Sometimes Age is More Than Just a Number

The age range of a product's intended audience is certainly a major consideration for usability professionals.  To illustrate this concept, I chose two web sites offering tutorials on using the Internet: one aimed toward elementary-school children ("Get Your Web License" by PBS Kids) and one geared toward adults ("Internet Basics" by the Goodwill Community Foundation (GCF)).

"Get Your Web License" by PBS Kids

This site offers a hands-on way for kids to learn the basics of Internet use, including Internet safety, Net etiquette, and the syntax of web site addresses (all of which were phrased in more kid-friendly terms, of course!).  Upon entering the site, the visitor is asked to provide his or her name so that it can be printed on their Web License upon completion of the tutorial.

(Note: The first screenshot for this site shows the page as it appears in my browser.  The remaining shots will have much of the empty space surrounding the main images cropped out.  The excessive blank space is offensive to my developing designer sensibilities.)

(home page / starting point for "Get Your Web License)

The visitor is then presented with a map featuring various stops along a circular path, with each stop offering an opportunity to allow him or her to either show what they know on a particular topic or learn more about it.

(map for getting the Web License)

(question about website privacy policies) 

(I got it right!)

 
Upon correctly answering a quiz question at that stop, that area on the path will appear in color to designate it as visited.

(and the hills are alive...)

When the visitor has correctly answered all questions along the path, he or she will be told that their Web License is ready for pick-up and asked to chose the road appropriate to their gender.

(my license is ready!)

A personalized, printable Web License is then provided.

(yay me!  I just wish getting my actual driver's license was this easy, but that's a story for another place and time)

Based on my reading and research, this site effectively addresses the need of child learners.

First, the quiz/tutorial can be completed quickly, which satisfies the desire for instant gratification that is common in most young children.  The cognitive skills required to delay gratification and to think "long term", which help to sustain attention for long periods, are acquired and developed in children as they grow (Gleitman 611).  The incentive of gaining a tangible reward, which, in this case, is the printable license, serves as an external motivator to obtain and prove knowledge.  Such a motivation is essential to foster a desire for learning in children.  According to Prof. Clifford Madsen, "Motivation must first be external before it can be internal," and psychologist Kim Dolgin is also quoted as saying that external motivators are effective because "it feels so good to succeed" (Cook 41).  Thus, the printable license offers its earner a physical representation of his or her success in "passing the Internet driving test" and provides a crucial sense of accomplishment.  

The site also addresses the usability analysis dimensions as defined by Jennifer Turns and Tracey S. Wagner in their article "Characterizing Audience for Informational Web Site Design."  In their study, Turns and Wagner delineated six factors to consider when evaluating web site usability:

1.  Role of the user

2.  User's goals

3.  User's knowledge

4.  Human factors

5.  Circumstances of use

6.  User's culture

Most relevant to our analysis of the "Get Your Web License" site are "user's knowledge," "human factors," and "user's culture."

"User's knowledge":  According to Turns and Wagner, "Information about users' knowledge can influence a variety of system design issues, such as the vocabulary used in the text, the range of topics covered, the information provided about a topic, and the technical capabilities made available in the system" (72).  The creators of "Get Your Web License" site evidently had this principle in mind when choosing the topics to be covered, as no topic addressed on the site could be described as "very technical and complex," and the information provided on the site can be readily understood and used by elementary school students.

"Human factors":  Turns and Wagner quote Marlana Coe as saying that "the field of human factors is devoted to the study of human capabilities and limitations (both physical and cognitive) as they affect the user's ability to accomplish his or her goals" (72).  It is fitting, then, that the designers of the site chose to provide simple and straightforward ways for the young user to provide their responses: typing is only required once, and all that the child is required to type is his or her name.  The rest of the interaction with the computer is conducted through "pointing and clicking" and providing answers via radio buttons.  It really doesn't get much simpler than that, making the site easy for children to use.

"User's culture": "Culture refers to shared beliefs, language, practices, traditions, and values of a group of people" (Turner 72).  The site appeals to the "culture" of children, making references that apply to kids' everyday lives, such as asking parents and teachers for help.  Some answers to questions, like the one in the "Be Nice" area of the map, address children's desire for social acceptance ("Saying mean things is never helpful. Nobody likes mean people.").

