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What Can Document Designers Learn from Usability Testing
| Content Provider | Semantic Scholar |
|---|---|
| Author | Schriver, Karen A. |
| Copyright Year | 1994 |
| Abstract | Although methods for evaluating the quality of documents have existed since the 1930s, the document design community has attended most seriously to the theory and practice of usability testing in the past decade. One aspect of usability testing that has not yet been well explored lies in what it can teach writers about readers. This paper presents a study that evaluated a method for improving writers "to anticipate readers'" needs. The method, called "reader-protocol teaching. " was developed from readers' responses that were collected during usability testing. The study shows that writers taught with the reader-protocol teaching method improved significantly in their ability to take the reader's point of view when planning to revise. Writers taught with the reader-protocol method significantly increased in their ability to diagnose readers' problems caused by textual omissions, characterize problems from the reader's perspective, and attend to global-text problems. These findings show that extensive practice in analyzing readers' responses to texts can have important cognitive benefits for writers. 17 |
| Starting Page | 17 |
| Ending Page | 36 |
| Page Count | 20 |
| File Format | PDF HTM / HTML |
| DOI | 10.31468/cjsdwr.364 |
| Volume Number | 11 |
| Alternate Webpage(s) | http://journals.sfu.ca/cjsdw/index.php/cjsdw/article/download/364/344 |
| Alternate Webpage(s) | https://doi.org/10.31468/cjsdwr.364 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
