control the mouse indicator.

1. Open the internet browser2. Go to the Efteling website: www.efteling.com3. Find the option to enlarge the text on the website.4. Go to the page where you can book tickets for the musical.5. Go back to the home page6. Go to the page where you can buy tickets for the park7. Go back to the home page8. Find the map of the park on the site.9. Find the address and contact data of the efteling.

Step by step plan1. Task Go to the internet explore icon on the desktop with the mouse and double click on it. (the start page is google.nl) What might go wrong: The double click on the icon can be a problem. They can have problems

with the speed of double clicing on the icon. When they don’t click fast enough they can adjust

the name of the shortcut. This can be a problem in understanding that.

2. Task Click once on the address bar and type in the address of the site.What might go wrong: They can’t find the address bar and just type the site in the google

search bar. Then they won’t get immediately to the efteling site. They have to click again on a

link that google search engine has found. This detour can be misunderstood.

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http://www.efteling.com

http://www.efteling.com

3. Task Click on the ‘T’ in the right corner of the site. You can choose between three sizes. What might go wrong: The symbols are very small so it will not be noticed. Also the symbol is

not reprehensive for the meaning of it. The icons are very close together so it will be hard to

positioning the mouse on the right icon.

4. Task Click on the link ‘Theater’ in the menu above and then click on the button ‘Ticket reservations’ or on reservations in the menu on the left side. Click on the movable image that represents the ‘sprookjesboom’. Click on the link ‘Tickets’ below in the menu and then on ‘reservations now’.What might go wrong: the button in the menu above will not be noticed and hard to read. The

word will not be associated with ticket reservations. The moveable image will be hard to click

on and the image recognition will not be clear.

5. Task Click on the efteling logo on the upper left side of the site. Or click on the back arrow of the internet browser. Or click on the word ‘homepage’ occurred on some pages.What might go wrong: The logo of the efteling will not be seen as a button that represents the

home page. The back arrow in the internet browser will not be seen as part of the site or field

they are in.

6. Task Click on the link ‘Park’ in the menu above and in the next page click on the button that says: ’Buy tickets’ or in the left menu click on ‘entreebewijzen. Click on the moveable image that represents buying tickets. Click on the link ‘Tickets’ below in the menu.What might go wrong: The button in the menu above will not be noticed and the word will not

be associated with ticket buying. The moveable image will be hard to click on and the image

recognition will not be clear.

7. Task Same as mentioned before.

8. Task Click on the link ‘Park’ in the menu above and in the next page click on the link ‘plattegrond’ in the left menu, and in the next page you get on the button ‘open plattegrond’. What might go wrong: The link in the menu above will not be noticed and the word will not be

associated with finding there the park map. They will begin to search in the moveable menu.

9. Task Click on the link ‘over de efteling’ in the menu below. Then click on the link ‘contact en route’. What might go wrong: participants go and look for the right button in the moveable images.

They will not find the right page and get frustrated and will not complete the task. The menu

above and below will not be noticed.

User test results

Opening internet explorer went smooth with both the users; the double clicking was no problem. Expected was that they had some error clicking. Redesign for this could be making an input device that requires no double clicking.

Then they had to fill in the address of the site in the address bar. The user of 83 knew where to type in the address but had some trouble with typing. The user of 65 didn’t know where to type the address; she first went to ‘google.nl’ and typed the address in the search bar. Expected was that some would search the website through ‘google.nl’. This detour can be avoid by redesign

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the address bar, by making a bigger, more notable address bar.

Finding the option of enlarging the text took a long time for both users. The icons are really small and in a corner so the users didn’t notice them. Also the user of 83 didn’t understand the symbol; the symbol didn’t represent the meaning of it. The size and recognition of the icon was expected. A redesign for this could be a bigger icon, and using a symbol that is more representing its meaning, like using words. Also the user of 83 got frustrated really fast. She couldn’t find the option and based on some reactions of her you could notice that she was frustrated.

