Hartmut Wandke

Usability in online shops: scale construction, validation and the influence on the buyers’ intention and decision

This paper describes the development and empirical validation of a new scale for measuring usability in online shops, i.e. the Usability Questionnaire for Online Shops (UFOS1). Sixty users with different demographic characteristics were given the task of finding and ordering products in two out of six web shops. In addition to usability, shop response time, shop size, services, distinctiveness of products and trust were used as predictors with intention to buy and decision to buy as criteria. A factor analysis of UFOS revealed seven factors, consisting of general usability, accessibility of general conditions, product search, shopping-basket handling, process of ordering, product overview, self-descriptiveness and product characteristics. Results on intention to buy show that about half of the participants were not willing to buy online, and users with more experience in online shopping and a higher frequency of Internet use were more willing to buy online. A regression analysis of buying intention shows that usability has the greatest impact on buying intention, followed by the size of the shop and trust. A discriminant analysis reveals that usability and perceived size are the characteristics which contribute mostly to the decision to buy and correctly classify 91% of the decision to buy.

Gestural interfaces for elderly users: help or hindrance?

In this paper we investigate whether finger gesture input is a suitable input method, especially for older users (60+) with respect to age-related changes in sensory, cognitive and motor abilities. We present a study in which we compare a group of older users to a younger user group on a set of 42 different finger gestures on measures of speed and accuracy. The size and the complexity of the gestures varied systematically in order to find out how these factors interact with age on gesture performance. The results showed that older users are a little slower, but not necessarily less accurate than younger users, even on smaller screen sizes, and across different levels of gesture complexity. This indicates that gesture-based interaction could be a suitable input method for older adults. At least not a hindrance - maybe even a help.

Myths About Older People’s Use of Information and Communication Technology

This paper discusses six myths common in the field of ‘human-computer interaction (HCI) and older people’. These myths are widespread among computer scientists, engineers and programmers, as well as among the general public and even older individuals themselves. We can define these myths as follows. (1) Just wait and see. Future generations of older people will use computers without problems. This myth differs from those following, as it may lead to a (dangerous) conclusion of avoidance and inactivity by integrating myths 2–6. If the other myths are accepted as being true and one assumes that the problems will eventually solve themselves, it might not seem worthwhile to expend any effort on ‘universal design’ for older people’s use of information and communication technology (ICT). However, we argue that if we do not actively and properly counteract these myths, we will perpetuate them and their grave consequences. (2) Older people are not interested in using computers. They are unaware of computer capabilities. (3) Older people consider computers as useless and unnecessary. (4) Older people lack the physical capabilities to use ICT. (5) Older people simply cannot understand interactive computing technology. (6) You can’t teach an old dog new tricks. The problem of HCI for older people is that they do not learn to use new technologies and interaction techniques. In discussing these myths, we demonstrate that each one contains a grain of truth. However, the myths are improperly overgeneralized and, therefore, often wrong. Such myths are problematic. Designers and engineers often accept them as truths and neglect older users and/or apply information and communication technologies in an age-discriminating manner. Furthermore, the myths are problematic as they lead older people to avoid computer usage (i.e. a self-fulfilling prophecy). We present evidence to support the notion that these myths may often be largely – although not completely – wrong. We then demonstrate how they can be counteracted through user-centered design, training and instruction.

Video Modeling for Training Older Adults to Use New Technologies

The increasing permeation of technology in our society leads to the challenge that everybody needs to interact with technology systems. Older adults often meet difficulties while trying to interact with complex, demanding systems in their daily life. One approach to enable older adults to use new technologies in a safe and efficient way is the provision of training programs. In this article we report about a promising training strategy using video modeling in conjunction with other instructional methods to enhance learning. Cognitive as well as socio-motivational aspects will be addressed. We assessed if guided error training in video modeling will improve learning outcomes for a Ticket Vending Machine (TVM). To investigate if the training method might be beneficial for younger adults as well, we compared 40 younger and 40 older adult learners in a guided error training course with error-free training. Younger and older participants made fewer mistakes in guided error training, but no differences occurred in task completion times. Moreover, self-efficacy increased with training for both age groups, but no significant differences were found for the training condition. Analysis of knowledge gains showed a significant benefit of guided error training in structural knowledge. Overall, the results showed that guided error training may enhance learning for younger and older adults who are learning to use technology.

