Page 35 - IJPS-10-2

International Journal of
Population Studies Design and usability evaluations of a course

peer support. However, physical impairments or lack The elements of the model were considered in the
of good health can be strong barriers to participation in design of the course content in the following ways. Factual
educational activities (Purdie & Boulton-Lewis, 2003). information is provided, for example, light as the most
While lifelong learning has received more attention in potent external time cue for the internal body clock,
recent years (Schmidt-Hertha et al., 2019), to the best of characteristics of good indoor lighting, and the complex
our knowledge, no research has addressed the design and relationship between light, outdoor physical activity, and
development of a complex behavioral change intervention sleep. Motivation is considered through information
comprising a web-based course targeting light, activity, about the individual benefits of maintaining routines, the
and sleep directed at older adults. possibility of peer support, weekly encouragement from
the course leader/interventionist, and automatic feedback
1.2. Objectives through text messages on the mobile phone when each
This paper reports on the evaluation of usability aspects module has been completed. Course content is adapted to
of an intervention delivered as a web-based course. The the target users (aged 70 and above) and includes practical
evaluation was conducted in a laboratory setting with exercises and skills training to make learning experiences
invited experts and members of the target user group. interesting and enjoyable. Behavioral skills involve how to
change certain lighting design features. Course participants
The principal objective of this study was to design a are encouraged to use a checklist and a test kit to identify
user-friendly web-based course that encourages behavior individual lighting needs and preferences.
change related to outdoor physical activity, sleep patterns,
and changes to the home environment, such as lighting Behavioral changes entail physical activation
and darkness. A second objective was to evaluate usability (e.g., increased engagement in outdoor activities such as
aspects of the course. The behavioral changes are intended walking), changes to sleep routines based on the principles
to promote well-being and improve lighting and darkness of sleep restriction, and listing action plans to turn goals
conditions in ordinary homes of older adults. The long- into habits. Participants list strategies to accomplish the
term goals of the course are social inclusion and continued goal by creating “if-then” plans. “If” refers to the critical
independent living. situation or situational cue, and “then” refers to the goal-
striving response (Gollwitzer & Sheeran, 2006).
The target group – adults aged 70+, living in ordinary
housing – was chosen because they are likely to have retired The technology acceptance model was used as a
from work and experienced changes in their daily routines. framework to evaluate the course’s usability aspects (Davis,
Furthermore, most older adults in Sweden live in ordinary 1989). According to the model, two factors predict and
housing (95% of those aged 60+) (Statistics Sweden/ explain system use: “perceived usefulness” and “perceived
Statistikmyndigheten, 2022). Ordinary housing refers to ease of use.” This means that people will use an application
all dwellings on the open market, including different forms (e.g., a software tool or a technical product) if they find
of housing tenure, while special housing denotes housing that it helps them perform better. However, performance
that requires an authority decision. benefits might be outweighed by the effort to use the
application.
1.3. Theoretical approach to intervention strategy
and usability evaluation 2. Data and methods

The intervention strategy departs from the information- 2.1. Course design and development
motivation-behavioral skills model, which was developed The non-credit web-based course “Light, activity and sleep
in the nineties for promoting health-related behavior in my daily life” was developed for the online learning
(preventive behavior to reduce HIV risks) while management system Canvas. Figure 1 shows examples
considering social and psychological factors that influence of screenshots from Canvas. The course can be accessed
such behaviors (Fisher et al., 2003). The model was on a computer, tablet, or mobile phone with an internet
designed to be easy to translate into health promotion connection using either an internet browser or a mobile
interventions and claims that health-related information,
motivation, and behavioral skills are fundamental for app. Course participants are asked to use a browser (either
health-related behaviors. When people are well informed, on a large tablet or a computer) to ensure that features
motivated to act, and have the behavioral skills needed work as intended and to facilitate typing when submitting
for effective action, they are likely to initiate and maintain online assignments.
health-promoting behaviors and experience positive The course includes various learning strategies, such as
health outcomes. reading and listening to factual information, doing practical

Volume 10 Issue 2 (2024) 29 https://doi.org/10.36922/ijps.378