Search PubMed⌕ Search

PubMed · 11079912

Increasing productivity and reducing errors through usability analysis: a case study and recommendations.

Abstract

The usability problems of a system often occur due to inattention to well-documented and well-established design guidelines and heuristics. These problems often lead to increased errors, user dissatisfaction, and often user abandonment. Although there are a plethora of design principles, programs are still being constructed without integration of these principles. One family history-tracking program was examined for usability compliance. In addition to a user analysis, a task analysis was conducted comparing the designers' conceptualization of tasks with the users' conceptualization of these tasks. A cognitive walk-through was then conducted on these tasks. Finally, a keystroke level model was used to show the differences between the execution times of these tasks. This model showed a serious mismatch between the designers and users conceptions of the task. The suggested redesign showed timesaving for each of these tasks.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

C M Johnson, T Johnson, J Zhang. 2000. Increasing productivity and reducing errors through usability analysis: a case study and recommendations.. https://pubmed.ncbi.nlm.nih.gov/11079912/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

OBJECTIVE: Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. DESIGN: Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. MEASUREMENTS: Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. RESULTS: Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. CONCLUSIONS: Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Attitude to Computers↗