Usability and feasibility of consumer-facing technology to reduce unsafe medication use by older adults

Background Mobile health technology can improve medication safety for older adults, for instance, by educating patients about the risks associated with anticholinergic medication use. Objective This study's objective was to test the usability and feasibility of Brain Buddy, a consumer-facing mobile health technology designed to inform and empower older adults to consider the risks and benefits of anticholinergics. Methods Twenty-three primary care patients aged ≥60 years and using anticholinergic medications participated in summative, task-based usability testing of Brain Buddy. Self-report usability was assessed by the System Usability Scale and performance-based usability data were collected for each task through observation. A subset of 17 participants contributed data on feasibility, assessed by self-reported attitudes (feeling informed) and behaviors (speaking to a physician), with confirmation following a physician visit. Results Overall usability was acceptable or better, with 100% of participants completing each Brain Buddy task and a mean System Usability Scale score of 78.8, corresponding to “Good” to “Excellent” usability. Observed usability issues included higher rates of errors, hesitations, and need for assistance on three tasks, particularly those requiring data entry. Among participants contributing to feasibility data, 100% felt better informed after using Brain Buddy and 94% planned to speak to their physician about their anticholinergic related risk. On follow-up, 82% reported having spoken to their physician, a rate independently confirmed by physicians. Conclusion Consumer-facing technology can be a low-cost, scalable intervention to improve older adults’ medication safety, by informing and empowering patients. User-centered design and evaluation with demographically heterogeneous clinical samples uncovers correctable usability issues and confirms the value of interventions targeting consumers as agents in shared decision making and behavior change

Principles in Patterns (PiP) : User Acceptance Testing of Course and Class Approval Online Pilot (C-CAP)

The PiP Evaluation Plan documents four distinct evaluative strands, the first of which entails an evaluation of the PiP system pilot (WP7:37 – Systems & tool evaluation). Phase 1 of this evaluative strand focused on the heuristic evaluation of the PiP Course and Class Approval Online Pilot system (C-CAP) and was completed in December 2011. Phase 2 of the evaluation is broadly concerned with "user acceptance testing". This entails exploring the extent to which C-CAP functionality meets users' expectations within specific curriculum design tasks, as well as eliciting data on C-CAP's overall usability and its ability to support academics in improving the quality of curricula. The general evaluative approach adopted therefore employs a combination of standard Human-Computer Interaction (HCI) approaches and specially designed data collection instruments, including protocol analysis, stimulated recall and pre- and post-test questionnaire instruments. This brief report summarises the methodology deployed, presents the results of the evaluation and discusses their implications for the further development of C-CAP

A Comparative Usability Study of Two-Factor Authentication

Two-factor authentication (2F) aims to enhance resilience of password-based authentication by requiring users to provide an additional authentication factor, e.g., a code generated by a security token. However, it also introduces non-negligible costs for service providers and requires users to carry out additional actions during the authentication process. In this paper, we present an exploratory comparative study of the usability of 2F technologies. First, we conduct a pre-study interview to identify popular technologies as well as contexts and motivations in which they are used. We then present the results of a quantitative study based on a survey completed by 219 Mechanical Turk users, aiming to measure the usability of three popular 2F solutions: codes generated by security tokens, one-time PINs received via email or SMS, and dedicated smartphone apps (e.g., Google Authenticator). We record contexts and motivations, and study their impact on perceived usability. We find that 2F technologies are overall perceived as usable, regardless of motivation and/or context of use. We also present an exploratory factor analysis, highlighting that three metrics -- ease-of-use, required cognitive efforts, and trustworthiness -- are enough to capture key factors affecting 2F usability.Comment: A preliminary version of this paper appears in USEC 201

A Revision Control System for Image Editing in Collaborative Multimedia Design

Revision control is a vital component in the collaborative development of artifacts such as software code and multimedia. While revision control has been widely deployed for text files, very few attempts to control the versioning of binary files can be found in the literature. This can be inconvenient for graphics applications that use a significant amount of binary data, such as images, videos, meshes, and animations. Existing strategies such as storing whole files for individual revisions or simple binary deltas, respectively consume significant storage and obscure semantic information. To overcome these limitations, in this paper we present a revision control system for digital images that stores revisions in form of graphs. Besides, being integrated with Git, our revision control system also facilitates artistic creation processes in common image editing and digital painting workflows. A preliminary user study demonstrates the usability of the proposed system.Comment: pp. 512-517 (6 pages

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design