Jane Bringolf, Author at - Page 70 of 107

What is user experience?

Technology has advanced to a point where almost anyone can set up a website – no coding experience needed! It’s easy to get carried away with glitz, glamour, flashing signs and a swinging carousel of images. This is where user experience, or UX, comes into play. And let’s not forget web accessibility. Many of us have something to do with a website. So whether we contribute to one, manage one, or are commissioning one, there are some basics to know.

First some statistics. Seventeen per cent of users will not return after just one bad experience. Forty-eight per cent of users are annoyed by sites that aren’t mobile friendly.

The DreamHost blog has two articles, one explaining how UX works, and the other is about web accessibility. It’s a pity they weren’t joined up into one article. Accessibility is not an optional add-on. It should be considered from the outset of the initial design and be a continuous process for ongoing content.

While the UX article focuses on “target audience” and forgets this audience might need accessibility features, it has some useful advice. No need to get too bogged down with detail here. It covers navigation, content, animation, and responsiveness.

The article, 10 ways to make your website accessible is a good start for anyone new to the concept. It covers many of the basics such as colour choice, adding descriptions to images, and text size. Avoid tables for presenting data because screen readers can’t read them unless they are coded correctly. An accessible site expands the potential audience and helps with search engine rankings.

See also Web accessibility techniques: A guide and the section on ICT guidelines on this website for more information.

Editor’s note: We do our best with accessibility and rely on in-built coding with the free software we use to keep the site running. We receive no funding to run this service. However, we welcome feedback if you find specific difficulties with this website.

Captioning and Subtitles

What is the difference between captions and subtitles? This is a common question. Captioning can be done live as people speak, or it can be added to recorded video. Subtitles are translations from another language. What’s interesting is that most people can read captions and subtitles quite quickly.

The Australian Government has produced an interesting video showing how captioning is done. It is a behind the scenes look and captioners tell how they do it. You can see them at their desks in action. One point of interest is that programs made overseas often have captions, but they don’t always come with the program when a network buys it.

Intellectual property rights become problematic and in the end it is often quicker and cheaper to re-do the captions here in Australia. So that might account for why SBS is more likely to have uncaptioned programs than some other networks – unless they are subtitled of course. There is a second video showing how to turn captions on.

Subtitles

So how fast should subtitles be shown? It seems most of us can read subtitles more quickly than first thought. Recent research revealed that the golden standard of the six second rule doesn’t have any (traceable) evidence to back it up. Now that we know people watch audio-visual materials more frequently with subtitles and captions, this is an important topic – what is the optimum speed? A study from Europe found it isn’t one-size-fits all. They found that viewers can keep up with fast subtitles and that slow speeds can actually be annoying. However, future research needs to include a wider range of people with different levels of reading skill. The title of the paper is, Viewers can keep up with fast subtitles: Evidence from eye movements.

Editor’s Note: Some set-ups allow you to increase the speed of the video and still read the captions. I can get all the content of a ten minute video in five to seven minutes this way.

Design for Humanity: People and Planet

Is the quest for inclusive design so difficult that we need so many different terms? Are new-fangled methodologies improving the situation if the aims are the same? Many different ways of promoting the process of designing inclusively is surely confusing everyone. Enter “Humanity-Centred Design”. This one is a bit different because it’s about the planet as well as people.

Many of our current and future designs will be inhabited by upcoming generations whose consumption patterns will have different values. According to an article from the UK designers need to embody the values of inclusion, ethics, empathy and cooperation. Designs will need to be meaningful to appeal to upcoming generations. Hence the proposition of a new paradigm or model – Humanity-Centred Design.

The title of the article is, Humanity-Centred Design – Defining the Emerging Paradigm in Design Education and Practice.

The Sustainable Development Goals also embody similar values and these are gaining traction in many fields of work.

The chart below is from the paper and shows the evolution from functional approach to a people focused approach.

From the abstract

Several different paradigms define product design as it has evolved to meet the needs and desires of people. As the needs and desires of people are increasingly met by products at all price points, companies need to embrace a new paradigm which will enable them to differentiate their products from the competition. People are also increasingly aware of both the limited and depleting natural resources of the planet and the prevalence of inequality and poverty present in the world.

A paradigm is emerging which enables companies to address all the above simultaneously. This paradigm and approach to designing products is referred to as ‘Humanity-Centred Design’ in intentional reference to the ‘User-Centred Design’ and ‘Human-Centred Design’ methodologies.

There is a greater focus on designing products which are both sustainable and actively contribute to the alleviation of poverty in all forms and promote human development and wellbeing worldwide. This paradigm is being taught to students of Product Design at Buckinghamshire New University to ensure that they are prepared to design products for the newest and future generations and the greatest proportion of consumers.

