User-friendly locations of error messages in web forms: Put them on the right side of the erroneous input field

There are many ways of placing error messages in web forms. A study of web conventions shows that the most common approach is to display error messages embedded in the form at the top of the entire form. Six frequent locations (right, left, above and below the erroneous input field, as well as on the top and at the bottom of the form) were tested in an online study with n = 303 participants. Results of efficiency, effectiveness and satisfaction show that the locations near the erroneous input field lead to a significantly better performance than the error messages on the top and at the bottom of the form; in addition error messages on the right side of the erroneous input field were subjectively evaluated as the most satisfying and intuitive by participants. The results indicate possible improvements for online shops, where error messages are currently mostly placed on the top of the for

Designing usable web forms: empirical evaluation of web form improvement guidelines

This study reports a controlled eye tracking experiment (N = 65) that shows the combined effectiveness of 20 guidelines to improve interactive online forms when applied to forms found on real company websites. Results indicate that improved web forms lead to faster completion times, fewer form submission trials, and fewer eye movements. Data from subjective questionnaires and interviews further show increased user satisfaction. Overall, our findings highlight the importance for web designers to improve their web forms using UX guidelines

Long-term modality effect in multimedia learning

Cognitive theories of multimedia are seeking the best way of creating materials to enhance learning outcomes. The so-called modality effect accords that learning outcomes are better if visual material such as images is presented together with auditory rather than with visual information such as text. However, previous research on this effect is conflicting. There is also some evidence that the modality effect can be reversed if the learning environment is self-paced. Finally, there is little research about the modality effect over time, and its impact on long-term memory. There is a lack of studies comparing multimodal learning in a system-paced as well as in a self-paced environment over time. Therefore, the aim of this study is (1) to compare auditory and visual learning conditions, (2) to examine the relationship between self- and system-paced learning time, and (3) to analyze the modality effect over time (immediate and after one week)