Guidelines Book

Research-Based Web Design & Usability Guidelines
Forewords by: Michael O. Leavitt

Secretary of Health and Human Services
Ben Shneiderman
Professor of om!uter Science" University of #aryland
U.S. GOVER ME ! OFF"#"$L E%"!"O
O!"#E
Use o& "SB $his is the %fficial U&S& Government edition of this !ublication and is herein identified to certify its authenticity& Use of the '-() *SB+ !refi, -if agency uses o.n bloc/ of *SB+" list full *SB+ in this s!ace0 is for U&S& Government Printing %ffice %fficial 1ditions only& $he Su!erintendent of Documents of the U&S& Government Printing %ffice re2uests that any re!rinted edition clearly be labeled as a co!y of the authentic .or/ .ith a ne. *SB+& Le'al Stat(s and Use o& Seals and Lo'os $he seal and logo of the U&S& De!artment of Health and Human Services -HHS0 and the U&S& General Services 3dministration -GS30 authenticates the Research-Based Web Design & Usability Guidelines as the official codification of 4ederal regulations established under the 4ederal Register 3ct& $he HHS seal and logo dis!layed in this boo/ are !rotected under the !rovisions of 56 U&S& & (76'b-('& $he GS3 seal and logo dis!layed in this boo/ are !rotected under the !rovisions of (8 U&S& 9')& $he unauthori:ed use of these seals and logos in a !ublication is !rohibited and sub;ect to a civil !enalty of u! to <9"''' for each unauthori:ed co!y of it that is re!rinted or distributed& *t is !rohibited to use the HHS or GS3 seal or logo dis!layed in this boo/ .ithout the e,!ress" .ritten !ermission& $o re2uest !ermission to use the HHS seal or logo" !lease submit a re2uest to= $he U&S& De!artment of Health and Human Services 6'' *nde!endence 3venue" S&W& Washington" D 6'6'( $o re2uest !ermission to use the GS3 seal or logo" !lease submit a re2uest to= U&S& General Services 3dministration (8'' 4 Street" +&W& Washington" D 6'5'9
4or sale by the Su!erintendent of Documents" U&S& Government Printing %ffice" *nternet= boo/store&g!o&gov Phone= toll free -8))0 9(6-(8''> D area -6'60 9(6-(8''> 4a,= -6'60 9(6-669' #ail= Sto! *D " Washington" D 6'5'6-'''( *SB+ '-()-'?)6?'-?
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4ore.ordASecretary #ichael %& @eavitt * am !leased to announce this ne. edition of the
U&S& De!artment of Health and Human ServicesB -HHS0 Research-Based Web Design and Usability Guidelines& $hese Guidelines reflect HHSB commitment to identifying innovative" research-based a!!roaches that result in highly res!onsive and easy-to-use Web sites for the !ublic& $he 4ederal government is the largest single !roducer" collector" consumer" and disseminator of information in the United States& $he *nternet !rovides the most efficient and effective .ay of ma/ing this information available to the .idest !ossible audience& Record numbers of citi:ens are accessing government sites 65 hours a day to find information and services that .ill im!rove their daily lives& $his ma/es it all the more essential that the 4ederal government deliver Web technologies that enable and em!o.er citi:ens& $hese Guidelines hel! move us in that direction by !roviding !ractical" yet authoritative" guidance on a broad range of Web design and communication issues& Having access to the best available research hel!s to ensure .e ma/e the right decisions the first time around and reduces the !ossibility of errors and costly mista/es& Since their introduction in 6''7" the Guidelines have been .idely used by government agencies and the !rivate sector" im!lemented in academic curriculum" and translated into several foreign languages& * encourage all government agencies to use these Guidelines to harness the Web in su!!ort of the PresidentBs vision of a 4ederal government that is citi:en-centered and results-oriented& C Michael O. Leavitt Secretary of Health and Human Services
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4ore.ordADr& Ben Shneiderman

Bac)'ro(nd
$hese ne. HHS Web usability Guidelines carry

for.ard one of the most enduring success stories in user interface design& $hey continue the noble tradition of thoughtful !ractitioners .ho have hac/ed their .ay through the unruly design landsca!e and then distilled their e,!erience into com!act and generali:able a!horisms or !atterns& om!ilations of such guidelines offer ne.comers a clearer roadma! to follo." hel!ing them to avoid some of the s.am!s and !otholes& Guidelines serve e,!erienced e,!erts and busy managers by giving them an overvie. and reminding them of the .ide range of issues& #ost im!ortantly" guidelines !rovo/e discussions among designers and researchers about .hich guidelines are relevant and .hether a refined or ne. guideline should be added& Guidelines should be more than one !ersonBs lightly-considered o!inion" but they are not rigid standards that can form the basis of a contract or a la.suit& Guidelines are not a com!rehensive academic theory that has strong !redictive value" rather they should be !rescri!tive" in the sense that they !rescribe !ractice .ith useful sets of D%s and D%+B$s& Guidelines should be !resented .ith ;ustifications and e,am!les& @i/e early ma!ma/ers" the !ioneering develo!ers of user interface guidelines labored diligently& Wor/ing for *B# in the mid-(D?'s" Ste!hen 1ngel and Richard Granda recorded their insights in an influential document& Similarly" Sid Smith and Eane #osier in the early (D8's" collected D55 guidelines in a 9''-!age volume -available online at htt!=FFhcibib&orgFsamFcontents&html0& $he design conte,t in those days included aircraft coc/!its" industrial control rooms" and airline reservation systems and the user community em!hasi:ed regular !rofessional users& $hese admirable efforts influenced many designers and contributed to the (D8's cor!orate design guidelines from 3!!le" #icrosoft" and others covering !ersonal com!uters" des/to! environments" and !ublic access /ios/s& $hen" the emergence of the World Wide Web changed everything& $he underlying !rinci!les .ere similar" but the s!ecific decisions that designers had to ma/e re2uired ne. guidelines& $he enormously gro.ing community of designers eagerly consulted useful guidelines from sources as diverse as Gale University" Sun #icrosystems" the @ibrary of ongress" and 3meritech& #any of these designers had little e,!erience and .ere des!erate for any guidance about screen features and usability !rocesses& Sometimes they misinter!reted or misa!!lied the guidelines" but at least they could get an overvie. of the issues that .ere im!ortant&
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3s Web usability guidelines became more .idely used and consulted" discre!ancies and contradictions became sub;ects of lively discussion at usability conferences and human-com!uter interaction research seminars& 4or e,am!le" many early Web guidelines documents .ere vague about a!!ro!riate numbers of lin/s !er !age" sometimes falling bac/ to mention George #illerBs famous notion of seven !lus or minus t.o& His .or/ dealt .ith short-term memory ca!acity" but in studying a Web !age" this factor has little bearing& 3s controversy gre." researchers collected dramatic em!irical evidence that broader shallo. trees .ere su!erior in information !resentation .ebsites& 4ortunately" the remar/able gro.th of the !rofessional community of Web designers .as matched by a healthy e,!ansion of the academic community in !sychology" com!uter science" information systems" and related disci!lines& $he research community .ent to .or/ on the !roblems of menu design" navigation" screen layout" res!onse time" and many more& +ot every e,!eriment is !erfect" but the .eight of validated results from multi!le studies !rovides crucial evidence that can be gainfully a!!lied in design& $his ne.est set of guidelines from the !restigious team assembled by the De!artment of Health and Human Services ma/es im!ortant contributions that .ill benefit !ractitioners and researchers& $hey have done the meticulous ;ob of scouring the research literature to find su!!ort for design guidelines" thereby clarifying the message" resolving inconsistencies" and !roviding sources for further reading& Researchers .ill also benefit by this im!ressive com!ilation that .ill hel! them understand the current state of the art and see .hat !roblems are unresolved& 3nother im!act .ill be on e!istemologists and !hiloso!hers of science .ho argue about the relevance of research to !ractice& *t is hard to recall a !ro;ect that has generated as clear a demonstration of the !ayoff of research for !ractice& $he educational benefits for those .ho read the guidelines .ill be enormous& Students and ne.comers to the field .ill !rofit from the good survey of issues that reminds them of the many facets of Web design& 1,!erienced designers .ill find subtle distinctions and im!ortant insights& #anagers .ill a!!reciate the com!le,ity of the design issues and gain res!ect for those .ho !roduce effective .ebsites& Enth(siasms and #a(tions #y enthusiasms for this HHS guidelines !ro;ect and its !roduct are great" but they are tem!ered by several cautions& $o !ut it more !ositively" the greatest benefits from these research-based guidelines .ill accrue to those .ho create effective !rocesses for their im!lementation& #y advice is to recogni:e the Guidelines as a Hliving documentB and then a!!ly the four 1s= education" enforcement" e,em!tion" and enhancement&
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Ed(cation: Delivering a document is only the first stage in ma/ing an organi:ationBs guidelines !rocess effective& Reci!ients .ill have to be motivated to read it" thin/ about it" discuss it" and even com!lain about it& %ften a live !resentation follo.ed by a discussion can be effective in motivating use of guidelines& En&orcement: While many designers may be .illing to consider and a!!ly the guidelines" they .ill be more diligent if there is a clear !rocess of interface revie. that verifies that the guidelines have been a!!lied& $his has to be done by a /no.ledgeable !erson and time has to be built into the schedule to handle deviations or 2uestions& E*em+tion: reative designers may !roduce innovative com!elling Web !age designs that .ere not antici!ated by the Guidelines .riters& $o su!!ort creative .or/" managers should balance the enforcement !rocess .ith an e,em!tion !rocess that is sim!le and ra!id& Enhancement: +o document is !erfect or com!lete" es!ecially a guidelines document in a fast changing field li/e information technology& $his !rinci!le has t.o im!lications& 4irst" it means that HHS or another organi:ation should !roduce an annual revision that im!roves the Guidelines and e,tends them to cover novel to!ics& Second" it means that ado!ting organi:ations should consider adding local guidelines /eyed to the needs of their community& $his ty!ically includes guidelines for ho. the organi:ation logo" colors" titles" em!loyee names" contact information" etc& are !resented& %ther common additions are style guides for terminology" tem!lates for information" universal usability re2uirements" !rivacy !olicies" and legal guidance& 4inally" it is im!ortant to remember that as hel!ful as these research-based guidelines are" that they do not guarantee that every .ebsite .ill be effective& *ndividual designers ma/e thousands of decisions in crafting .ebsites& $hey have to be /no.ledgeable about the content" informed about the user community" in touch .ith the organi:ational goals" and a.are of the technology im!lications of design decisions& Design is difficult" but these ne. research-based guidelines are an im!ortant ste! for.ard in !roviding assistance to those .ho are dedicated to 2uality&
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C Ben Shneiderman, -h.%. University of #aryland
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ontributors s an d
ontributors
!he &ollowin' e*+erts assi'ned .Stren'th o& Evidence/ ratin's &or these '(idelines and +rovided many so(rces listed in this boo). Robert 0. Bailey, -h.%. President" om!uter Psychology" *nc& #arol Barn(m, -h.%. Professor of $echnical ommunication" Southern Polytechnic State University ensus0
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1ohn Bosley, -h.%. ognitive Psychologist" Bureau of @abor Statistics -U&S& Bureau of
Barbara #ha+arro, -h.%. Director of the Soft.are Usability Research @aboratory" Wichita State University 1ose+h %(mas, -h.%. Senior Human 4actors S!ecialist" $he Design and Usability Bentley ollege Melody 2. "vory, -h.%. 3ssistant Professor" University of Washington Bonnie 1ohn, -h.%. 3ssociate Professor and Director of the #asters Program for Human om!uter *nteraction" arnegie #ello. University 3al Miller41acobs, -h.%. #anaging Director" Human 4actors *nternational San5ay 1. 6oyani Senior Usability S!ecialist" U&S& De!artment of Health and Human Services enter"
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ontributors
1ames R. Lewis, -h.%. Senior Human 4actors 1ngineer" *B# Stanley -a'e Usability #anager" $he hurch of Eesus hrist of @atter-day Saints
1(dith Ramey, -h.%. Professor & De!artment hair" University of Washington 1anice 7Ginny8 Redish, -h.%. President" Redish & 3ssociates" *nc& 1ean Scholt9, -h.%. om!uter Science Researcher" +ational *nstitute of Standards and $echnology Steve 0i''inton 3rchitecture #anager" 3mdocs #ari $. 0ol&son President" 4ocus on UI Larry E. 0ood, -h.%. User 1,!erience onsultant and #anaging Partner" Paralla," @ %on :immerman, -h.%. Professor of Eournalism and $echnical University ommunications" olorado State
es" and @ab els
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*ntroduction
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,vii& Ho. to Use this Boo/ and the Guidelines ,,& (

6 6 7 5 5 9 9 ) ? ? 8
Bac/ground and #ethodology ha!ter (ADesign Process and 1valuation

(=( (=6 (=7 (=5 (=9 (=) (=? (=8 (=D (=(' (=(( Provide Useful ontent 1stablish User Re2uirements Understand and #eet UserBs 1,!ectations *nvolve Users in 1stablishing User Re2uirements Set and State Goals 4ocus on Performance Before Preference onsider #any User *nterface *ssues Be 1asily 4ound in the $o! 7' Set Usability Goals Use Parallel Design Use Personas
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ha!ter 6A%!timi:ing the User 1,!erience

6=( 6=6 6=7 6=5 6=9 6=) 6=? 6=8 6=D 6=(' 6=(( 6=(6 6=(7 6=(5 6=(9 6=() Do +ot Dis!lay Unsolicited Windo.s or Gra!hics *ncrease Web Site redibility Standardi:e $as/ Se2uences Reduce the UserBs Wor/load Design for Wor/ing #emory @imitations #inimi:e Page Do.nload $ime Warn of H$ime %utsB Dis!lay *nformation in a Directly Usable 4ormat 4ormat information for Reading and Printing Provide 4eedbac/ When Users #ust Wait *nform Users of @ong Do.nload $imes Develo! Pages that Will Print Pro!erly Do +ot Re2uire Users to #ultitas/ While Reading Use UsersB $erminology in Hel! Documentation Provide Printing %!tions Provide 3ssistance to Users
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66
67 67 65 65 69 6) 6) 6) 6? 6? 6? 68 68
ha!ter 7A3ccessibility
7=( 7=6 7=7 7=5 7=9 7=) 7=? 7=8 7=D 7=(' 7=(( 7=(6 7=(7 om!ly .ith Section 9'8 Design 4orms for Users Using 3ssistive $echnologies Do +ot Use olor 3lone to onvey *nformation 1nable Users to S/i! Re!etitive +avigation @in/s Provide $e,t 12uivalents for +on-$e,t 1lements $est Plug-*ns and 3!!lets for 3ccessibility 1nsure that Scri!ts 3llo. 3ccessibility Provide 12uivalent Pages Provide lient-Side *mage #a!s Synchroni:e #ultimedia 1lements Do +ot Re2uire Style Sheets Provide 4rame $itles 3void Screen 4lic/er
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6D
7' 7( 76 77 77
ha!ter 5AHard.are and Soft.are

5=( 5=6 5=7 5=5 5=9 Design for ommon Bro.sers 3ccount for Bro.ser Differences Design for Po!ular %!erating Systems Design for UserBs $y!ical onnection S!eed Design for ommonly Used Screen Resolutions
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79 7) 7? 78 7D 5' 5( 56 57
ha!ter 9A$he Home!age

9=( 9=6 9=7 9=5 9=9 9=) 9=? 9=8 9=D 1nable 3ccess to the Home!age Sho. 3ll #a;or %!tions on the Home!age reate a Positive 4irst *m!ression of Gour Site ommunicate the Web SiteBs Jalue and Pur!ose @imit Prose $e,t on the Home!age 1nsure the Home!age @oo/s li/e a Home!age @imit Home!age @ength 3nnounce hanges to a Web Site 3ttend to Home!age Panel Width
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59 5) 5?
ha!ter )APage @ayout

)=( )=6 )=7 3void luttered Dis!lays Place *m!ortant *tems onsistently Place *m!ortant *tems at $o! enter
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58 5D 9' 9( 96 97 95 99 9) 9?
)=5 )=9 )=) )=? )=8 )=D )=(' )=(( )=(6 )=(7
Structure for 1asy om!arison 1stablish @evel of *m!ortance %!timi:e Dis!lay Density 3lign *tems on a Page Use 4luid @ayouts 3void Scroll Sto!!ers Set 3!!ro!riate Page @engths Use #oderate White S!ace hoose 3!!ro!riate @ine @engths Use 4rames .hen 4unctions #ust Remain 3ccessible
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9D )' )( )6 )7 )5 )9 )) )? )8 )D ?'
ha!ter ?A+avigation
?=( ?=6 ?=7 ?=5 ?=9 ?=) ?=? ?=8 ?=D ?=(' ?=(( ?=(6 Provide +avigational %!tions Differentiate and Grou! +avigation 1lements Use a lic/able H@ist of ontentsB on @ong Pages Provide 4eedbac/ on UserBs @ocation Place Primary +avigation #enus in the @eft Panel Use Descri!tive $ab @abels Present $abs 1ffectively Kee! +avigation-%nly Pages Short Use 3!!ro!riate #enu $y!es Use Site #a!s Use HGlossesB to 3ssist +avigation Breadcrumb +avigation
?(
?6 ?7 ?5 ?5 ?9
ha!ter 8AScrolling and Paging

8=( 8=6 8=7 8=5 8=9 1liminate Hori:ontal Scrolling 4acilitate Ra!id Scrolling While Reading Use Scrolling Pages for Reading om!rehension Use Paging Rather $han Scrolling Scroll 4e.er Screenfuls
?)
?? ?8 ?D 8' 8( 86 87 85
ha!ter DAHeadings" $itles" and @abels

D=( D=6 D=7 D=5 D=9 D=) D=? D=8 Use lear ategory @abels Provide Descri!tive Page $itles Use Descri!tive Headings @iberally Use Uni2ue and Descri!tive Headings Highlight ritical Data Use Descri!tive Ro. and olumn Headings Use Headings in the 3!!ro!riate H$#@ %rder Provide Users .ith Good Ways to Reduce %!tions
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8) 8? 88 8D D' D( D6 D7 D5 D9 D) D? D8 DD
ha!ter ('A@in/s
('=( ('=6 ('=7 ('=5 ('=9 ('=) ('=? ('=8 ('=D ('=(' ('=(( ('=(6 ('=(7 ('=(5 Use #eaningful @in/ @abels @in/ to Related ontent #atch @in/ +ames .ith $heir Destination Pages #isleading ues to lic/ 3void Re!eat *m!ortant @in/s Use $e,t for @in/s Designate Used @in/s Provide onsistent lic/ability ues 1nsure that 1mbedded @in/s are Descri!tive Use HPointing-and- lic/ingB Use 3!!ro!riate $e,t @in/ @engths *ndicate *nternal vs& 1,ternal @in/s larify lic/able Regions of *mages @in/ to Su!!ortive *nformation
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(''
('( ('6 ('6 ('7 ('5 ('9 (') ('? ('8 ('D (('
ha!ter ((A$e,t 3!!earance

((=( ((=6 ((=7 ((=5 ((=9 ((=) ((=? ((=8 ((=D ((=(' ((=(( Use Blac/ $e,t on Plain" High- ontrast Bac/grounds 4ormat ommon *tems onsistently Use #i,ed- ase for Prose $e,t 1nsure Jisual onsistency Use Bold $e,t S!aringly Use 3ttention-3ttracting 4eatures .hen 3!!ro!riate Use 4amiliar 4onts Use at @east (6-Point 4ont olor- oding and *nstructions 1m!hasi:e *m!ortance Highlighting *nformation
(((
((6 ((7 ((5 ((9 (() ((? ((? ((8 ((D
ha!ter (6A@ists
(6=( (6=6 (6=7 (6=5 (6=9 (6=) (6=? (6=8 (6=D %rder 1lements to #a,imi:e User Performance Place *m!ortant *tems at $o! of the @ist 4ormat @ists to 1ase Scanning Dis!lay Related *tems in @ists *ntroduce 1ach @ist Use Static #enus Start +umbered *tems at %ne Use 3!!ro!riate @ist Style a!itali:e 4irst @etter of 4irst Word in @ists
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(6'
(6( (66 (67 (67 (65 (69 (6) (6? (68 (6D (7' (7( (76 (77 (75 (79 (7) (7? (78 (78 (7D (5' (5' (5( (5(
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ha!ter (7AScreen-Based
(7=( (7=6 (7=7 (7=5 (7=9 (7=) (7=? (7=8 (7=D (7=(' (7=(( (7=(6 (7=(7 (7=(5 (7=(9 (7=() (7=(? (7=(8 (7=(D (7=6' (7=6( (7=66 (7=67 (7=65 (7=69
ontrols -Widgets0
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Distinguish Re2uired and %!tional Data 1ntry 4ields @abel Pushbuttons learly @abel Data 1ntry 4ields onsistently Do +ot #a/e User-1ntered odes ase Sensitive @abel Data 1ntry 4ields learly #inimi:e User Data 1ntry Put @abels lose to Data 1ntry 4ields 3llo. Users to See $heir 1ntered Data Use Radio Buttons for #utually 1,clusive Selections Use 4amiliar Widgets 3ntici!ate $y!ical User 1rrors Partition @ong Data *tems Use a Single Data 1ntry #ethod Prioriti:e Pushbuttons Use hec/ Bo,es to 1nable #ulti!le Selections @abel Units of #easurement Do +ot @imit Jie.able @ist Bo, %!tions Dis!lay Default Jalues Place ursor in 4irst Data 1ntry 4ield 1nsure that Double- lic/ing Will +ot ause Problems Use %!en @ists to Select %ne from #any Use Data 1ntry 4ields to S!eed Performance Use a #inimum of $.o Radio Buttons Provide 3uto-$abbing 4unctionality #inimi:e Use of the Shift Key
(56
(57 (55 (59 (5) (5) (5? (58 (5D (9' (9( (96 (97
ha!ter (5AGra!hics" *mages" and #ultimedia

(5=( (5=6 (5=7 (5=5 (5=9 (5=) (5=? (5=8 (5=D (5=(' (5=(( (5=(6 Use Sim!le Bac/ground *mages @abel lic/able *mages 1nsure that *mages Do +ot Slo. Do.nloads Use Jideo" 3nimation" and 3udio #eaningfully *nclude @ogos Gra!hics Should +ot @oo/ li/e Banner 3ds @imit @arge *mages 3bove the 4old 1nsure Web Site *mages onvey *ntended #essages @imit the Use of *mages *nclude 3ctual Data .ith Data Gra!hics Dis!lay #onitoring *nformation Gra!hically *ntroduce 3nimation
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(95 (99 (9) (9? (5=(7 (5=(5 (5=(9 (5=() 1mulate Real-World %b;ects Use $humbnail *mages to Previe. @arger *mages Use *mages to 4acilitate @earning Using Photogra!hs of Peo!le
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(9D ()' ()( ()6 ()7 ()5 ()9 ()) ()? ()? ()8
ha!ter (9AWriting Web ontent

(9=( (9=6 (9=7 (9=5 (9=9 (9=) (9=? (9=8 (9=D (9=(' (9=(( #a/e 3ction Se2uences lear 3void Eargon Use 4amiliar Words Define 3cronyms and 3bbreviations Use 3bbreviations S!aringly Use #i,ed ase .ith Prose @imit the +umber of Words and Sentences @imit Prose $e,t on +avigation Pages Use 3ctive Joice Write *nstructions in the 3ffirmative #a/e 4irst Sentences Descri!tive
$able of ontents
()D
(?' (?( (?6 (?7 (?5 (?9 (?) (?? (?8
ha!ter ()A ontent %rgani:ation

()=( ()=6 ()=7 ()=5 ()=9 ()=) ()=? ()=8 ()=D %rgani:e *nformation learly 4acilitate Scanning 1nsure that +ecessary *nformation is Dis!layed Grou! Related 1lements #inimi:e the +umber of lic/s or Pages Design Luantitative ontent for Luic/ Understanding Dis!lay %nly +ecessary *nformation 4ormat *nformation for #ulti!le 3udiences Use olor for Grou!ing
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(8' (8( (8( (86 (87 (85 (89 (8) (8?
ha!ter (?ASearch
(?=( (?=6 (?=7 (?=5 (?=9 (?=) (?=? (?=8 (?=D 1nsure Usable Search Results Design Search 1ngines to Search the 1ntire Site #a/e U!!er- and @o.ercase Search $erms 12uivalent Provide a Search %!tion on 1ach Page Design Search 3round UsersB $erms 3llo. Sim!le Searches +otify Users .hen #ulti!le Search %!tions 1,ist *nclude Hints to *m!rove Search Performance Provide Search $em!lates
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(8D (D' (D' (D' (D( (D6 (D7 (D5 (D9 (D9 (D) (D) (D?
ha!ter (8AUsability $esting

