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Preface to the Second Edition xv
Preface to the First Edition xvii
About the Authors xix
Author Contact Information xxi
Section 1 Fundamentals
Chapter 1 Toward Better Design for Older Adults 3
1.1 Demographics 3
1.2 What Products Do Older Adults Use? 5
1.3 Is Good Design Worth the Effort? 7
1.4 How Do We Define "Older Adult"? 8
1.5 Toward Better Design 9
1.6 General Guidelines, Specific Questions 9
1.7 Overview of the Book 10
Recommended Reading 12
Chapter 2 Characteristics of Older Adult Users 13
2.1 What Are the Underpinnings of Human Factors? 13
2.2 What Human Characteristics Should Be Considered? 14
2.3 Aging and the Sensory Modalities 15
2.3.1 Taste and Smell 15
2.3.2 Haptics 16
2.3.3 Audition 17
2.3.4 Vision 17
2.4 Cognition 18
2.4.1 Memory 20
2.4.2 Attention 22
2.4.3 Spatial Cognition 23
2.4.4 Understanding Written and Spoken Language 23
2.5 Control of Movements and Movement Speed 24
2.6 Summary of Review 24
2.7 Guidance for Design 26
Recommended Reading 27
Chapter 3 Guiding the Design Process 29
3.1 Principles of Design 29
3.2 Universal Design 30
3.3 What Makes a Product Usable? 31
3.4 Measuring Usability Components 32
3.5 User-Centered Design (UCD) 33
3.5.1 Task Analysis 33
3.5.2 Usability Testing 35
3.5.2.1 Two Perspectives to Usability Testing 35
3.5.2.2 Usability Test Plan 36
3.5.2.3 Think-Aloud Verbal Protocols 37
3.5.2.4 Equipment 38
3.5.2.5 Participants 38
3.5.2.6 Pilot Testing and Training 39
3.5.3 Field Observations 40
3.5.4 Interviews 41
3.5.5 Questionnaires 41
3.5.6 Focus Groups 42
3.6 Design Methods That Do Not Involve the User 42
3.6.1 Checklists and Guidelines43
3.6.2 Heuristic Evaluation 43
3.6.3 Layout Analysis 43
3.7 The Product Design Lifecycle 44
3.8 Conclusion 45
Recommended Reading 45
Section 2 Design Guidelines
Chapter 4 Improving Perception of Information 49
4.1 Visual Perception 49
4.1.1 Text Characteristics 51
4.1.2 Icons versus Text 51
4.1.3 Additional Factors to Consider 52
4.2 Guidelines for Visual Presentation of Information 52
4.2.1 General Lighting Guidelines 52
4.2.2 Text 53
4.2.3 Use of Three-Dimensional Displays 54
4.3 Issues in Aging and Auditory Perception 54
4.3.1 Thresholds for Sounds 55
4.3.2 Speech Perception 55
4.3.3 Localization 56
4.4 Guidelines for Auditory Presentation of Information 57
4.4.1 Sound 57
4.4.2 Speech 57
4.5 Issues in Haptics 58
4.5.1 Overview of Haptics 58
4.5.2 Vibration Perception 58
4.6 Guidelines for Haptic Presentation of Information 59
4.7 Using These Guidelines for Optimizing Perception of Information 59
Recommended Reading 60
Chapter 5 Design of Input and Output Devices 61
5.1 Issues in Aging and the Design of Input Devices 62
5.1.1 Minimizing Steps 62
5.1.2 Consistency 64
5.2 Types of Input Devices 65
5.3 Guidelines for the Design of Input Devices 68
5.4 Issues in Aging and the Design of Output Devices 70
5.5 Guidelines for the Design of Output Devices 70
5.6 Using These Guidelines for Effective Design of Input and Output Devices 71
Recommended Reading 72
Chapter 6 Interface Design 73
6.1 Interface Design Issues 73
6.2 Issues in Aging and Interface Design 75
6.2.1 Do Older Adults Use Computer Technologies? 75
6.2.2 Multiple Levels of User Abilities 77
6.2.3 User Goals and Expectations 77
6.2.4 Information Organization 78
6.2.5 Getting Lost in the System and Navigation Tools 80
6.2.6 Depth versus Breadth 80
6.2.7 Compatibility 82
6.2.8 Documentation and Error Recovery 83
6.3 Guidelines for Effective Interface Design 85
6.3.1 Physical Characteristics 85
6.3.2 Navigation 86
6.3.3 Information Organization 86
6.3.4 Conceptual 86
6.4 Using These Guidelines to Facilitate Proper Interface Design 87
Recommended Reading 88
Chapter 7 Design of Training and Instructional Programs 89
