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Effect of instruction types and task assignments. Overview. Asynchronous. Synchronous. Local. Autologging. User Reporting. Remote. Instructions. Three types of instruction: Definition Examples Definition + Examples Definition: Usability problems are present when the system is:

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Presentation Transcript
overview
Overview

Asynchronous

Synchronous

Local

Autologging

User Reporting

Remote

instructions
Instructions
  • Three types of instruction:
    • Definition
    • Examples
    • Definition + Examples
  • Definition:
    • Usability problems are present when the system is:
      • Unuseful: You cannot find the documents or functions you need to solve your tasks.
      • Difficult to learn: It takes a long time to learn how to use the system.
      • Difficult to remember: It takes a long time to find elements in the system, which you have used previously.
      • Ineffective to use: It takes a long time to solve certain tasks with the system.
      • Unsatisfying to use: The system does not feel comfortable to use, it is not joyful to work with it.
instructions1
Instructions
  • Three types of instruction:
    • Definition
    • Examples
    • Definition + Examples
  • Example of a usability problem:
    • I wanted to insert a footnote in my document. I expected to find this function under the menu called 'Insert', but I could not find it. I also tried to look in the menus 'Page layout' and 'View', but without any luck. It was somewhat irritating. I tried to solve the problem by using the help function and found that I must select the 'Reference' menu, which provided me with the correct functionality. It was not intuitive that something I want to insert is located within the 'Reference' menu and not within the 'Insert' menu.
task types
Task types
  • Predefined tasks
    • Example: Imagine that you failed an exam for the third time. Find out what you must do to get a fourth try.
  • No tasks
    • Users were asked to solve tasks relevant for their daily work.
experimental setup
Experimental Setup

Remote asynchronous

53 ICT students (Computer Science, Informatics, Software Engineering etc.)

Evaluation of a website for students (sict.aau.dk)

effect of instruction types
Effect of instruction types

No. of problems found

Subjective ratings (1 = lowest satisfaction, 5 = highest satisfaction)

effect of task types
Effect of task types
  • No. of problems found
  • No tasks = 2.16 (average)
  • Tasks = 6.67 (average)
  • No. of tasks solved

No tasks = 1.5 (average)

Tasks = 3.7 (average)

effect of task types1
Effect of task types

Total number of problems found

Problem Agreement

konklusion
Konklusion
  • Users receiving examples:
    • Identified more problems
    • Gave higher satisfaction ratings
  • Users receiving predefined tasks:
    • Solves more tasks
    • Identify more problems
    • Have a higher problem agreement
  • Users that don’t receive predefined tasks identify a more varied set of problems
fremtidig forskning remote evaluering i praksis
Fremtidig forskning: Remote evaluering i praksis

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