(8=( (8=6 (8=7 (8=5 (8=9 (8=) (8=? (8=8 (8=D (8=(' (8=(( (8=(6 (8=(7 Use an *terative Design 3!!roach Solicit $est Partici!antsB omments 1valuate Web Sites Before and 3fter #a/ing hanges $as/s Prioriti:e Distinguish Bet.een 4re2uency and Severity Select the Right +umber of Partici!ants Use the 3!!ro!riate Prototy!ing $echnology Use *ns!ection 1valuation Results autiously Recogni:e the H1valuator 1ffectB 3!!ly 3utomatic 1valuation #ethods Use ognitive Wal/throughs autiously hoosing @aboratory vs& Remote $esting Use Severity Ratings autiously
(D8 Glossary 6'9 3!!endices 6(9 Sources 655 3uthor *nde, 695 *nde,
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*ntroduction
$he Research-Based Web Design & Usability Guidelines -Guidelines0 .ere develo!ed by the U&S& De!artment of Health and Human Services -HHS0" in !artnershi! .ith the U&S& General Services 3dministration& $his ne. edition of the Guidelines u!dates the original set of (8? guidelines" and adds 66 ne. ones& #any of the guidelines .ere edited" and numerous ne. references have been added& $here are no. 6'D guidelines& $he Guidelines .ere develo!ed to assist those involved in the creation of Web sites to base their decisions on the most current and best available evidence& $he Guidelines are !articularly relevant to the design of information-oriented sites" but can be a!!lied across the .ide s!ectrum of Web sites& 0ho $re the Guidelines &or; $he !rimary audiences for the Guidelines are Web site managers" designers" and others involved in the creation or maintenance of Web sites& 3 secondary audience is researchers .ho investigate Web design issues& $his resource .ill hel! researchers determine .hat research has been conducted" and .here little or no research e,ists& 0hy 0ere the Guidelines #reated; HHS created this set of guidelines for several reasons= (0 $o create better and more usable health and human service Web sites& HHS is mandated to !rovide clear information in an efficient and effective manner to !atients" health !rofessionals" researchers" and the !ublic& $ranslating the latest Web design research into a !ractical" easy-to-use format is essential to the effective design of HHSB numerous Web sites& $he a!!roach ta/en to !roduce the Guidelines is consistent .ith HHSB overall health information dissemination model that involves ra!idly collecting" organi:ing" and distributing information in a usable format to those .ho need it& 60 $o !rovide 2uantified" !eer-revie.ed Web site design guidelines& $his resource does not e,ist any.here else& #ost Web design guidelines are lac/ing /ey information needed to be effective& 4or e,am!le" many guideline sets= M 3re based on the !ersonal o!inions of a fe. e,!erts> M Do not !rovide references to su!!ort them> M Do not !rovide any indication as to .hether a !articular guideline re!resents a consensus of researchers" or if it has been derived from a one-time" non-re!licated study> and M Do not give any information about the relative im!ortance of individual guidelines&
*ntroduction
,, ,vi
By addressing these issues" the Guidelines .ill hel! enable organi:ations to ma/e more effective design decisions& 1ach guideline in this boo/ sho.s a rating of its BRelative *m!ortanceB to the success of a Web site" and a rating of the BStrength of 1videnceB su!!orting the guideline& Professional Web designers" usability s!ecialists" and academic researchers contributed to these ratings& $he ratings allo. the user to 2uic/ly ascertain .hich guidelines have the greatest im!act on the success of a Web site" and to determine the nature and 2uality of the su!!orting evidence& $he BRelative *m!ortanceB and BStrength of 1videnceB ratings are uni2ue to this set of guidelines& 70 $o stimulate research into areas that .ill have the greatest influence on the creation of usable Web sites& $here are numerous Web design 2uestions for .hich a research-based ans.er cannot be given& While there are ty!ically more than ("''' !a!ers !ublished each year related to Web design and usability" much of this research is not based on the most im!ortant -or most common0 2uestions being as/ed by Web designers& By !roviding an e,tensive list of sources and BStrength of 1videnceB ratings in the Guidelines" HHS ho!es to highlight issues for .hich the research is conclusive and attract researchersB attention to the issues most in need of ans.ers& 3ow to #ontrib(te $dditional Re&erences; $he authors of the Guidelines attem!ted to locate as many references and source documents as !ossible& Ho.ever" some im!ortant Guidelines may not have been created" and some a!!licable references may have been missed& Readers .ho are a.are of an original reference !ertaining to an e,isting guideline" or .ho have a suggestion for a ne. research-based guideline" should submit an email to= infoNusability&gov& Please include the follo.ing information in your email= M Reference informationAauthor" title" !ublication date" source" etc& -Remember" boo/s are usually not original references&0> M $he guideline to .hich the reference a!!lies> M *f suggesting a ne. guideline" a draft of the guideline> and M 3 co!y of the source -or a lin/ to it0" if available& $his information .ill hel! the authors maintain the Guidelines as a current and accurate resource&
*ntroduction "
@in @in/ @a s bel /s *ntr s odu @a ctio an bel n ds an $itl d $it
les" He adi ngs
"s !here an Online Version o& these Guidelines; HHS has created an online version that can be found at ...&usability&gov& $he online version !rovides users .ith the o!!ortunity to search for s!ecific to!ics&
,vii
Ho. to Use the Guidelines

Successful use of the Guidelines de!ends on ho. they are disseminated and used .ithin an organi:ation& Sim!ly !roviding the Guidelines to designers and managers may not be enough to s!ur the ado!tion and use of these guidelines& $he Guidelines offer benefits to four /ey audiences= M %esi'ners $he Guidelines !rovide a clear sense of the range of issues that designersAes!ecially those ne. to the fieldAneed to consider .hen !lanning and designing a Web site& 3!!lying the Guidelines .ill hel! to reduce the negative im!acts of Bo!inion-drivenB design" and referring to evidence-based guidance can reduce the clashes resulting from differences of o!inion bet.een design team members& M Usability S+ecialists $he Guidelines .ill hel! usability s!ecialists evaluate the designs of Web sites& 4or e,am!le" usability s!ecialists can use the Guidelines as a chec/list to aid them during their revie. of Web sites& $hey also can create customi:ed chec/lists that focus on the BRelative *m!ortanceB and BStrength of 1videnceB scales associated .ith each guideline& 4or e,am!le" a usability s!ecialist can create a chec/list that only focuses on the to! 69 most im!ortant issues related to the success of a Web site& M Mana'ers $he Guidelines .ill !rovide managers .ith a good overvie. and dee! understanding of the .ide range of usability and Web design issues that designers may encounter .hen creating Web sites& $he Guidelines also !rovide managers .ith a Bstandard of usabilityB for their designers& #anagers can re2uest that designers follo. relevant !ortions of the Guidelines and can use the Guidelines to set !riorities& 4or e,am!le" during timeframes that re2uire ra!id design" managers can identify guidelines deemed most im!ortant to the success of a Web siteAas defined by the BRelative *m!ortanceB score associated .ith each guidelineAand re2uire designers to focus on im!lementing those selected guidelines& M Researchers Researchers involved in evaluating Web design and Web !rocess issues can use this set of Guidelines to determine .here ne. research is needed& Researchers can use the sources of evidence !rovided for each guideline to assess the research that has been
@in Hea din /s gs" din $it les" gs" an

es"
d $itl
and @ab els
,viii
conducted" and to determine the need for additional research to increase the validity of the !revious findings" or to challenge these findings& Perha!s more im!ortantly" researchers also can use the Guidelines and their sources to formulate ne. and im!ortant research 2uestions& O+tions &or "m+lementin' the Guidelines $here are a variety of .ays to use the Guidelines in Web site develo!ment efforts& Users can read the boo/ from beginning to end to become familiar .ith all of the guidelines& $he boo/ also can be used as a reference to ans.er s!ecific Web site design 2uestions& $he Guidelines can be customi:ed to fit most organi:ationsB needs& $he customi:ation !rocess can be a!!roached in several .ays= M 1ncourage /ey sta/eholders andFor decision ma/ers to revie. the full set of guidelines and identify /ey guidelines that meet their Web design needs& 4or e,am!le" an organi:ation may be develo!ing !ortal Web sites that focus e,clusively on lin/ing to other Web sites -as o!!osed to lin/ing to content .ithin its o.n Web site0& $herefore" it may focus more on selecting guidelines from the Bdesigning lin/sB and BnavigationB cha!ters and less from the content-related cha!ters& M Selected guidelines can be merged .ith e,isting standards and guidelines currently used .ithin an organi:ation& $his may reduce the number of documents or online tools that designers must reference" and im!rove the ado!tion and use of e,isting standards and the Guidelines& M $he BRelative *m!ortanceB and BStrength of 1videnceB scales can be used to !rioriti:e .hich guidelines to im!lement& 4or e,am!le" on !age 6'9 of this boo/" the guidelines are listed in order of relative im!ortance& Using this list" designers can focus on im!lementing the 69 or 9' most im!ortant guidelines& *n turn" the BStrength of 1videnceB ratings on !age 6(' can be used to determine the guidelines in .hich a designer can !lace the greatest confidence& onversely" the guidelines .ith the lo.est BStrength of 1videnceB ratings could indicate .here more time should be devoted during usability testing& $o hel! readers customi:e these guidelines to meet their organi:ationBs needs" an electronic co!y of the Guidelines is !osted at htt!=FFusability&govF& M 4inally" Ben Shneiderman" Ph&D&" suggests four .ays to enhance the a!!lication of the Guidelines= education" enforcement" e,em!tion" and enhancement& Please read his fore.ord to consider other .ays to successfully im!lement the Guidelines&
,i,
#onsiderations Be&ore Usin' the Guidelines $he guidelines are intended to im!rove the design and usability of information-based Web sites" but also can be a!!lied across the .ide s!ectrum of Web sites& When using the guidelines" it is hel!ful to remember that= M Within each cha!ter of this boo/" the guidelines are ordered according to their BRelative *m!ortanceB ratings& $hat is" the most im!ortant guidelines are to.ard the beginning of a cha!ter and the less im!ortant ones are to.ard the end& M Readers may have a tendency to thin/ that guidelines .ith one or t.o bullets on the BRelative *m!ortanceB scale are not im!ortant& Ho.ever" it is crucial to note that all guidelines in this boo/ .ere rated as at least Bsome.hat im!ortantB by the revie. team" other.ise they .ould not have been selected for inclusion in the boo/& $herefore" a guideline .ith one or t.o bullets is still im!ortant" ;ust relatively less so than a guideline .ith four or five bullets& M $he guidelines may not be a!!licable to all audiences and conte,ts& 4or e,am!le" they may not a!!ly to Web sites used by audiences .ith lo. literacy s/ills that have s!ecial terminology and layout needs& *n general" these guidelines a!!ly to 1nglish language Web sites designed for adults .ho are bet.een (8 and ?9 years of age& M $he guidelines may not ade2uately consider the e,!erience of the designer& 4or e,am!le" a designer may have s!eciali:ed /no.ledge about designing for a !articular audience or conte,t& $hese guidelines are ada!table and are not fi,ed rules& M $he guidelines may not reflect all evidence from all disci!lines related to Web design and usability& onsiderable effort has been made to include research from a variety of fields including human factors" cognitive !sychology" com!uter science" usability" and technical communication& Ho.ever" other disci!lines may have valuable research that is not reflected in the guidelines& M Some BStrength of 1videnceB ratings are lo. because there is a lac/ of research for that !articular issue& $he BStrength of 1videnceB scale used to rate each guideline .as designed to !ut a high value on research-based evidence" but also to ac/no.ledge e,!erience-based evidence including e,!ert o!inions& @o. BStrength of 1videnceB ratings should encourage the research of issues that are not currently investigated&
,,
Bac/ground and #ethodology

$he U&S& De!artment of Health and Human Services -HHS0 Research- Based Web Design & Usability Guidelines -Guidelines0 !ro;ect began in #arch of 6'''& Since that time" each guideline !resented in this boo/ has undergone an e,tensive internal and e,ternal revie.& $he !rocess used to create the Guidelines is !resented here& Ste+ <: #reatin' the "nitial Set o& G(idelines HHS .anted to develo! a set of guidelines that could hel! designers build Web sites that are based on the best available research& $he initial set of guidelines .ere dra.n from e,isting Web design guideline and style guides" !ublished research articles" research summaries" !ublicly available usability test re!orts" and lessons learned from in-house usability tests& $his effort resulted in more than 9'' guidelines& Ste+ =: Reviewin' the "nitial Set o& G(idelines $he initial seat of 9'' guidelines .as far too many for Web site designers to use effectively& 3n internal revie. !rocess .as conducted to= M identify and combine du!licate guidelines& M identify and resolve guidelines that conflicted .ith each other> and M re.ord unclear guidelines& 1ach of the revie.ers had e,!erience in Web site design" usability engineering" technical communication" soft.are design" com!uter !rogramming andFor human-com!uter interaction& $his internal revie. reduced the initial set of guidelines to 7D8& Ste+ >: %eterminin' the /Relative "m+ortance/ o& Each G(ideline $o determine the BRelative im!ortanceB of each guideline" () e,ternal revie.ers .ere recruited& Half of these revie.ers .ere Web site designers and half .ere usability s!ecialists& 1ach revie.er evaluated each guideline and assigned a rating based on the 2uestion" BHo. im!ortant is this guideline to the success of a Web siteOB $hose guidelines that .ere rated as having little im!ortance to the success of a Web site .ere eliminated& $he set of guidelines no. .as reduced to 68?& Ste+ ?: %eterminin' the /Stren'th o& Evidence/ &or Each G(ideline $he ne,t ste! .as to generate a BStrength of 1videnceB rating for each guideline& $o do this" a grou! of eight usability researchers" !ractitioners and authors .ere recruited& $hese revie.ers .ere all !ublished researchers .ith doctoral degrees" e,!erienced !eer revie.ers" and /no.ledgeable of e,!erimental design& $hese revie.ers constructed a set of criteria for ;udging the strength of the evidence for each guideline" .hich .as used as the BStrength of 1videnceB scale&
,,i
Ste+ @: Findin' Gra+hic E*am+les &or the Guidelines #ost of the guidelines re2uired a gra!hic e,am!le to ensure that users clearly understand the meaning of the guideline& $he !ro;ect team identified and revie.ed several !ossible e,am!les for each guideline" and selected the best e,am!les& During this activity" the number of guidelines .as further reduced& Ste+ A: Gro(+in', Or'ani9in', and Usability !estin' the Guidelines $o ensure that the information about s!ecific Web design issues is easy to find" a grou! of 6' Web site designers .ere as/ed to !artici!ate in a formal Bgrou!ingB of the guidelines by !artici!ating in a card-sorting e,ercise& 1ach of the t.enty individuals !ut the guidelines into grou!s that reflected ho. they thin/ about Web design issues" and then !rovided a name for each grou!& Data from this e,ercise .as analy:ed .ith s!ecially develo!ed soft.are and formed the cha!ters of this boo/& Several draft !age layouts in !rint format .ere develo!ed for this boo/& $hese drafts .ere usability tested to determine ho. best to facilitate readersB ability to locate and understand information on a !age& $hese findings" as .ell as readersB !references" served as the basis for the final !age layout& $he final set that .as !ublished in 6''5 contained (8? guidelines& Ste+ B: U+datin' the Set o& Guidelines Since !ublishing the 6''5 edition of the Research-Based Web Design and Usability Guidelines" the research literature has been continually searched for ne. and useful research-based information& We identified ne. relevant research that enabled us to substantially revise -u!date0 6( e,isting guidelines" and to add 66 ne. guidelines& #inor editing changes .ere made to a fe. other guidelines& $he ne. and revised guidelines .ere edited by three different" inde!endent grou!s of com!uter !rofessionals& 3fter editing" the final number of guidelines .as 6'D& $he BRelative *m!ortanceB ratings .ere revised based on a ne. survey in .hich 7) Web site !rofessionals res!onded to an online survey& 1ach of these !eo!le revie.ed each of the e,isting 6'D guidelines and rated each one on a @i/ert-li/e im!ortance scale .ith the anchors set at B*m!ortantB to BJery *m!ortant&B $he BStrength of 1videnceB ratings .ere revised for those guidelines .here ne. research .as re!orted& *n this case" (7 usability !rofessionals rated each of the ne. and revised guidelines" and assigned BStrength of 1videnceB ratings& $he raters all .ere very familiar the research literature" all had conducted their o.n studies" and there .as a high level of agreement in their ratings - ronbachBs al!ha P &D60& $he criteria used for ma/ing the BStrength of 1videnceB estimates is sho.n on the ne,t !age&
*ntr odu ctio n
,,ii
$he BStrength of 1videnceB ratings .ere revised for those guidelines .here ne. research .as re!orted& *n this case" (7 usability !rofessionals rated each of the ne. and revised guidelines" and assigned BStrength of 1videnceB ratings& $he raters all .ere very familiar the research literature" all had conducted their o.n studies" and there .as a high level of agreement in their ratings - ronbachBs al!ha P &D60& $he criteria used for ma/ing the BStrength of 1videnceB estimates is sho.n belo.= @ C Stron' Research S(++ort M umulative and com!elling" su!!orting research-based evidence M 3t least one formal" rigorous study .ith conte,tual validity M +o /no.n conflicting research-based findings M 1,!ert o!inion agrees .ith the research ? C Moderate Research S(++ort M umulative research-based evidence M $here may or may not be conflicting research-based findings M 1,!ert o!inion M $ends to agree .ith the research" and M 3 consensus seems to be building > C 0ea) Research S(++ort M @imited research-based evidence M onflicting research-based findings may e,ist - andFor M $here is mi,ed agreement of e,!ert o!inions = C Stron' E*+ert O+inion S(++ort M +o research-based evidence M 1,!erts tend to agree" although there may not be a consensus M #ulti!le su!!orting e,!ert o!inions in te,tboo/s" style guides" etc& M Generally acce!ted as a Bbest !racticeB or reflects Bstate of !racticeB < C 0ea) E*+ert O+inion S(++ort M +o research-based evidence M @imited or conflicting e,!ert o!inion
(
Design Process and 1valuation $here are several usability-related issues"
methods" and !rocedures that re2uire careful consideration .hen designing and develo!ing Web sites& $he most im!ortant of these are !resented in this cha!ter" including Bu!-frontB issues such as setting clear and concise goals for a Web site" determining a correct and e,haustive set of user re2uirements" ensuring that the Web site meets userBs e,!ectations" setting usability goals" and !roviding useful content& $o ensure the best !ossible outcome" designers should consider a full range of user-interface issues" and .or/ to create a Web site that enables the best !ossible human !erformance& $he current research suggests that the best .ay to begin the construction of a Web site is to have many different !eo!le !ro!ose design solutions -i&e&" !arallel design0" and then to follo. u! using an iterative design a!!roach& $his re2uires conducting the a!!ro!riate usability tests and using the findings to ma/e changes to the Web site&
Design Process and 1valuation
Research-Based Web Design & Usability Gui delines
(=( Provide Useful ontent

Guideline= Provide content that is engaging" relevant"
and a!!ro!riate to the audience&
Relative *m!ortance= Strength of 1vidence=
omments= ontent is the information !rovided on a Web site& Do not .aste resources !roviding easy access and good usability to the .rong content& %ne study found that content is the most critical element of a Web site& %ther studies have re!orted that content is more im!ortant than navigation" visual design" functionality" and interactivity& Sources= 3sher" (D8'> Badre" 6''6> Bald.in" Peleg-Bruc/ner and #c lintoc/"
(D89> elsi and %lson" (D88> 1vans" (DD8> @evine" (DD)> +ielsen and $ahir" 6''6> +ielsen" (DD?b> +ielsen" 6'''> Ra;ani and Rosenberg" (DDD> Sano" (DD)> Sinha" et al&" 6''(> S!yrida/is" 6'''> Stevens" (D8'&
(=6 1stablish User Re2uirements

Guideline= Use all available resources to better
understand usersB re2uirements&
omments= $he greater the number of e,changes of information .ith !otential users" the better the develo!ersB understanding of the usersB re2uirements& $he more information that can be e,changed bet.een develo!ers and users" the higher the !robability of having a successful Web site& $hese could include customer su!!ort lines" customer surveys and intervie.s" bulletin boards" sales !eo!le" user grou!s" trade sho. e,!eriences" focus grou!s" etc& Successful !ro;ects re2uire at least four -and average five0 different sources of information& Do not rely too heavily on user intermediaries&
$he information gathered from e,changes .ith users can be used to build Buse cases&B Use cases describe the things that users .ant and need the Web site to be able to do& *n one study" .hen com!ared .ith traditional functionoriented analyses" use cases !rovided a s!ecification that !roduced better user !erformance and higher user !references&
Sources= 3d/isson" 6''6> Brinc/" Gergle and Wood" 6''6> Buller" et al&"
6''(> oble" Karat and Kahn" (DD?> Keil and armel" (DD9> @i and Henning" 6''7> +orman" (DD7> %sborn and 1lliott" 6''6> Ramey" 6'''> Jora" (DD8> Qimmerman" et al&" 6''6&
Research-Based Web Design & Usability G uidelines
See !age ,,ii for detailed descri!tions of the rating scales
(=7 Understand and #eet UserBs 1,!ectations

Guideline= 1nsure that the Web site format meets
user e,!ectations" es!ecially related to navigation" content" and organi:ation& Relative *m!ortance= Strength of 1vidence=
omments= %ne study found that users define RusabilityR as their !erce!tion of ho. consistent" efficient" !roductive" organi:ed" easy to use"
intuitive" and straightfor.ard it is to accom!lish tas/s .ithin a system& *t is im!ortant for designers to develo! an understanding of their usersB e,!ectations through tas/ analyses and other research& Users can have e,!ectations based on their !rior /no.ledge and !ast e,!erience& %ne study found that users acted on their o.n e,!ectations even .hen there .ere indications on the screen to counter those e,!ectations& $he use of familiar formatting and navigation schemes ma/es it easier for users to learn and remember the layout of a site& *tBs best to assume that a certain !ercentage of users .ill not use a Web site fre2uently enough to learn to use it efficiently& $herefore" using familiar conventions .or/s best&
Sources= arroll" (DD'> Det.eiler and %manson" (DD)> @ynch and Horton"
6''6> #cGee" Rich and Dumas" 6''5> S!ool" et al&" (DD?> Wilson" 6'''&
1,am!le=
The Copyright Office Web site meets user e pectations!lin"s to the most li"ely user acti#ities or $ueries %searching records& licensing and registering 'or"s& etc() are prominently displayed and logically ordered& and there are #ery fe' distractions on the page(
(=5 *nvolve Users in 1stablishing User Re2uirements

Guideline= *nvolve users to im!rove the com!leteness Relative *m!ortance=
and accuracy of user re2uirements&
omments= %ne of the basic !rinci!les of usercentered design is the early and continual focus on users& 4or this reason" user involvement has become a .idely acce!ted !rinci!le in the develo!ment of
Strength of 1vidence=
usable systems& *nvolving users has the most value .hen trying to im!rove the com!leteness and accuracy of user re2uirements& *t is also useful in hel!ing to avoid unused or little-used system features& User involvement may im!rove the level of user acce!tance" although the research is not yet clear that it does in all cases& $here is little or no research suggesting that user involvement leads to more effective and efficient use of the system& 4inally" the research suggests that users are not good at hel!ing ma/e design decisions& $o summari:e" users are most valuable in hel!ing designers /no. .hat a system should do" but not in hel!ing designers determine ho. best to have the system do it&
Sources= Bar/i and Hart.ic/" (DD(> Baroudi" %lson and *ves" (D8)> 4oster
and 4ran:" (DDD> Heinbo/el" et al&" (DD)> *ves and %lson" (D85> Ku;ala" 6''7> #cKeen and Guimaraes" (DD?&
(=9 Set and State Goals

Guideline= *dentify and clearly articulate the !rimary
goals of the Web site before beginning the design !rocess&
Relative *m!ortance=
omments= Before starting design .or/" identify the !rimary goals of the Web site -educate" inform" entertain" sell" etc&0& Goals determine the audience" content" function" and the siteBs uni2ue loo/ and feel& *t is also a good idea to communicate the goals to" and develo! consensus for the site goals from" management and those .or/ing on the Web site& Sources= Badre" 6''6>
(DD)& oney and Steehouder" 6'''> Det.eiler and %manson"
(=) 4ocus on Performance Before Preference

Guideline= *f user !erformance is im!ortant" ma/e
decisions about content" format" interaction" and navigation before deciding on colors and decorative gra!hics& Relative *m!ortance= Strength of 1vidence=
omments= 4ocus on achieving a high rate of user !erformance before dealing .ith aesthetics& Gra!hics issues tend to have little im!act" if any" on usersB success rates or s!eed of !erformance& Sources= Baca and
assidy" (DDD> Grose" et al&" (DDD> $ractins/y" (DD?&
(=? onsider #any User *nterface *ssues

Guideline= onsider as many user interface issues
as !ossible during the design !rocess&
omments= onsider numerous usability-related issues during the creation of a Web site& $hese can include= the conte,t .ithin .hich users .ill be visiting a Web site> the e,!erience levels of the users> the ty!es of tas/s users .ill !erform on the site> the ty!es of com!uter and connection s!eeds used .hen visiting the site> evaluation of !rototy!es> and the results of usability tests& Sources= Bailey" (DD)> Buller" et al&" 6''(> Graham" Kennedy and Benyon"
6'''> #ayhe." (DD6> #iller and Stimart" (DD5> Qimmerman" et al&" 6''6&
(=8 Be 1asily 4ound in the $o! 7'

Guideline= *n order to have a high !robability of being
accessed" ensure that a Web site is in the Hto! 7'B references !resented from a ma;or search engine&
omments= %ne study sho.ed that users usually do not loo/ at Web sites that are not in the Bto! 7'&B Some of the features re2uired to be in the Hto! 7'B include a!!ro!riate meta-content and !age titles" the number of lin/s to the Web site" as .ell as u!dated registration .ith the ma;or search engines& Sources= 3mento" et al&" (DDD> Dumais"
6''6> S!in/" Bateman and Eansen" (DDD& utrell and hen" 6''(> @ynch and Horton"
1,am!le=
The belo' snippet of html code illustrates one important 'ay of ensuring that a Web site 'ill be found by search engines!embedding "ey'ord metatags( These "ey'ords are read by search engines and used to categori*e Web sites+ understanding typical users 'ill pro#ide clues as to 'hat "ey'ords should be used(
Dmeta nameEFdescri+tionF contentEF!he O&&icial 0ebsite o& the Federal B(rea( o& "nvesti'ationFG Dmeta nameEFtitleF contentEFFederal B(rea( o& "nvesti'ationFG Dmeta nameEFs(b5ectF contentEFFederal B(rea( o& "nvesti'ation, FB", F.B."., !he B(rea(, G4man, G4men, M(eller, "ntelli'ence, !errorism, #o(n4 terterrorism, #o(nterintelli'ence, Es+iona'e, #rime, Most 0anted, 1. Ed'ar 3oover, %e+artment o& 1(stice, Fra(d, Money La(nderin', -(blic #orr(+tion, #yber, Fin'er+rints, Be #rime Smart, S(bmit $ #rime !i+, E4Scams, &orensics, 6ids -a'e, 5obs, careersFG
(=D Set Usability Goals