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The menu on the site was a bit messy. There were two menu bars and one interactive menu with moveable images. When the user had to look up some information, the user of 65 focused only on the menu below and she didn’t even notice the menu above. That was also expected what would happen. The user of 83 focused on the advertisements that came by. This was not expected. Only after some time she noticed the menu above the advertisements. A redesign for the menu structure could be one clear menu bar vertical or horizontal, but not one on top and one on the bottom of the site, and then also one interactive dynamic menu. That’s just too much information for older people.

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The menu above was hardly ever used. First when the users had to find the map of the park they both went to the link ‘over de efteling’. Only when they couldn’t find it there, they noticed the menu above and continued with searching on these links. Explanation of that was that the font of the text in the menu above was hard to read; not notable through clear font, color or size. Expected was that the menu above would not be noticed. Redesign for that could be using less decorative fonts, more notable colors and bigger size.

The moveable images were not attractive for the users. They didn’t know how to use it and the images were very unclear and too small. Expected was that they would be attractive to it but that it would be too complicated to interactive with. What happened was that they didn’t even clicked on it or used it. Redesign for this could be making a menu with no moveable objects, but just a simple menu with maybe some clear images.

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Finding the homepage button was for the user of 65 easy. She just saw it right away. But it was more a coincidence because when she had to do it again she couldn’t find it anymore. The user of 83 just clicked on the back arrows in the internet browser until she was back at the home page. They didn’t know that the logo represents a home button usually, which was also expected. The back arrows are understood as going back to the previous page. Expected was that they didn’t know that. Redesign for the home page buttons could be only making one clear option of going back to the home page.

The users used the working memory for completing a task. When they first looked up the ticket reservations for the musical they already saw the link for tickets of the park. After going back to the home page and perform the next task of finding tickets of the park, they could easily go to the same page. This was also expected. But sometimes they did know they saw something, but didn’t know exactly where anymore. This could be because of the menu structure and that a lot of the buttons lead to the same information. Redesign for this could be a more structured menu with less buttons. In this way it is easier to remember what combinations you clicked. It is easier to remember three names then ten names in a row.

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Per issue: what happened, expected or unexpected.

Issue 1.1: Click errorsWhat happened: There were two or three click errors per session. With finding the map of the park they both clicked on the link ‘over de efteling’. This leaded them to the wrong direction. Also Diny clicked once on an advertisement which leaded also to the wrong information. Expected/Unexpected: There were fewer errors than expected. What was striking is the fact that the users didn’t begin to click on everything if they couldn’t find something. I would have expected that out of ignorance.

Issue 1.2: Success rate (completion of task)What happened: Both users completed all task except for one: finding the icon for enlarging the text on the website. They kept looking for a while bit didn’t click on anything. They got frustrated after a while. After showing it to the users, they found it hard to click on because it were very small icons and close together. Expected/Unexpected: That the users wouldn’t find the icons was expected. The icons were too small and close together so hard for positioning the mouse.

Issue 1.3: Time on taskWhat happened: Finding the icon for enlarger the text took some time, but because the users couldn’t find it and made any progress, they gave up very fast. To find the map of the park took about 3 minutes, which took the most time. They didn’t get frustrated; they just stayed calm and kept on searching.Expected/Unexpected: Expected was that the tasks would take longer. But the task of finding the tickets for the musical and the park were completed very fast.

Issue 1.4: Scroll issueWhat happened: The users noticed that you could scroll down the page. They didn’t have any problems with that. Expected/Unexpected: Expected was that there were some problems with scrolling; that the users didn’t notice that they could scroll down and see more on the page, but that was not the case.

Issue 1.5: Subjective rating, satisfaction levelWhat happened: Diny got frustrated when she couldn’t find the option of enlarging the text. Out of her reactions you could noticed that; she got restless, and got angry at me. Expected/Unexpected: Expected was that the users got frustrated by loading time of the website and error clicking, but that was not the case. Only one user (Diny) got frustrated when she couldn’t find or complete one task.