Inclusive Design: Knowing isn’t Doing

Knowing about inclusive design and actually doing inclusive design are two different things. That is, industrial design students can tell you what inclusive design is and that it is important, but there is little evidence it shows up in their designs. This was one of the findings from a study of design engineering students.

Inclusive design (ID) modules are integrated in several university courses but the uptake in industry is quite low. The aim of a UK study was to find out what factors can drive better industry outcomes to move towards ID. The report of the findings has some recommendations including briefly:

– Methods and tools need to be covered in more depth
– Class exercises and case studies to demonstrate advantages and disadvantages
– User involvement requires extensive resources
– Discussion and confrontation is also needed

There is more to be gained from reading the paper which is titled, Inclusive Design Education: How to Get it Right.

Abstract: The study reported in this paper aims to understand graduate skills in relation to Inclusive Design (ID) knowledge, tools and methods and how these are related to the curriculum delivered throughout their degree programme. It focusses on students graduating from the Product Design Engineering (PDE) degree programme at the University of Strathclyde. Two research questions are addressed – What Inclusive Design skills do Product Design Engineering graduates typically possess? How might the current curriculum be reviewed to facilitate the enrichment of Inclusive Design skills? Findings report on prevalence of ID tools, methods and skills in graduating students’ project work. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduates completing the PDE course. Trends including which ID tools and methods are used most/least often or collectively are reported. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduate Product Design Engineer cohorts.

UD, ID, DfA, UX: A terminology muddle

Researchers find it frustrating not having one term to cover the concept of equity and inclusion. One term would ensure we are all talking about the same thing. But how about practitioners? It’s confusing for them too. The aims of universal design (UD), inclusive design (ID), design for all (DfA), and user experience (UX), have the same aim – inclusion. So why should we have a terminology muddle?

Most designers and practitioners who understand the underpinning principle of inclusion, say it’s not a big deal. But shouldn’t the key issue be about implementation rather than discussing the nuances of terms? Even if we had one term, would that alter designer and practitioner attitudes towards inclusion?

The complaint about terminology among academics has resulted in many papers on this topic. New terms are proposed as a solution but serve only to confuse more. Some even put forth arguments that they are all different things.

A paper from 2014 is still relevant today because the arguments are still current. This paper discusses historical, methodological and philosophical aspects. It’s a long paper, probably best suited to academics. It covers just about every aspect of the issues. It also draws in the ICF (International Classification of Functioning, Disability and Health) and international standards which is quite useful.

The title of the paper downloadable from ResearchGate says it all, Universal design, inclusive design, accessible design, design for all: different concepts—one goal? On the concept of accessibility—historical, methodological and philosophical aspects.

What’s it called?

Different disciplines, different practitioners, and different countries have evolved their own terms. Academics find this problematic as it makes it difficult to build an international body of research on a topic where terminology can vary so much. Regulations and codes have not helped the cause:

Editor’s note: I also wrote on this topic in 2009: Calling a Spade a Shovel: Universal, accessible, adaptable, disabled – aren’t they all the same? Or you can get the quick version from the PowerPoint presentation.

Abstract

Promoting the efficacies of universally designed built environments has been one of the ongoing quests of disability and ageing advocacy groups, and more recently, governments. The underpinning principle of universal design is inclusiveness – that is, to design across the population spectrum for people of all ages, abilities and backgrounds. This means ensuring architectural features do not inadvertently become architectural barriers to inclusion in everyday social and economic life.

The drive for social and economic inclusion for people with disabilities has recently moved up the political agenda and new policy directions at national and state levels are emerging. Political will is a necessary but insufficient condition to guarantee inclusion if industry does not understand what constitutes inclusiveness in design, and does not understand the differences in terms used in the built environment in relation to inclusion, disability and ageing.

Using the NSW Government’s call for tenders for social housing, and an academic paper as examples, this paper discusses how using various terms such as accessible and adaptable interchangeably might defeat the objective of inclusion, and how the misuse and confusion in terminology hinders not only the uptake of universal design in a practical way, but also stymies academic debate on the topic.

Minimum access standards and myths

Minimum access standards for the built environment do not guarantee accessibility. Unfortunately, we still have designers who aren’t interested in best practice, only in ticking the compliance box. It also means that access is a last thought and remedies, such as ramps, are tacked onto the “grand design”. But universal design should be the grand design if we want equitable and dignified use by all.

The Access to Premises Standard of 2011 has improved accessibility to new buildings, but it is not the total answer. They only go part way in creating inclusive environments. An article in Sourceable addresses some of the issues and the myths that remain within the property industry.

