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name="C-TOC" |
C-TOC - Cross-Cultural Review Panel
Notes by Matthew Brehmer, M.Sc Researcher, UBC Dept. of Computer Sc. |
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- Kamaljit Kaur, Norma Sanchez, Gita Rafiee, Fariyal Dhirani
- recruited from community groups that interact w/ seniors in their respective communities
- representative of health-care / extended care related positions, nursing, counselling
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- next panel meeting likely in May-June
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Interactive Prototype Session Notes
- users: 4 panel members, CHCP coordinators (6 total)
- observers: MB, HL, CL, RH, WW
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- longest participant session 1h15min, shortest around 1hr
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- longest participant session around 75 min, shortest around 60 min
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- delayed start (surveys, headphones needed to be distributed)
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- button affordances required throughout (mouseOver, mouseDown, disabled feedback, audible click on mouseDown);
- ppt hyperlink mouseOver dialogs are shown currently (confusing, meaningless text is shown)
- consistent button UI: colour, text colour, gradients, border, font, font size, bevel, etc.
- many nav. buttons have poor-contrast black text on blue background.
- help buttons are different from nav. buttons
- I suggest a permanent control bar with small set of icons for help and navigation, visible throughout the test; pause button, progress bar visible between tests;
- click to pick up, drag, and click to drop instructions still insufficient; default drag-drop behaviour overrides; will be eliminated in programmed version;
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- button affordances are required throughout (mouseOver, mouseDown, disabled feedback, an audible click on mouseDown);
- ppt hyperlink mouseOver modal frames are shown currently (confusing, meaningless hyperlink text is shown)
- consistent button UI needed throughout: colour, text colour, gradients, border, font, font size, bevel, etc.
- many nav. buttons have poor-contrast: black text on blue background.
- help buttons are currently different from nav. buttons (colour, shape);
- I suggest a permanent control bar with small set of icons for help and navigation, visible throughout the test; pause button, progress bar visible between tests; consistent button UI and affordances, redundant coding of button meaning (text and icons); selected help menu items could be enabled/disabled depending on where the user is in CTOC (between tests, during tests, etc.)
- click to pick up, drag, and click to drop instructions still insufficient; default drag-drop behaviour overrides; this will be eliminated in programmed version;
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- computer-literate-biased terminology used throughout: "Back", "Icon", potentially more?
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- "Click "Next" to continue" should be added to all introductory test screens (currently just the title of the test and the "Next" button are shown); "Next" button could be enlarged;
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- drop-down menus still not implemented (explained by small dialog)
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- drop-down menus still not implemented (explained by small note - it is difficult to differentiate between limited interactivity notes and genuine test materials);
- shortest completion time of the introduction was about 12 min
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- Help Menu
- What does this test mean option elicits a "available with every test" dialog; this doesn't provide any context: it is two clicks away from the test, so context is difficult to recall without a visual reminder and/or additional text; consider embedding a screenshot of the current test screen in the help UI, to provide context;
- Each option in help opens a modal window, which is unnecessary (requires a button click to close / return to the main help menu; the main help menu options should always be visible when the help menu is shown, as should the progress bar - these components could be grouped on the left of the screen; the right of the screen could be populated with help content, whenever an option on the left is selected;
- In some help dialogs, the user is shown a screen of text, at most 7 lines of text in a single paragraph; consider breaking this up into smaller paragraphs with headings or re-arranged into a FAQ format, include visuals;
- There is no indication of where "Back" takes you, nor what "Back" does; we cannot assume familiarity with the meaning of "Back" as used in web browsers or file tree navigation;
- Animated transitions (revealing or closing modal windows) may be confusing for some users; eliminating the need for modal windows eliminates the need for distracting animations;
- If a help menu option is available and selected during a test, there should be some indication given that the current test is paused;
- all help menu options should not be available during time-sensitive components of trials (i.e. available during the encoding stage of a sentence comprehension trial, but not during the action phase);
- progress bar needs to be more visible; panelists remarked that they would like to be shown progress during CTOC, perhaps between tests, without having to look for the progress bar; include on conclusion screen for each test? the progress bar must not be confused with performance;
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- "Click "Next" to continue" should be added to "Sorry, Try Again" screens;
- 4 lines of text on practice problem
- Temporal Orientation
- large block of text is given on demo screen: counted 6 lines;
- button affordances needed for calendar grid buttons;
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- button affordances needed to differentiate between icons and buttons;
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- 4 lines of text are given for practice problem; after practice problem, 5 lines of text are shown on a screen with no additional interaction required;
- some trials without images - is this deliberate?
- panelists found this very confusing, largely a language issue and familiarity with abstract/concrete representations in English
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- redundant navigation cues needed;
- should the category word get more emphasis?
- only the first 2 puzzles have images - is this deliberate?
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- it is not clear that any interaction is possible or required on the example screen; this example interaction should be forced - the "Next" button should only be enabled after the correct interaction is completed;
- 6 lines of text on example screen;
- shapes can overlap bounding boxes; this problem will be eliminated when implemented programmatically;
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- it is not clear that any interaction is possible or required on the example screens; this example interaction should be forced - the "Next" button should only be enabled after the correct interaction is completed;
- 7 lines of text on first example screen (no interaction is required);
- add instruction: "Read instructions carefully because you cannot go back"
- very long instructions for some trials (no suggestions, this is the nature of the test)
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- the click instruction is misinterpreted: one subject repeatedly attempted to click on 2 before realizing she had to start at 1; the instructions should be supplemented with this instruction;
- an alternative approach could involve an elastic string metaphor: clicking on 1 could create a direct line segment between the 1 icon and the cursor, clicking on the next icon (A) in the sequence anchors the line segment at that icon, with another line segment generated from (A) to the cursor; in other words, a line segment connected to the cursor is always shown until the puzzle is completed or dismissed;
- visual feedback that an icon has already been clicked should be given (i.e. border, text, or background colour change)
- practice #2 has no further instruction other than "Practice";
- are these trials not timed? there is no icon illustrating this; is this deliberate?
