1,875 research outputs found

    Synapse: Interactive Guidance by Demonstration with Trial-and-Error Support for Older Adults to Use Smartphone Apps

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    As smartphones are widely adopted, mobile applications (apps) are emerging to provide critical services such as food delivery and telemedicine. While bring convenience to everyday life, this trend may create barriers for older adults who tend to be less tech-savvy than young people. In-person or screen sharing support is helpful but limited by the help-givers' availability. Video tutorials can be useful but require users to switch contexts between watching the tutorial and performing the corresponding actions in the app, which is cumbersome to do on a mobile phone. Although interactive tutorials have been shown to be promising, none was designed for older adults. Furthermore, the trial-and-error approach has been shown to be beneficial for older adults, but they often lack support to use the approach. Inspired by both interactive tutorials and trial-and-error approach, we designed an app-independent mobile service, \textit{Synapse}, for help-givers to create a multimodal interactive tutorial on a smartphone and for help-receivers (e.g., older adults) to receive interactive guidance with trial-and-error support when they work on the same task. We conducted a user study with 18 older adults who were 60 and over. Our quantitative and qualitative results show that Synapse provided better support than the traditional video approach and enabled participants to feel more confident and motivated. Lastly, we present further design considerations to better support older adults with trial-and-error on smartphones

    Creating mobile gesture-based interaction design patterns for older adults : a study of tap and swipe gestures with portuguese seniors

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    Tese de mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto. 201

    Age and Interface Equipping Older Adults with Technological Tools

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    Older adults around the world experience physical, psychological, social and economic issues that hinder their learning processes, performance in simple daily activities and other factors that facilitate a healthy lifestyle. Human factors associated with ageing such as poor motor skills, weakening of hearing/eyesight, slower reflexes, low stamina and deteriorating attention span/memory obstruct them from using digital tools like younger adults. Although the degree of impact may differ from person to person, these factors could be considered a gradual and dynamic process. In today’s age, it is crucial to be aware of one’s surroundings, to be updated with the latest news, to be improving one’s knowledge and to remain socially connected. The ongoing COVID-19 pandemic made us realize that access to a steady internet is a necessity and not a luxury. In recent years, several communities have observed that older adults find using the internet and technologies challenging. In 2019, statistics by Pew Research Center presented that only 53% of people aged above 65+ years owned smartphones. The objective of this project is to promote digital literacy, and to empower and build confidence among older adults. This research will provide insights and factual data and introduce strategies to improve human-centred design services specific to the older population intended to help them in the process of embracing modern technology. Surveying the current research on the issues regarding the challenges older adult's face while using technology, the research outcome involves an accessible online publication specifically tailored for the target user demographic, to teach them how to use technology. The second outcome of this research is a web-based platform containing tutorials for older adults about performing various tasks via smartphones and computers

    Nurturing a Digital Learning Environment for Adults 55+

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    Being digitally competent means having competences in all areas of DigComp: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem-solving. More than other demographic categories, adults 55+ have a wide range of levels of digitalization. Depending on their level of competences, individuals may join self-administered online courses to improve their skills, or they may need guidance from adult educators. Taking into consideration the above situation and willing to address adult learners regardless of their initial skill levels, the proposed educational programme is carefully designed for both: self-administrated and educator-led training. It comprises five totally innovative courses that can be separately taught or can be integrated into a complex programme delivered by adult education organizations. These courses are the result of an ERASMUS+ project “Digital Facilitator for Adults 55+”. Chapter 1 introduces the methodology for designing attractive and engaging educational materials for adults’ digital skills improvement. The methodology clarifies the inputs, the development process and the expected results. An ample explanation of the five phases of the 5E instructional strategy is presented to help adult educators build a sequence of coherent and engaging learning stages. With this approach, learners are supported to think, work, gather ideas, identify their own skill levels and needs, analyse their progress, and communicate with others under the guidance of educators. Following up on the proposed methodology, in Chapter 2 researchers from Formative Footprint (Spain), TEAM4Excellence (Romania), Voluntariat Pentru Viata (Romania) and Saricam Halk Egitimi Merkezi (Turkey) developed five course modules in line with the DIGCOMP - Digital Competence Framework for Citizens. These modules address the competence areas of information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Each course module comprises digital textbooks, videos, interactive activities and means for evaluation developed using the 5E instructional model strategy. Understanding that accessibility is one of the main components of lifelong learning education, Chapter 3 of the manual provides an overview of the integration of educational materials, tools, instruments, video tutorials as well as DIFA55+ web app in the digital educational ecosystem. Finally, the authors formulate recommendations for usability and transferability that go beyond individuals, ensuring that educational materials are user-friendly and effective while making it easier to apply successful pedagogical approaches in other complementary educational contexts or projects.Grant Agreement—2021-1-RO01-KA220-ADU-000035297, Digital Facilitator for Adults 55

    Wearables at work:preferences from an employee’s perspective

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    This exploratory study aims to obtain a first impression of the wishes and needs of employees on the use of wearables at work for health promotion. 76 employ-ees with a mean age of 40 years old (SD ±11.7) filled in a survey after trying out a wearable. Most employees see the potential of using wearable devices for workplace health promotion. However, according to employees, some negative aspects should be overcome before wearables can effectively contribute to health promotion. The most mentioned negative aspects were poor visualization and un-pleasantness of wearing. Specifically for the workplace, employees were con-cerned about the privacy of data collection

    Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

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    Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms

    Software Usability

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    This volume delivers a collection of high-quality contributions to help broaden developers’ and non-developers’ minds alike when it comes to considering software usability. It presents novel research and experiences and disseminates new ideas accessible to people who might not be software makers but who are undoubtedly software users

    Human-powered smartphone assistance for blind people

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    Mobile devices are fundamental tools for inclusion and independence. Yet, there are still many open research issues in smartphone accessibility for blind people (Grussenmeyer and Folmer 2017). Currently, learning how to use a smartphone is non-trivial, especially when we consider that the need to learn new apps and accommodate to updates never ceases. When first transitioning from a basic feature-phone, people have to adapt to new paradigms of interaction. Where feature phones had a finite set of applications and functions, users can extend the possible functions and uses of a smartphone by installing new 3rd party applications. Moreover, the interconnectivity of these applications means that users can explore a seemingly endless set of workflows across applications. To that end, the fragmented nature of development on these devices results in users needing to create different mental models for each application. These characteristics make smartphone adoption a demanding task, as we found from our eight-week longitudinal study on smartphone adoption by blind people. We conducted multiple studies to characterize the smartphone challenges that blind people face, and found people often require synchronous, co-located assistance from family, peers, friends, and even strangers to overcome the different barriers they face. However, help is not always available, especially when we consider the disparity in each barrier, individual support network and current location. In this dissertation we investigated if and how in-context human-powered solutions can be leveraged to improve current smartphone accessibility and ease of use. Building on a comprehensive knowledge of the smartphone challenges faced and coping mechanisms employed by blind people, we explored how human-powered assistive technologies can facilitate use. The thesis of this dissertation is: Human-powered smartphone assistance by non-experts is effective and impacts perceptions of self-efficacy
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