Guideline= Set !erformance goals that include success
rates and the time it ta/es users to find s!ecific information" or !reference goals that address satisfaction and acce!tance by users&
omments= Setting user !erformance andFor !reference goals hel!s develo!ers build better Web sites& *t can also hel! ma/e usability testing more effective& 4or e,am!le" some intranet Web sites have set the goal that information .ill be found eighty !ercent of the time and in less than one minute& Sources= Baca and
Sears" (DD9& assidy" (DDD> Bradley and Eohn/" (DD9> Grose" et al&" (DDD>
(=(' Use Parallel Design

Guideline= Have several develo!ers inde!endently
!ro!ose designs and use the best elements from each design&
omments= Do not have individuals ma/e design decisions by themselves or rely on the ideas of a single designer& #ost designers tend to ado!t a strategy that focuses on initial" satisfactory" but less than o!timal" solutions& Grou! discussions of design issues -brainstorming0 do not lead to the best solutions&
$he best a!!roach is !arallel design" .here designers inde!endently evaluate the design issues and !ro!ose solutions& 3ttem!t to Hsaturate the design s!aceB before selecting the ideal solution& $he more varied and inde!endent the ideas that are considered" the better the final !roduct .ill be&
Sources= Ball" 1vans and Dennis&" (DD5> Buller" et al&" 6''(> #acbeth"
#oroney and Biers" 6'''> #cGre." 6''(> %vas/a and Raiha" (DD9> Qimmerman" et al&" 6''6&
See !age ,,ii for detailed descri!tions
of the rating scales
Research-Based W eb Design & Usabili ty Guidelines
(=(( Use Personas

Guideline= Use !ersonas to /ee! the design team
focused on the same ty!es of users&
omments= Personas are hy!othetical Bstand-insB for actual users that drive the decision ma/ing for interfaces& $hey are not real !eo!le" but they re!resent real !eo!le& $hey are not Bmade u!"B but are discovered as a by- !roduct of an investigative !rocess .ith rigor and !recision& *nterfaces should be constructed to satisfy the needs and goals of !ersonas&
Some usability s!ecialists feel that designers .ill have far more success designing an interface that meets the goals of one s!ecific !erson" instead of trying to design for the various needs of many& $he design team should develo! a believable !ersona so that everybody .ill acce!t the !erson& *t is usually best to detail t.o or three technical s/ills to give an idea of com!uter com!etency" and to include one or t.o fictional details about the !ersonaBs life& 1ven though a fe. observational studies have been re!orted" there are no research studies that clearly demonstrate im!roved Web site success .hen !ersonas are used& Kee! the number of !ersonas for each Web site relatively small C use three to five& 4or each !ersona include at least a first name" age" !hoto" relevant !ersonal information" and .or/ and com!uter !roficiency&
Sources= oo!er" (DDD> Good.in" 6''(> Head" 6''7&
6
%!timi:ing the User 1,!erience Web sites should be designed to facilitate and
encourage efficient and effective human-com!uter interactions& Designers should ma/e every attem!t to reduce the userBs .or/load by ta/ing advantage of the com!uterBs ca!abilities& Users .ill ma/e the best use of Web sites .hen information is dis!layed in a directly usable format and content organi:ation is highly intuitive& Users also benefit from tas/ se2uences that are consistent .ith ho. they ty!ically do their .or/" that do not re2uire them to remember information for more than a fe. seconds" that have terminology that is readily understandable" and that do not overload them .ith information& Users should not be re2uired to .ait for more than a fe. seconds for a !age to load" and .hile .aiting" users should be su!!lied .ith a!!ro!riate feedbac/& Users should be easily able to !rint information& Designers should never H!ushB unsolicited .indo.s or gra!hics to users&
%!timi:ing the User 1,!erience
('
6=( Do +ot Dis!lay Unsolicited Windo.s or Gra!hics

Guideline= Do not have unsolicited .indo.s or
gra!hics H!o!-u!B to users& Relative *m!ortance= Strength of 1vidence=
@in/ s
omments= Users have commented that unsolicited

.indo.s or gra!hics that H!o! u!B are annoying and distracting .hen they are focusing on com!leting their original activity&
Sources= 3hmadi" 6'''&
6=6 *ncrease Web Site redibility

Guideline= %!timi:e the credibility of informationoriented Web sites&
omments= Based on the results of t.o large surveys" the most im!ortant Web site-related actions that organi:ations can do to hel! ensure high Web site credibility are to=
M M M M M M M M M Provide a useful set of fre2uently as/ed 2uestions -43L0 and ans.ers> 1nsure the Web site is arranged in a logical .ay> Provide articles containing citations and references> Sho. authorBs credentials> 1nsure the site loo/s !rofessionally designed> Provide an archive of !ast content -.here a!!ro!riate0> 1nsure the site is as u!-to-date as !ossible> Provide lin/s to outside sources and materials> and 1nsure the site is fre2uently lin/ed to by other credible sites&
Sources= 4ogg" 6''6> 4ogg" et al&" 6''(> @ightner" 6''7> +ielsen" 6''7&
Rese arch-
Based Web Design & Usability Guidelines
6=7 Standardi:e $as/ Se2uences

se2uence and manner across similar conditions&
(( ((
Guideline= 3llo. users to !erform tas/s in the same Strength of 1vidence= omments= Users learn certain se2uences of behaviors and !erform best .hen they can be reliably re!eated& 4or e,am!le" users become accustomed to loo/ing in either the left or right !anels for additional information& 3lso" users become familiar .ith the ste!s in a search or chec/out !rocess& Sources= Bovair" Kieras and Polson" (DD'>
:a;a and Sharit" (DD?> Det.eiler and %manson" (DD)> 4olt:" et al&" (D88> Kieras" (DD?> Polson and Kieras" (D89> Polson" Bovair and Kieras" (D8?> Polson" #uncher and 1ngelbac/" (D8)> Smith" Bubb-@e.is and Suh" 6'''> Sonderegger" et al&" (DDD> Qiegler" Ho!!e and 4ahnrich" (D8)&
1,am!le=
Drop-do'n bo es for date selection are consistent across the site& but one page places calendars in ,pop-up'indo's& 'hereas other pages in the site sho' the calendars( This can confuse users& and should be a#oided(
(6
6=5 Reduce the UserBs Wor/load

Guideline= 3llocate functions to ta/e advantage
of the inherent res!ective strengths of com!uters and users&
@in/ s
omments= @et the com!uter !erform as many tas/s as !ossible" so that users can concentrate on !erforming tas/s that actually re2uire human !rocessing and in!ut& 1nsure that the activities !erformed by the human and the com!uter ta/e full advantage of the strengths of each& 4or e,am!le" calculating body mass inde,es" remembering user *Ds" and mortgage !ayments are best !erformed by com!uters& Sources= Gerhardt-Po.als" (DD)>
(DD?& #oray and Butler" 6'''> Sheridan"
1,am!le=
When loo"ing to buy a house& users 'ill "no' the #alue of #ariables necessary to calculate a monthly payment %interest rate& loan amount& etc()& but are incapable of $uic"ly calculating it themsel#es(
uideli nes Research-Based Web Design & Usability G
6=9 Design for Wor/ing #emory @imitations

Guideline= Do not re2uire users to remember
information from !lace to !lace on a Web site& Relative *m!ortance= Strength of 1vidence=
(7
@in /s
omments= Users can remember relatively fe.

items of information for a relatively short !eriod of time& $his B.or/ing memoryB ca!acity tends to lessen even more as !eo!le become older& %ne
study com!ared the .or/ing memory !erformance of age grou!s 67-55 years and )(-)8 years& $he younger grou! !erformed reliably better than the older grou!& When users must remember information on one Web !age for use on another !age or another location on the same !age" they can only remember about three or four items for a fe. seconds& *f users must ma/e com!arisons" it is best to have the items being com!ared side-by-side so that users do not have to remember informationAeven for a short !eriod of time&
Sources= 3hlstrom and @ongo" 6''(> Baddeley" (DD6> Bailey" 6'''a>

Broadbent" (D?9> Bro.n" (D98> oc/burn and Eones" (DD)> urry" #cDougall and de Brui;n" (DD8> 1vans" (DD8> Kennedy and Wil/es" (D?9> @e om!te" (DDD> @e om!te" 6'''> #acGregor" (D8?> #c1neaney" 6''(> +ordby" Raanaas and #agnussen" 6''6> Raanaas" +ordby and #agnussen" 6''6> S!yrida/is" 6'''&
6=) #inimi:e Page Do.nload $ime

Guideline= #inimi:e the time re2uired to
do.nload a Web siteBs !ages&
omments= $he best .ay to facilitate fast !age loading is to minimi:e the number of bytes !er !age& Sources= Barber and @ucas" (D87> Bouch" Kuchins/y and Bhatti" 6'''> Byrne"
et al&" (DDD> 1vans" (DD8> @ynch and Horton" 6''6> +ielsen" (DD?d> S!ool" et al&" (DD?> $iller and Green" (DDD&
(5
6=? Warn of H$ime

Guideline= @et users /no. if a !age is !rogrammed
to Btime out"B and .arn users before time e,!ires so they can re2uest additional time&
%utsB
omments= Some !ages are designed to Btime outB automatically -usually because of security reasons0& Pages that re2uire users to use them .ithin a fi,ed amount of time can !resent !articular challenges to users .ho read or ma/e entries slo.ly& Sources= Koyani" 6''(a> United States Government" (DD8& 1,am!le=
Research-Based Web Design & Usability G
uideli nes
6=8 Dis!lay *nformation in a Directly Usable 4ormat

Guideline= Dis!lay data and information in a
format that does not re2uire conversion by the user& Relative *m!ortance= Strength of 1vidence=
(9
@in /s
omments= Present information to users in the most useful and usable format !ossible& Do not
re2uire users to convert or summari:e information in order for it to be immediately useful& *t is best to dis!lay data in a manner that is consistent .ith the standards and conventions most familiar to users& $o accommodate a multinational Web audience" information should be !rovided in multi!le formats -e&g&" centigrade and 4ahrenheit for tem!eratures0 or the user should be allo.ed to select their !referred formats -e&g&" the (6-hour cloc/ for 3merican audiences and the 65-hour cloc/ for 1uro!ean audiences0& Do not re2uire users to convert" trans!ose" com!ute" inter!olate" or translate dis!layed data into other units" or refer to documentation to determine the meaning of dis!layed data&
Sources= 3hlstrom and @ongo" 6''(> 1,am!le=
asner and @ar/in" (D8D> Galit:" 6''6> Gerhardt-Po.als" (DD)> +avai" et al&" 6''(> Smith and #osier" (D8)&
Displaying time in a ./-hour cloc" format is not suitable for U(0( ci#ilian audiences(
Recogni*e that there is a difference bet'een the data units used in science and medicine and those used generally( Data should be presented in the generally-accepted manner of the intended audience!in this case& pounds and ounces(
()
6=D 4ormat *nformation for Reading and Printing

Guideline= Pre!are information .ith the
e,!ectation that it .ill either be read online or !rinted& Relative *m!ortance= Strength of 1vidence=
@in/ s
omments= Documents should be !re!ared that are consistent .ith .hether users can be e,!ected to read the document online or !rinted& %ne study found that the ma;or reason !artici!ants gave for
deciding to read a document from !rint or to read it online .as the si:e of the document& @ong documents -over five !ages0 .ere !rinted" and short documents .ere read online& *n addition" users !referred to !rint information that .as related to research" !resentations" or su!!orting a !oint& $hey favored reading it online if for entertainment& Users generally favored reading documents online because they could do it from any.here at anytime .ith 65F? access& Users .ere inclined to !rint -a0 if the online document re2uired too much scrolling" -b0 if they needed to refer to the document at a later time" or -c0 the com!le,ity of the document re2uired them to highlight and .rite comments&
Sources= Shai/h and
ha!arro" 6''5&
6=(' Provide 4eedbac/ .hen Users #ust Wait

Guideline= Provide users .ith a!!ro!riate feedbac/
.hile they are .aiting& Relative *m!ortance= Strength of 1vidence=
omments= *f !rocessing .ill ta/e less than ('

seconds" use an hourglass to indicate status& *f !rocessing .ill ta/e u! to si,ty seconds or longer" use a !rocess indicator that sho.s !rogress to.ard
com!letion& *f com!uter !rocessing .ill ta/e over one minute" indicate this to the user and !rovide an auditory signal .hen the !rocessing is com!lete& Users fre2uently become involved in other activities .hen they /no. they must .ait for long !eriods of time for the com!uter to !rocess information& Under these circumstances" com!letion of !rocessing should be indicated by a nondisru!tive sound -bee!0&
Sources= Bouch" Kuchins/y and Bhatti" 6'''>

#eyer" Shinar and @eiser" (DD'> Smith and #osier" (D8)&
1,am!le=
6=(( *nform Users of @ong Do.nload $imes

Guideline= *ndicate to users the time re2uired
to do.nload an image or document at a given connection s!eed& Relative *m!ortance= Strength of 1vidence=
(?
@in /s
omments= Providing the si:e and do.nload time of large images or documents gives users sufficient information to choose .hether or not they are
.illing to .ait for the file to do.nload& %ne study concluded that su!!lying users .ith do.nload times relative to various connection s!eeds im!roves their Web site navigation !erformance&
Sources= am!bell and #aglio" (DDD> Det.eiler and %manson" (DD)> 1vans"
(DD8> +ielsen" 6'''&
1,am!le=
(8
6=(6 Develo! Pages that Will Print Pro!erly

Guideline= *f users are li/ely to !rint one or more
!ages" develo! !ages .ith .idths that !rint !ro!erly& Relative *m!ortance= Strength of 1vidence=
@in/ s
omments= *t is !ossible to dis!lay !ages that are too .ide to !rint com!letely on standard 8&9 , (( inch !a!er in !ortrait orientation& 1nsure that margin to margin !rinting is !ossible& Sources= 3hlstrom and @ongo" 6''(> 1vans" (DD8> Gerhardt-Po.als" (DD)>
@ynch and Horton" 6''6> S!yrida/is" 6'''> $ullis" 6''(> Qhang and Seo" 6''(&
1,am!le=
0ections of this page are trimmed 'hen printed on standard 1(2 33 paper because of the design of the page(
6=(7 Do +ot Re2uire Users to #ultitas/ While Reading

Guideline= *f reading s!eed is im!ortant" do not
re2uire users to !erform other tas/s .hile reading from the monitor& Strength of 1vidence= Relative *m!ortance=
(D
@in /s
omments= Generally" users can read from a monitor as fast as they can from !a!er" unless they are re2uired to !erform other tas/s that
re2uire human B.or/ing memoryB resources .hile reading& 4or e,am!le" do not re2uire users to loo/ at the information on one !age and remember it .hile reading the information on a second !age& $his can reliably slo. their reading !erformance&
Sources= Baddeley" (D8)> 1vans" (DD8> #ayes" Sims and Koonce" 6'''>
S!yrida/is" 6'''&
6=(5 Use UsersB $erminology in Hel! Documentation

Guideline= When giving guidance about using a
Web site" use the usersB terminology to describe elements and features& Relative *m!ortance= Strength of 1vidence=
omments= $here is varied understanding among users as to .hat many Web site features are called" and in some cases" ho. they are used&
$hese features include Bbreadcrumbs"B changing lin/ colors after theyBve been clic/ed" the left and right !anels on the home!age" the tabs at the to! of many home!ages" and the search ca!ability& 4or e,am!le" if the term BbreadcrumbB is used in the hel! section" give enough conte,t so that a user unfamiliar .ith that term can understand your guidance& *f you refer to the Bnavigation bar"B e,!lain to .hat you are referring& 1ven if users /no. ho. to use an element" the terms they use to describe it may not be the same terms that a designer .ould use&
Sources= Bailey" Koyani and +all" 6'''> 4oley and Wallace" (D?5> 4urnas" et al&"
(D8?> Scanlon and Schroeder" 6'''&
6=(9 Provide Printing %!tions

6'
Guideline= Provide a lin/ to a com!lete !rintable or

do.nloadable document if there are Web !ages" documents" resources" or files that users .ill .ant to !rint or save in one o!eration&
@in/ s
omments= #any users !refer to read te,t from a !a!er co!y of a $hey find this to be more convenient" and it allo.s them to ma/e !a!er& Users sometimes !rint !ages because they do not trust the have !ages for them at a later date" or they thin/ they .ill not be them again&
+ielsen" (DD?e&
document& notes on the Web site to able to find
Sources= Det.eiler and %manson" (DD)> @evine" (DD)> @ynch and Horton" 6''6> 1,am!le=
Clic"ing on the ,4rint 5riendly- lin" 'ill open a ne' bro'ser 'indo' that allo's the user to choose the sections of the document they 'ish to print( This is particularly useful for long documents& 'here users may only be interested in a particular section(
6=() Provide 3ssistance to Users

Guideline= Provide assistance for users .ho need
additional hel! .ith the Web site&
6(
@in /s
omments= Users sometimes re2uire s!ecial assistance& $his is !articularly im!ortant if the site .as designed for ine,!erienced users or has many first time users& 4or e,am!le" in one Web site that .as designed for re!eat users" more than one-third of users -thirtysi, !ercent0 .ere first time visitors& 3 s!ecial lin/ .as !re!ared that allo.ed ne. users to access more information about the content of the site and described the best .ay to navigate the site& Sources= ovi and 3c/erman" (DD9> #orrell" et al&" 6''6> +all" Koyani and
@afond" 6''(> Plaisant" et al&" (DD?&
1,am!le=
3ccessibility
7
3ccessibility Web sites should be designed to ensure that
everyone" including users .ho have difficulty seeing" hearing" and ma/ing !recise movements" can use them& Generally" this means ensuring that Web sites facilitate the use of common assistive technologies& 3ll United States 4ederal Government Web sites must com!ly .ith the Section 9'8 4ederal 3ccessibility Standards& With the e,ce!tion of Guideline 6=? and Guideline D=)" all accessibility- related guidelines are found in this cha!ter& $he sam!le of users .ho organi:ed these guidelines assigned these t.o guidelines to other cha!ters& -See !age ,,v" Ste! ? for more on ho. the guidelines .ere organi:ed&0 Some of the ma;or accessibility issues to be dealt .ith include= M Provide te,t e2uivalents for non-te,t elements> M 1nsure that scri!ts allo. accessibility> M Provide frame titles> M 1nable users to s/i! re!etitive navigation lin/s> M 1nsure that !lug-ins and a!!lets meet the re2uirements for accessibility> and M Synchroni:e all multimedia elements& Where it is not !ossible to ensure that all !ages of a site are accessible" designers should !rovide e2uivalent information to ensure that all users have e2ual access to all information& 4or more information on Section 9'8 and accessibility" see ...&section9'8&gov
7=( om!ly .ith Section 9'8

Guideline= *f a Web site is being designed for
Relative *m!ortance= S
67
3ccessibility
Strength of 1vidence= the United States government" ensure that it meets the re2uirements of Section 9'8 of the Rehabilitation 3ct& *deally" all Web sites should strive to be accessible and com!liant .ith Section 9'8&
omments= Section 9'8 re2uires 4ederal agencies to ensure that their !rocurement of information technology ta/es into account the needs of all usersAincluding !eo!le .ith disabilities& 3bout eight !ercent of the user !o!ulation has a disability that may ma/e the traditional use of a Web site very difficult or im!ossible& 3bout four !ercent have vision-related disabilities" t.o !ercent have movement-related issues" one !ercent have hearing-related disabilities" and less than one !ercent have learning-related disabilities&
om!liance .ith Section 9'8 enables 4ederal em!loyees .ith disabilities to have access to and use of information and data that is com!arable to that !rovided to others& $his also enhances the ability of members of the !ublic .ith disabilities to access information or services from a 4ederal agency& 4or additional information on Section 9'8 and accessibility= M htt!=FF...&section9'8&gov M htt!=FF...&.7&orgFW3*F
Sources= GJU" Georgia *nstitute of $echnology" (DD8> United States

Government" (DD8&
7=6 Design 4orms for Users Using 3ssistive $echnologies

Guideline= 1nsure that users using assistive
technology can com!lete and submit online forms& Relative *m!ortance= S Strength of 1vidence=
omments= #uch of the information collected
through the *nternet is collected using online forms& 3ll users should be able to access forms and interact .ith field elements such as radio buttons and te,t bo,es&
Sources= ovi and 3c/erman" (DD9> #orrell" et al&" 6''6> United States
Government" (DD8&
Regardless of the HRelative *m!ortanceB rating assigned by the revie.ers" U&S& S 4ederal Web sites must adhere to all Section 9'8 guidelines -see Guideline 7=(0&
65
7=7 Do +ot Use olor 3lone to onvey *nformation

Guideline= 1nsure that all information conveyed .ith
color is also available .ithout color& Relative *m!ortance= S
3ccessibility
omments= +ever use color as the only indicator for Strength of 1vidence= critical activities& 3bout eight !ercent of males and about one-half of one !ercent of females have difficulty discriminating colors& #ost users .ith color deficiencies have difficulty seeing colors in the green !ortion of the s!ectrum&
$o accommodate color-deficient users" designers should= M Select color combinations that can be discriminated by users .ith color deficiencies> M Use tools to see .hat Web !ages .ill loo/ li/e .hen seen by color deficient users> M 1nsure that the lightness contrast bet.een foreground and bac/ground colors is high> M *ncrease the lightness contrast bet.een colors on either end of the s!ectrum -e&g&" blues and reds0> and M 3void combining light colors from either end of the s!ectrum .ith dar/ colors from the middle of the s!ectrum&
Sources= Bailey" (DD)>
hisholm" Janderheiden and Eacobs" (DDDc> 1vans" (DD8> Hess" 6'''> @evine" (DD)> #urch" (D89> Rigden" (DDD> Smith and #osier" (D8)> Sullivan and #atson" 6'''> $horell and Smith" (DD'> $ullis" 6''(> United States Government" (DD8> Jischec/" 6''7> Wolfmaier" (DDD&
7=5 1nable Users to S/i! Re!etitive +avigation @in/s

Guideline= $o aid those using assistive
technologies" !rovide a means for users to s/i! re!etitive navigation lin/s& Relative *m!ortance= S Strength of 1vidence=
omments= Develo!ers fre2uently !lace a series of
routine navigational lin/s at a standard locationA usually across the to!" bottom" or side of a !age& 4or !eo!le using assistive devices" it can be a tedious and time-consuming tas/ to .ait for all of the re!eated lin/s to be read& Users should be able to avoid these lin/s .hen they desire to do so&
Sources= United States Government" (DD8&

7=9 Provide $e,t 12uivalents for +on-$e,t 1lements

Guideline= Provide a te,t e2uivalent for every nonte,t element that conveys information& Relative *m!ortance= S
69
3ccessibility
omments= $e,t e2uivalents should be used for all Strength of 1vidence= non-te,t elements" including images" gra!hical re!resentations of te,t -including symbols0" image ma! regions" animations -e&g&" animated G*4s0" a!!lets and !rogrammatic ob;ects" 3S ** art" frames" scri!ts" images used as list bullets" s!acers" gra!hical buttons" sounds" stand-alone audio files" audio trac/s of video" and video& Sources=
hisholm" Janderheiden and United States Government" (DD8& Eacobs" (DDDa> +ielsen" 6'''>
1,am!le=
6lt te t allo's the 'ith #isual impairments user to understand the meaning of the picture(
6)
7=) $est Plug-*ns and 3!!lets for 3ccessibility

Guideline= $o ensure accessibility" test any a!!lets"
!lug-ins or other a!!lications re2uired to inter!ret !age content to ensure that they can be used by assistive technologies& Relative *m!ortance= S Strength of 1vidence=
3ccessibility
omments= 3!!lets" !lug-ins and other soft.are can create !roblems for !eo!le using assistive technologies" and should be thoroughly tested for accessibility& Sources= United States Government" (DD8&
7=? 1nsure that Scri!ts 3llo. 3ccessibility

Guideline= When designing for accessibility" ensure
that the information !rovided on !ages that utili:e scri!ting languages to dis!lay content or to create interface elements can be read by assistive technology& Relative *m!ortance= S Strength of 1vidence=
omments= Whenever a scri!t changes the content of a !age" the change must be indicated in a .ay that can be detected and read by a screen reader& 3lso" if BmouseoversB are used" ensure that they can be activated using a /eyboard& Sources= United States Government" (DD8&
7=8 Provide 12uivalent Pages

Guideline= Provide te,t-only !ages .ith e2uivalent
information and functionality if com!liance .ith accessibility !rovisions cannot be accom!lished in any other .ay&
Relative *m!ortance= S Strength of 1vidence=
omments= When no other solution is available" one o!tion is to design" develo!" and maintain a !arallel Web site that does not contain any gra!hics& $he !ages" in such a Web site should be readily accessible" and facilitate the use of screen readers and other assistive devices&
3s a rule" ensure that te,t-only !ages are u!dated as fre2uently and contain all of the same information as their non-te,t counter!arts& 3lso inform users that te,t- only !ages are e,actly e2uivalent and as current as non-te,t counter!arts&
Sources= hisholm" Janderheiden and Eacobs"

(DDDe> United States Government" (DD8&
7=D Provide lient-Side *mage #a!s

Guideline= $o im!rove accessibility" !rovide clientside image ma!s instead of server-side image ma!s&
6?
3ccessibility
omments= lient-side image ma!s can be made fully accessible" .hereas server-side image ma!s cannot be made accessible .ithout em!loying a te,t alternative for each section of the ma!& $o ma/e client-side image ma!s accessible" each region .ithin the ma! should be assigned alt te,t that can be read by a screen reader or other assistive device& Designers must ensure that redundant te,t lin/s are !rovided for each active region of a server-side image ma!& Sources= United States Government" (DD8&
7=(' Synchroni:e #ultimedia 1lements

Guideline= $o ensure accessibility" !rovide
e2uivalent alternatives for multimedia elements that are synchroni:ed&
omments= 4or multimedia !resentations -e&g&" a movie or animation0" synchroni:e ca!tions or auditory descri!tions of the visual trac/ .ith the !resentation& Sources= 3hlstrom and @ongo" 6''(>
hisholm" Janderheiden and Eacobs" (DDDb> Galit:" 6''6> #ayhe." (DD6> United States Government" (DD8&
7=(( Do +ot Re2uire Style Sheets