The myths

Here are some of the myths about minimum access standards explained in detail in the article:

1. 1. Access is the same as universal design.
  2. Universal design in more expensive than access.
  3. The Australian Standard for Access considers all people with disability.
  4. The dimensions in the Australian Standard provide independent access for everyone.
  5. Minimum compliance guarantees all people with disability can use everything in a building.
  6. Access consultants know everything about access, disability and universal design.

The article concludes, “If we allow ourselves to be constrained by the minimum we will never aspire to the maximum. The legacy will be mediocrity.” The title of the article is Minimum Compliance Means Missed Opportunities and Mediocrity.

Queensland Inclusive Tourism Guide

The introduction to the Queensland Government’s guide, Inclusive Tourism: Making your business more accessible and inclusive, begins, “This guide has been developed primarily for tourism operators, to help them:

- increase their knowledge about the market for accessible tourism
- develop strategies to improve the accessibility of their operation to appeal to a wider range of visitors of all abilities and ages
- understand their legal obligations in relation to inclusive and accessible tourism.

The guide also includes information to assist people with disability in planning a holiday. Local government can use this guide to: support and promote inclusive tourism across businesses, festivals, events and public spaces; and to incorporate inclusive and accessible design into their design codes and planning guidelines.

Download the 2017 Inclusive Tourism Guide from the link on the Queensland Government website.

See also the 2017 UTS Inclusive Tourism publication explaining the economics of inclusive tourism.

Dementia-friendly tourism: a guide

Making your accommodation, business or tourist attraction dementia-friendly is not difficult. It just takes a bit of extra thought. Once you get the idea of what sorts of things matter, it becomes easy to do.

A guide from the Visit England project covers these topics so business can understand and prepare for people with dementia, and their families. It’s easy to read with really simple things to do that will help, such as a simple bedside clock, avoiding shiny reflective surfaces, and wild bold patterns for bed covers and carpets. Case studies highlight the value of these small but important details. 30 pages including lots of pictures. The guide includes sections on:

Why become dementia friendly
What is dementia?
Living well with dementia
Information
People
Place
What can I do next?

Dementia inclusive tourism

A literature review examined how well tourism industries are recognising neurodiverse audiences. Including people living with dementia expands the customer base and contributes to customer wellbeing.

People living with dementia, including carers, have leisure lives but there are many barriers to activities. The review is extensive and frames recommendations for:

- travel and holidays,
- taking trips in the car
- transport terminals and interchanges
- air travel
- Cruising
- Hospitality and accommodation

The title of the 2024 review is, Dementia as a global challenge: Progress and prospects for creating more dementia-inclusive tourism industries.

From the abstract

Global Grand Challenges (GCs) have received only a limited attention within the tourism literature. This Progress paper examines one such GC – dementia and the contribution that tourism research can make to helping people live well with dementia.

Using the concept of the visitor journey and the social model of disability, the paper reviews progress towards creating a more dementia-inclusive society. Using the auspices of tourism research, we review the contributions to date and where the interconnections with dementia and tourism exist.

The review draws from a wide interdisciplinary framework including health, medicine, travel medicine and leisure. We argue for a greater use of transdisciplinary approaches to address GCs.

Slips, Trips and Falls: More can be done

How do we know if a flooring surface is slip resistant? And is it resistant in different situations? Slips, trips and falls account for a significant proportion of hospital stays. But we seem to accept this as inevitable. Lots of energy goes into educating older people and others to avoid falls, but the issue is much broader. A group of passionate people think we can improve the situation by developing and testing floor surfaces that minimise the risks. This diverse group came together in a conference earlier this year.

The Slips,Trips and Falls international conference brought together a diverse group of professionals all keen to prevent accidents. So they had everything from technical specifications to footwear. The proceedings have five main sections which are worth a browse:

– Design and technical standards in architectural design;
– Issues of slip resistance measurement;
– Ergonomics, rehabilitation, footwear and innovative products;
– Analysing accidents and the causes of falls; and
– Biomechanics, human behaviour and ageing.

It seems that Spain is ahead of the pack when it comes to testing and standards development. They demand a high level of compliance for slip resistance in the built environment. That transfers to Spanish flooring products. That means any flooring products sourced from Spain have been thoroughly tested.

Much of this conference is technical, but the bottom line is that we could prevent many falls and hospital stays if we had the same emphasis on ensuring products had good slip resistant properties.

Richard Bowman’s paper is also available on ResearchGate.

The slippery case of slip resistance

Richard Bowman’s recent publication challenges conventional methods of testing tiles for slip resistance. Testing is mostly done in laboratories and the results are used for setting Standards for slip resistance.