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Issue 2.1: control movements and movement speedWhat happened: To positioning the mouse on the icon for enlarging the text was really hard. The icons were very small and too close together. Further the speed with the mouse was slower than younger people like me. Expected/Unexpected: Expected was that the speed and control of the mouse gets worse. It takes a longer time to move the mouse across the screen and also positioning the mouse takes more time.

Issue 2.2: Button recognitionWhat happened: The buttons on the menu below were used a lot so good recognizable. They users knew it were buttons you could click on. The link also turned in another color when you rolled-over it with the mouse. The users didn’t know that the moveable images where buttons you could click on. They found it a hard interface so they ignored it. Expected/Unexpected: Expected was that the moveable images where not seen as buttons. This was also the case because they didn’t use the interface of the moveable images. After the user test the users were asked why they didn’t click on the movable images. The answer was that they didn’t understand the interface and just ignored it.

Issue 2.3: Input device What happened: Opening internet explorer went smooth with both the users; the double clicking was no problem. Expected was that they had some error clicking. Redesign for this could be making an input device that requires no double clicking.Expected/Unexpected: This wasn’t expected. It was expected that it would be a bigger problem but handling the mouse isn’t such a big problem for older people. The motor skills are just fine for this kind of movements.

Issue 2.4: Button sizeWhat happened: The size of the menu buttons was big enough. There were no difficulties with positioning the mouse. Only the icon of enlarging the text was too small and too close together. Also it was not clear for the users if it was a button/link. Expected/Unexpected: That the icon of enlarging the text was too small and too close together was expected. Further there were no other difficulties with button sizes.

Issue 2.5: posture behaviorWhat happened: The both users first positioned the chair and mouse. During the whole user test they sat straight up and relatively close to the screen. Sometimes the font of the text on the website was really small; they were with their eyes almost on top of the screen. Expected/Unexpected: The active posture of sitting straight up was expected. Older people have to concentrate more on these tasks then younger people because they have more difficulties with motor skills, sight, and interfaces of a website.

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Issue 3.1: Lighting issueWhat happened: The users didn’t have any problems with the lighting of the screen. They didn’t complain about their eyes getting tired. Expected/Unexpected: Expected was that the users were getting problems with their eyes because of the sharp light. But that was not the case. The user test didn’t took only about 15 minutes so that is not very long.

Issue 3.2: Sound issueWhat happened: On the website there were no sound options.Expected/Unexpected: If there would be sound options on a website, expected was that the user would be scared of it and annoyed. In this restless condition the user would not be able to turn it off. After a while he or she would be leaving the page soon.

Issue 3.3: Icon recognition What happened: Diny didn’t understand the icon that was used for the option of enlarging text. There were three sizes of the letter ‘T’. This symbol didn’t represent the meaning of text enlarging for Diny. Expected/Unexpected: Expected was that the icon recognition of the moveable images where bad. But they just didn’t use that menu. The icon recognition of the text enlarging symbol was not expected to be a bad icon, but only too small.

Issue 3.4: Distraction issueWhat happened: Diny was only focusing on advertisements and not on the menu bar on the website. She was attracted by the moving and flashing images of the advertisements. You could say that she was distracted by them and because of that she could not focus on the rest of the site. Expected/Unexpected: Expected was that the moveable images of the menu in the middle was distractive. But that was not the case. They didn’t understand the interface so the just ignored.

Issue 3.5: Font issueWhat happened: The users didn’t click on the menu on top of the website. This was because the font was very decorative and not very striking; they couldn’t read the text without difficulties. Expected/Unexpected: Expected was that decorative, not clear fonts would be difficult to read. Further the information that the moveable images provide would be too small. After the user test the users were asked why they didn’t use the moveable images. They tried it out and said that the text the images provide is really small and unreadable.