Guideline= %rgani:e documents so they are
readable .ithout re2uiring an associated style sheet&
omments= Style sheets are commonly used to control Web !age layout and a!!earance& Style sheets should not ham!er the ability of assistive devices to read and logically !ortray information& Sources= United States Government" (DD8&
68
7=(6 Provide 4rame $itles

Guideline= $o ensure accessibility" !rovide frame titles
that facilitate frame identification and navigation&
3ccessibility
omments= 4rames are used to divide the bro.ser screen into se!arate areas" .ith each area !resenting different" but usually related" information& 4or e,am!le" a designer may use a frame to !lace navigational lin/s in the left !age" and !ut the main information in a larger frame on the right side& $his allo.s users to scroll through the information section .ithout disturbing the navigation section& lear and concise frame titles enable !eo!le .ith disabilities to !ro!erly orient themselves .hen frames are used& Sources= hisholm" Janderheiden and Eacobs" (DDDf> United States
Government" (DD8&
1,am!le=
4ro#iding frame titles li"e that circled 'ill allo' users 'ith #isual impairments to understand the purpose of the frame-s content or its function( 7ote that the right frame does not contain a title& and thus poses accessibility concerns(
7=(7 3void Screen 4lic/er

screen to flic/er .ith a fre2uency greater than 6 H: and lo.er than 99 H:&
Relative *m!ortance= S
Guideline= Design Web !ages that do not cause the Strength of 1vidence=
omments= 4ive !ercent of !eo!le .ith e!ile!sy are !hotosensitive" and may have sei:ures triggered by certain screen flic/er fre2uencies& #ost current monitors are unli/ely to !rovo/e sei:ures& Sources= United States Government" (DD8&
5
Hard.are and Soft.are Designers are rarely free to do .hatever comes to
mind& Eust as designers consider their usersB needs for s!ecific information" they must also consider any constraints im!osed on them by their usersB hard.are" soft.are" and s!eed of connection to the *nternet& $oday" a single o!erating system -#icrosoftBs TP0 dominates !ersonal com!uter mar/et& Similarly" only t.o Web site bro.sers are favored by the vast ma;ority of users& #ore than ninety !ercent of users have their monitors set to ('65,?)8" 8'',)'' or (68',('65 !i,el resolution& 3nd .hile most users at .or/ have high-s!eed *nternet access" many home users still connect using dial-u!& Within the constraints of available time" money" and resources" it is usually im!ossible to design for all users& $herefore" identify the hard.are and soft.are used by your !rimary and secondary audiences and design to ma,imi:e the effectiveness of your Web site&
Hard.are and Soft.are
7'
5=( Design for ommon Bro.sers

Guideline= Design" develo! and test for the most
common bro.sers&
omments= Designers should attem!t to accommodate ninety-five !ercent of all users& 1nsure that all testing of a Web site is done using the most !o!ular bro.sers&
Sources of information about the most commonly used bro.sers= M htt!=FF...&google&comF!ressF:eitgeist&html M htt!=FF...&thecounter&comFstatsF
Sources= 1vans" (DD8> Eu!itermedia or!oration" 6''7> #orrell" et al&"

6''6> +ielsen" (DD)b&
1,am!le=
This site& 'hen rendered on a 8acintosh& falls apart %right)( The 'ebsite should display properly on all platforms& as it does belo' 'hen rendered on a 4C(
5=6 3ccount for Bro.ser Differences

Guideline= Do not assume that all users .ill have
the same bro.ser features" and .ill have set the same defaults&
7(
omments= Users .ith visual im!airments tend to select larger fonts" and some users may turn off bac/grounds" use fe.er colors" or overrides font& $he designer should find out .hat settings most users are using" and s!ecify on the Web site e,actly .hat assum!tions .ere made about the bro.ser settings& Sources= 1vans" (DD8> @evine" (DD)& 1,am!le=
When using one popular bro'ser& mo#ing the mouse o#er the tabs at the top of the page and left-clic"ing 'ill re#eal a drop-do'n menu 'ith na#igation choices( This functionality is not a#ailable 'hen using another popular bro'ser& 'here a single left clic" 'ill ta"e you to a ne' page entitled ,6ir& Car & 9otel(-
76
5=7 Design for Po!ular %!erating Systems

Guideline= Design the Web site so it .ill .or/ .ell
.ith the most !o!ular o!erating systems& Relative *m!ortance= Strength of 1vidence=
omments= Designers should attem!t to

accommodate ninety-five !ercent of all users& 1nsure that all testing of a Web site is done using the most common o!erating systems&
urrently" the most !o!ular o!erating system is #icrosoftBs Windo.s TP .hich has over 8' of the mar/et share& $he second is Windo.s 6''' -eight !ercent0" then Windo.s D8 -five !ercent0" and the #acintosh -three !ercent0& Designers should consult one of the several sources that maintain current figures to hel! ensure that they are designing to accommodate as many users as !ossible&
Sources= ...&thecounter&com&" 6'')> Eu!itermedia or!oration" 6''7& 1,am!le=

Windo.s TP Windo.s 6''' Windo.s D8 #acintosh Un/no.n 8(U 8U 9U 7U (U
Most +o+(lar o+eratin' systems, as re+orted by the co(nter.com, &or 1(ne =HHA.
5=5 Design for UserBs $y!ical onnection S!eed

Guideline= Design for the connection s!eed of
most users& Relative *m!ortance= Strength of 1vidence=
77
omments= 3t .or/ in the United States" at least

eighty-nine !ercent of users have high s!eed access" .hile less than eleven !ercent are using
fifty-si, K -or slo.er0 modems& 3t home" more than t.o-thirds of users have high s!eed access& $hese figures are continually changing& Designers should consult one of the several sources that maintain current figures&
Sources= +ielsenF+etRatings" 6'')> 4orrester Research" 6''(> +ielsen"

(DDDa> Web Site %!timi:ation" 6''7&
5=9 Design for ommonly Used Screen Resolutions

Guideline= Design for monitors .ith the screen
resolution set at ('65,?)8 !i,els& Relative *m!ortance= Strength of 1vidence=
omments= Designers should attem!t to

accommodate ninety-five !ercent of all users& 3s of Eune 6'')" 9)U of users have their screen resolution set at ('65,?)8& By designing for
('65,?)8" designers .ill accommodate this most common resolution" as .ell as those at any higher resolution& 1nsure that all testing of Web sites is done using the most common screen resolutions&
Sources= ...&thecounter&com&" 6'')> 1vans" (DD8> Eu!itermedia

or!oration" 6''7&
1,am!le=
$he Home!age
9
$he Home!age $he home!age is different from all other Web site !ages& 3 .ell-constructed home!age .ill !ro;ect a
good first im!ression to all .ho visit the site& *t is im!ortant to ensure that the home!age has all of the features e,!ected of a home!age and loo/s li/e a home!age to users& 3 home!age should clearly communicate the siteRs !ur!ose" and sho. all ma;or o!tions available on the Web site& Generally" the ma;ority of the home!age should be visible Babove the fold"B and should contain a limited amount of !rose te,t& Designers should !rovide easy access to the home!age from every !age in the site&
9=( 1nable 3ccess to the Home!age

Guideline= 1nable users to access the home!age
from any other !age on the Web site&
79
$he Home!age
omments= #any users return to the home!age to begin a ne. tas/ or to start a tas/ over again& reate an easy and obvious .ay for users to 2uic/ly return to the home!age of the Web site from any !oint in the site&
#any sites !lace the organi:ationBs logo on the to! of every !age and lin/ it to the home!age& While many users e,!ect that a logo .ill be clic/able" many other users .ill not reali:e that it is a lin/ to the home!age& $herefore" include a lin/ labeled HHomeB near the to! of the !age to hel! those users&
Sources= Bailey" 6'''b> Det.eiler and %manson" (DD)> *B#" (DDD> @evine"
(DD)> @ynch and Horton" 6''6> +ielsen and $ahir" 6''6> S!ool" et al&" (DD?> $ullis" 6''(&
1,am!le=
This Web page pro#ides lin"s to both the main organi*ation homepage %clic"able ,7ational Cancer :nstitute- logo in the upper left corner) as 'ell as the suborgani*ation homepage %,Cancer Control 9ome- lin" placed in the upper right corner)( These logos and their placement remain constant throughout the Web site(
7)
9=6 Sho. 3ll #a;or %!tions on the Home!age

Guideline= Present all ma;or o!tions on the
home!age& Relative *m!ortance= Strength of 1vidence=
$he Home!age
omments= Users should not be re2uired to clic/

do.n to the second or third level to discover the full breadth of o!tions on a Web site& Be selective about .hat is !laced on the home!age" and ma/e sure the o!tions and lin/s !resented there are the most im!ortant ones on the site&
Sources= 4ar/as and 4ar/as" 6'''> Koyani" 6''(a> +ielsen and $ahir"
6''6> +ielsen" 6''(b&
1,am!le=
6ll ma;or topic areas and categories are presented at the homepage le#el(
9=7 reate a Positive 4irst *m!ression of Gour Site

Guideline= $reat your home!age as the /ey to
conveying the 2uality of your site& Relative *m!ortance= Strength of 1vidence=
7?
$he Home!age
omments= *n terms of conveying 2uality" the

home!age is !robably the most im!ortant !age on a Web site& %ne study found that .hen as/ed to find high 2uality Web sites" about half of the
time !artici!ants loo/ed only at the home!age& Gou .ill not get a second chance to ma/e a good first im!ression on a user&
Sources= 3mento" et al&" (DDD>

+ielsen and $ahir" 6''6&
oney and Steehouder" 6'''> #ahl/e" 6''6>
1,am!le=
This homepage creates a positi#e first impression< = Tag line increases users- understanding of site+ = >ey topic areas are presented in order of importance and are easy to scan+ and = Up-to-date ne's stories are a#ailable(
78
9=5 ommunicate the Web SiteBs Jalue and Pur!ose

Guideline= learly and !rominently communicate
the !ur!ose and value of the Web site on the home!age& Relative *m!ortance= Strength of 1vidence=
$he Home!age
omments= #ost !eo!le bro.sing or searching the Web .ill s!end very little time on each site& 1m!hasi:e .hat the site offers that is of value to
users" and ho. the site differs from /ey com!etitors& #any users .aste time because they misunderstand the !ur!ose of a Web site& *n one study" most users e,!ected that a site .ould sho. the results of research !ro;ects" not merely descri!tions of !ro;ect methodology& *n some cases the !ur!ose of a Web site is easily inferred& *n other cases" it may need to be e,!licitly stated through the use of brief te,t or a tagline& Do not e,!ect users to read a lot of te,t or to clic/ into the Site to determine a SiteBs !ur!ose& *ndicating .hat the Site offers that is of value to users" and ho. the Site differs from /ey com!etitors is im!ortant because most !eo!le .ill s!end little time on each Site&
Sources= oney and Steehouder" 6'''> +all" Koyani and @afond" 6''(> +ielsen"
6''7&
1,am!le=
Concise taglines help users understand your site-s purpose(
9=9 @imit Prose $e,t on the Home!age

Guideline= @imit the amount of !rose te,t on the
home!age& Relative *m!ortance= Strength of 1vidence=
7D
$he Home!age
omments= $he first action of most users is to scan

the home!age for lin/ titles and ma;or headings& Re2uiring users to read large amounts of !rose te,t can slo. them considerably" or they may avoid reading it altogether&
Sources= Bailey" Koyani and +all" 6'''> 4ar/as and 4ar/as" 6'''> #or/es and +ielsen" (DD8& 1,am!le=
Clean& prose-free design allo's users to $uic"ly discern the primary headings and sub-headings 'ithout the distraction of paragraphs of te t(
See !age ,,ii for detailed descri!tions of the rating scales uidelines
Research-Based Web Design & Usability G
5'
9=) 1nsure the Home!age @oo/s li/e a Home!age

Guideline= 1nsure that the home!age has the
necessary characteristics to be easily !erceived as a home!age& Relative *m!ortance= Strength of 1vidence=
$he Home!age
omments= *t is im!ortant that !ages Blo.erB in a site are not confused .ith the home!age& Users have come to e,!ect that certain actions are !ossible
from the home!age& $hese actions include" among others" finding im!ortant lin/s" accessing a site ma! or inde," and conducting a search&
Sources= 4ar/as and 4ar/as" 6'''> *vory and Hearst" 6''6> *vory" Sinha and
Hearst" 6'''> @ynch and Horton" 6''6> +all" Koyani and @afond" 6''(> +ielsen and $ahir" 6''6> $ullis" 6''(&
1,am!le=
This homepage has characteristics that help ensure that it is distinct from second and third tier pages< = 8asthead 'ith tagline+ = Distinct and 'eighted category lin"s listed in order of priority+ and = 6ll ma;or content categories are a#ailable(
The second and third tier pages use a less #isually imposing masthead and specific content(
9=? @imit Home!age @ength

Guideline= @imit the home!age to one screenful
of information" if at all !ossible&
5(
$he Home!age
omments= 3ny element on the home!age that must immediately attract the attention of users should be !laced Babove the fold&B *nformation that cannot be seen in the first screenful may be missed altogetherAthis can negatively im!act the effectiveness of the Web site& *f users conclude that .hat they see on the visible !ortion of the !age is not of interest" they may not bother scrolling to see the rest of the !age&
Some users ta/e a long time to scroll do.n Bbelo. the fold"B indicating a reluctance to move from the first screenful to subse2uent information& %lder users and novices are more li/ely to miss information that is !laced belo. the fold&
Sources= Badre" 6''6> *B#" (DDD> @ynch and Horton" 6''6> +ielsen and $ahir"
6''6> S!yrida/is" 6'''&
1,am!le= Users can #ie' all of the information on this homepage

'ithout scrolling(
56
9=8 3nnounce hanges to a Web Site

Guideline= 3nnounce ma;or changes to a Web site
on the home!ageAdo not sur!rise users&
$he Home!age
omments= *ntroducing users to a redesigned Web site can re2uire some !re!aration of e,!ectations& Users may not /no. .hat to do .hen they are suddenly confronted .ith a ne. loo/ or navigation structure& $herefore" you should communicate any !lanned changes to users ahead of time& 4ollo.ing com!letion of changes" tell users e,actly .hat has changed and .hen the changes .ere made& 3ssure users that all !reviously available information .ill continue to be on the site&
*t may also be hel!ful to users if you inform them of site changes at other relevant !laces on the Web site& 4or e,am!le" if shi!!ing !olicies have changed" a notification of such on the order !age should be !rovided&
Sources= @evine" (DD)> +all" Koyani and @afond" 6''(& ,am!le=

Creating Web pages that introduce a ne' loo" or changes in the na#igation structure is one 'ay of re-orienting users after a site redesign(
De eb sign & Usability Guidelines Research-Based W
9=D 3ttend to Home!age Panel Width

Guideline= 1nsure that home!age !anels are of a
.idth that .ill cause them to be recogni:ed as !anels&
57
$he Home!age
omments= $he .idth of !anels seems to be critical for hel!ing users understand the overall layout of a Web site& *n one study" users rarely selected the information in the left !anel because they did not understand that it .as intended to be a left !anel& *n a subse2uent study" the !anel .as made narro.er" .hich .as more consistent .ith other left !anels e,!erienced by users& $he ne.ly designed left !anel .as used more& Sources= 1vans" (DD8> 4ar/as and 4ar/as" 6'''> +all" Koyani and @afond"
6''(&
1,am!le=
The 'idth of these panels %'ide enough to clearly present lin"s and na#igation information& but narro' enough so that they do not dominate the page) allo' the user to recogni*e them as na#igation and content panels(
Page @ayout
)
Page @ayout 3ll Web !ages should be structured for ease of
com!rehension& $his includes !utting items on the !age in an order that reflects their relative im!ortance& Designers should !lace im!ortant items consistently" usually to.ard the to! and center of the !age& 3ll items should be a!!ro!riately aligned on the !ages& *t is usually a good idea to ensure that the !ages sho. a moderate amount of .hite s!aceAtoo much can re2uire considerable scrolling" .hile too little may !rovide a dis!lay that loo/s too Hbusy&B *t is also im!ortant to ensure that !age layout does not falsely convey the to! or bottom of the !age" such that users sto! scrolling !rematurely& When a Web !age contains !rose te,t" choose a!!ro!riate line lengths& @onger line lengths usually .ill elicit faster reading s!eed" but users tend to !refer shorter line lengths& $here are also im!ortant decisions that need to be made regarding !age length& Pages should be long enough to ade2uately convey the information" but not so long that e,cessive scrolling becomes a !roblem& *f !age content or length dictates scrolling" but the !ageRs table of contents needs to be accessible" then it is usually a good idea to use frames to /ee! the table of contents readily accessible and visible in the left !anel&
)=( 3void luttered Dis!lays

Guideline= reate !ages that are not con sidered
cluttered by users&
59
omments= lutter is .hen e,cess items o n a !age lead to a degradation of !erformance .hen trying to find certain information& %n an uncluttered dis!lay" all im!ortant search targets are highly salient" i&e&" clearly available& %ne study found that test !artici!ants tended to agree on .hich dis!lays .ere least cluttered and those that .ere most cluttered& Sources= Rosenholt:" et al&" 6''9& 1,am!le=
age ayout
Cluttered pages lead to poorlyperforming sites(
Research-Based Design & Usability Guidelines Web
5)
)=6 Place *m!ortant *tems onsistently

Guideline= Put im!ortant" clic/able items in the
same locations" and closer to the to! of the !age" .here their location can be better estimated&
Page @ayout
omments= Users .ill try to antici!ate .here items .ill a!!ear on their screen& $hey .ill start BsearchingB a !age before the layout a!!ears on their screen& When screen items remain constant" users learn their location on a !age" and use this /no.ledge to im!rove tas/ !erformance& 1,!erienced users .ill begin moving their mouse to the area of the target before the eye detects the item& Users can antici!ate the location of items near the to! much better than those farther do.n the !age& Sources= Badre" 6''6> Bernard" 6''(> Bernard" 6''6> Byrne" et al&" (DDD> 1hret"
6''6> Hornof and Halverson" 6''7&
1,am!le= :mportant items!in this case& primary na#igation tabs!

are consistently placed at the top of each page(
)=7 Place *m!ortant *tems at $o! enter

Guideline= Put the most im!ortant items at the to! Relative *m!ortance=
center of the Web !age to facilitate usersB finding the information& Strength of 1vidence=
5?
Page @ayout
omments= Users generally loo/ at the to! center of a !age first" then loo/ left" then right" and finally
begin systematically moving do.n the total Web !age& 3ll critical content and navigation o!tions should be to.ard the to! of the !age& Particularly on navigation !ages" most ma;or choices should be visible .ith no" or a minimum of" scrolling&
Sources= Byrne" et al&" (DDD> Det.eiler and %manson" (DD)> 4araday" 6'''>
4araday" 6''(> @e.enstein" et al&" 6'''> #aha;an and Shneiderman" (DD?> +ielsen" (DD)a> +ielsen" (DDDb> +ielsen" (DDDc> S!yrida/is" 6'''&
1,am!le=
?ye-trac"ing studies indicate this is the area of the screen 'here most ne' users first loo" 'hen a Web site page loads(
58
)=5 Structure for 1asy om!arison

Guideline= Structure !ages so that items can be
easily com!ared .hen users must analy:e those items to discern similarities" differences" trends" and relationshi!s&
Page @ayout
omments= Users should be able to com!are t.o or more items .ithout having to remember one .hile going to another !age or another !lace on the same !age to vie. a different item& Sources= S!ool" et al&" (DD?> $ullis" (D8(> Williams" 6'''& 1,am!le=
This page layout is structured to allo' users to $uic"ly scan and compare data(
)=9 1stablish @evel of *m!ortance

Guideline= 1stablish a high-to-lo. level of
im!ortance for information and infuse this a!!roach throughout each !age on the Web site&
5D
Page @ayout
omments= $he !age layout should hel! users find and use the most im!ortant information& *m!ortant information should a!!ear higher on the !age so users can locate it 2uic/ly& $he least used information should a!!ear to.ard the bottom of the !age& *nformation should be !resented in the order that is most useful to users&
Peo!le !refer hierarchies" and tend to focus their attention on one level of the hierarchy at a time& $his enables them to ado!t a more systematic strategy .hen scanning a !age" .hich results in fe.er revisits&
Sources= Det.eiler and %manson" (DD)> 1vans" (DD8> Hornof and Halverson"
6''7> Kim and Goo" 6'''> #arshall" Dra!eau and DiSciullo" 6''(> +all" Koyani and @afond 6''(> +ielsen and $ahir" 6''6> +ygren and 3llard" (DD)> S!yrida/is" 6'''&
1,am!le=
4riority information and lin"s appear in order based on usersneeds( The order 'as determined by sur#eys& log analyses& and inter#ie's(
9'
)=) %!timi:e Dis!lay Density

Guideline= $o facilitate finding target information on
a !age" create !ages that are not too cro.ded .ith items of information&
Page @ayout
omments= Density can be defined as the number of items !er degree of visual angle .ithin a visually distinct grou!& $his density either can be cro.ded .ith many items" or s!arse .ith fe. items& %ne study found that locating a target in a cro.ded area too/ longer than .hen the target .as in a s!arse area& 3lso" !artici!ants searched and found items in the s!arse areas faster than those in the cro.ded areas& Partici!ants used fe.er fi,ations !er .ord in the cro.ded areas" but their fi,ations .ere much longer .hen vie.ing items in the cro.ded areas& 4inally" !artici!ants tended to visit s!arse areas before dense grou!s& $o summari:e" targets in s!arse areas of the dis!lay -versus cro.ded areas0 tended to be searched earlier and found faster& Sources= Halverson and Hornof" 6''5& 1,am!le=
This homepage& though $uite dense 'ith information& gi#es the user-s eyes a rest 'ith areas of 'hite space(
This page doesn-t allo' for $uic" scanning because of it-s density(
)=? 3lign *tems on a Page

Guideline= Jisually align !age elements" either
vertically or hori:ontally&
9(
Page @ayout
omments= Users !refer consistent alignments for items such as te,t bloc/s" ro.s" columns" chec/bo,es" radio buttons" data entry fields" etc& Use consistent alignments across all Web !ages& Sources= 3usubel" (D)8> Bailey" (DD)> 1s!eret" (DD)> 4o.ler" (DD8> @a.less
and Kuli/o.ich" (DD)> #arcus" Smilonich and $hom!son (DD9> #ayer" Dyc/ and oo/" (D85> Parush" +adir and Shtub" (DD8> S!yrida/is" 6'''> $rolli! and Sales" (D8)> Joss" et al&" (D8)> Williams" (DD5> Williams" 6'''&
1,am!le=
The design of these list columns ma"es them e tremely difficult to scan& and thus 'ill slo' users- attempts to find information(
These columns are hori*ontally aligned& allo'ing the information to fall easily to the eye(
96
)=8 Use 4luid @ayouts

Guideline= Use a fluid layout that automatically
ad;usts the !age si:e to monitor resolution settings that are ('65,?)8 !i,els or higher&
Page @ayout
omments= When .eb !age layouts are fi,ed either to the left or centered" much of the available screen s!ace is not used& *t is best to ta/e advantage of as much of the screen s!ace as !ossible because this .ill hel! move more information above the fold& $here has been no degradation in user !erformance .hen using the non-fluid layouts& Ho.ever" most users !refer the fluid layout& %ne 6''7 study re!orted a com!liance rate for this guideline of t.enty-eight !ercent" and a 6''( study found that only t.enty-three !ercent of to! Web sites used a fluid layout& Kee! in mind that large monitors and higher !i,el resolutions allo. vie.ing of more than one .indo. at a time& Sources= Bernard and @arsen" 6''(> +ielsen" 6''7& 1,am!le= 5le ible& or li$uid& layouts allo' users to ad;ust Web pages to fit their
screen space(
)=D 3void Scroll Sto!!ers

Guideline= 1nsure that the location of headings
and other !age elements does not create the illusion that users have reached the to! or bottom of a !age .hen they have not&
97
Page @ayout
omments= *n one study" three headings .ere !ositioned in the center of a !age belo. a section of introductory te,tAthe headings .ere located about one inch belo. the navigation tabs& When users scrolled u! the !age from the bottom and encountered these headings" they tended to sto!" thin/ing the headings indicated the to! of the !age&
Similarly" users have been found to not scroll to the true bottom of a !age to find a lin/ because they encountered a bloc/ of te,t in a very small font si:e& $his small ty!e led users to believe that they .ere at the true bottom of the !age& %ther elements that may sto! usersB scrolling include hori:ontal lines" ina!!ro!riate !lacement of B.idgets"B and cessation of bac/ground color&
Sources= Bailey" Koyani and +all" 6'''> *vory" Sinha and Hearst" 6'''>
#arshall" Dra!eau and DiSciullo" 6''(> +ygren and 3llard" (DD)> S!ool" Klee and Schroeder" 6'''> S!ool" et al&" (DD?&
1,am!le=
When scrolling up the page& the design of this header %bold& shado'ed& and bordered by bars) might suggest that the user has reached the top of the page& 'hen a $uic" loo" at the scroll bar 'ill indicate that much of the page e ists abo#e this section(
The design and location of this bloc" of graphics might suggest to a ne' user that this is the bottom of the page& 'hen the scroll bar indicates that it is not( Research-Based Web Design & Usability Guidelines
95
)=(' Set 3!!ro!riate Page @engths

Guideline= #a/e !age-length decisions that su!!ort
the !rimary use of the Web !age&
Page @ayout
omments= *n general" use shorter !ages for home!ages and navigation !ages" and !ages that need to be 2uic/ly bro.sed andFor read online& Use longer !ages to -(0 facilitate uninterru!ted reading" es!ecially on content !ages> -60 match the structure of a !a!er counter!art> -70 sim!lify !age maintenance -fe.er Web !age files to maintain0> and" -50 ma/e !ages more convenient to do.nload and !rint& Sources= Bernard" Ba/er and 4ernande:" 6''6> 1vans" (DD8> @ynch and Horton"
6''6&
1,am!le=
6 shorter page is used for this homepage so that most content is #isible 'ithout scrolling( The scroll bar on each page is an indication of the amount of information hidden ,belo' the fold(-
)=(( Use #oderate White S!ace

