Page 41 - IJPS-10-2

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

2001): “graphical design” – refers to liking what you see on home. The course made her aware of the latter. Another
the website; “information design” – refers to finding your way, participant responded “[The course is useful] for anyone who
understanding your current location and where a link takes would like good lighting at home and for anyone who wants
you; and “interaction design” – refers to doings and actions. to sleep better/…/It is I who can affect it using relatively easy
methods” (woman, 73 years old). Responses regarding the
The participants suggested potential future perceived usefulness of the course reflect “awareness and
improvements, such as adding content related to dietary knowledge” (e.g., the importance of lighting at home and
recommendations, a peer learning component, a page for sleep), “reflection” (e.g., why one sleeps poorly), and
with frequently asked questions (FAQ), and supplemental “simple methods for bringing about change” (e.g., the light
video instructions. Main issues and examples are shown application and how to make walking more fun).
in Table 3.
Two participants commented on the intended users
Everyone gave positive responses concerning how and targeted problems listed in the introductory module.
useful the course would be to the participants. One Potential course participants will probably not experience
participant responded that she would have to make changes problems with all targeted behaviors (light related, physical
concerning physical activity and her light environment at activity, and sleep). However, taking the course might

Table 3. Main issues with examples, identified during interviews and observations in round 2 with the target users (N=6), and
possible solutions to identified problems

Category Examples of issues or sample quotes Possible solutions
Perceived ease of use
Graphical design • Web pages containing several paragraphs need graphical • Used boldface to highlight new content when
elements to direct and capture the reader’s attention subheadings were not appropriate.
Information design • Difficulty to find one’s way back to the previous web page after • In the introductory module describing how to
clicking a text link, e.g., when a pdf document opens in the navigate, inserted a new subsection to explain the
same browser tab (based on direct observation and interactions different types of text links
with participants in the test apartment)
Interaction design • Insufficient written stepwise instructions for one of the online • Added one more step in the instructions
assignments • Clarified instructions, used bold‑faced text for critical
• Insufficient instructions for downloading and using the light instructions (“avoid blocking the daylight falling
application for iPhone (based on direct observation and on the light sensor”), and added images displaying
interactions with participants in the test apartment) screenshots of the app
Potential future improvements
Peer learning • “Everyone sits by their computer and do module 1, 2, 3, etc., but • Added in‑person meetings or Zoom meetings for
then you meet. What have you done?” sharing experiences, or an online chat group
Supplemental video • Added video clips including 1‑min demonstrations • Video record, e.g., how to use the cap in the practical
instructions exercise or show the difference between light and dark
fabric on furniture
FAQ page • “Every web‑based course has limitations. So, I can open the • Collect and post‑questions asked by previous course
computer whenever I want and use it for how long I want. But I participants
would appreciate to get answers directly to any questions when
they arise.”
Extended content • “Yes, foods./…/But you cannot give it too much space. Pick a • Dietary recommendations in optional added modules
few things. The course mentions coffee, tea and alcohol, but
everyone knows that. But what types of foods affects all the
organs?”
Perceived usefulness • “Yes, I certainly think so. The course makes me motivated. • Not applicable.
Because I have problems being a bit tired, and I have a dark
apartment. I realized that early in the course/…/there’s a large
house on one side and a big tree on the other, and I’m on the
ground floor. I think the course will be useful for me if I apply
it: starting by getting up early and going out in the morning.
Not for a very long walk – just to go outside.”
Abbreviation: FAQ: Frequently asked question.

Volume 10 Issue 2 (2024) 35 https://doi.org/10.36922/ijps.378