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E-grāmata: Designing Displays for Older Adults, Second Edition 2nd edition [Taylor & Francis e-book]

(Clemson University, South Carolina, USA), (North Carolina State University, Raleigh, USA)
  • Formāts: 200 pages, 15 Tables, black and white; 75 Illustrations, black and white
  • Sērija : Human Factors and Aging Series
  • Izdošanas datums: 12-May-2020
  • Izdevniecība: CRC Press
  • ISBN-13: 9780429439674
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Designing Displays for Older Adults, Second Edition 2nd editionPalielināt
  • Formāts: 200 pages, 15 Tables, black and white; 75 Illustrations, black and white
  • Sērija : Human Factors and Aging Series
  • Izdošanas datums: 12-May-2020
  • Izdevniecība: CRC Press
  • ISBN-13: 9780429439674
Citas grāmatas par šo tēmu:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Rokasgrāmatas mājas lapa: https://www.taylorfrancis.com/books/9780429439674

This book focuses on the design of displays and user interfaces for the older user. Aging is related to complex mental, physical, and social changes. While conventional wisdom says getting older leads to a decline, the reality is that some capabilities decline with age while others remain stable or increase. This book distills decades of aging research into practical advice on the design of displays. Technology has changed dramatically since the publication of the first edition. This new edition covers cutting-edge technology design such as ubiquitous touchscreens, smart speakers, and augmented reality interfaces, among others.