.ithout te,t" gra!hics" etc&0 on !ages that are used for scanning and searching&
99
Guideline= @imit the amount of .hite s!ace -areas Strength of 1vidence=
Page @ayout
omments= BDensityB is the !ercentage of the screen filled .ith te,t and gra!hics& %ne study found that higher density is related to faster scanning" and has no im!act on user accuracy or !reference& 3nother study found that users !refer moderate amounts of .hite s!ace" but the amount of .hite s!ace has no im!act on their searching !erformance& %n content -i&e&" te,t0 !ages" use some .hite s!ace to se!arate !aragra!hs& $oo much se!aration of items on Web !ages may re2uire users to scroll unnecessarily& Sources= ha!arro and Bernard" 6''(> Parush" +adir and Shtub" (DD8> S!ool"
et al&" (DD?> Staggers" (DD7> $ullis" (D85&
1,am!le=
This page facilitates users- ability to scan for information by limiting the amount of 'hite space(
9)
)=(6 hoose 3!!ro!riate @ine @engths

Guideline= *f reading s!eed is most im!ortant" use
longer line lengths -?9-('' characters !er line0& *f acce!tance of the Web site is most im!ortant" use shorter line lengths -fifty characters !er line0&
Page @ayout
omments= When designing" first determine if !erformance or !reference is most im!ortant& Users read faster .hen line lengths are long& Ho.ever" they tend to !refer shorter line lengths" even though reading shorter lines generally slo.s overall reading s!eed& %ne study found that line lengths of about t.enty characters reliably slo.ed reading s!eed&
When s!ace for te,t dis!lay is limited" dis!lay a fe. longer lines of te,t rather than many shorter lines of te,t& 3l.ays dis!lay continuous te,t in columns containing at least fifty characters !er line& Research done using a !a!er-based document found that medium line length .as read fastest&
Sources= Bailey" 6''6> Duchnic/y and Kolers" (D87> Dyson and Haselgrove"
6'''> Dyson and Haselgrove" 6''(> Dyson and Ki!!ing" (DD8> 1vans" (DD8> Paterson and $in/er" (D5'b> Rehe" (D?D> Smith and #osier" (D8)> $in/er and Paterson" (D6D> $ullis" (D88> Goungman and Scharff" (DDD&
1,am!le=
5ormatting te t into narro' columns 'ith #ery short line lengths 'ill slo' users- reading speeds(
5ormatting te t li"e this! roughly 3@@ characters per line!elicits faster reading speeds(
)=(7 Use 4rames .hen 4unctions #ust Remain 3ccessible

Guideline= Use frames .hen certain functions
must remain visible on the screen as the user accesses other information on the site& Relative *m!ortance= Strength of 1vidence=
9?
Page @ayout
omments= *t .or/s .ell to have the functional items in one frame and the items that are being
acted u!on in another frame& $his is sometimes referred to as a Bsimultaneous menuB because ma/ing changes in one frame causes the information to change in another frame& Side-by-side frames seem to .or/ best" .ith the functions on the left and the information vie.ing area on the right& Kee! in mind that frames can be confusing to some users& #ore than three frames on a !age can be es!ecially confusing to infre2uent and occasional users& 4rames also !ose !roblems .hen users attem!t to !rint" and .hen they search !ages&
Sources= 3sh.orth and Hamilton" (DD?> Bernard and Hull" 6''6> Bernard"
Hull and Dra/e" 6''(> Det.eiler and %manson" (DD)> Kosslyn" (DD5> Koyani" 6''(a> @ynch and Horton" 6''6> +ielsen" (DD)a> +ielsen" (DDDb> Po.ers" et al&" (D)(> S!ool" et al&" (DD?&
1,am!le=
8ulti-#ariable charting applications are one e ample of an acceptable use of frames( The map of the United 0tates in the right frame is controlled by the menu selections in the left frame( 6s such& the left frame remains fi ed 'hile the right frame regenerates based upon the userdefined selections in the left frame( 0uch use of frames allo's users to continually #ie' the menu selections& a#oiding use of the Bac" button 'hen changing selections and eliminating the need for users to maintain this information in their 'or"ing memory(
+avigation
?
+avigation +avigation refers to the method used to find
information .ithin a Web site& 3 navigation !age is used !rimarily to hel! users locate and lin/ to destination !ages& 3 Web siteBs navigation scheme and features should allo. users to find and access information effectively and efficiently& When !ossible" this means designers should /ee! navigation-only !ages short& Designers should include site ma!s" and !rovide effective feedbac/ on the userBs location .ithin the site& $o facilitate navigation" designers should differentiate and grou! navigation elements and use a!!ro!riate menu ty!es& *t is also im!ortant to use descri!tive tab labels" !rovide a clic/able list of !age contents on long !ages" and add HglossesB .here they .ill hel! users select the correct lin/& *n .ell-designed sites" users do not get tra!!ed in dead-end !ages&
?=( Provide +avigational %!tions

that have no navigational o!tions&
9D
Guideline= Do not create or direct users into !ages Strength of 1vidence= omments= #any Web !ages contain lin/s that o!en ne. bro.ser .indo.s& When these bro.ser .indo.s o!en" the Bac/ button is disabled -in essence" the ne. bro.ser .indo. /no.s nothing of the userBs !ast navigation" and thus is disabled0& *f the ne. .indo. o!ens full-screen" users may not reali:e that they have been redirected to another .indo." and may become frustrated because they cannot !ress Bac/ to return to the !revious !age& *f such lin/s are incor!orated into a Web site" the ne.ly-o!ened .indo. should contain a !rominent action control that .ill close the .indo. and return the user to the original bro.ser .indo.&
*n addition" designers should not create Web !ages that disable the bro.serBs Bac/ button& Disabling the Bac/ button can result in confusion and frustration for users" and drastically inhibits their navigation&
+avigation
Sources= Det.eiler and %manson" (DD)> @ynch and Horton" 6''6> S!ool" et
al&" (DD?> $ullis" 6''(> Qimmerman" Slater and Kendall" 6''(&
1,am!le=
The lin" for this document opens a ne' bro'ser 'indo' that presents the user 'ith a disabled Bac" button( This can confuse users(
)'
?=6 Differentiate and Grou! +avigation 1lements

Guideline= learly differentiate navigation elements
from one another" but grou! and !lace them in a consistent and easy to find !lace on each !age& Relative *m!ortance= Strength of 1vidence=
+avigation
omments= reate a common" Web site-.ide navigational scheme to hel! users learn and
understand the structure of your Web site& Use the same navigation scheme on all !ages by consistently locating tabs" headings" lists" search" site ma!" etc& @ocate critical navigation elements in !laces that .ill suggest clic/ability -e&g&" lists of .ords in the left or right !anels are generally assumed to be lin/s0& #a/e navigational elements different enough from one another so that users .ill be able to understand the difference in their meaning and destination& Grou!ing reduces the amount of time that users need to locate and identify navigation elements& Do not ma/e users infer the label by studying a fe. items in the grou!& 4inally" ma/e it easy for users to move from label to label -lin/ to lin/0 .ith a single eye movement& $his best can be done by !ositioning relevant o!tions close together and to using vertical lists&
Sources= Bailey" 6'''b> Det.eiler and %manson" (DD)> 1vans" (DD8>

4ar/as and 4ar/as" 6'''> Hornof and Halverson" 6''7> Koyani and +all" (DDD> @ynch and Horton" 6''6> +ielsen and $ahir" 6''6> +iemela and Saarinen" 6'''&
1,am!le=
7a#igation elements are grouped %high-le#el topic areas across the top of the page) and consistently placed across the Web site(
?=7 Use a lic/able H@ist of ontentsB on @ong Pages

Guideline= %n long !ages" !rovide a Blist of
contentsB .ith lin/s that ta/e users to the corres!onding content farther do.n the !age& Relative *m!ortance= Strength of 1vidence=
)(
+avigation
omments= 4or long !ages .ith several distinct sections that are not visible from the first screenful"
add a short" clic/able list of the sections -sometimes called BanchorB or B.ithin-!ageB lin/s0 at the to! of the !age& B3nchor lin/sB can serve t.o !ur!oses= they !rovide an outline of the !age so users can 2uic/ly determine if it contains the desired information" and they allo. users to 2uic/ly navigate to s!ecific information& Since Banchor lin/sB enable a direct lin/ to content belo. the first screenful" they are also useful for getting users to s!ecific information 2uic/ly .hen they arrive from a com!letely different !age&
Sources= Bieber" (DD?> 4ar/as and 4ar/as" 6'''> Haas and Grams" (DD8>
@evine" (DD)> +all" Koyani and @afond" 6''(> S!ool" et al&" (DD?> S!yrida/is" 6'''> Williams" 6'''> Qimmerman" Slater and Kendall" 6''(&
1,am!le=
)6
?=5 Provide 4eedbac/ on UsersB @ocation

Guideline= Provide feedbac/ to let users /no. .here
they are in the Web site& Relative *m!ortance= Strength of 1vidence=
+avigation
omments= 4eedbac/ !rovides users .ith the

information they need to understand .here they are .ithin the Web site" and for !roceeding to the ne,t activity& 1,am!les of feedbac/ include !roviding
!ath and hierarchy information -i&e&" BbreadcrumbsB0" matching lin/ te,t to the destination !ageBs heading" and creating UR@s that relate to the userBs location on the site& %ther forms of feedbac/ include changing the color of a lin/ that has been clic/ed -suggesting that destination has been visited0" and using other visual cues to indicate the active !ortion of the screen&
Sources= 1vans" (DD8> 4ar/as and 4ar/as" 6'''> *B#" (DDD> @ynch and Horton"
6''6> #archionini" (DD9> +ielsen and $ahir" 6''6> S!ool" et al&" (DD?&
1,am!le=
This bo is used to designate the section of the Web site that is currently being #ie'ed(
Color coding the pages and na#igation menus pro#ides effecti#e feedbac" to the user about their location in the Web site(
?=9 Place Primary +avigation #enus in the @eft Panel

Guideline= Place the !rimary navigation menus
in the left !anel" and the secondary and tertiary menus together& Relative *m!ortance= Strength of 1vidence=
)7
+avigation
omments= %ne study found that navigation times .ere faster .hen the !rimary menu .as located in the left !anel& 3lso" navigation
!erformance .as best .hen the secondary and tertiary menus .ere !laced together& Placing a navigation menu in the right !anel .as su!!orted as a viable design o!tion by both !erformance and !reference measures& Users !referred having the !rimary menu in the left !anel" and grou!ing secondary and tertiary menus together" or grou!ing all three menu levels together& $he best !erformance and !reference .as achieved .hen all three menus .ere !laced in the left !anel -!lacing them all in the right !anel achieved close to the same !erformance level0&
Sources= Kalbach and Bosenic/" 6''7> Kingsburg and 3ndre" 6''5& 1,am!le=
4rimary and secondary na#igation is placed consistently throughout the site(
)5
?=) Use Descri!tive $ab @abels

Guideline= 1nsure that tab labels are clearly
descri!tive of their function or destination&
+avigation
omments= Users li/e tabs .hen they have labels that are descri!tive enough to allo. error-free selections& When tab labels cannot be made clear because of the lac/ of s!ace" do not use tabs& Sources= 3llinson and Hammond" (DDD> Badre" 6''6> Koyani" 6''(b& 1,am!le=
These tab labels clearly describe the types of information a user can e pect to find on the destination pages(
These tab labels are not as descripti#e 'hich lea#es the user in doubt about the type of information a#ailable on the destination pages(
?=? Present $abs 1ffectively

Guideline= 1nsure that navigation tabs are located
at the to! of the !age" and loo/ li/e clic/able versions of real-.orld tabs&
)9
+avigation
omments= Users can be confused about the use of tabs .hen they do not loo/ li/e real-.orld tabs& Real-.orld tabs are those that resemble the ones found in a file dra.er& %ne study sho.ed that users are more li/ely to find and clic/ a!!ro!riately on tabs that loo/ li/e real-.orld tabs& Sources= Bailey" Koyani and +all" 6'''> Kim" (DD8& 1,am!le=
These clic"able tabs loo" ;ust li"e tabs found in office filing cabinets(
The design of these na#igation tabs pro#ides fe' clues to suggest that they are clic"able until a user mouses-o#er them( 8ousing-o#er is a slo' and inefficient 'ay for users to disco#er na#igation elements(
))
?=8 Kee! +avigation-%nly Pages Short

Guideline= Do not re2uire users to scroll !urely
navigational !ages&
+avigation
omments= *deally" navigation-only !ages should contain no more than one screenful of information& Users should not need to scroll the !age" even a small distance& %ne study sho.ed that users considered the bottom of one screenful as the end of a !age" and they did not scroll further to find additional navigational o!tions& Sources= Piolat" Roussey and $hunin" (DD8> Sch.ar:" Beldie and Pastoor" (D87>
Qa!hiris" 6'''&
1,am!le=
Users can #ie' all of the information on these na#igation pages 'ithout scrolling(
?=D Use 3!!ro!riate #enu $y!es

Guideline= Use Bse2uentialB menus for sim!le
for.ard-moving tas/s" and use BsimultaneousB menus for tas/s that .ould other.ise re2uire numerous uses of the Bac/ button&
)?
+avigation
omments= #ost Web sites use familiar Bse2uentialB menus that re2uire items to be selected from a series of menus in some !redetermined order& 3fter each selection is made" another menu o!ens& $he final choice is constrained by the sum total of all !revious choices&
Simultaneous menus dis!lay choices from multi!le levels in the menu hierarchy" !roviding users .ith the ability to ma/e choices from the menu in any order& Simultaneous menus are often !resented in frames" and are best em!loyed in situations .here users .ould have to ma/e e,tensive use of the Bac/ button if !resented .ith a se2uential menu&
Sources= ard" #oran and +e.ell" (D8'a> Hochheiser and Shneiderman" 6'''& 1,am!le=
This is an e ample of a ,se$uential- menu( :n this case& mousing-o#er ,Deputatesin#o"es the circled sub-menu(
This is a good e ample of 'hen to use ,simultaneousmenus( The user can repetiti#ely manipulate the many #ariables sho'n in the left panel and #ie' the results on the map in the right panel 'ithout ha#ing to use the Bac" button(
)8
?=(' Use Site #a!s

Guideline= Use site ma!s for Web sites that have
many !ages&
+avigation
omments= Site ma!s !rovide an overvie. of the Web site& $hey may dis!lay the hierarchy of the Web site" may be designed to resemble a traditional table of contents" or may be a sim!le inde,&
Some studies suggest that site ma!s do not necessarily im!rove usersB mental re!resentations of a Web site& 3lso" one study re!orted that if a site ma! does not reflect usersB -or the domainBs0 conce!tual structure" then the utility of the ma! is lessened&
Sources= 3sh.orth and Hamilton" (DD?> Billingsley" (D86> Det.eiler and

%manson" (DD)> Dias and Sousa" (DD?> 4ar/as and 4ar/as" 6'''> 4arris" Eones and 1lgin" 6''(> Kandogan and Shneiderman" (DD?> Kim and Hirtle" (DD9> #cDonald and Stevenson" (DD8> #c1neaney" 6''(> +ielsen" (DD)a> +ielsen" (DD?a> +ielsen" (DDDb> +ielsen" (DDDc> +ielsen" (DDDd> Stanton" $aylor and $.eedie" (DD6> $ullis" 6''(> Utting and Gan/elovich" (D8D&
1,am!le=
This site map effecti#ely presents the site-s information hierarchy(
The use of headers& subcategories& and alphabeti*ation ma"e this site map easy to scan(
?=(( Use HGlossesB to 3ssist +avigation

Guideline= Provide BglossesB to hel! users select
correct lin/s& Relative *m!ortance= Strength of 1vidence=
)D
+avigation
omments= BGlossesB are short !hrases of

information that !o!u! .hen a user !laces his or her mouse !ointer close to a lin/& *t !rovides a !revie. to information behind a lin/& Users !refer
the !revie. information to be located close to the lin/" but not !laced such that it disturbs the !rimary te,t& Ho.ever" designers should not rely on the BglossB to com!ensate for !oorly labeled lin/s&
Sources= 1vans" (DD8> 4ar/as and 4ar/as" 6'''> Qell.eger" Regli and
#ac/inlay" 6'''&
1,am!le=
When a user places his or her mouse pointer o#er one of these lin"s %,7e's-& ,:nformation-& etc()& a -glossappears to the right that pro#ides information about the content contained under that particular lin"(
When a user mouseso#er the ,Office of Trust Records %OTR)- lin"& the circled te t appears(
?'
?=(6 Breadcrumb +avigation

Guideline= Do not e,!ect users to use breadcrumbs
effectively&
+avigation
omments= %ne study re!orted no difference in tas/ com!letion times and total !ages visited bet.een grou!s that had breadcrumbs and those that did not& Partici!ants could have used breadcrumbs thirty-t.o !ercent of the time" but only did so si, !ercent of the time& *t is !robably not .orth the effort to include breadcrumbs unless you can sho. that your Web siteBs users use them fre2uently" either to navigate the site" or to understand the siteBs hierarchy&
%ne study found that test !artici!ants .ho received instruction on the use of breadcrumbs com!leted tas/s much faster than those .ho did not& $his time savings could result in increased !roductivity for users that search Web sites on a daily basis&
Sources= Rogers and
ha!arro" 6''7> Hull" 6''5&
1,am!le= Breadcrumbs& 'hen used& allo' users to $uic"ly na#igate your site(
8
Scrolling and Paging Designers must decide" early in the design !rocess"
.hether to create long !ages that re2uire e,tensive scrolling or shorter !ages that .ill re2uire users to move fre2uently from !age to !age -an activity referred to as !aging0& $his decision .ill be based on considerations of the !rimary users and the ty!e of tas/s being !erformed& 4or e,am!le" older users tend to scroll more slo.ly than younger users> therefore" long scrolling !ages may slo. them do.n considerably& 3s another e,am!le" some tas/s that re2uire users to remember .here information is located on a !age may benefit from !aging" .hile many reading tas/s benefit from scrolling& Generally" designers should ensure that users can move from !age to !age as efficiently as !ossible& *f designers are unable to decide bet.een !aging and scrolling" it is usually better to !rovide several shorter !ages rather than one or t.o longer !ages& $he findings of usability testing should hel! confirm or negate that decision& When scrolling is used" a Web site should be designed to allo. the fastest !ossible scrolling& Users only should have to scroll through a fe. screenfuls" and not lengthy !ages& Designers should never re2uire users to scroll hori:ontally&
Scrolling and Paging
?6
8=6 Scrolling Pages 4or Reading om!rehension 8=( Use 1liminate Hori:ontal Scrolling Relative *m!ortance=
Guideline= Use an a!!ro!riate !age layout to
eliminate the need for users to scroll hori:ontally& Strength of 1vidence=
omments= Hori:ontal scrolling is a slo. and tedious .ay to vie. an entire screen& ommon !age layouts including fluid and left;ustified may re2uire some users to scroll hori:ontally if their monitor resolution or si:e is smaller than that used by designers& Sources= Bernard and @arsen" 6''(> @ynch and Horton" 6''6> +ielsen and $ahir"
6''6> S!yrida/is" 6'''> Williams" 6'''&
1,am!le=
A/@ /1@( 7ote the scroll bar
1@@ A@@( 7ote the scroll bar
These Web pages re$uire users to scroll hori*ontally(
8=6 Scroll 4acilitate Ra!id Scrolling While Reading 8=5 4e.er Screenfuls
Guideline= 4acilitate fast scrolling by highlighting
ma;or items& Relative *m!ortance= Strength of 1vidence=
?7
omments= Web !ages .ill move 2uic/ly or slo.ly

de!ending on ho. users elect to scroll& Some users clic/ on the arro.s at the ends of the scroll
bar" .hich can be slo. but does allo. most information to be read during the scrolling !rocess& %ther users drag the scroll bo," .hich tends to be much faster& When the scroll bo, is dragged" the information may move too fast on the screen for users to read !rose te,t" but they can read ma;or headings that are .ell-designed and clearly !laced& Kee! in mind that older users -?' and over0 .ill scroll much more slo.ly than younger users -7D and younger0&
Sources= Bailey" Koyani and +all" 6'''> Koyani and Bailey" 6''9> Koyani" et al&"
6''6&
1,am!le=
Bold& large te t and an accompanying graphic are effecti#ely used to dra' the user-s attention during fast scrolling(
?5
8=6 Use Scrolling Pages 4or Reading om!rehension 8=7

Guideline= Use longer" scrolling !ages .hen users
are reading for com!rehension& Relative *m!ortance= Strength of 1vidence=
omments= #a/e the trade-off bet.een !aging and

scrolling by ta/ing into consideration that retrieving ne. lin/ed !ages introduces a delay that can interru!t usersB thought !rocesses& Scrolling allo.s
readers to advance in the te,t .ithout losing the conte,t of the message as may occur .hen they are re2uired to follo. lin/s& Ho.ever" .ith !ages that have fast loading times" there is no reliable difference bet.een scrolling and !aging .hen !eo!le are reading for com!rehension& 4or e,am!le" one study sho.ed that !aging !artici!ants construct better mental re!resentations of the te,t as a .hole" and are better at remembering the main ideas and later locating relevant information on a !age& *n one study" !aging .as !referred by ine,!erienced users&
Sources= Byrne" et al&" (DDD> am!bell and #aglio" (DDD> Piolat" Roussey and $hunin" (DD8> Sch.ar:" Beldie and Pastoor" (D87> S!ool" et al&" (DD?> S!yrida/is" 6'''&
8=5 Use Paging Rather $han Scrolling

Guideline= *f usersB system res!onse times are
reasonably fast" use !aging rather than scrolling&
omments= Users should be able to move from !age to !age by selecting lin/s and .ithout having to scroll to find im!ortant information& Sources= +ielsen" (DD?e> Piolat" Roosey and $hunin" (DD8> Sch.ar:" Beldie and Pastoor" (D87&
Rese arch-
Based Web Design & Usability Guidelines
8=9 Scroll 4e.er Screenfuls

Guideline= *f users are loo/ing for s!ecific
information" brea/ u! the information into smaller !ortions -shorter !ages0&
?9
omments= 4or many Web sites" users deal best .ith smaller" .ell-organi:ed !ages of information rather than lengthy !ages because scrolling can ta/e a lot of time& %lder users tend to scroll much more slo.ly than younger users& %ne study found that *nternet users s!end about thirteen !ercent of their time scrolling .ithin !ages& 1ven though each event ta/es little time" cumulative scrolling adds significant time& Sources= Det.eiler and %manson" (DD)> @ynch and Horton" 6''6> +ielsen"
(DD)a> S!ool" et al&" (DD?> S!yrida/is" 6'''&
1,am!le=
Good design of a long& content-rich document( This single document is di#ided into numerous sections& resulting in each page being no longer than four screenfuls(
The singlepage design of this document re$uires users to scroll more than t'entyse#en screenfuls(
Headings" $itles" and @abels
D
Headings" $itles" and @abels #ost users s!end a considerable amount of time
scanning rather than reading information on Web sites& Well-designed headings hel! to facilitate both scanning and reading .ritten material& Designers should strive to use uni2ue and descri!tive headings" and to use as many headings as necessary to enable users to find .hat they are loo/ing forAit is usually better to use more rather than fe.er headings& Headings should be used in their a!!ro!riate H$#@ order" and it is generally a good idea not to s/i! heading levels& Designers should ensure that each !age has a uni2ue and descri!tive !age title& When tables are used" designers should ma/e sure that descri!tive ro. and column headings are included that enable users to clearly understand the information in the table& *t is occasionally im!ortant to highlight certain critical information&
D=( Use lear ategory @abels

Guideline= 1nsure that category labels" including
lin/s" clearly reflect the information and items contained .ithin the category&
??
omments= ategory titles must be understood by ty!ical users& Users .ill li/ely have difficulty understanding vague" generali:ed lin/ labels" but .ill find s!ecific" detailed lin/s" and descri!tors easier to use& Sources= 1vans" (DD8> @andesman and Schroeder" 6'''> #aha;an and
Shneiderman" (DD?> #arshall" Dra!eau and DiSciullo" 6''(> +all" Koyani" and @afond" 6''(> S!yrida/is" 6'''> Qimmerman" et al&" 6''6&
1,am!le=
These labels are clear and distinct& allo'ing users to distinguish paths $uic"ly(
?8
D=6 Provide Descri!tive Page $itles

Guideline= Put a descri!tive" uni2ue" concise" and
meaningfully different title on each Web !age&
omments= $itle refers to the te,t that is in the bro.ser title bar -this is the bar found at the very to! of the bro.ser screen0& $itles are used by search engines to identify !ages& *f t.o or more !ages have the same title" they cannot be differentiated by users or the 4avorites ca!ability of the bro.ser& *f users boo/mar/ a !age" they should not have to edit the title to meet the characteristics mentioned above&
Remember that some search engines only list the titles in their search results !age& Using concise and meaningful titles on all !ages can hel! orient users as they bro.se a !age or scan hot lists and history lists for !articular UR@s& $hey can also hel! others as they com!ile lin/s to your !ages& $o avoid confusing users" ma/e the title that a!!ears in the heading of the bro.ser consistent .ith the title in the content area of the !ages&
Sources= 1vans" (DD8> @evine" (DD)> +ielsen and $ahir" 6''6> S!yrida/is"
6'''> Williams" 6'''&
1,am!le= These titles are uni$ue& concise& and consistent 'ith the titles
in the content area(
D=7 Use Descri!tive Headings @iberally