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Issue 4.1: Working memoryWhat happened: The users first needed to find the tickets for the musical and after that the tickets of the park. The information was on the same page. When the users had to find the tickets of the park they knew that it was at the same page they found the musical tickets. They just perceived it and thought of it. But Els had to find the homepage button of the site. The first time she immediately found it, but after some tasks she had to go back to the home page again but she couldn’t find the button this time. Expected/Unexpected: Expected was that the working memory is good and after short times they still know what they had perceived. Only with one user the memory wasn’t that good or she just didn’t pay any attention while clicking the homepage button.

Issue 4.2: Language comprehensionWhat happened: There was no written text misunderstood. When the users got to the page where they could click on a link to book tickets, they didn’t click on it because they knew they would end up in a pay-procedure.Expected/Unexpected: Because the efteling website is not using any business language or other difficult terms there were no difficulties expected. This site has to be used by any citizen of Holland or foreigners. That’s why the website is also provided in English, French, and German.

Issue 4.3: Amount of steps for inputWhat happened: When the users had to point on small icons, like the option for enlarging the text, they had difficulties with pointing the mouse. The icons of the option were really small and close together, so the user clicked aside. Then nothing would happen and the user would not be able to understand it. Expected/Unexpected: Expected was that the users would have difficulties with positioning the mouse and double clicking. Surprisingly the double clicking wasn’t difficult for the users because any errors occurred with that.

Issue 4.4: Consistency issueWhat happened: The structure of the website was a bit messy. There were two menu bars and one interactive menu with moveable images. After clicking on a link, the next page was a totally different structure of menu bars. Now there was a vertical menu while a horizontal menu on the homepage. Expected/Unexpected: Expected was that the structure of the lay-out was messy and not clear for the users. After having a talk with them they confirmed that. The interface of the movable menu was too difficult and the menu on top was not striking. Going to another page the structure was different.

Issue 4.5: Feedback issueWhat happened: Els noticed immediately that the text buttons in a menu bar where clickable. While rolling over the text, it was changing in color. It was really striking because the black text became white; the contrast was big enough. But after clicking it there was no feedback that you actually clicked on it. On contrary, the icon for enlarging the text was not giving good feedback: The icon didn’t change in size or color while rolling over it. Only the mouse pointer turned in a symbol that represents click ability. Expected/Unexpected: Expected was that when you don’t get feedback that you clicked right, would bring problems. But that was not the case, because the page was loading really fast and immediately after clicking the new page would appear.

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Reflection Stephan:After the research was done, most outcomes in both user tests seemed predictable. Although there were some slightly differences between the expectations that were made from the literature knowledge and the real results, there were no shocking news. This assignment takes quit a lot of time to work out the extensive tests, however for a clear and reliable results and strong conclusions the quantity of test subjects should be bigger.

Designs for children and elderly have both issues that match in some area’s. Both target groups have some difficulties using mainstream products caused by memory or locomotive skills. The suggestion to compare children’s test results with those of elderly was indeed not very useful. However I would like to try designing a product in my current project that is suitable for both children, mainstream and elderly, both for marketing and using with the knowledge from this assignment.

Reflection Vivian:Within this assignment I’ve learned about the issues that can occur when you are designing for children and elderly. These are two totally different user groups and they treat totally different issues. It was really interesting to treat these two outranging user groups side by side. Within my project I’m designing a playground for elderly. This assignment will help me a lot for making a good design that fits the needs of elderly. A lot of information that I have to take into account during my design process I learned and read during this assignment. It is really useful for me. Further I performed two user tests. I’ve learned how you can set up a user test and which things you need to take into account: Who are you going to ask? What are you going to let the user do? Why are you going to do it like this? Which conclusions do you want to draw? I’ve learned that is useful to first make expectations and after that the conclusions out of the things that really happened.

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Documents

Designing for children and elderly