Preface xi
Authors xiii
Chapter 1 Introduction
1(8)
1.1 Demographics and health trends
1(2)
1.2 How older adults use technology now
3(1)
1.3 State of the art and what the next 10 years will bring
4(3)
1.3.1 Self-driving cars
5(1)
1.3.2 Digital realities
6(1)
1.3.3 Robots
6(1)
1.3.4 Artificial intelligence
7(1)
1.4 Mission statement
7(2)
Suggested readings and references
8(1)
Chapter 2 Vision
9(24)
2.1 How vision changes with age
9(10)
2.1.1 Visual acuity
11(2)
2.1.2 Contrast sensitivity
13(1)
2.1.3 Pathological conditions
14(3)
2.1.4 Visual search
17(2)
2.2 Interim summary
19(1)
2.3 Display technologies
19(4)
2.4 In practice: Presenting web information on a mobile device
23(7)
2.4.1 Presentation of type
23(2)
2.4.2 Organizing information on a mobile display
25(5)
2.5 General design guidelines
30(3)
Suggested readings and references
32(1)
Chapter 3 Hearing
33(24)
3.1 Hearing loss
34(6)
3.1.1 Pitch perception
35(1)
3.1.2 Loudness
35(3)
3.1.3 Sound localization
38(1)
3.1.4 Sound compression
39(1)
3.1.5 Mp3s, cell phones, and other compressed audio
39(1)
3.1.6 Background noise
39(1)
3.2 Interim summary
40(1)
3.3 Accessibility aids
40(3)
3.3.1 Hearing aids
40(3)
3.3.2 Telephony services and amplified technology
43(1)
3.4 Interim summary
43(1)
3.5 Human language
44(3)
3.5.1 Prosody
46(1)
3.5.2 Speech rate
47(1)
3.5.3 Environmental support
47(1)
3.6 Interim summary
47(1)
3.7 Designing audio displays
48(3)
3.7.1 Voice
48(1)
3.7.2 Context
49(1)
3.7.3 Passive voice
50(1)
3.7.4 Prompts
50(1)
3.7.5 Number and order of options
51(1)
3.7.6 Alerts
51(1)
3.8 In practice: The interactive auditory interface
51(2)
3.9 General design guidelines
53(4)
Suggested readings and references
54(3)
Chapter 4 Cognition
57(30)
4.1 How cognition changes with age
57(20)
4.1.1 Fluid abilities
58(1)
4.1.1.1 Perceptual speed
58(2)
4.1.1.2 Working memory capacity
60(4)
4.1.1.3 Attention
64(2)
4.1.1.4 Reasoning ability
66(2)
4.1.1.5 Spatial ability
68(2)
4.1.1.6 Interim summary of fluid abilities
70(1)
4.1.2 Crystallized knowledge
70(1)
4.1.2.1 Verbal ability
70(1)
4.1.2.2 Knowledge and experience
71(1)
4.1.2.3 Mental models
72(5)
4.1.2.4 Interim summary of crystallized intelligence
77(1)
4.2 In practice: Organization of information
77(7)
4.2.1 Page navigation vs. browser navigation
78(2)
4.2.2 Previous knowledge and browsing/searching for information
80(4)
4.3 General design guidelines
84(3)
Suggested readings and references
85(2)
Chapter 5 Movement
87(20)
5.1 How movement changes with age
87(8)
5.1.1 Response time
88(1)
5.1.2 Accuracy
88(2)
5.1.2.1 Increasing accuracy
90(2)
5.1.3 Modeling response time and accuracy
92(3)
5.2 Interim summary
95(1)
5.3 Movement disorders
95(2)
5.3.1 Parkinson's disease
95(1)
5.3.2 Arthritis
96(1)
5.4 Accessibility aids for movement control
97(2)
5.4.1 Feedback
98(1)
5.4.1.1 Tactile feedback
98(1)
5.4.1.2 Auditory feedback
99(1)
5.5 Interim summary
99(4)
5.6 In practice: Display gestures
103(1)
5.7 General design guidelines
103(4)
Suggested readings and references
105(2)
Chapter 6 Older Adults in the User-Centered Design Process
107(18)
6.1 How testing older users is different
107(1)
6.2 Requirements gathering
108(7)
6.2.1 Age-sensitive user profiles and personas
109(3)
6.2.1.1 Technological demographics and attitudes toward technology
112(1)
6.2.1.2 Physiological attributes
112(1)
6.2.2 Task analysis
113(1)
6.2.3 Surveys
113(1)
6.2.4 Focus groups
113(2)
6.2.5 Interviews
115(1)
6.2.6 Observation studies
115(1)
6.3 Evaluation/inspection
115(1)
6.3.1 Heuristic evaluations
116(1)
6.4 Designing/prototyping/implementing alternate designs
116(5)
6.4.1 Paper mock-ups/prototyping
119(1)
6.4.1.1 Representative tasks
120(1)
6.4.2 Simulating the effects of aging
121(1)
6.5 Recruiting
121(2)
6.6 Summary
123(2)
Suggested readings and references
123(2)
Chapter 7 Preface to Usability Evaluations and Redesigns
125(4)
7.1 Organization of the redesign chapters
125(1)
7.2 Displays chosen for evaluation and redesign
126(3)
Chapter 8 Integrative Example: Smart Speakers
129(14)
8.1 Overview
129(1)
8.2 Step 1: Create a persona
129(3)
8.2.1 Persona
130(2)
8.3 Step 2: Define a task
132(1)
8.4 Emergent themes
133(1)
8.5 Tasks analysis of a smart speaker
134(6)
8.5.1 Common issues
134(1)
8.5.2 Positive design elements
135(5)
8.6 Testing
140(1)
8.7 Revised experience after redesign
140(3)
Suggested readings
141(2)
Chapter 9 Integrative Example: Workplace Communication Software
143(16)
9.1 Overview
143(1)
9.2 Step 1: Create a persona
144(2)
9.2.1 Persona
145(1)
9.3 Step 2: Task scenario
146(2)
9.4 Emergent themes
148(1)
9.5 Task analysis and heuristic evaluation of using chat-based collaboration software
149(6)
9.5.1 Major categories of heuristic violations in workplace chat
149(6)
9.6 Ideas for redesign of chat-based collaboration software
155(3)
9.7 Summary
158(1)
Suggested readings
158(1)
Chapter 10 Integrative Example: Transportation and Ridesharing Technology
159(20)
10.1 Overview
159(1)
10.2 Step 1: Create a persona
160(2)
10.3 Step 2: Define the task
162(1)
10.4 Emergent themes
163(1)
10.5 Task analysis
164(8)
10.6 Heuristic evaluation
172(4)
10.6.1 Expert evaluations
172(1)
10.6.2 New heuristics
172(1)
10.6.3 Heuristic violations
173(1)
10.6.4 Heuristics specific to older adults
174(2)
10.7 Discussion
176(3)
Suggested readings and references
177(2)
Chapter 11 Integrative Example: Mixed Reality Systems
179(14)
11.1 Overview
179(1)
11.2 Step 1: Create a persona
180(3)
11.2.1 Persona
180(3)
11.3 Step 2: Task scenario
183(1)
11.4 Emergent themes for older adult users
184(2)
11.5 Suggested development and testing methods
186(1)
11.5.1 Recruitment of representative users
186(1)
11.5.2 Participatory design with older users
186(1)
11.5.3 Iterative designs
187(1)
11.6 Usability testing
187(1)
11.7 Speculative design
188(2)
11.8 Conclusion and design recommendations
190(1)
11.9 Summary
190(3)
Suggested readings and references
191(2)
Chapter 12 Conclusion
193(4)
Index 197
Anne Collins McLaughlin is a Professor in the Department of Psychology at North Carolina State University. She directs the Learning, Aging, and Cognitive Ergonomics Lab (the LACElab) and serves as the Area Coordinator for the Ph.D. program in Human Factors and Applied Cognition. Her research interests include understanding how learning tends to change with age and how to best design interfaces and training programs for older persons. She received her Ph.D. in psychology at the Georgia Institute of Technology in 2007.

Richard Pak is a Professor in the Department of Psychology at Clemson University. His primary research interests are aging and human factors, and the issues surrounding the design and use of autonomous technology. He received his Ph.D. in psychology at the Georgia Institute of Technology in 2005. He directs the Cognition, Aging, and Technology Lab at Clemson University.
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