7.1 Principles of Instruction 90
7.2 An Integrated Approach to Instructional Design for Complex Tasks 92
7.3 Human Cognitive Limitations and the Design of Instructional Programs 93
7.3.1 Learning Tasks 94
7.3.2 Supportive Information 96
7.3.3 Procedural Information 96
7.3.4 Part-Task Practice 97
7.4 Illustration of Design Principles and Strategies 98
7.5 Pacing 99
7.6 Organization of the Training Material 100
7.7 Consistency of Information 100
7.8 Temporal Spacing Considerations 101
7.9 Adaptive Training 102
7.10 Feedback 102
7.11 The Use of Simulation in Training 103
7.12 E-Learning 104
7.13 Performance Assessment 105
7.14 Guidelines for the Design of Training and Instructional Programs 106
7.14.1 Train Using Sets of Holistic Practice Tasks 106
7.14.2 Provide Supportive Information 107
7.14.3 Training Procedural Information 107
7.14.4 Promoting Deeper Learning 108
7.14.5 Environmental Considerations 108
7.14.6 Learning Materials 108
7.14.7 Reducing Training Demands 109
7.15 Conclusion 109
Recommended Reading 109
Section 3 Exemplar Applications
Chapter 8 Making the Work Environment Age-Friendly 113
8.1 The Workplace of the 21st Century 115
8.1.1 Technology in the Workplace 115
8.1.2 Changes in Work Arrangements 116
8.2 What We Know about Older Workers: Myths and Realities 117
8.2.1 Adaptation to Changes in Jobs 117
8.2.2 Older Workers and Productivity 118
8.3 The Potential Implications of Aging for Work 119
8.3.1 Sensory and Perceptual Changes 119
8.3.2 Psychomotor Skills, Strength, and Endurance 120
8.3.3 Cognition and Learning 121
8.4 Conclusion 122
Recommended Reading 123
Chapter 9 Maximizing the Usefulness and Usability of Healthcare Technologies 125
9.1 What Makes Healthcare Technologies Unique? 127
9.2 Movement Control, Perception, Cognition, and Interface Design 128
9.3 Training Issues 132
9.4 Maintenance, Calibration, and Updating of the Technology 133
9.4.1 Maintenance 134
9.4.2 Calibration 134
9.4.3 Updating 135
9.5 Safety Issues 135
9.5.1 Hazard Awareness 135
9.5.2 Warnings 136
9.6 Credibility 136
9.6.1 The Internet 137
9.6.2 Medical Devices 137
9.7 Conclusion 138
Recommended Reading 139
Chapter 10 Transportation 141
10.1 Driving 141
10.1.1 Driver Training and Screening 142
10.1.2 Advanced Technology Systems 145
10.1.3 Redesign of Roadway and Signage Systems 145
10.2 Pedestrian Behavior 146
10.3 Wayfinding in Built Environments 147
10.3.1 Spatial Organization 148
10.3.2 Landmarks, Signage, and Directories 149
10.3.3 Maps 150
10.4 Negotiating Public Transportation Environments 151
10.4.1 Wayfinding 151
10.4.2 Arrival at the Airport 152
10.4.3 Boarding Pass Dispensing Devices 152
10.4.4 Traveling to the Gate 153
10.4.5 Security Area and Embarking/Disembarking Planes 153
10.5 Conclusion 154
Recommended Reading 155
Chapter 11 Designing Accommodations for Aging-in-Place 157
11.1 Where and How Older Adults Live 157
11.2 Evaluating the Home 159
11.2.1 Falls 159
11.2.2 Structural Modifications 160
11.2.3 Lighting 161
11.2.4 Products for Independent Living 162
11.3 Advanced Technology Development 163
11.3.1 Memory Supports 163
11.3.2 Home Monitoring Systems 163
11.3.3 Social Support 164
11.3.4 Technology Acceptance and Privacy Issues 164
11.3.5 Acceptance Decision Tree 165
11.4 Conclusion 166
Recommended Reading 167
Section 4 Tutorials
Chapter 12 Involving Older Adults in Research and Usability Studies 171
12.1 Inclusion of Representative Samples 171
12.2 Selection Criteria 172
12.3 Participant Recruitment 173
12.4 Study Protocols 174
12.5 Measurement Instruments 176
12.6 Guidelines for Including Older Adults in Research and Usability Studies 177
Recommended Reading 177
Chapter 13 Conducting Focus Groups with Older Adults 179
13.1 Developing the Script 179