Guideline= Use descri!tive headings liberally
throughout a Web site& Relative *m!ortance= Strength of 1vidence=
?D
omments= Well-.ritten headings are an im!ortant

tool for hel!ing users scan 2uic/ly& Headings should conce!tually relate to the information or functions that follo. them&
Headings should !rovide strong cues that orient users and inform them about !age organi:ation and structure& Headings also hel! classify information on a !age& 1ach heading should be hel!ful in finding the desired target& $he ability to scan 2uic/ly is !articularly im!ortant for older adults because they tend to sto! scanning and start reading more fre2uently& *f headings are not descri!tive or !lentiful enough" the user may start reading in !laces that do not offer the information they are see/ing" thereby slo.ing them do.n unnecessarily&
Sources= Bailey" Koyani and +all" 6'''> 1vans" (DD8> 4lo.er" Hayes and
S.arts" (D87> Gerhardt-Po.als" (DD)> Hartley and $rueman" (D87> *vory and Hearst" 6''6> *vory" Sinha and Hearst" 6'''> @orch and @orch" (DD9> #ayer" Dyc/ and oo/" (D85> #eyer" (D85> #or/es and +ielsen" (DD8> #orrell" et al&" 6''6> #ur!hy and #itchell" (D8)> +ielsen" (DDDc> +ielsen" (DDDd> Schult: and S!yrida/is" 6''6> S!yrida/is" (D8D> S!yrida/is" 6'''> Qimmerman and Pric/ett" 6'''&
1,am!le=
0pending time during the design process to ensure that the site contains many carefully 'ritten headings and sub-headings 'ill sa#e users time as they rapidly locate the information for 'hich they are searching(
8'
D=5 Use Uni2ue and Descri!tive Headings

Guideline= Use headings that are uni2ue from one
Relative *m!ortance= another and conce!tually related to the content they describe& Strength of 1vidence=
omments= Using !oor headings -mismatches bet.een .hat users .ere e,!ecting and .hat they find0 is a common !roblem .ith Web sites& 1nsure
that headings are descri!tive and relate to the content they introduce& *f headings are too similar to one another" users may have to hesitate and reread to deci!her the difference& *dentifying the best headings may re2uire e,tensive usability testing and other methods&
Sources= Bailey" Koyani and +all" 6'''> Gerhardt-Po.als" (DD)> #or/es and
+ielsen" (DD8> Williams" 6'''&
1,am!le= These headings are 'ell-designed!they are uni$ue from one

another and descripti#e of the information to 'hich they lin"(
D=9 Highlight ritical Data

Guideline= Jisually distinguish -i&e&" highlight0
im!ortant !age items that re2uire user attention" !articularly .hen those items are dis!layed infre2uently&
8(
omments= *tems to highlight might include recently changed data" data e,ceeding acce!table limits" or data failing to meet some other defined criteria& Highlight is used here in its general sense" meaning to em!hasi:e or ma/e !rominent& Highlighting is most effective .hen used s!aringly" i&e&" highlighting ;ust a fe. items on a !age that is other.ise relatively uniform in a!!earance& Sources= 3hlstrom and @ongo" 6''(> 1ngel and Granda" (D?9> @evine" (DD)>
#yers" (D89&
1,am!le=
5ormatting this te t in underline& bold& and red dra's attention to the most pressing deadline and instructions(
86
D=) Use Descri!tive Ro. and olumn Headings

Guideline= 1nsure that data tables have clear" concise" Relative *m!ortance=
and accurate ro. and column headings&
omments= Use ro. and column headings to indicate

uni2ue cell contents& Users re2uire clear and concise table headings in order to ma/e efficient and effective use of table information& Ro. and column
headings .ill indicate to screen readers ho. data !oints should be labeled or identified" so the user can understand the significance of the cell in the overall scheme of the table&
Sources= Bransford and Eohnson" (D?6> hisholm" Janderheiden and Eacobs" (DDDd> Det.eiler and %manson" (DD)> @ynch and Horton" 6''6> United States Government" (DD8> Wright" (D8'& 1,am!le=
6n e ample of good table heading design( The non-e pert user 'ill ha#e no problem understanding these descripti#e ro' and column headers(
6n e ampl e of poor t abl e headi ng desi gn ( The non - e pe rt use r ' ill ha#e littl e i dea 'ha t is meantby R , -& B , (-&and 4 , t(-Un ess l space cons tr ai nt s d ic ta te o the r' ise & a l'ays use ro' and column headers that are descrip ti#e enough to be unde rs tood by non -e pe rt use rs (
Researc -h Based Web Design & Usability Guidelines
D=? Use Headings in the 3!!ro!riate H$#@ %rder

Guideline= Use headings in the a!!ro!riate H$#@ Relative *m!ortance=
order&
87
omments= Using the a!!ro!riate H$#@ heading

order hel!s users get a sense of the hierarchy of information on the !age& $he a!!ro!riate use of
H(-H7 heading tags also allo.s users of assistive technologies to understand the hierarchy of information&
Sources= Det.eiler and %manson" (DD)> S!ool" et al&" (DD?& 1,am!le=
H1 H2
H2 H2
85
D=8 Provide Users .ith Good Ways to Reduce %!tions

Guideline= Provide users .ith good .ays to reduce
their available o!tions as efficiently as !ossible& Relative *m!ortance= Strength of 1vidence=
omments= Users seem .illing to reduce their

o!tions 2uic/ly& Provide all o!tions clearly so that users can focus first on selecting .hat they consider to be the most im!ortant o!tion&
Sources= Bailey" Koyani" and +all" 6'''& 1,am!le=

By pro#iding three different options for selecting desired information& users can select the one most important to them(
('
@in/s @in/ing means that users .ill select and clic/ on
a hy!erte,t lin/ on a starting !age -usually the home!age0" .hich then causes a ne. !age to load& Users continue to.ard their goal by finding and clic/ing on subse2uent lin/s& $o ensure that lin/s are effectively used" designers should use meaningful lin/ labels -ma/ing sure that lin/ names are consistent .ith their targets0" !rovide consistent clic/ability cues -avoiding misleading cues0" and designate .hen lin/s have been clic/ed& Whenever !ossible" designers should use te,t for lin/s rather than gra!hics& $e,t lin/s usually !rovide much better information about the target than do gra!hics&
@in/s
Research-Based Web Design & Usability Guide lines
8)
('=( Use #eaningful @in/ @abels

Guideline= Use lin/ labels and conce!ts that are
meaningful" understandable" and easily differentiated by users rather than designers&
@in/s
omments= $o avoid user confusion" use lin/ labels that clearly differentiate one lin/ from another& Users should be able to loo/ at each lin/ and learn something about the lin/Bs destination& Using terms li/e B lic/ HereB can be counter!roductive&
lear labeling is es!ecially im!ortant as users navigate do.n through the available lin/s& $he more decisions that users are re2uired to ma/e concerning lin/s" the more o!!ortunities they have to ma/e a .rong decision&
Sources= Bailey" Koyani and +all" 6'''> oney and Steehouder" 6'''> 1vans" (DD8> 4ar/as and 4ar/as" 6'''> *111> @arson and :er.ins/i" (DD8> #iller and Remington" 6'''> #obrand and S!yrida/is" 6''6> +ielsen and $ahir" 6''6> S!ool" et al&" (DD?> S!yrida/is" 6'''& 1,am!le=
,COOC- refers to an application that allo's users to search for all ;obs 'ithin the Department of Commerce %not ;ust the Census Bureau() This lin" does a poor ;ob in e plaining itself( The other circled lin"s aren-t as descripti#e as they could be(
('=6 @in/ to Related ontent

site .ith related content&
8?
Guideline= Provide lin/s to other !ages in the Web Strength of 1vidence= omments= Users e,!ect designers to /no. their Web sites .ell enough to !rovide a full list of o!tions to related content& Sources= Koyani and +all" (DDD& 1,am!le=
@in/s
88
('=7 #atch @in/ +ames .ith $heir Destination Pages

Guideline= #a/e the lin/ te,t consistent .ith the title Relative *m!ortance=
or headings on the destination -i&e&" target0 !age&
@in/s
omments= losely matched lin/s and destination

targets hel! !rovide the necessary feedbac/ to users that they have reached the intended !age&
*f users .ill have to clic/ more than once to get to a s!ecific target destination" avoid re!eating the e,act same lin/ .ording over and over because users can be confused if the lin/s at each level are identical or even very similar& *n one study" after users clic/ed on a lin/ entitled B4irst 3id"B the ne,t !age had three o!tions& %ne of them .as again titled B4irst 3id&B $he t.o B4irst 3idB lin/s .ent to different !laces& Users tended to clic/ on another o!tion on the second !age because they thought that they had already reached B4irst 3id&B
Sources= Bailey" Koyani and +all" 6'''> @evine" (DD)> #obrand and S!yrida/is"
6''6&
1,am!le=
Cin" te t in the left na#igation panel is identical to the headings found on the destination page(
('=5 3void #isleading ues to lic/

do not have characteristics that suggest that they are clic/able&
8D
@in/s
Guideline= 1nsure that items that are not clic/able Strength of 1vidence=
omments= Symbols usually must be combined .ith at least one other cue that suggests clic/ability& *n one study" users .ere observed to clic/ on a ma;or heading .ith some lin/ characteristics" but the heading .as not actually a lin/&
Ho.ever" to some users bullets and arro.s may suggest clic/ability" even .hen they contain no other clic/ability cues -underlining" blue coloration" etc&0& $his slo.s users as they debate .hether the items are lin/s&
Sources= Bailey" Koyani and +all" 6'''> 1vans" (DD8> S!ool" et al&" (DD?& 1,am!le=
These items appear clic"able& but are not( This design may confuse users because the items are underlined and are demonstrati#ely different& and thus attract the users- attention( This is a good e ample of misleading the user!blue te t and underlined te t placed at the top center of the page& and yet none of these are clic"able( T'o of these graphics are not clic"able!if a user mouses o#er one of them& they are li"ely to thin" that they are all not clic"able( :f one graphic is clic"able& they should all be clic"able(
D'
('=9 Re!eat *m!ortant @in/s

Guideline= 1nsure that im!ortant content can be
accessed from more than one lin/&
@in/s
omments= 1stablishing more than one .ay to access the same information can hel! some users find .hat they need& When certain information is critical to the success of the Web site" !rovide more than one lin/ to the information& Different users may try different .ays to find information" de!ending on their o.n inter!retations of a !roblem and the layout of a !age& Some users find im!ortant lin/s easily .hen they have a certain label" .hile others may recogni:e the lin/ best .ith an alternative name& Sources= Bernard" Hull and Dra/e" 6''(> Det.eiler and %manson" (DD)> *vory"
Sinha and Hearst" 6'''> *vory" Sinha and Hearst" 6''(> @evine" (DD)> +all" Koyani and @afond" 6''(> +ielsen and $ahir" 6''6> S!ain" (DDD> S!ool" Klee and Schroeder" 6'''&
1,am!le=
8ultiple lin"s pro#ide users 'ith alternati#e routes for finding the same information(
:f the user misses the ,9ourslin" in the left panel& they still ha#e a chance to find the header in the content panel(
('=) Use $e,t for @in/s

Guideline= Use te,t lin/s rather than image lin/s&
D(
@in/s
omments= *n general" te,t lin/s are more easily recogni:ed as clic/able& $e,t lin/s usually do.nload faster" are !referred by users" and should change colors after being selected& *t is usually easier to convey a lin/Bs destination in te,t" rather than .ith the use of an image&
*n one study" users sho.ed considerable confusion regarding .hether or not certain images .ere clic/able& $his .as true even for images that contained .ords& Users could not tell if the images .ere clic/able .ithout !lacing their cursor over them -Bmines.ee!ingB0& Re2uiring users to Bmines.ee!B to determine .hat is clic/able slo.s them do.n& 3nother benefit to using te,t lin/s is that users .ith te,t-only and deactivated gra!hical bro.sers can see the navigation o!tions&
Sources= Det.eiler and %manson" (DD)> 4ar/as and 4ar/as" 6'''> Koyani
and +all" (DDD> #obrand and S!yrida/is" 6''6> +ielsen" 6'''> S!ool" et al&" (DD?> Qimmerman" et al&" 6''6&
1,am!le=
The meaning of these three images are fairly clear& e#en if the accompanying te t 'as not present(
The meanings of these t'o image lin"s are not ob#ious at first glance(
D6
('=? Designate Used @in/s

Guideline= Use color changes to indicate to users
.hen a lin/ has been visited&
@in/s
omments= Generally" it is best to use the default te,t lin/ colors -blue as an unvisited locationFlin/ and !ur!le as a visited locationF lin/0& @in/ colors hel! users understand .hich !arts of a Web site they have visited& *n one study" !roviding this ty!e of feedbac/ .as the only variable found to im!rove the userBs s!eed of finding information& *f a user selects one lin/" and there are other lin/s to the same target" ma/e sure all lin/s to that target change color&
%ne 6''7 study indicated a com!liance rate of only thirty-three !ercent for this guideline> a 6''6 study sho.ed a com!liance rate of thirty-five !ercent&
Sources= 1vans" (DD8> +ielsen and $ahir" 6''6> +ielsen" (DD)a> +ielsen"
(DDDb> +ielsen" (DDDc> +ielsen" 6''7> S!ool" et al&" 6''(" $ullis 6''(&
1,am!le=
6 poor design choice( Un#isited lin"s are in green& 'hereas #isited lin"s are in blue!users e pect blue to denote an un#isited lin"(
6 good design choice!un#isited lin"s are sho'n in blue& and #isited lin"s are sho'n in purple( 7ote the con#entional use of colors for #isited and un#isited lin"s(
('=8 Provide onsistent lic/ability ues

Guideline= Provide sufficient cues to clearly
indicate to users that an item is clic/able& Relative *m!ortance= Strength of 1vidence=
D7
@in/s
omments= Users should not be e,!ected to move

the cursor around a Web site -Bmines.ee!ingB0 to determine .hat is clic/able& Using the eyes
to 2uic/ly survey the o!tions is much faster than Bmines.ee!ing&B Similarly" relying on mouseovers to designate lin/s can confuse ne.er users" and slo. all users as they are uncertain about .hich items are lin/s& Be consistent in your use of underlining" bullets" arro.s" and other symbols such that they al.ays indicate clic/ability or never suggest clic/ability& 4or e,am!le" using images as both lin/s and as decoration slo.s users as it forces them to study the image to discern its clic/ability& *tems that are in the to! center of the !age" or left and right !anels have a high !robability of being considered lin/s& $his is !articularly true if the lin/ed element loo/s li/e a real-.orld tab or !ush button&
Sources= Bailey" 6'''b> Bailey" Koyani and +all" 6'''> 4ar/as and 4ar/as"
6'''> @ynch and Horton" 6''6> +ielsen" (DD'> $ullis" 6''(&
1,am!le=
6 bulleted list of blue& underlined te t( These are #ery strong clic"ability cues for users( With at least se#en non-traditional colors for lin"s& the clic"ability cues for users might lead to confusion as to 'hich lin"s ha#e been #isited or not(
D5
('=D 1nsure that 1mbedded @in/s are Descri!tive

Guideline= When using embedded lin/s" the lin/ te,t
should accurately describe the lin/Bs destination& Relative *m!ortance= Strength of 1vidence=
@in/s @a s an d $it les" He adi ngs " bel
omments= Users tend to ignore the te,t that

surrounds each embedded lin/> therefore" do not create embedded lin/s that use the surrounding te,t to add clues about the lin/Bs destination&
Sources= Bailey" Koyani and +all" 6'''> Bernard and Hull" 6''6> ard" et al&" 6''(> hi" Pirolli and Pit/o." 6'''> 1vans" (DD8> 4ar/as and 4ar/as" 6'''> #obrand and S!yrida/is" 6''6> Sa.yer and Schroeder" 6'''> S!ool" et al&" (DD?& 1,am!le=
These embedded lin"s are 'ell designed!because the entire organi*ation name is a lin"& the user does not ha#e to read the surrounding te t to understand the destination of the embedded lin"(
:n this e ample& the user must read the surrounding te t to gain clues as to the lin"-s destination( :n many cases& users 'ill not read that te t(
('=(' Use HPointing-and- lic/ingB

Guideline= BPointing-and-clic/ing"B rather than
mousing over" is !referred .hen selecting menu items from a cascading menu structure&
D9
Hea
@in/s
omments= %ne study found that .hen com!ared .ith the mouseover method" the B!oint-and-clic/B method ta/es eighteen !ercent less time" elicits fe.er errors" and is !referred by users& Sources= ha!arro" #innaert and Phi!!s" 6'''& 1,am!le=
The belo' site relies on users to mouse o#er the main lin"s to re#eal the sub-menu lin"s %sho'n e tending to the right in purple and blac")( The use of these mouseo#er methods is slo'er than ,pointing-andclic"ing(-
din
gs"
$itl
es" and @ab els
D)
('=(( Use 3!!ro!riate $e,t @in/ @engths

Guideline= #a/e te,t lin/s long enough to be
understood" but short enough to minimi:e .ra!!ing& Relative *m!ortance= Strength of 1vidence=
@in/s
omments= 3 single .ord te,t lin/ may not give enough information about the lin/Bs destination& 3 lin/ that is several .ords may be difficult to read
2uic/ly" !articularly if it .ra!s to another line& Generally" it is best if te,t lin/s do not e,tend more than one line& Ho.ever" one study found that .hen users scan !rose te,t" lin/s of nine to ten .ords elicit better !erformance than shorter or longer lin/s& Kee! in mind that it is not al.ays !ossible to control ho. lin/s .ill loo/ to all users because bro.ser settings and screen resolutions can vary&
Sources= ard" et al&" 6''(> hi" Pirolli and Pit/o." 6'''> 1vans" (DD8> @evine" (DD)> +ielsen and $ahir" 6''6> +ielsen" 6'''> Sa.yer and Schroeder" 6'''> S!ool" et al&" (DD?& 1,am!le=
Te t lin"s should not 'rap to a second line( They should be used to highlight a particular 'ord or short phrase in a sentence& not an entire sentence(
Whene#er possible& te t lin"s should only co#er one line(
('=(6 *ndicate *nternal vs& 1,ternal @in/s

Guideline= *ndicate to users .hen a lin/ .ill move Relative *m!ortance=
them to a different location on the same !age or to a ne. !age on a different Web site& Strength of 1vidence=
D?
@in/s
omments= %ne study sho.ed that users tend to assume that lin/s .ill ta/e them to another
!age .ithin the same Web site& When this assum!tion is not true" users can become confused& Designers should try to notify users .hen they are sim!ly moving do.n a !age" or leaving the site altogether&
Sources= +all" Koyani and @afond" 6''(> +ielsen and $ahir" 6''6> S!ool" et
al&" (DD?&
1,am!le=
6dd URC addresses belo' lin"s to help users determine 'here they are going( By seeing (go# and (com the user is also alerted to the type of site they 'ill #isit(
,? it disclaimergraphic informs user that the lin" 'ill ta"e them to a ne' Web site(
Clic"ing an outside lin" leads to this ,interim- page that 'arns users of their imminent transfer to a non-'hitehouse(go# Web site(
D8
('=(7 larify lic/able Regions of *mages

Guideline= *f any !art of an image is clic/able"
ensure that the entire image is clic/able or that the clic/able sections are obvious& Relative *m!ortance= Strength of 1vidence=
@in/s
omments= Users should not be re2uired to use the mouse !ointer to discover clic/able areas of images& 4or e,am!le" in a ma! of the United States"
if individual states are clic/able" sufficient cues should be given to indicate the clic/able states&
Sources= Det.eiler and %manson" (DD)> @evine" (DD)> @im and Wogalter" 6'''& 1,am!le=
Dramatically different colors delineate clic"able regions(
The use of 'hite space bet'een clic"able regions in this image map define the boundaries of each indi#idual ,hot- area(
('=(5 @in/ to Su!!ortive *nformation
DD
Guideline= Provide lin/s to su!!ortive information& Strength of 1vidence= omments= Use lin/s to !rovide definitions and descri!tions to clarify technical conce!ts or ;argon" so that less /no.ledgeable users can successfully use the Web site& 4or e,am!le" !rovide lin/s to a dictionary" glossary definitions" and sections dedicated to !roviding more information& Sources= 4ar/as and 4ar/as" 6'''> @evine" (DD)> #orrell" et al&" 6''6>
Qimmerman and Pric/ett" 6'''&
@in/s
1,am!le=
Clic"ing on a highlighted 'ord brings up a ,pop-upbo 'hich pro#ides the user 'ith the definition of the selected 'ord( The highlighted lin"s belo' direct the user to a page 'ith a definition of the 'ord(
$e,t 3!!earance
((
$e,t 3!!earance $here are several issues related to te,t
characteristics that can hel! ensure a Web site communicates effectively .ith users= M Use familiar fonts that are at least (6-!oints> M Use blac/ te,t on !lain" high-contrast bac/grounds> and M Use bac/ground colors to hel! users understand the grou!ing of related information& 1ven though it is im!ortant to ensure visual consistency" ste!s should be ta/en to em!hasi:e im!ortant te,t& headings should be formatted consistently" and attention-attracting features" such as animation" should only be used .hen a!!ro!riate& ommonly used
((=( Use Blac/ $e,t on Plain" High- ontrast Bac/grounds

Guideline= When users are e,!ected to ra!idly
Relative *m!ortance= read and understand !rose te,t" use blac/ te,t on a !lain" high-contrast" non-!atterned bac/ground& Strength of 1vidence=
('( ('(
$e,t 3!!earance
omments= Blac/ te,t on a !lain bac/ground elicited reliably faster reading !erformance than on a medium-te,tured bac/ground& When
com!ared to reading light te,t on a dar/ bac/ground" !eo!le read blac/ te,t on a .hite bac/ground u! to thirty-t.o !ercent faster& *n general" the greater the contrast bet.een the te,t and bac/ground" the easier the te,t is to read&
Sources= Boyntoin and Bush" (D9)> Bruce and Green" (DD'>
ole and Een/ins" (D85> 1vans" (DD8> Goldsmith" (D8?> Gould" et al&" (D8?a> Gould" et al&" (D8?b> Een/ins and ole" (D86> Kosslyn" (DD5> #uter and #aurutto" (DD(> #uter" (DD)> Scharff" 3humada and Hill" (DDD> Snyder" et al&" (DD'> S!encer" Reynolds and oe" (D??a> S!encer" Reynolds and oe" (D??b> $reisman" (DD'> Williams" 6'''&
1,am!le=
('6
((=6 4ormat ommon *tems onsistently

Guideline= 1nsure that the format of common items
is consistent from one !age to another& Relative *m!ortance= Strength of 1vidence=
$e,t 3!!earance
omments= $he formatting convention chosen

should be familiar to users& 4or e,am!le" tele!hone numbers should be consistently !unctuated -8''999-(6(60" and time records might be consistently !unctuated .ith colons -HH=##=SS0&
Sources= 3hlstrom and @ongo" 6''(> 1ngel and Granda" (D?9> #ayhe." (DD6>
Smith and #osier" (D8)> $ufte" (D87&
((=7 Use #i,ed- ase for Prose $e,t

Guideline= When users must read a lot of
information" use lo.er-case fonts and a!!ro!riate ca!itali:ation to ensure the fastest !ossible reading s!eed&
omments= Using Bmi,ed-caseB fonts for reading !rose te,t means that most letters .ill be lo.ercase" .ith all letters that should be ca!itali:ed being in u!!ercase& #ost users have had considerable e,!erience reading lo.ercase letters and are therefore very !roficient at it& Sources= @arson" 6''5& 1,am!le=
$his bloc/ of te,t is an e,am!le of dis!laying continuous -!rose0 te,t using mi,ed u!!er- and lo.ercase letters& *tBs not difficult to read& $his is called sentence case& $H*S B@% K %4 $1T$ *S 3+ 1T3#P@1 %4 D*SP@3G*+G %+$*+U%US -PR%S10 $1T$ US*+G 3@@ UPP1R 3S1 @1$$1RS& *$BS #%R1 D*44* U@$ $% R13D& $H*S *S +%$ 3@@1D S1+$1+ 1 3S1&
((=5 1nsure Jisual onsistency

Guideline= 1nsure visual consistency of Web site
elements .ithin and bet.een Web !ages&
('7
$e,t 3!!earance
omments= $.o studies found that the number of errors made using visually inconsistent dis!lays is reliably higher than .hen using visually consistent dis!lays& Jisual consistency includes the si:e and s!acing of characters> the colors used for labels" fonts and bac/grounds> and the locations of labels" te,t and !ictures& 1arlier studies found that tas/s !erformed on more consistent interfaces resulted in -(0 a reduction in tas/ com!letion times> -60 a reduction in errors> -70 an increase in user satisfaction> and -50 a reduction in learning time&
Ho.ever" users tend to ra!idly overcome some ty!es of inconsistencies& 4or e,am!le" one study found that the use of different-si:ed .idgets -such as !ushbuttons" entry fields" or list bo,es0 does not negatively im!act usersB !erformance or !references&
Sources= 3damson and Wallace" (DD?> 3d/isson" 6''6> Badre" 6''6>
ard" #oran and +e.ell" (D87> oc/burn and Eones" (DD)> 1berts and Schneider" (D89> 1hret" 6''6> Grudin" (D8D> +ielsen" (DDDd> %sborn and 1lliott" 6''6> %:o/ and Salvendy" 6'''> Parush" +adir and Shtub" (DD8> Schneider and Shiffrin" (D??> Schneider" Dumais and Shiffrin" (D85> $ullis" 6''(&
1,am!le=
6n e ample of good #isual consistency< Cocation and si*e of pictures& title bar& and font all contribute to #isual consistency(
es" and @ab els
('5
((=9 Use Bold $e,t S!aringly

Guideline= Use bold te,t only .hen it is im!ortant
to dra. the userBs attention to a s!ecific !iece of information&
$e,t 3!!earance @a s an d
bel
omments= *n the follo.ing e,am!le .ith the 4ield *dentifiers bolded on the left" users s!ent about four times as long loo/ing at the bold 4ield *dentifiers than the non-bold 4ield Jalues& *n the e,am!le on the right" !artici!ants s!ent more time loo/ing at the bolded 4ield Jalues& *n addition" the non-bold 4ield Jalues elicited better search accuracy rates than did the bold 4ield Jalues& *n situations li/e this e,am!le" it is !robably best to not use bold for either field identifiers or field values& *n general" bold te,t should be used s!aringly& Sources= Eose!h" Knott and Grier" 6''6& 1,am!le= The bottom e ample pro#es easier to read than either of the top t'o e amples(
Field "denti&iers -revio(s Bill -revio(s -ayment Balance #(rrent #har'es !otal Billed -enalty $mo(nt %(e 5ield Dalues EFF(1/ EF.(G2 E3(@H E31(1H E3H(H1 E/(2F E./(23 5ield :dentifiers 4re#ious Bill 4re#ious 4ayment Balance Current Charges Total Billed 4enalty 6mount Due Field Val(es I>>.J? I>=.B@ I<.HK I<J.JK I<K.KJ I?.@> I=?.@<
$it les" He adi ngs "
5ield :dentifiers 4re#ious Bill 4re#ious 4ayment Balance Current Charges Total Billed 4enalty 6mount Due
5ield Dalues EFF(1/ EF.(G2 E3(@H E31(1H E3H(H1 E/(2F E./(23
((=) Use 3ttention-3ttracting 4eatures .hen 3!!ro!riate