Assistance in human–machine interaction: a conceptual framework and a proposal for a taxonomy

Many interactive systems offer assistance when users have difficulties in operating or using them. In spite of the overwhelming variety of assistance techniques available, it is often unclear what type of assistance is really needed and how special assistance functions should be designed. The first step towards theoretically solid design decisions is a conceptual framework and a comprehensive taxonomy of assistance. This paper proposes to define assistance as access to machine functions and provides a taxonomy based mainly on action stages to be assisted. These stages are: (1) motivation, activation and goal setting; (2) perception; (3) information integration, generating situation awareness; (4) decision-making, action selection; (5) action execution; and (6) processing feedback of action results. In analogy to social assistance, various types of technical assistance are assigned to the six action stages. As additional dimensions to classify assistance, we also discuss adjustment, initiative, presentation media and input modality.Many interactive systems offer assistance when users have difficulties in operating or using them. In spite of the overwhelming variety of assistance techniques available, it is often unclear what type of assistance is really needed and how special assistance functions should be designed. The first step towards theoretically solid design decisions is a conceptual framework and a comprehensive taxonomy of assistance. This paper proposes to define assistance as access to machine functions and provides a taxonomy based mainly on action stages to be assisted. These stages are: (1) motivation, activation and goal setting; (2) perception; (3) information integration, generating situation awareness; (4) decision-making, action selection; (5) action execution; and (6) processing feedback of action results. In analogy to social assistance, various types of technical assistance are assigned to the six action stages. As additional dimensions to classify assistance, we also discuss adjustment, initiative, presentatio...

Adaptive training interfaces for less-experienced, elderly users of electronic devices

A great number of complex electronic devices are now part of our everyday lives. While many of us learn to handle these products by trial and error; others, especially older users with little experience in using electronic devices, need support. In order to allow the user maximum flexibility in terms of learning time and location, a training programme is presented which is implemented as part of the software embedded in the product itself. Particular focus is placed on the effect of adaptive training on learning. In this study, the training versions differed in their ability to adjust their complexity to the users experience (adaptive user interface complexity) and their capability to support the learner by prompting them during the learning process (adaptive training advice). The results show that the adjustment of complexity had a positive effect on users’ experience: elderly users who trained with an adaptive interface were more successful in learning to use a mobile phone. Adaptive training advice, however, was found to have no significant effects on learners’ success and reduced their self-efficacy. This work offers guidelines on how to design integrated training applications for electronic devices that successfully help elderly users with little prior experience.

Compensating the effects of age differences in computer literacy on the use of ticket vending machines through minimal video instruction

The dominance of computers in todays work systems poses particular challenges for older workers. Specifically, their lack of computer experience and computer literacy impedes their ability to explore and use new interactive systems. To investigate the impact of computer literacy, 41 older (mean age 70 years) and 42 younger (mean age 25 years) participants were split evenly into two groups that differed in one aspect: to compensate the lack of computer literacy, the experimental group watched a brief instructional video immediately prior to solving eleven tasks using a simulated ticket vending machine, while the control group did not. Results indicate that both age groups benefited from watching the video, while older adults gained enough knowledge to be as effective as the younger non-video group. This result suggests that the careful design and integration of minimal instructions into interactive devices could contribute to maintain employment and even to find new employment opportunities for older workers.

Training the elderly in the use of electronic devices

Technical devices and software applications with an increasing number of functions are appearing on the market. With an aging population, there is a growing need to consider less experienced users. Integrating training applications in technical devices is a promising approach to close the knowledge gap of these users. But how should a training application be designed? We developed a training program which teaches the use of a mobile phone in a task oriented manner. Training versions were designed which differ in their degree of interactivity: The learner trained either with an improved paper-based manual or with an interactive e-learning application, which integrates guided exercises in the learning process. These training versions are compared experimentally. Preliminary results show that both groups learned successfully to use a mobile phone.

Do human factors experts accept the ISO 9241 Part 10—Dialogue Principle—standard?

This paper presents the results of an international questionnaire survey that was developed to analyse how the potential addressees of the IS0 9241 part 10 standardhuman factor (HF) experts engaged in the design, evaluation, purchase, and application of software system-accept the first committee draft of this standard. I t reports how HF experts from nine countries evaluated the First Committee Draft of IS0 9241 Part 10. Inquiries were made about whether the standard provides a flamework for the design and evaluation of dialogue systems. or whether the subject of the standard is mature enough to he published as an international recommendation. Results indicate a widespread approval among 90 HF experts of the form and content of IS0 9241 Part 10.

The Value of Answers without Question[s]: A Qualitative Approach to User Experience and Aging

This project investigates reasons for use and non-use of interactive products by two age groups. It was motivated by the assumption that older adults, when given the chance, report more than just usability-related aspects of interactive products. In laboratory settings, older adults are oftentimes confronted with unfamiliar technology. In this case, instrumental qualities are of primary concern. However, the picture might be different, when it is up to the participant to choose the device. Twenty younger (20-33 years) and 20 older (65-80 years) adults were provided with a disposable camera and a documentation-booklet for one week in order to photograph and describe positive as well as negative examples of interactive products in their surrounding. After this week of intensive sensitization, participants named five reasons that motivated them to use technology, and five that led to avoidant behaviour. A qualitative content analysis with an inductive development of categories was conducted.