Facets of prior experience and the effectiveness of inclusive design

Research in inclusive design has shown the importance of prior experience for the usability of interactive products. Prior experience, however, is an ill-defined and inconsistently used construct. A number of different definitions and operationalisations of experience exist, but the differing power of these operationalisations to predict the usability of products for older users has rarely been investigated systematically. This study seeks to fill that gap. It is argued that the construct of experience has at least three components. It is proposed that two of these components, exposure and competence, are directly relevant for the current discussion about prior experience in inclusive design and that they can predict to different degrees the usability of a product for older users. In an empirical study, these facets of expertise are each operationalised on three levels of specificity and their impact on usability is assessed. The results show that measures of competence predict usability variables more strongly than measures of exposure and that levels of medium and high specificity are the best predictors. The application of inclusive design principles to a redesigned version of a ticket vending machine-although not resulting in a difference of overall usability-changed the impact of prior experience on usability measures implying an enhanced inclusiveness of the redesign with regard to prior experience. The implications of these findings for the effectiveness of inclusive design for older users are discussed. © 2013 Springer-Verlag Berlin Heidelberg.

Age, technology prior experience and ease of use: Who's doing what?

Designers often assume that their users will have some digital technological prior experience. We examined these levels of prior experience by surveying frequency and ease of technology use with a range of technology products. 362 people participated as part of a UK nationwide larger survey of people's capabilities and characteristics to inform product design. We found that frequency and self-reported ease of use are indeed correlated for all of the products. Furthermore, both frequency and ease of use declined significantly with age for most of the products. In fact, 29% of the over 65s had never or rarely used any of the products, except for digital TV. We conclude that interfaces need to be designed carefully to avoid implicit assumptions about users' previous technology use.

Exploring prior experience and the effects of age on product interaction and Learning

The purpose of this research was to investigate the extent to which prior technological experience of products is related to age, and if this has implications for the success of subsequent product interaction. The contribution of this work is to provide the design community with new knowledge and a greater awareness of the diversity of user needs, and particularly the needs and skills of older people. The focus of this paper is to present how individual's mental models of products and interaction were developed through experiential learning; what new knowledge was acquired, and how this contributed to the development of mental models and product understanding. © 2013 Springer-Verlag Berlin Heidelberg.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.