Guideline= Use attention-attracting features .ith
caution and only .hen they are highly relevant& Relative *m!ortance= Strength of 1vidence=
('9
Hea
$e,t 3!!earance
omments= Dra. attention to s!ecific !arts of

a Web !age .ith the a!!ro!riate -but limited0 use of moving or animated ob;ects" si:e
din
differential bet.een items" images" brightly-colored items" and varying font characteristics& +ot all features of a Web site .ill attract a userBs attention e2ually& $he follo.ing features are !resented in order of the im!act they have on users= M #ovement -e&g&" animation or BrevealsB0 is the most effective attentiongetting item& Research suggests that !eo!le cannot sto! themselves from initially loo/ing at moving items on a !age& Ho.ever" if the movement is not relevant or useful" it may annoy the user& *f movement continues after attracting attention" it may distract from the information on the Web site& M @arger ob;ects" !articularly images" .ill dra. usersB attention before smaller ones& Users fi,ate on larger items first" and for longer !eriods of time& Ho.ever" users .ill tend to s/i! certain /inds of images that they believe to be ads or decoration& M Users loo/ at images for one or t.o seconds" and then loo/ at the associated te,t ca!tion& *n many situations" reading a te,t ca!tion to understand the meaning of an image is a last resort& Parts of images or te,t that have brighter colors seem to gain focus first& Having some te,t and gra!hic items in brighter colors" and others in dar/er colors" hel!s users determine the relative im!ortance of elements& *m!ortant attention-attracting font characteristics can include all u!!ercase" bolding" italics" underlining" and increased font si:e&
gs"
$itl
es" and @ab els
Sources= am!bell and #aglio" (DDD>

1vans" (DD8> 4araday and Sutcliffe" (DD?> 4araday" 6'''> 4araday" 6''(> Galit:" 6''6> Hillstrom and Gantis" (DD5> @e.is and Wal/er" (D8D> #c on/ie and Qola" (D86> +ygren and 3llard" (DD)> $reisman" (D88> Williams" 6'''&
1,am!le=
(')
((=? Use 4amiliar 4onts

Guideline= Use a familiar font to achieve the best
!ossible reading s!eed&
$e,t 3!!earance @a s
omments= Research sho.s no reliable differences in reading s!eed or user !references for t.elve !oint $imes +e. Roman or Georgia -serif fonts0" or 3rial" Helvetica" or Jerdana -sans serif fonts0& Sources= Bernard and #ills" 6'''> Bernard" @iao and #ills" 6''(a> Bernard" et al&" 6''6> Bernard" et al&" 6''(> Boyars/i" et al&" (DD8> 1vans" (DD8> $ullis" Boynton and Hersh" (DD9> Williams" 6'''& 1,am!le=
Using unfamiliar fonts may slo' reading speeds(
bel an d $it les" He adi ngs "
((=8 Use at @east (6-Point 4ont

Guideline= Use at least a (6-!oint font -e&g&"
ty!eface0 on all Web !ages&
('?
Hea
$e,t 3!!earance
omments= Research has sho.n that fonts smaller than (6 !oints elicit slo.er reading !erformance from users& 4or users over age )9" it may be better to use at least fourteen-!oint fonts& +ever use less than nine-!oint font on a Web site&
$raditional !a!er-based font si:es do not translate .ell to Web site design& 4or instance" Windo.s Web bro.sers dis!lay ty!e t.o to three !oints larger than the same font dis!layed on a #acintosh& User-defined bro.ser settings may enlarge or shrin/ designer-defined font si:es& Defining te,t si:e using !i,els .ill result in differently-si:ed characters de!ending u!on the !hysical si:e of the monitorBs !i,els and its set resolution" and !resents accessibility issues to those individuals .ho must s!ecify large font settings&
din
gs"
Sources= Bailey" 6''(> Bernard and #ills" 6'''> Bernard" @iao and #ills"
6''(a> Bernard" @iao and #ills" 6''(b> Bernard" et al&" 6''6> 1llis and Kurnia.an" 6'''> Galit:" 6''6> *vory and Hearst" 6''6> $in/er" (D)7> $ullis" 6''(> $ullis" Boynton and Hersh" (DD9&
1,am!le= ? amples of cross-platform te t-si*e differences generated on a #ariety of

bro'sers and platforms by using 9T8C te t in a one-cell table 'ith a 'idth of 3@@ pi els(
$itl
es" and @ab els
('8
((=D olor- oding and *nstructions

Guideline= When using color-coding on your Web
site" be sure that the coding scheme can be 2uic/ly and easily understood&
$e,t 3!!earance
@a s
bel an d $it les" He adi ngs "
omments= %ne study found that !artici!ants .ere able to ans.er 2uestions significantly faster .hen the interface .as color-coded" but only .hen information about the color-coding .as !rovided& When both color-coding and information about ho. to inter!ret the colors .ere !rovided" user !erformance im!roved by forty !ercent& Be sure that the information !rovided does not re2uire the user to read and com!rehend a lot of te,t to understand it& Sources= Resnic/ and 4ares" 6''5> Wu and Guan" 6''7& 1,am!le=
The "ey in the bottom left brings clarification to the highlighted si*es in this 8en-s General 0i*ing Guidelines(
((=(' 1m!hasi:e *m!ortance

Guideline= hange the font characteristics to
em!hasi:e the im!ortance of a .ord or short !hrase&
('D
Hea
$e,t 3!!earance
omments= 4ont characteristics that are different from the surrounding te,t .ill dominate those that are routine& *m!ortant font characteristics include bolding" italics" font style -serif vs& sans serif0" font si:e -larger is better to gain attention0" and case -u!!er vs& lo.er0& When used .ell" te,t style can dra. attention to im!ortant .ords&
$he use of differing font characteristics has negative conse2uences as .ellC reading s!eed can decrease by almost t.enty !ercent" and thus should be used s!aringly in large bloc/s of !rose& Do not use differing font characteristics to sho. em!hasis for more than one or t.o .ords or a short !hrase& Do not use underlining for em!hasis because underlined .ords on the Web are generally considered to be lin/s&
din
gs"
Sources= Bouma" (D8'> Breland and Breland" (D55> DeRouvray and
ou!er" 6''6> 1vans" (DD8> 4araday" 6'''> 4oster and oles" (D??> @ichty" (D8D> #arcus" (DD6> Paterson and $in/er" (D5'a> Poulton and Bro.n" (D)8> Rehe" (D?D> S!ool" et al&" (DD?> $in/er and Paterson" (D68> $in/er" (D99> $in/er" (D)7> Jartabedian" (D?(> Williams" 6'''&
$itl
1,am!le= Cimited use of bolding effecti#ely emphasi*es important topic categories(
es" and @ab els
(('
((=(( Highlighting *nformation

Guideline= Do not use t.o -or more0 different
.ays to highlight the same information on one !age&
$e,t 3!!earance @a s an d
bel
omments= %ne study found that !artici!ants .ere able to com!lete tas/s faster .hen the interface contained either color-coding or a form of ran/ing" but not both& $he !resence of both seemed to !resent too much information" and reduced the !erformance advantage by about half& Sources= Bandos and Resnic/" 6''5> Resnic/ and 4ares" 6''5& 1,am!le= IWhich model has the smallest trun"JK Users 'ere able to complete the
focused tas"s faster 'hen the diagram contained either color-coding or ran"ing& but not both( :t seems that the presence of both identifiers presented too much information and users had trouble indentifying the information they needed(

Research-Based Web Design & Usability G uidelines See !age ,,ii for detailed descri!tions of the rating scales
(6
@ists @ists are commonly found on Web sites&
$hese may be lists of" for e,am!le" !eo!le" drugs" theaters" or restaurants& 1ach list should be clearly introduced and have a descri!tive title& 3 list should be formatted so that it can be easily scanned& $he order of items in the list should be done to ma,imi:e user !erformance" .hich usually means that the most im!ortant items are !laced to.ard the to! of the list& *f a numbered list is used" start the numbering at Hone"B not H:ero&B Generally only the first letter of the first .ord is ca!itali:ed" unless a .ord that is usually ca!itali:ed is sho.n in the list&
@ists
((6
(6=( %rder 1lements to #a,imi:e User Performance

Guideline= 3rrange lists and tas/s in an order
that best facilitates efficient and successful user !erformance& Relative *m!ortance= Strength of 1vidence=
@ists
@ist s
omments= Designers should determine if there is an order for items that .ill facilitate use of the Web site& *f there is" ensure that the site is formatted to su!!ort
that order" and that all !ages follo. the same order& 4or e,am!le" ensure that lists of items" sets of lin/s" and a series of tabs are in a meaningful order& Where no obvious order a!!lies" organi:e lists al!habetically or numerically& Kee! in mind that it is the userBs logic that should !revail rather than the designerBs logic&
Sources= Bransford and Eohnson" (D?6> Det.eiler and %manson" (DD)> 1ngel
and Granda" (D?9> 1vans" (DD8> 4lo.er" Hayes and S.arts" (D87> Halgren and oo/e" (DD7> #or/es and +ielsen" (DD8> +ygren and 3llard" (DD)> %:o/ and Salvendy" 6'''> Redish" 4el/er and Rose" (D8(> Smith and #osier" (D8)> S!yrida/is" 6'''&
1,am!le=
Ordering list by region and then alphabetically by country allo's users to rapidly find desired information( :f most of your users 'ill be loo"ing for the same item& then place it at the top of your list(
This list should be ordered to read do'n columns& not across ro's(
(6=6 Place *m!ortant *tems at $o! of the @ist

Guideline= Place a listBs most im!ortant items at
the to!& Relative *m!ortance= Strength of 1vidence=
((7 ((7
@ist s
@ists
omments= 1,!erienced users usually loo/ first at

the to! item in a menu or list" and almost al.ays loo/ at one of the to! three items before loo/ing at those farther do.n the list& Research indicates
that users tend to sto! scanning a list as soon as they see something relevant" thus illustrating the reason to !lace im!ortant items at the beginning of lists&
Sources= Byrne" et al&" (DDD>
arroll" (DD'> 1vans" (DD8> 4araday" 6''(> *sa/son and S!yrida/is" (DDD> @e.enstein" et al&" 6'''> +ielsen" (DD)a> +ielsen" (DDDb> +ielsen" (DDDc> S!yrida/is" 6'''&
1,am!le=
This listing assists users by brea"ing out the top ten re$uests in a separate lin"( The entire collection is then listed ne t( This tactic can sa#e users time 'hen searching for popular items or topics(
This e tensi#e list of titles contains the most commonly used titles at the top of the list and also in their alphabetically-correct position further do'n the list( This a#oids the need for users to scroll through titles such as ,9is 9ighness(-
((5
(6=7 4ormat @ists to 1ase Scanning

Guideline= #a/e lists easy to scan and understand& omments= $he use of meaningful labels" effective bac/ground colors" borders" and .hite s!ace allo. users to identify a set of items as a discrete list&
@ists
Sources= ha!arro and Bernard" 6''(> Det.eiler and %manson" (DD)> @evine"
(DD)> +ielsen and $ahir" 6''6> +ygren and 3llard" (DD)> S!yrida/is" 6'''> $reisman" (D86&
1,am!le=
These Web sites use bac"ground colors and thin 'hite lines bet'een information groups to ma"e these lists easy to scan(
(6=5 Dis!lay Related *tems in @ists

Guideline= Dis!lay a series of related items in a
vertical list rather than as continuous te,t&
((9
@ists
omments= 3 .ell-organi:ed list format tends to facilitate ra!id and accurate scanning& %ne study indicated that users scan vertical lists more ra!idly than hori:ontal lists& Scanning a hori:ontal list ta/es users t.enty !ercent longer than scanning a vertical list& Sources= #ayhe." (DD6> +ygren and 3llard" (DD)> Smith and #osier" (D8)>
$ullis" (D85> Wright" (D??&
1,am!le=
The Office of Data ma"es a#ailable for do'nload<
= 6nnual 4roduction 0tatistics = 8onthly 4roduction 0tatistics = Wee"ly 4roduction 0tatistics = Luarterly Consumption 4ro;ections
Bulleted lists are easier to scan and understand(
The Office of Data ma"es a#ailable for do'nload
6nnual 4roduction 0tatistics& 8onthly 4roduction 0tatistics& Wee"ly 4roduction 0tatistics& and Luarterly Consumption 4ro;ections(
9ori*ontal lists are more difficult to scan and understand(
(()
(6=9 *ntroduce 1ach @ist

Guideline= Provide an introductory heading
-i&e&" .ord or !hrase0 at the to! of each list&
@ists
omments= Providing a descri!tive heading allo.s users to readily understand the reason for having a list of items" and ho. the items relate to each other& $he heading hel!s to inform users ho. items are categori:ed" or any !revailing !rinci!le or theme& Users are able to use lists better .hen they include headings& Sources= Bransford and Eohnson" (D?6> Bransford and Eohnson" (D?7>
Det.eiler and %manson" (DD)> 1ngel and Granda" (D?9> @evine" (DD)> Redish" (DD7> Smith and Goodman" (D85> Smith and #osier" (D8)&
1,am!le=
(6=) Use Static #enus

Guideline= Use static menus to elicit the fastest
!ossible s!eed .hen accessing menu items&
((?
@ists
omments= $o elicit the fastest !ossible human !erformance" designers should !ut the most fre2uently used menus times in the first fe. !ositions of a menu& Designers should determine the location of items .ithin a menu based on the fre2uency of use of each item& 3da!table menus" .here users are allo.ed to change the order of menu items" elicits reasonably fast !erformance as .ell& $he slo.est !erformance is achieved .hen an ada!tive menu" .here the com!uter automatically changes the !osition of menu items" is used& %ne study found that users !refer having static menus" rather than ada!tive menus& Sources= 4indlater and #cGrenere" 6''5> #cGrenere" Baec/er and Booth"
6''6&
1,am!le=
8o#ing ITimesK up into the split menu of fonts is one #ersion f an adapti#e menu(
(6=? Start umbered *tems at %ne

Guideline= When items are numbered" start the
numbering se2uence at HoneB rather than H:ero&B
omments= Do not start the numbering .ith a H:ero&B When counting" !eo!le start .ith Hone"B not H:ero&B Sources= 1ngel and Granda" (D?9> Smith and #osier" (D8)&
See !age ,,ii for detailed descri!tions of the rating scales b Des
Research-Based We ign & Usability Guidelines
((8
(6=8 Use 3!!ro!riate @ist Style

Guideline= Use bullet lists to !resent items of e2ual
status or value" and numbered lists if a !articular order to the items is .arranted&
@ists
omments= Bullet lists .or/ best .hen the items do not contain an inherent se2uence" order" or ran/& +umbered lists assign each item in the list an ascending number" ma/ing the numerical order readily a!!arent& +umbered lists are es!ecially im!ortant .hen giving instructions& Sources= oney and Steehouder" 6'''> Det.eiler and %manson" (DD)> @orch
and hen" (D8)> +arveson" 6''(> S!yrida/is" 6'''&
1,am!le=
Use bullets if your list items are of e$ual #alue& or if they ha#e no discernable order(
Using numbered lists is appropriate 'hen items are in a proscribed order& such as this list of ,Top 3@- searches(
(6=D a!itali:e 4irst @etter of 4irst Word in @ists

Guideline= a!itali:e the first letter of only the
Relative *m!ortance= first .ord of a list item" a list bo, item" chec/ bo, labels" and radio button labels& Strength of 1vidence=
((D
@ists
omments= %nly the first letter of the first .ord

should be ca!itali:ed unless the item contains another .ord that .ould normally be ca!itali:ed&
Sources= Bailey" (DD)> 4o.ler" (DD8> #arcus" Smilonich and $hom!son"

(DD9> #icrosoft" (DD6&
1,am!le=
Research-Based Web Design & Usa bility Guidelines
Screen-Based ontrols -Widgets0
(7
Screen-Based ontrols -Widgets0 *n order to interact .ith a Web site" users
usually re2uire the use of screen-based controls -sometimes /no.n as B.idgetsB0& Besides the !ervasive lin/" commonly used screen-based controls include !ushbuttons" radio buttons" chec/ bo,es" dro!-do.n lists and entry fields& Designers should ensure that they use familiar .idgets in a conventional or commonly-used manner& When !ushbuttons are used" ensure that they loo/ li/e !ushbuttons and that they are clearly labeled& *n some cases" the !ushbuttons .ill need to be !rioriti:ed to facilitate their !ro!er use& Radio buttons are used to select from among t.o or more mutuallye,clusive selections& hec/ bo,es should be used to ma/e binary choices" e&g&" ByesB or Bno&B Dro!-do.n lists are generally used to select one item from among many& $o s!eed user !erformance" sho. default values .hen a!!ro!riate" and do not limit the number of vie.able list bo, o!tions& 1ntry fields are used .hen com!leting forms and entering te,t into search bo,es& Designers should try to minimi:e the amount of information entered by users& 1ach entry field should be clearly and consistently labeled" .ith the labels !laced close to the entry fields& Designers should also clearly distinguish bet.een Hre2uiredB and Ho!tionalB data entry fields" and attem!t to minimi:e the use of the Shift /ey& $o facilitate fast entry of information" designers should automatically !lace the cursor in the first data entry field" !rovide labels for each field -e&g&" !ounds" miles" etc&0" and !rovide auto-tabbing functionality& *n order to increase accuracy of data entry" !artition long data items into smaller units" enable the soft.are to automatically detect errors" and do not re2uire case-sensitive data entries& Sho.ing users their data entries can increase accuracy& 4or e,!erienced users" the fastest !ossible entry of information .ill come from allo.ing users to use entry fields instead of selecting from list bo,es&
(7=( Distinguish Re2uired and %!tional Data 1ntry 4ields

Guideline= Distinguish clearly and consistently
bet.een re2uired and o!tional data entry fields& Relative *m!ortance= Strength of 1vidence=
(6(
omments= Users should be able to easily

determine .hich data entry fields are re2uired and .hich are o!tional& #any Web sites are currently using an asteris/ in front of the label for re2uired
fields& %ther sites are adding the .ord Bre2uiredB near the label& %ne study found that bolded te,t is !referred .hen com!ared to the use of chevrons -VVV0" chec/mar/s" or color to indicate re2uired fields&
Sources= Bailey" (DD)> 4o.ler" (DD8> #orrell" et al&" 6''6> $ullis and
Pons" (DD?&
1,am!le=
6steris"s %M) and labeling data entry field names 'ith Nre$uiredN are t'o popular and effecti#e methods of distinguishing bet'een optional and re$uired data entry fields(
d $itl
es" and @ab els
(66
(7=6 @abel Pushbuttons learly

Guideline= 1nsure that a !ushbuttonBs label clearly
indicates its action&
Screen-Based ontrols -Widgets0 @a s an d "
bel
omments= $he label of a !ushbutton should clearly indicate the action that .ill be a!!lied .hen the !ushbutton is clic/ed& ommon !ushbutton labels include BU!date"B BGo"B BSubmit"B B ancel"B B1nter"B BHome"B B+e,t"B and BPrevious&B Sources= Bailey" (DD)> 4o.ler" (DD8> #arcus" Smilonich and $hom!son" (DD9& 1,am!le=
?ffecti#e use of short phrases lea#es no doubt in the user-s mind as to 'hat 'ill happen 'hen the pushbutton is clic"ed(
$it les" He adi ngs
(7=7 @abel Data 1ntry 4ields onsistently

Guideline= 1nsure that data entry labels are .orded
consistently" so that the same data item is given the same label if it a!!ears on different !ages& Relative *m!ortance= Strength of 1vidence=
(67
Hea
omments= *f !ossible" em!loy consistent labeling conventions& 4or e,am!le" do not use single
.ords or !hrases for some labels and short sentences for others" or use verbs for some and nouns for others&
din
Sources= 1vans" (DD8> #aha;an and Shneiderman" (DD?> Smith and #osier" (D8)&
gs"
(7=5 Do +ot #a/e User-1ntered odes ase Sensitive

Guideline= $reat u!!er- and lo.ercase letters as
e2uivalent .hen users are entering codes& Relative *m!ortance= Strength of 1vidence=
omments= Do not ma/e user-entered codes case

sensitive unless there is a valid reason for doing so -such as increased security of !ass.ords0& *f re2uired" clearly inform users if they must enter
$itl
codes in a case s!ecific manner& When retaining data entered by users" sho. the data as it .as entered by the user&
Sources= 3hlstrom and @ongo" 6''(> Smith and #osier" (D8)& 1,am!le=
es" and @ab els
6 capital I9K is all that "eeps a user from finding this 9elp page(
(65
(7=9 @abel Data 1ntry 4ields learly

Guideline= Dis!lay an associated label for each data
entry field to hel! users understand .hat entries are desired&
@a s
bel an d
omments= 1m!loy descri!tive labels that clearly" concisely" and unambiguously define the re2uired entry& #a/e labels distinct enough so that readers do not confuse them .ith the data entries themselves& $his can be done by bolding the labels or !roviding other visual cues" such as an asteris/&
Do not create ne. ;argon .hen labeling data entry fields& Use common terms -e&g&" male" female0 rather than arbitrary labels -e&g&" Grou! (" Grou! 60& *f the meaning of a !ro!osed label is in doubt" conduct usability testing .ith an a!!ro!riate sam!le of 2ualified users&
Sources= Pe. and Rollins" (D?9> Smith and #osier" (D8)& 1,am!le=
6 good design< ?ach data entry field has an associated descripti#e label(
(7=) #inimi:e User Data 1ntry

Guideline= Do not re2uire users to enter the same
information more than once&
(69
Hea
omments= Re2uiring re-entry of data im!oses an additional tas/ on users" and increases the !ossibility of entry errors& When entries made by users on one !age are re2uired on another !age" the com!uter should retrieve the original entries" rather than re2uiring re-entry of the same information& *n general" re2uire users to ma/e as fe. entries as !ossible& Sources= :a;a and Sharit" (DD?> Smith and #osier" (D8)> Qimmerman" et al&"
6''6&
din
1,am!le=
Clic"ing this button 'ill prompt the ser#er to copy information from the ,Billing 6ddress- column to the ,0hipping 6ddress- column& thus eliminating the need for users to re-input the data %if it is the same)(
gs"
$itl
es" and
This Web site minimi*es user data entry by remembering :Ds(
@ab els
(6)
(7=? Put @abels lose to Data 1ntry 4ields

Guideline= 1nsure that labels are close enough to their Relative *m!ortance=
associated data entry fields so that users .ill recogni:e the label as describing the data entry field& Strength of 1vidence=
Screen-Based ontrols -Widgets0 @a s
bel an d
omments= 3ll labels and related information should be close to the data entry field to enable users to easily relate the label and entries re2uired& Sources= 1ngel and Granda" (D?9> 1vans" (DD8> Galit:" 6''6> Smith and #osier"
(D8)&
1,am!le=
4lacing labels #ery close to the data entry fields allo's users to rapidly relate the label and the re$uired entries(

4lacing labels a'ay from the data entry field slo's users- entry rates(
(7=8 3llo. Users to See $heir 1ntered Data

Guideline= reate data entry fields that are large
enough to sho. all of the entered data .ithout scrolling& Relative *m!ortance= Strength of 1vidence=
(6?
Hea
omments= Users should be able to see their entire entry at one time& $here al.ays .ill be some users .ho .ill enter more data than can be
seen .ithout scrolling> ho.ever" try to minimi:e the need to scroll or move the cursor to see all the data for that field& *f there is a character limit for a !articular field" state that near the entry field& Designers should be !articularly a.are of the length of data entry fields used for entering search terms& %ne study found that this entry field should be at least 79-5' characters long to accommodate ninety-five !ercent of search terms being used&
din
gs"
Sources= Bailey" (DD)> Bailey and Wolfson" 6''9>

4o.ler" (DD8&
:a;a and Sharit" (DD?>
1,am!le=
The te t e pands #ertically so that a user can see e#en #ery long entries 'ithout ha#ing to scroll hori*ontally(
$itl
Data entry fields should be 'ide enough so that the user can see their entire entry 'ithout scrolling(
es" and @ab els
(68
(7=D Use Radio Buttons for #utually 1,clusive Selections

Guideline= Provide radio buttons .hen users need to
choose one res!onse from a list of mutually e,clusive o!tions& Relative *m!ortance= Strength of 1vidence=
Screen-Based ontrols -Widgets0 @a s an d
bel
omments= Radio buttons should be used .hen there is a need to select from among mutually e,clusive items& Users should be able to clic/ on the button
or its te,t label to ma/e their selection& 3ssign one of the radio button choices as the default .hen a!!ro!riate& %ne study re!orted that for ma/ing mutually e,clusive selections" radio buttons elicit reliably better !erformance than dro!- do.n lists& Radio buttons are also !referred over both o!en lists and dro!- do.n lists&
Sources= Bailey" (D87> Bailey" (DD)> 4o.ler" (DD8> Galit:" 6''6> Eohnsgard" et al&" (DD9> #arcus" Smilonich and $hom!son" (DD9> $ullis and Kodimer" (DD6& 1,am!le=
:f a user must be constrained to selecting one item in a list& employ radio buttons rather than chec" bo es(
Only one option is clic"able for each indi#idual tas" belo'(
(7=(' Use 4amiliar Widgets