13.1.1 Introduction and Icebreaker Question 180
13.1.2 Developing the Questions 181
13.2 Preparing for the Interviews 183
13.2.1 Training the Moderator(s) 184
13.2.2 Developing Ancillary Materials 184
13.2.3 Selecting the Interview Environment 185
13.3 Collecting the Data 185
13.3.1 Choosing the Participants 185
13.3.2 Conducting the Interview 186
13.4 Data Analysis 187
13.4.1 Segmenting and Coding the Data 187
13.4.2 Interpreting the Data 190
13.5 Guidelines for Effective Focus Group Research 190
13.5.1 Developing the Script 190
13.5.2 Conducting the Focus Group Session 191
13.5.3 Analyzing and Interpreting the Data 191
Recommended Reading 191
Focus Group Research in General 191
Focus Group Studies with Older Adults 191
Chapter 14 Statistical Considerations in Usability Testing 193
14.1 Precise Measurement Studies 193
14.2 Problem Discovery Studies 196
14.3 Summary 199
14.4 Guidelines for Determining Sample Sizes for Usability Test Studies 200
Recommended Reading 201
Chapter 15 Task Analysis and Error Prediction 203
15.1 Task Analysis 203
15.2 Human Failure Modes and Effects Analysis (HFMEA) 205
15.3 Example: Self-Checkout Systems 206
15.4 Generating the HFMEA for the Example 209
15.5 Summary 214
15.6 Guidelines for Task Analysis and Error Prediction 215
Recommended Reading 215
Chapter 16 GOMS Modeling for Older Adults 217
16.1 Reducing Data Entry Burden for a Software Authentication Process 219
16.1.1 Assumptions about Task Processes 221
16.1.2 Modeling Task Performance at the Operator Level 221
16.1.3 Error Analysis 223
16.1.4 Error Correction Cost 224
16.2 Trade-Offs in Design 227
16.3 Conclusion 228
16.4 Guidelines for GOMS Modeling for Older Adults 228
Recommended Reading 228
Chapter 17 Multimedia Design 229
17.1 Does Media Matter? 229
17.2 The Role of Cognition in Multimedia Learning Systems 231
17.3 Ten Guidelines for Designing Multimedia Instructional Programs 232
17.4 A Software Application Example 237
17.5 Conclusion 238
Recommended Reading 238
Section 5 Conclusion
Chapter 18 Synthesis and Comments 241
18.1 Themes 241
18.1.1 Older Adults Do Use New Technologies 241
18.1.2 Past Experience (or Lack Thereof) Influences Performance 241
18.1.3 If It Cannot Be Seen, Heard, or Manipulated, It Cannot Be Used 242
18.1.4 Age-Related Declines in Cognition Influence Performance 242
18.1.5 Environmental Support/Knowledge in the World/Affordances 243
18.1.6 Preferences Do Not Necessarily Map to Performance 243
18.1.7 Training, Documentation, and User Help Are Necessary (and Should Be Well Designed) 243
18.1.8 User Testing Is Crucial for Successful Design 244
18.1.9 Good Design for Older Adults Is Generally Good Design for Everyone 244
18.1.10 Attitudes Matter 244
18.2 Development of Future Technology 245
18.2.1 New Is Always New 245
18.2.2 New and Improved Is Not Necessarily Better 245
18.3 Conclusion 246
Recommended Reading 248
References 249
Author Index 257
Subject Index 261
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Add Designing for Older Adults, The first edition of Designing for Older Adults: Principles and Creative Human Factors Approaches broke ground as an easily accessible source of information, a primer on designing for older adults. In this second edition, the authors, as any good h, Designing for Older Adults to the inventory that you are selling on WonderClubX
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Add Designing for Older Adults, The first edition of Designing for Older Adults: Principles and Creative Human Factors Approaches broke ground as an easily accessible source of information, a primer on designing for older adults. In this second edition, the authors, as any good h, Designing for Older Adults to your collection on WonderClub |