Other elements of the site's design, such as color and typography, also appeal to the target audience.  The bright colors used throughout the site are eye-catching and help to sustain the child's attention throughout the quiz/tutorial.  It is interesting to note that the license itself appears in black and white (with the exception of the "OFFICIAL" stamp, which is in red), giving it the feel of a "real" and "adult" document.  Also, the typeface in which the questions are presented is large enough for children to see them without strain or effort, thereby facilitating the learning process.  The font used to present the title at the top of each page of the site is unconventional, casual, and "fun," helping to convey the idea that the quiz/tutorial is meant to be enjoyable.

"Internet Basics" by the Goodwill Community Foundation

This educational site is designed to "provide quality, innovative online learning opportunities to anyone who wants to improve the technology... skills necessary for them to be successful in both work and life. GCF believe[s] there's freedom in the ability to learn what you want, when you want, regardless of your circumstances."  Thus, it can be used by adults of all ages, but it is meant to accommodate the needs of people with little Web experience and who may have physical disabilities (according to their Accessibility page: "To enable people, regardless of disability, to access the content on GCFLearnfree.org, we have designed the site to meet the current United States federal guidelines on accessibility as stated in Section 508. Where interactive content is used on the site to convey concepts that are inherently visual or auditory, we provide alternate content in an accessible format.")

(the "Internet Basics" home page)

In a podcast on the topic of audience analysis, Prof. Ken Ronkowitz states that adult learners tend to want practical application, rather than theory, presented to them first.  While GCF's course in Internet Basics does begin by presenting some history and definitions, it provides some real-world examples of the terms presented (e.g., in a discussion of clients and servers: "Your web browser (such as Internet Explorer or Netscape) is client software.").  In this way, the adult learner's desire to apply what they're learning to their current situation is satisfied.

Furthermore, research in the field of andragogy shows that adults learn best when they can relate new knowledge to what they already know or have learned previously.  Although users are free to click on lessons in any order, GCF's site is structured in such a way that lessons build on what was presented in prior lessons, thus addressing the general preferences of adult learners.

We can apply the six factors of website usability outlined by Turns and Wagner to this site, as well.  "User's goals," "User's knowledge," and "Human factors," are particularly relevant to our analysis of GCF's Internet Basics tutorial.

"User's goals": "Information about user goals can guide decisions about the scope, character, and organization of a site's content" (Turns 69).  While the main goal of likely visitors is obvious (i.e., learning about the Internet and how to use it), each user might be looking for different types of content (information on Internet security, a tutorial on how to use a web browser, etc.).  Dividing the overall content of the site into separate lessons and clearly listing the topics of the lessons helps users who are looking for specific information as well as those who want to track their progress as they progress through the entire tutorial.  Furthermore, links to articles are provided for those users who want to go beyond the tutorials and learn about a topic in more depth.

"User's knowledge":  The site successfully caters to both novice Internet users and users who have some experience but want to enhance their understanding of certain topics.  Thus, the only knowledge the user is assumed to have upon entering the site is how to "point and click," and a broad spectrum of skill levels can be served by the site's content and layout.

"Human factors":  To address the needs of colorblind users, the color scheme of the site consists largely of gray, black, and white, with some accents in blue and orange.  Thus, the information provided on the site can be easily read by people with this handicap.  Also, a lesson on adjusting the Accessibility options in web browsers is offered in the tutorial.  Since minimal physical movement is required to navigate through and interact with the site and its lessons, the site caters to the usability requirements of those users who have limited mobility in their hands and wrists.

      

Works Cited

Cook, Janice. "Motivating through Extrinsic and Intrinsic Rewards." The American Music Teacher 53.2 (2003): 41-2.

Gleitman, Henry, Alan J. Fridlund, and Daniel Reisberg.  Psychology.  6th ed.  New York: W. W. Norton & Company, Inc., 2004.

Ronkowitz, Ken.  "Audience Analysis."  PTC 605: Elements of Visual Design.  New Jersey Institute of Technology.  15 Sept. 2009.  Web.  20 Sept. 2009.

Turns, Jennifer and Tracy S. Wagner.  "Characterizing Audience for Informational Web Site Design."  Technical Communication 51.1 (2004): 68-85.  Print.