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- number grid button affordances needed;
- which part of the start timer icon is a button? is it all a button? if so, better affordances needed;
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- this version contains more puzzles than were originally in the PC encoding puzzle set (likely overlooked when new cultural advisory panel version was created)
- shapes can overlap bounding boxes; this problem will be eliminated when implemented programmatically;
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- button / background contrast needs improvement; full-screen images are unnecessary - the image could be placed in a frame, with a navigation bar along the screen edge;
- there is no instruction as to what to do once the misplaced item is enlarged; some feedback (i.e. "Click to continue") should be provided;
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- 4-5 lines of explanatory text is given on each trial, with differing emphasis and size;
- some sentences require more vertical space, using 2 lines of text;
- when implemented programatically, word icons should snap to the sentence area, and allow for snapping between already-placed words; automatic re-arrangement of words when middle words added/removed;
- Panelists remarked that the interaction here in this test needs re-thinking
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- some explanation is needed to mention that lines cannot be rotated or twisted;
- additional instruction is needed w.r.t. incomplete squares/ extra lines
- each panel member experienced considerable difficulty with this task;
- ability to place lines above one another should be disabled - lines should snap back to original position on attempted drop;
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- no interactivity on instruction screens; 4 lines of text on instruction screen; 5 lines of text on later instruction screen;
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- button affordances and contrast with background image need improvement; scene selection buttons need affordances (border highlights?);
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- no interactivity on this screen;
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Focus Group Notes
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- CTOC developers are English-speaking computer-literate students, out-of-touch with immigrant/refugee communities;
- expected that only 10% of older refugee in Latin-American community could use the test, even if translated to Spanish;
- willingness to take the test is not a problem; usability and language problems will be the barriers to adoption;
- CTOC easier than MMSE, but assistance in administration still needed;
- self-administered version difficult to imagine;
- family, GP assistants or receptionist nurses, home nurses, research assistants, community facilitators would need to administer the test in its current form;
- 5 years from now, more older adults will be ready to take the test;
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- panelists to poll their communities wrt to computer use, context of computer use, types of computer programs used, frequency of computer use, willingness to take a computer test and what the desired context should be
- older adults who use computers tend to use games, Skype (not universally), Internet, email, Word;
- many older adults use cell phones, used primarily for voice conversation; many tend to avoid expensive communication (i.e. video chat)
- 50/50 split on opinion wrt to use of CTOC at home: family settings may be distracting or not private enough for some communities;
- also a risk associated with taking CTOC in a public setting;
- potential venues: assisted living centres, recreational centres with computers, family doctor's office, over the web at home; community centres, adult day program centres;
- home-care nurses with a laptop to administer test? time to administer test a barrier here;
- long-term care assessors to administer test?
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- some words a barrier, but panelists convinced that someone with a grade 7 education could take the test; variability between cultures still possible (apparently gr. 2 Iranian arithmetic skills = gr. 7 North American arithmetic skills)
- trails test involves concepts that could be untranslatable;
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- using the mouse, clicking, dragging difficult for older immigrants and refugees
- additional graphics, illustrations would be helpful throughout (esp. illustrations for Arithmetic test)
- help menu:
- not useful in its current form; too much text, text too technical; help was unavailable when actually needed (i.e. Trails test);
- "need to take a break" option in help menu not yet implemented;
- sub-test-specific help material still absent;
- "what does this test mean?" option needs to simplify and reduce the text, or eliminated altogether
- progress bar went missed by many of the panelists, but would be desired; improved visibility required;
- good consistency between sections wrt to navigation;
- too much clicking throughout; users will be fatigued;
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- audio helps - audio should be either on (automatic) or off entirely, not toggled for each instruction (Manual audio); more control;
- audio could deliver incorrect response prompts, supplementing visual information, potentially with graphics or animations;
- CL's voice was found to be pleasant
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- practice problems / instructions:
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- more practice is needed for the tests; could it be more like a game? practice on the games could help performance on later tests; games would not score or have any diagnostic/screening repercussions, aside from practice performing actions;
- practice = readiness to take CTOC; must overcome lack of computer skills (potential for optional additional practice for those without computer experience);
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- interruptions / distractions
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- depends largely on context;
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< | -- MatthewBrehmer - 01 Jun 2010 |
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| META FILEATTACHMENT |
attr="" comment="Cultural Advisory panel 2 minutes" date="1287696786" name="CulturalAdvisoryPanelMinutesOctober15.pdf" path="Cultural Advisory Panel Minutes October 15.pdf" size="206042" user="brehmer" version="1.1" |
| META FILEATTACHMENT |
attr="" comment="Cultural Advisory panel 2 feedback" date="1287696814" name="CulturalAdvisoryMeetingCycle2.pdf" path="Cultural Advisory Meeting Cycle 2.pdf" size="107772" user="brehmer" version="1.1" |
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