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Fifteen blind and sighted subjects, who featured as a control group for acceptance, were asked for their requirements for automated teller machines (ATMs). Both groups also tested the usability of a partially operational ATM mock-up. This machine was based on an existing cash dispenser, providing natural speech output, different function menus and different key arrangements. Performance and subjective evaluation data of blind and sighted subjects were collected. All blind subjects were able to operate the ATM successfully. The implemented speech output was the main usability factor for them. The different interface designs did not significantly affect performance and subjective evaluation. Nevertheless, design recommendations can be derived from the requirement assessment. The sighted subjects were rather open for design modifications, especially the implementation of speech output. However, there was also a mismatch of the requirements of the two subject groups, mainly concerning the key arrangement.

Abstract:Most online shops today organise their product catalogue in a feature-oriented way. This can cause problems for shoppers who have only limited knowledge of product features. An alternative is to organizing product information in a needs-oriented way. Here possible ways of using the product build the foc us of attention. In this study we compared reported preference of catalogue access of non-expert shoppers when confronted with either feature-oriented or needsoriented access to a catalogue of digital cameras.

No abstract

This experiments aim is to determine whether trainees differ in their emotional response to two different training environments. The two training environments were the real system (i.e. a truck with an attached trailer) and an advanced truck driving simulator. 52 experienced truck drivers were investigated with a standardized questionnaire. The task to be learned was a driving manoeuvre: reverse park a truck from one side of the street to the other. The questionnaire was filled out by the participants twice: at the beginning and at the end of the experiment. The results show similar responses for the two training environments except for the factor "pleasure": there was an increase for the participants which trained in the simulator. The results of this experiment show that the emotional responses between participants which trained in a driving simulator are comparable to their counterparts trained in the real system.