Why don't people read the manual?

Novick, David G.; Ward, Karen

doi:10.1145/1166324.1166329

Cited by 72 publications

(67 citation statements)

References 10 publications

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“…10 For example, individuals were encouraged to use a worksheet to reflect on the teach-back process and modify their approach based on that reflection as a means to more fully integrate the strategy into practice. 18 Some practices did not do this because they missed the suggestion, not because they overtly decided not to use the worksheet.…”

Section: Discussionmentioning

confidence: 99%

Developing and testing the health literacy universal precautions toolkit

DeWalt¹,

Broucksou²,

Hawk³

et al. 2011

Nursing Outlook

323

349

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The health literacy demands of the healthcare system often exceed the health literacy skills of Americans. This article reviews the development of the Health Literacy Universal Precautions (HLUP) Toolkit, commissioned by the Agency for Healthcare Research and Quality and designed to help primary care practices structure the delivery of care as if every patient may have limited health literacy. The development of the toolkit spanned 2 years and consisted of 3 major tasks: (1) developing individual tools (modules explaining how to use or implement a strategy to minimize the effects of low health literacy), using existing health literacy resources when possible, (2) testing individual tools in clinical practice and assembling them into a prototype toolkit, and (3) testing the prototype toolkit in clinical practice. Testing revealed that practices will use tools that are concise and actionable and are not perceived as being resource intensive. Conducting practice self-assessments and generating enthusiasm among staff were key elements for successful implementation. Implementing practice changes required more time than anticipated and some knowledge of quality improvement techniques. In sum, the HLUP Toolkit holds promise as a means of improving primary care for people with limited health literacy, but further testing is needed. KeywordsHealth literacy; Quality improvement * Corresponding author: Dr. Darren A. DeWalt, Division of General Internal Medicine, University of North Carolina, 5041 Old Clinic Building, CB#7110, Chapel Hill, NC 27599, dewaltd@med.unc.edu (D.A. DeWalt). Competing InterestsThe author(s) declare that they have no competing interests. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptThe complexity of the healthcare system makes it difficult for many Americans to receive the best possible care. More than one-third of U.S. adults have limited health literacy-the ability to understand and use health information to make decisions. 1 People with limited health literacy are less likely to engage in disease prevention behaviors, to know about their illness and medicines, and to manage and control a chronic disease. 2 Limited health literacy is associated with multiple adverse outcomes including rates of hospitalization and mortality. 2-4 Furthermore, the skills of patients, even those who have adequate health literacy skills, can decline when under the stress of illness or facing a new diagnosis.On the demand side, medical care is complex. Routine healthcare activities such as receiving instructions at the doctor's office, taking medication, preparing for a screening test, and choosing a treatment option require sophisticated skills. Health information is often presented in such a way that proficiency in literacy and numeracy is needed to make informed health decisions. Developing systems of care that do not require advanced health literacy skills could improve the delivery of safe, timely, efficient, effective, equitable, and patient-centered care. 5Pract...

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Section: Discussionmentioning

confidence: 99%

Developing and testing the health literacy universal precautions toolkit

DeWalt¹,

Broucksou²,

Hawk³

et al. 2011

Nursing Outlook

323

349

View full text Add to dashboard Cite

show abstract

“…As a basis of this study, we take the scenario when the MRP system is used for the first time and users have very limited knowledge of its functionality and basic principles of operation. This situations when users do not read manuals thoroughly before they use the system is common and discussed by [30].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of using semi-autonomy features in mobile robotic telepresence systems

Kiselev

Kristoffersson

Melendez

et al. 2015

2015 IEEE 7th International Conference on Cybernetics and Intelligent Systems (CIS) and IEEE Conference on Robotics, Automation

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Abstract-Mobile robotic telepresence systems used for social interaction scenarios require that users steer robots in a remote environment. As a consequence, a heavy workload can be put on users if they are unfamiliar with using robotic telepresence units. One way to lessen this workload is to automate certain operations performed during a telepresence session in order to assist remote drivers in navigating the robot in new environments. Such operations include autonomous robot localization and navigation to certain points in the home and automatic docking of the robot to the charging station. In this paper we describe the implementation of such autonomous features along with user evaluation study. The evaluation scenario is focused on the first experience on using the system by novice users. Importantly, that the scenario taken in this study assumed that participants have as little as possible prior information about the system. Four different use-cases were identified from the user behaviour analysis.

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“…Misplaced or too many controls, misleading labels, too deeply nested menus, and unreliable speech recognition are demotivating the users. In addition to the non-self-explanatory interfaces, users are often avoiding manuals for technical systems (Novick and Ward 2006). These circumstances entail unsatisfied customers that are able to use only a fraction of their (often expensively bought) cars' functions 2 .…”

Section: Motivationmentioning

confidence: 99%

Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions

Diewald

Möller

Stockinger

et al. 2014

Gamification in Education and Business

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When driving an unknown car, the interaction with its user interfaces and the operation of (comfort) vehicle functions can be very challenging and thus cause safety concerns. However, this problem can be overcome already with a short learning and practicing phase.For this reason, we analyze the potential of gamification for exploring and practicing the use of automotive user interfaces and vehicle functions. Based on the analysis of available examples, we have created a gamified automotive exploration and practicing framework. The framework allows exploring vehicle functions and user interfaces in real vehicles as well as in applications for mobile devices. By reflecting on the results of a first user study with the framework, we deliver a set of guidelines for designing and evaluating gamified applications for the automotive domain, which can serve as a support for future developments.

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Why don't people read the manual?

Cited by 72 publications

References 10 publications

Developing and testing the health literacy universal precautions toolkit

Developing and testing the health literacy universal precautions toolkit

Evaluation of using semi-autonomy features in mobile robotic telepresence systems

Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions

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