Eyes don\u27t lie: understanding users\u27 first impressions on website design using eye tracking

Websites are becoming more prevalent these days. They need to create a favorable first impression on the users during initial exposure. After allocating their attention to stimuli, users form a cognitive representation of the visual information leading to first impression. Hence, first impression is important to evaluate the effectiveness of a website. This research tries to examine the amount of exposure time needed to form first impression; identify the web design factors that influence the formation of users\u27 first impression; study the emotional responses of users on website design; and finally understand the relationship between first impression and eye movement. Eye movements on displays indicate spatial focus of attention. Eye tracking can provide fixation points where users focus their attention on stimuli. In this study eye tracking has been used to study users\u27 first impression on website design. The study was conducted in two phases. In the first phase, participants were presented with the stimuli of twenty five university websites\u27 screen shots of home pages on the eye tracker with no time restrain and asked to move on to the next stimuli when they feel that they have formed their initial impression of the website. On viewing each homepage, participants were asked to rate the page on their first impressions and emotional response. In the second phase, users were shown their gaze plots from the eye tracker device for the previous stimuli viewed, followed by a short interview. Twenty students from a mid west university were recruited to participate in the experiment. Quantitative analysis was performed on the various fixation data extracted from the eye tracker as well as on the data collected from survey. Open coding was performed on the qualitative data obtained from the interview. The results show that first impressions are formed within 180ms after allocating their attention to stimuli. The qualitative analysis identified various issues with the website design and also revealed a number of ways in which the website design can be improved that affects impression --Abstract, page iii

A Web-Based Learning Module for Teaching GIS within the Context of Environmental Engineering

There is a Growing Need for Teaching Geographical Information Systems (GIS) in Engineering Disciplines, Such as Environmental. However, There Has Been Limited Focus on GIS in Undergraduate Programs, Since It\u27s Difficult to Fit a GIS Class into the Large Number of Class Requirements Already Included in Engineering Curricula. the Purpose of This Research is the Evaluation of Web-Based Learning Module Created by a Multidisciplinary Team at a Midwestern Technological Research University, Which Allows Instructors to Integrate GIS Instruction into Existing Courses. This Module is One Part of a Large-Scale National Science Foundation Funded Project in Which GIS Modules Are Being Developed for Several Areas in Civil Engineering. the Principal Goals of This Evaluation Are to Determine the overall Effectiveness of the Module, Identify the Factors that Mediate the Effectiveness, and to Determine Ways in Which the Module Can Be Made More Effective. Data Were Collected from 56 Students, 28 in an Experimental Group and 28 in a Control Group. Students in an Experimental Group Participated in a Laboratory Session, Which Utilized the Module, to Solve a Problem on Urban Ozone Events and Census Tract Analysis, Whereas Students in a Control Group Attended a Class Lecture Covering the Same Information. Students in the Experimental Group Completed a Questionnaire and Students in Both Groups Completed a Quiz over the Material. Quantitative Analysis Was Carried Out on the Quantitative Portion of the Scale for the Experimental Group, and for Both Groups on the Quiz. a Qualitative Analysis Was Applied to the Open-Ended Questionnaire Items for the Experimental Group. Students in the Experimental (Learning System) Section Scored Significantly Higher on the Quiz. Students in the Learning Systems Group Rated the Laboratory Session as Significantly More Effective for Learning, and More Motivational Than the Class Texts. They Also Rated the Lab Significantly More Applicable to Real World Engineering Than Both their Textbooks and Class Lecture. the Qualitative Analysis Revealed a Number of Ways the System Can Be Further Improved to Make the Module More Effective. © 2011 American Society for Engineering Education