Guideline= Use .idgets that are familiar to your
users" and em!loy them in their commonly used manner&
(6D
Hea
omments= Do not assume that all users are familiar .ith all available .idgets& Unfamiliar .idgets .ill slo. some users" and cause others not to use the .idget because they do not /no. ho. to ma/e it .or/ !ro!erly& 4or instance" one study sho.ed that some users" !articularly older users" do not /no. ho. to use a dro!-do.n list&
*n choosing .idgets" designers ty!ically consider such issues as the amount of available screen Breal estate"B reducing the number of user clic/s" and .hether the user .ill be choosing one from among many items" or several items at once& Usability test the !erformance and acce!tability of .idgets to ensure they do not confuse or slo. users&
din
gs"
Sources= Bailey" Koyani and +all" 6'''> +all" Koyani and @afond" 6''(& 1,am!le=
The circled 'idget is used in an uncon#entional manner( Users might e pect this 'idget to be a te t entry bo ( 9o'e#er& 'hen a user places their cursor in the entry area& it in#o"es the lin"ed te t in the bo at left from 'hich the user must select the car type( 6 dropdo'n bo 'ould be a more suitable 'idget(
$itl
es" and @ab els
Users do not e pect radio buttons to be used in this manner(
(7'
(7=(( 3ntici!ate $y!ical User 1rrors

Guideline= Use the com!uter to detect errors made
by users&
Screen-Based ontrols -Widgets0 @a s an d "
bel
omments= Do not e,!ect that users al.ays .ill ma/e correct entries& 3ntici!ate !ossible user errors" and .hen !ossible" allocate res!onsibility to the com!uter to identify these mista/es and suggest corrections& 4or e,am!le" if a date is entered as B4ebruary 7("B the com!uter should generate an error message as/ing for a revised entry&
Design the siteBs search engine -and other !laces .here users enter data0 to accommodate common miss!ellings and certain other errors&
Sources= Bailey and Koyani" 6''5> Bailey" (D87> Pe. and Rollins" (D?9>
Smith and #osier" (D8)&
1,am!le=
$it les" He adi ngs
(7=(6 Partition @ong Data *tems

Guideline= Partition long data items into shorter
sections for both data entry and data dis!lay&
(7(
Hea
omments= Partitioning long data items can aid users in detecting entry errors" and can reduce erroneous entries& 4or e,am!le" it is easier to enter and verify a ten digit tele!hone number .hen entered as three grou!s" +++-+++-++++& Similarly" Q*PW5 codes and Social Security numbers are best !artitioned& Sources= #ayhe." (DD6> Smith and #osier" (D8)& 1,am!le=
The ,4hone 7umber- entry field is partitioned correctly( 9o'e#er& the ,O:4P/- field should be bro"en out into t'o fields %one fi#e digits long& and one four digits long& separated by a hyphen)(
din
gs"
$itl
es"
:n this e ample& the first and last names& along 'ith the social security number& should be partitioned(
and @ab els
(76
(7=(7 Use a Single Data 1ntry #ethod

Guideline= Design data entry transactions so that
users can stay .ith one entry method as long as !ossible&
Screen-Based ontrols -Widgets0 @a s
bel an d
omments= Do not have users shift bac/ and forth bet.een data entry methods& Re2uiring users to ma/e numerous shifts from /eyboard to mouse to /eyboard can substantially slo. their entry s!eed& Sources= :a;a and Sharit" (DD?> 1ngel and Granda" (D?9> 4oley and Wallace" (D?5> Smith and #osier" (D8)& 1,am!le= :n this e ample& data entry methods are used consistently so that users do
not ha#e to shift bac" and forth bet'een mouse entry and "eyboard entry(

This design forces users to s'itch bet'een "eyboard entry and mouse entry methods& and 'ill slo' the user-s data entry tas"(
(7=(5 Prioriti:e Pushbuttons

Guideline= Use location and highlighting to
!rioriti:e !ushbuttons&
(77
Hea
omments= *f one !ushbutton in a grou! of !ushbuttons is used more fre2uently than the others" !ut that button in the first !osition& 3lso ma/e the most fre2uently used button the default action" i&e&" that .hich is activated .hen users !ress the 1nter /ey&
%ne study re!orted that designers should !lace the button most li/ely to be clic/ed on the left side of a t.o-button set of buttons& $his button arrangement allo.s the user to read the first button label" and since it is the most li/ely selection" clic/ on that button immediately& Some users loo/ at the left and then right button before ma/ing a selection" !referring to be fully informed before submitting a res!onse&
din
Sources= Bailey" (DD)> 4o.ler" (DD8> #arcus" Smilonich and $hom!son"

(DD9> Wal/er and Stanley" 6''5&
gs"
1,am!le= The ,0earch- button is placed in the first position(
$itl
es" and @ab els
(75
(7=(9 Use hec/ Bo,es to 1nable #ulti!le Selections

Guideline= Use a chec/ bo, control to allo. users
to select one or more items from a list of !ossible choices& Relative *m!ortance= Strength of 1vidence=
bel
omments= 1ach chec/ bo, should be able to be selected inde!endently of all other chec/ bo,es& %ne study sho.ed that for ma/ing multi!le
selections from a list of non-mutually e,clusive items" chec/ bo,es elicit the fastest !erformance and are !referred over all other .idgets& Users should be able to clic/ on either the bo, or the te,t label&
Sources= Bailey" (DD)> 4o.ler" (DD8> Galit:" 6''6> Eohnsgard" et al&"

(DD9> #arcus" Smilonich and $hom!son" (DD9&
1,am!le= Chec" bo es are most

appropriately used in these e amples because users may 'ish to order more than one product or select more than one file format( Con#ention dictates that chec" bo es be used 'hen more than one item in a list may be selected(
(7=() @abel Units of #easurement

Guideline= When using data entry fields" s!ecify
the desired measurement units .ith the field labels rather than re2uiring users to enter them&
(79
Hea
omments= Designers should include units such as minutes" ounces" or centimeters" etc& as !art of the data entry field label& $his .ill reduce the number of /eystro/es re2uired of users -s!eeding the data entry !rocess0" and reduce the chance of errors& Sources= Pe. and Rollins" (D?9> Smith and #osier" (D8)& 1,am!le=
din
gs"
$itl
es" and @ab els
(7)
(7=(? Do +ot @imit Jie.able @ist Bo, %!tions

Guideline= When using o!en lists" sho. as many
o!tions as !ossible& Relative *m!ortance= Strength of 1vidence=
omments= Scrolling to find an item in a list bo, can

ta/e e,tra time& *n one study" an o!en list that sho.ed only three -of five0 o!tions .as used& $o see the hidden t.o items" users had to scroll& $he need
bel
to scroll .as not obvious to users .ho .ere not familiar .ith list bo,es" and slo.ed do.n those that did /no. to scroll&
Sources= Bailey" Koyani and +all" 6'''> Qimmerman" et al&" 6''6& 1,am!le=
This open list sho's as many options as possible gi#en the amount of a#ailable screen real estate(

Despite plenty of screen real estate& only four of the si items in this list bo are #isible(
This site& e#en though the product is a#ailable in only four states& lists all 2@& including the U(0( Dirgin :slands( Only those four states pro#ide counties& 'hich are necessary before the I0ubmitK button can be chosen( This could be potentially confusing to users(
(7=(8 Dis!lay Default Jalues

Guideline= Dis!lay default values .henever a
li/ely default choice can be defined&
(7?
Hea
omments= When li/ely default values can be defined" offer those values to s!eed data entry& $he initial or default item could be the most fre2uently selected item or the last item selected by that user& *n general" do not use the default !osition to dis!lay a heading or label for that .idget& Sources= 3hlstrom and @ongo" 6''(> Bailey" (DD)> 4o.ler" (DD8>
#arcus" Smilonich and $hom!son" (DD9> Smith and #osier" (D8)&
din
1,am!le=
gs"
$itl
es" and @ab els
(78
(7=(D Place ursor in 4irst Data 1ntry 4ield

Guideline= Place -automatically0 a blin/ing cursor at
the beginning of the first data entry field .hen a data entry form is dis!layed on a !age& Relative *m!ortance= Strength of 1vidence=
Screen-Based ontrols -Widgets0 s an d
@in/ @a s bel
omments= Users should not be re2uired to move the mouse !ointer to the first data entry field and clic/ on the mouse button to activate the field& Designers should consider" ho.ever" that !rogramming this automatic cursor !lacement might negatively im!act the !erformance of screen reader soft.are& Sources= 3hlstrom and @ongo" 6''(> Smith and #osier" (D8)& 1,am!le=
These t'o Web sites automatically place the cursor in the first data entry field(

(7=6' 1nsure that Double- lic/ing Will +ot ause Problems
Guideline= 1nsure that double-clic/ing on a lin/ .ill
not cause undesirable or confusing results& Relative *m!ortance= Strength of 1vidence=
omments= #any users double-clic/ on a lin/ .hen

only one clic/ is needed& Develo!ers cannot sto! users from double-clic/ing" but they should try to reduce the negative conse2uences of this behavior&
Usability testing has indicated that if users start .ith 2uic/ double-clic/s" they tend to continue to do this for most of the test& Sometimes" .hen both clic/s are detected by the com!uter" the first clic/ selects one lin/ and the second clic/ selects a second lin/" causing une,!ected -i&e&" !u::ling0 results&
Sources= Bailey" Koyani and +all" 6'''> 4a/un and Greenough" 6''6&
(7=6( Use %!en @ists to Select %ne from #any

Guideline= Use o!en lists rather than dro!-do.n
lists to select one from many& Relative *m!ortance= Strength of 1vidence=
(7D
omments= Generally" the more items users can

see in a list -.ithout scrolling0" the faster their res!onses .ill be" and the fe.er omission errors they .ill ma/e& *deally" users should be able to see all available items .ithout scrolling&
When com!ared .ith dro!-do.n lists" o!en lists tend to elicit faster !erformance !rimarily because dro!-do.n lists re2uire an e,tra clic/ to o!en& Ho.ever" if a list is e,tremely long" a dro!-do.n list may be better& $he available research does not indicate the u!!er number limit of items that should be dis!layed in a list&
Sources= Bailey" (DD)> 4o.ler" (DD8> #arcus" Smilonich and $hom!son" (DD9& 1,am!le=
:n this e ample& the designers opted to use a drop-do'n list to conser#e screen real estate( This is a trade-off& ho'e#er& as a drop-do'n list 'ill slo' users 'hen compared 'ith an open list(
d $itl
es" and @ab els
(5'
(7=66 Use Data 1ntry 4ields to S!eed Performance

Guideline= Re2uire users to enter information using
data entry fields -instead of selecting from list bo,es0 if you are designing to s!eed human !erformance& Relative *m!ortance= Strength of 1vidence=
bel
omments= 3t least t.o studies have com!ared the effectiveness of te,t entry versus selection -list bo,es0 for entering dates and ma/ing airline reservations&
Both studies found te,t entry methods .ere faster and !referred over all other methods& Ho.ever" use of te,t entry fields tends to elicit more errors&
Sources= Bailey" (DD)>
:a;a and Sharit" (DD?> 4o.ler" (DD8> Gould" et al&" (D88> Gould" et al&" (D8D> Greene" et al&" (D88> Greene" et al&" (DD6> #arcus" Smilonich and $hom!son" (DD9> $ullis and Kodimer" (DD6&
1,am!le=
:f users- entries cannot be easily defined or constrained %for e ample& their street address or a particular search term)& use entry fields( 9o'e#er& if entries can be defined and errors reduced %state or country of residence) use list bo es( Be a'are that alternating bet'een these t'o entry methods 'ill slo' the user(
(7=67 Use a #inimum of $.o Radio Buttons

Guideline= +ever use one radio button alone& omments= Use at least t.o radio buttons together& *f users can choose not to activate any of the radio button choices" !rovide a choice labeled B+one&B Sources= Bailey" (DD)> 4o.ler" (DD8>
#arcus" Smilonich and $hom!son" (DD9& Relative *m!ortance= Strength of 1vidence=
(7=65 Provide 3uto-$abbing 4unctionality

Guideline= Provide auto-tabbing functionality for
fre2uent users .ith advanced Web interaction s/ills& Relative *m!ortance= Strength of 1vidence=
(5(
Hea
omments= 3uto-tabbing can significantly reduce data entry times for fre2uent users by not re2uiring them to manually tab from field to field& Sources= 3hlstrom and @ongo" 6''(> Pe. and Rollins" (D?9> Smith and
#osier" (D8)&
din
(7=69 #inimi:e Use of the Shift Key

Guideline= Design data entry transactions to
minimi:e use of the Shift /ey&
gs"
omments= *f !ossible" designers should not re2uire users to enter characters that re2uire the use the Shift /ey& Using the Shift /ey im!oses a demand for e,tra user attention and time& 4or e,am!le" the designer can include symbols such as the dollar or !ercent sign near data entry fields rather than re2uiring users to enter those characters& Designers also can treat u!!er- and lo.ercases as e2uivalent .hen entered by users& Sources= ard" #oran and +e.ell" (D8'b> Eohn" (DD)> Smith and #osier" (D8)&
$itl
es" and @ab els
See !age ,,ii
for detailed descri!tions of the rating scales
Gra!hics" *mages" and #ultimedia
(5
Gra!hics" *mages" and #ultimedia Gra!hics are used on many" if not most" Web
!ages& When used a!!ro!riately" gra!hics can facilitate learning& 3n im!ortant image to sho. on most !ages of a site is the organi:ationBs logo& When used a!!ro!riately" images" animation" video" and audio can add tremendous value to a Web site& When animation is used a!!ro!riately" it is a good idea to introduce the animation before it begins& #any images re2uire a large number of bytes that can ta/e a long time to do.nload" es!ecially at slo.er connection s!eeds& When images must be used" designers should ensure that the gra!hics do not substantially slo. !age do.nload times& $humbnail versions of larger images allo. users to !revie. images .ithout having to do.nload them& Sometimes it is necessary to label images to hel! users understand them& Usability testing should be used to hel! ensure that Web site images convey the intended message& *n many cases" the actual data should be included .ith charts and gra!hs to facilitate fast and accurate understanding& *t is usually not a good idea to use images as the entire bac/ground of a !age& om!le, bac/ground images tend to slo. do.n !age loading" and can interfere .ith reading the foreground te,t& 1,!erienced users tend to ignore gra!hics that they consider to be advertising& Designers should ensure that they do not create images that loo/ li/e banner ads& 3lso" they should be careful about !lacing images in locations that are generally used for advertisements&
(5=( Use Sim!le Bac/ground *mages

Guideline= Use bac/ground images s!aringly and
ma/e sure they are sim!le" es!ecially if they are used behind te,t&
(57
Hea
omments= Bac/ground images can ma/e it difficult for users to read foreground te,t& 3 single" large" com!le, bac/ground image -including a !icture0 can substantially slo. !age do.nload rates& *f bac/ground images must be em!loyed" use small" sim!le images .ith Btiling"B andFor /ee! the image resolution as lo. as !ossible& Sources= Boyntoin and Bush" (D9)>
ole and Een/ins" (D85> Det.eiler and %manson" (DD)> Hac/man and $in/er" (D9?> Een/ins and ole" (D86> @evine" (DD)> @evy" et al&" (DD)> S!encer" Reynolds and oe" (D??a> S!encer" Reynolds and oe" (D??b> $in/er and Paterson" (D7(> $in/er" (D)7&
din
gs"
1,am!le=
Comple graphics can obscure te t& ma"ing it #ery difficult for users to read the site-s content(
$itl
es" and @ab els
(55
(5=6 @abel lic/able *mages

Guideline= 1nsure that all clic/able images are either
labeled or readily understood by ty!ical users&
Gra!hics" *mages" and #ultimedia @a s an d
bel
omments= %ccasional or infre2uent users may not use an image enough to understand or remember its meaning& 1nsure that images and their associated te,t are close together so that users can integrate and effectively use them together& 3dditionally" alt te,t should accom!any every clic/able image& Sources= Booher" (D?9> 1vans" (DD8> Hac/man and $in/er" (D9?> S!ool" et al&" (DD?> $in/er and Paterson" (D7(> Jaughan" (DD8> Williams" 6'''& 1,am!le=

The addition of labels is essential for a user to understand the clic"able image lin"s(
(5=7 1nsure that *mages Do +ot Slo. Do.nloads

Guideline= $a/e ste!s to ensure that images on
the Web site do not slo. !age do.nload times unnecessarily& Relative *m!ortance= Strength of 1vidence=
(59
Hea
omments= User frustration increases as the length of time s!ent interacting .ith a system increases& Users tolerate less delay if they believe
the tas/ should be easy for the com!uter& %ne study re!orted that users rated latencies of u! to five seconds as Bgood&B Delays over ten seconds .ere rated as B!oor&B Users rate !ages .ith long delays as being less interesting and more difficult to scan& %ne study re!orted no relationshi! bet.een slo. !age do.nload times and users giving u!& $o s!eed do.nload times" use several small images rather than a single large image on a !age> use interlacing or !rogressive images> and use several of the same images& Designers should also minimi:e the number of different colors used in an image and !ut H1*GH$ and W*D$H !i,el dimension tags in an image reference& $o achieve faster res!onse time for users .ith dial-u! modems" limit !age si:e to less than 7'"''' bytes&
din
gs"
Sources= Bouch" Kuchins/y and Bhatti" 6'''> 4ar/as and 4ar/as" 6'''>
#archionini" (DD9> #artin and orl" (D8)> +ielsen" (DD)a> +ielsen" (DD?a> +ielsen" (DDDc> +ielsen" 6'''> Perfetti" 6''(> Ramsay" Barbesi and Preece" (DD8> Schroeder" 6''7> Sears" Eac/o and Borella" (DD?> Selvidge" ha!arro and Bender" 6''(> Shneiderman" (D85> $ullis" 6''(&
$itl
1,am!le=
The entire main content area - the bac"ground& te t and photo is one large image( The page 'ould load much $uic"er if normal html had been used here(
es" and @ab els
(5)
(5=5 Use Jideo" 3nimation" and 3udio #eaningfully

Guideline= Use video" animation" and audio only
.hen they hel! to convey" or are su!!ortive of" the Web siteBs message or other content& Relative *m!ortance= Strength of 1vidence=
Gra!hics" *mages" and #ultimedia s an d
@in/ @a s bel
omments= #ultimedia elements -such as video" animation" and audio0 can easily ca!ture the attention of users> therefore" it is im!ortant to have
clear and useful reasons for using multimedia to avoid unnecessarily distracting users& Some multimedia elements may ta/e a long time to do.nload" so it is im!ortant that they be .orth the .ait& Used !roductively" multimedia can add great value to a siteBs content and hel! direct usersB attention to the most im!ortant information and in the order that it is most useful&
Sources= am!bell and #aglio" (DDD> hen and Gu" 6'''> 4araday and Sutcliffe" (DD?> 4araday" 6'''> 4araday" 6''(> Harrison" (DD9> +ielsen" 6'''> Par/ and Hannafin" (DD7> Reeves and Ric/enberg" 6'''> S!inillo and Dyson" 6'''F6''(> Sundar" 1dgar and #ayer" 6'''&
(5=9 *nclude @ogos

Guideline= Place your organi:ationBs logo in a
consistent !lace on every !age&
omments= Users are fre2uently una.are .hen they clic/ through to a different Web site& Having a logo on each !age !rovides a frame of reference throughout a Web site so that users can easily confirm that they have not left the site& *deally" the logo should be in the same location on each !age= many designers !lace the logo in the to! left corner& Sources= 3d/isson" 6''6> 4ar/as and 4ar/as" 6'''> #archionini" (DD9> +all"
Koyani and @afond" 6''(> +ielsen" (DDDd> %manson" line and +ordhielm" 6''(> %manson" et al&" (DD8> %sborn and 1lliott" 6''6> S!ool" et al&" (DD?&
1,am!le=
(5=) Gra!hics Should +ot @oo/ li/e Banner 3ds

Guideline= Do not ma/e im!ortant images
loo/ li/e banner advertisements or gratuitous decorations& Relative *m!ortance= Strength of 1vidence=
(5?
omments= *n a recent study" a gra!hic develo!ed to inform users about access to live
hel! .as not clic/ed because many users thought it .as an advertisement& 1ven though the gra!hic .as larger than most other gra!hics on the !age" some users missed the item com!letely because the gra!hic loo/ed too much li/e a decoration or a banner advertisement&
Sources= 3hmadi" 6'''> Badre" 6''6> Bayles" 6''6> Ben.ay" (DD8> 1llis and
Kurnia.an" 6'''&
1,am!le= This graphic& 'hich contains three ma;or& lin"ed headers& loo"s li"e a
banner ad#ertisement( Conse$uently& users may s"ip o#er this design element& thus missing the headers(
d $itl
es" and @ab els
(58
(5=? @imit @arge *mages 3bove the 4old

Guideline= Do not fill the entire first screenful .ith
one image if there are screensful of te,t information belo. the fold&
@a s
bel an d
omments= @arge gra!hics that cover most of the screen at the to! of the !age suggest to users that there is no more information belo. the gra!hic& *n one study" because a gra!hic filled the screen" some users did not use the scrollbar to scroll do.n to more content& *n fact" some users did not even sus!ect that more information might be located belo. the fold& Sources= Bailey" Koyani and +all" 6'''>
Golovchins/y and hen and Gu" 6'''> hignell" (DD7> +ielsen and $ahir" 6''6&
1,am!le= 6s the scroll bar sho's& there are se#eral additional screenfuls of
information belo' this large na#igation graphic( Users may not loo" at the scroll bar& thus missing that information(
(5=8 1nsure Web Site *mages onvey *ntended #essages

Guideline= 1nsure that Web site images convey the Relative *m!ortance=
intended message to users" not ;ust to designers&
(5D
Hea
omments= Users and designers tend to differ

in .hat they thin/ is a!!ro!riate to convey a message& When attem!ting to select the best gra!hic from a set of gra!hics" users tend to
select those that most other users .ould have selected -i&e&" those that loo/ familiar0" .hile most develo!ers favor gra!hics that loo/ more artistic& %ne study found that seventy-five !ercent of users are able to find information on a content and lin/-rich site" .hereas only seventeen !ercent could find the same information on a gra!hic-intensive site&
din
Sources= 3hmadi" 6'''> 1vans" (DD8> +ielsen and $ahir" 6''6> S!ool" et al&"
(DD?&
gs"
1,am!le=
The ne' :R0 site %left) is content and lin"-rich& allo'ing users to find information much faster than the old& graphic-hea#y :R0 site %right)(
$itl
es" and @ab els
(9'
(5=D @imit the Use of *mages

Guideline= Use images only .hen they are critical to
the success of a Web site&
bel
omments= 1nsure that a Web siteBs gra!hics add value and increase the clarity of the information on the site& ertain gra!hics can ma/e some Web sites much more interesting for users" and users may be .illing to .ait a fe. e,tra seconds for them to load& Users tend to be most frustrated if they .ait several seconds for a gra!hic to do.nload" and then find that the image does not add any value& Some decorative gra!hics are acce!table .hen they do not distract the user& Sources= Badre" 6''6> 1vans" (DD8> +ielsen" (DD?e> +ielsen" (DDDb> +ielsen" 6'''>
+ielsen" 6''7> S!ool" et al&" (DD?> Wen and Beaton" (DD)> Williams" 6'''&
1,am!le=
The placement of this image disrupts the left ;ustification of the other page elements and it is #isually distracting& dra'ing the user-s attention from the site-s content(

This image is unrelated to the accompanying content(
(5=(' *nclude 3ctual Data .ith Data Gra!hics

Guideline= *nclude actual data values .ith
gra!hical dis!lays of data .hen !recise reading of the data is re2uired& Relative *m!ortance= Strength of 1vidence=
(9(
Hea
omments= 3d;acent numeric annotation might be added to the ends of dis!layed bars on a bar gra!h" or to mar/ the !oints of a !lotted curve&
Some dis!lays may re2uire com!lete data annotation .hile others may re2uire annotation only for selected data elements&
din
Sources= Pagulayan and Stoffregen" 6'''> Po.ers" et al&" (D)(> Smith and
#osier" (D8)> S!ool" et al&" (DD?> $ufte" (D87&
gs"
1,am!le=
$itl
es" and
4lacing the mouse pointer o#er a data point in#o"es this bo 'ith detailed information(
@ab els
(96
(5=(( Dis!lay #onitoring *nformation Gra!hically

Guideline= Use a gra!hic format to dis!lay data
.hen users must monitor changing data& Relative *m!ortance= Strength of 1vidence=
Gra!hics" *mages" and #ultimedia @a s an d "
omments= Whenever !ossible" the com!uter

should handle data monitoring and should call abnormalities to the usersB attention& When that is
bel
not !ossible" and a user must monitor data changes" gra!hic dis!lays .ill ma/e it easier for users to detect critical changes andFor values outside the normal range&
Sources= Hanson" et al&" (D8(> Kosslyn" (DD5> Po.ers" et al&" (D)(> Smith and #osier" (D8)> $ullis" (D8(& 1,am!le=
$it les" He adi ngs
(5=(6 *ntroduce 3nimation

animation !rior to it being vie.ed&
(97
Hea
Guideline= Provide an introductory e,!lanation for Strength of 1vidence= omments= Providing an e,!lanation of animation before it begins .ill hel! users better integrate the animation and associated content& *n other .ords" briefly e,!lain to users .hat they are about to see before they see it& 3lso" allo. animation to be user-controlled& $he user should be able to !ause" sto!" re!lay" or ignore animation or other multimedia elements& Sources= 1vans" (DD8> 4araday and Sutcliffe" (DDD& 1,am!le=
?ach #ideo clip is accompanied by te t that e plains to the user 'hat they are about to #ie'( :n addition& this Web site allo's the user to control 'hen to start the #ideo clip(
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(95
(5=(7 1mulate Real-World %b;ects

Guideline= Use images that loo/ li/e real-.orld items
.hen a!!ro!riate&
@a s
bel an d
omments= *mages -e&g&" !ushbuttons and navigation tabs0 are li/ely to be considered as lin/s .hen they are designed to emulate their real-.orld analogues& *f a designer cannot ma/e such images emulate real.orld ob;ects" the image may re2uire at least one additional clic/ability cue" such as a descri!tive label -li/e BHomeB or B+e,tB0 or !lacement on the !age& 3 te,t label can hel! inform users about a lin/Bs destination" but in one study some users missed this ty!e of image lin/" even those that contained .ords" because the .ords .ere not underlined& