Effective User Interface Design
By Kevin Kruse

The single most neglected topic in the field of Web-based training is the interaction between learners and computers. Typically, instructional design and the creation of media assets receive inordinate emphasis, while crafting an effective interface between the user and the content is left to chance.

When learners complain about Web-based training or express a preference for classroom-based instruction, it's often not the training, but rather the confusing menus, unclear buttons, or illogical links that scare them off. The success of any training program is largely dependent on the student's motivation and attitude. If a poorly designed interface has them feeling lost, confused, or frustrated, it will become a barrier to effective learning and information retention.

The culprits behind bad interfaces are designers. Just as it's difficult to proofread your own written work, many designers, artists, and programmers are just too close to the program to have a "beginner's mind" when they try to create easily used training programs. When building the program from the ground up, they sometimes assume it's clear what each onscreen button does and how the content is organized. The good news is that the most common errors are easily observed and remedied--if you know what you're looking for.

What is the user interface?

Since the initial release of the Macintosh computer and the subsequent development of Microsoft's Windows software, most people automatically think of a graphical user interface (GUI) when they think of an interface. Though the use of onscreen visual objects go a long way toward making computers easier to use, they're only part of a group of items that dictate user-computer interactions: menus, language, options, screen layout, commands, and even the relationships between visual objects.

Common user frustrations

• "What am I supposed to do now?" This frustration often is the result of poor instructions or a lack of visual cues. Sometimes the title screen is programmed to remain onscreen until the learner presses a key to continue. But without a prompt, the student waits and waits. Some linear tutorials that use audio narration don't provide guidance as to when to move forward in the program. Students will click forward prematurely during a long verbal pause, or will linger too long, waiting for more audio.
• "Did I finish everything there is?" Students are feeling this anxiety more than ever with the move to Web-based training. Unskilled developers sometimes provide too many hyperlinks to various locations in the program and offer too many layers of content. Without a recommended path of navigation or an excellent tracking system, users find themselves "lost in hyperspace."
• "What's it doing? Is it hung up?" Accessing courses over the Internet or corporate intranet can often become a test of patience. Low bandwidth connections or a large volume of user traffic can cause screens and images to load slowly. Occasionally a computer or Web browser will crash or freeze up entirely. Many of these technical glitches are unpredictable. But some user anxiety can be anticipated and eliminated by simple messages that inform them what the computer is busy doing. For example, "Loading program, please wait" will keep the learners from assuming the worst.
• "How long is this thing?: On-demand learning means that students will be accessing the training at many times and places--and may need to finish up quickly. Some indication of the time it will take to complete a lesson will provide welcome guidance as to whether or not a unit can be completed in one sitting. Too often, there's no indication as to whether we've launched into a one-hour course or a one-minute course.

It's all about how the brain works

Educational psychologists still don't know for certain how people process and remember things. The information-processing model, which serves as a model for both instructional systems theory and user interface design, is the best explanation to date. The computer provides external stimuli in the form of text, pictures, and audio that gain the attention of our sensory organs. This information is passed into sensory storage for automatic processing. Sensory storage processes all stimuli in real time, so as new information comes in, it replaces the previous information.

Stimuli, or information, that has any value to the perceiver will be passed along into short-term memory, also known as working memory. Scientists have shown that short-term memory can only hold about seven to nine items at a time, and these items will be held for only about 30 seconds unless a memory aid is used, such as repetition or chunking.

For an everyday example of using a short-term memory aid, consider how you try to remember a new phone number when you don't have pen and paper handy. You might repeat the number several times to keep it present in your short-term memory. Of course, rather than memorize one long string, you'd probably "chunk" the numbers into three smaller pieces--"908.555.1212"--to aid your memory.

One goal of training and education is to get relevant information through short-term memory and into long-term memory where it can be accessed later. Long-term memory is like a giant warehouse where you keep many of your previous experiences and knowledge--memories of your high school prom, details of a play, information about working a piece of machinery, or how to overcome a specific sales objection.