In real environments, speed of walking, inclines, changes in weather, and cleaning materials all have an effect on the slip resistance of tiled surfaces. Bowman argues that these are not always taken into consideration. While the paper is very technical, it is essential reading for anyone involved in access compliance and all round safety for everyone.

The title of his paper is, Can we develop slip resistance metrics that ensure appropriate tile selection? Read to the end to see what he has to say about two popular Australian access guides that cover slip resistance.

Richard Bowman is a ceramic engineer, who spent 30 years working as a principal research scientist at CSIRO – Australia’s national scientific research organisation. Richard also presented a paper at the 2014 Australian Universal Design Conference. A follow up paper was presented at the Slips, Trips and Falls Conference in Madrid, 2020.

From the abstract:

This paper reviews several aspects of the state of the art of slip resistance testing in the context of trying to identify an ISO testing procedure that would provide suitable metrics for optimising appropriate tile selection. While existing test methods might be represented as being fit for purpose, there are several areas of test protocols that could and should be significantly improved. …While the existing paradigm of solely assessing the ex-factory slip resistance of tiles is flawed and contrary to sensible regulatory measures, new data is required to establish credible evidence-based practicable standards.

Neighbourhoods for every age

Designing universally requires the involvement of users of all ages and abilities in the design development stage. Inviting them to comment at a later stage assumes only cosmetic changes are needed to the “grand design”. But inclusive design begins right at the stage of design “thought bubbles”.

Using the experiences of children and older adults, two case studies illustrate the need to utilise universal design principles in neighbourhood planning and design. The authors discuss how universal design is the bridging concept for joined up thinking for greater liveability for all ages. However, entrenched practices based on compliance leave no space for the application of voluntary guidelines whether for one age group or another.

Planning neighbourhoods for all ages and abilities: A multi-generational perspective, is an academic paper. It has several photographs illustrating the findings and the points made in the case studies.

Abstract: Taking a more integrated approach to planning our neighbourhoods for the continuum of inhabitants’ ages and abilities makes sense given our current and future population composition. Seldom are the built environment requirements of diverse groups (e.g. children, seniors, and people with disability) synthesised, resulting in often unfriendly and exclusionary neighbourhoods. This often means people experience barriers or restriction on their freedom to move about and interact within their neighbourhood. Applying universal design to neighbourhoods may provide a bridging link. By presenting two cases from South-East Queensland (SEQ), Australia, through the lenses of different ages and abilities – older children with physical disabilities and their families (Stafford 2013, 2014) and seniors (Baldwin et al. 2012), we intend to increase recognition of users’ needs and stimulate the translation of knowledge to the practice of planning inclusive neighbourhoods.

Finding Your Way: Learning from users

University campuses are some of the most confusing places to visit. There seems no sense of order with buildings set up higgledy-piggledy fashion. Finding you way takes more than a campus map. Given that most campuses have buildings added as the years go by, creating a good wayfinding system is always going to be a problem. However, finding you way by learning from users is a good start.

Wayfinding around an Oslo university is the subject of an interesting study. There were four main parts to the user-centred design: understanding, envisionment, design, and evaluation. Interviewing users and scenario testing helped with understanding. Envisioning entailed testing different media to find the most suitable ways to communicate information. The design phase translated the information into prototypes. The evaluation phase used two types of user testing.

The researchers conclude it was a great learning experience for them. It showed how important it is to include users in the design process. The title of the article is, User-Centred Design for a Not Straightforward University Wayfinding.

Abstract

OsloMet – Oslo Metropolitan University receives thousands of students and visitors annually. Its main campus consists of many buildings in which students, staff and visitors navigate. Unfortunately, navigating around the campus can be challenging, as the existing wayfinding system is complex and not straightforward. This paper presents a problem-based approach to address the wayfinding challenges around the campus.

A group of European Project Semester students followed a user-centred design approach to involve participants throughout the four main phases of the study—understanding, envisionment, design and evaluation. Interviews and scenario-based user testing were conducted to identify the underlying problems. The findings indicated that the numbering system for rooms was inconsistent, and the signage was not clear, visible and coherent for all the buildings on the campus.

Using graphic design principles and wayfinding guidelines, a new consistent room numbering, a signage system and a mobile navigation app were proposed, developed and evaluated. The results showed that the new wayfinding system was clear and easy to understand, and it can be applied in all buildings. We observed a shorter time spent navigating to a specific room, and no mistakes was made. The app was found to be a useful and helpful tool for wayfinding. As a result of this study, the authors highlight the importance of involving users throughout the entire research process, which is our most significant learning experience as a group.

The campus map in the top picture is the Parramatta South campus of Western Sydney University. It has several heritage buildings going back to the time of early settlement. Many new buildings continue to be added.

Author: Jane Bringolf

What is user experience?

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