Age-related learning effects in working with layered interfaces

Many adults complain that domestic products of today are more difficult to use than earlier products. Learning problems may have arisen because of (1) the increasing complexity of interfaces over the past years or (2) age-related cognitive changes. The organization of objects on an interface plays a key role in the user's understanding and recall of executable sequences of actions. Up until the eighties, objects on domestic products were organized in the breadth (single-layer). Later, a large expansion offunctionality on appliances made it infeasible to organize all objects on the same layer. Now objects are organized in depth (multi-layered) to hide less relevant functionality. Disadvantages of this solution are the reduction of status feedback on the device and the visual disconnection between a control and its function. Therefore, it can be assumed that it is easier to learn to use a device composed of a singlelayer interface than one composed of a multi-layered interface. It is assumed that older adults encounter even more difficulties than younger adults with multi-layered interfaces, due to age-related inefficiency of information processing and encoding. The learning behaviour of three age-groups was compared using a simulation of a single-layer and a two-layered videophone interface, with a counterbalanced block design. Younger people were found to encounter fewer interaction problems than older persons, and each of the three age-groups showed different learning progress. In general, the single-layer interface was found to be easier to use than the two-layered interface

Age-related learning effects in working with layered interfaces

Many adults complain that domestic products of today are more difficult to use than earlier products. Learning problems may have arisen because of (1) the increasing complexity of interfaces over the past years or (2) age-related cognitive changes. The organization of objects on an interface plays a key role in the user's understanding and recall of executable sequences of actions. Up until the eighties, objects on domestic products were organized in the breadth (single-layer). Later, a large expansion offunctionality on appliances made it infeasible to organize all objects on the same layer. Now objects are organized in depth (multi-layered) to hide less relevant functionality. Disadvantages of this solution are the reduction of status feedback on the device and the visual disconnection between a control and its function. Therefore, it can be assumed that it is easier to learn to use a device composed of a singlelayer interface than one composed of a multi-layered interface. It is assumed that older adults encounter even more difficulties than younger adults with multi-layered interfaces, due to age-related inefficiency of information processing and encoding. The learning behaviour of three age-groups was compared using a simulation of a single-layer and a two-layered videophone interface, with a counterbalanced block design. Younger people were found to encounter fewer interaction problems than older persons, and each of the three age-groups showed different learning progress. In general, the single-layer interface was found to be easier to use than the two-layered interface

Interacting with infotainment applications : navigation patterns and mental models

This article investigates the way users interact with typical multimedia infotainment applications. The focus is on the development over time of their navigation behaviours in the information structure and their mental models of it. The experiment involved a multimedia infotainment (CD-i) title with some 150 information items. Subjects were asked to perform a series of exploration, search and drawing tasks; sessions were concluded with an interview and a reconstruction task. Objective navigational data were compared with subjective results concerning the users' mental models, using the terminology of the navigational framework of Edwards and Hardman. It was found that, after 1 hour, only 25% of the information items had been explored. Subjects use the first 20-30 minutes of explorative interaction time to discover the (local) structures in the title. They then start to observe the presentations in a more content-related way. The development of the user's mental model appears to proceed relatively steadily. The perceived distance between information elements mainly depends on the number of steps to be take

The thought journal app: Designed to confront thoughts that influence sleep

Problems initiating or maintaining sleep are prevalent and impact the quality of life negatively. Negative thinking patterns may perpetuate insomnia by inducing a state of arousal and consequently disrupting sleep. 'Thought challenging' is a common strategy to adopt a positive and peaceful mindset, but requires high awareness to internalize rational reasoning. Regular self-report and feedback may support the acquisition of fundamental reflection skills. We developed a thought journal in a mobile app to facilitate thought challenging. With the app, the users can reflect on daily situations and get visualized summaries as feedback. We carried out one week trial to explore perceived benefit, motivation, user engagement, and its integration with a sleep support tool. The results showed that using the app improved self-reflection skills and visualized summaries are perceived as motivating to log thoughts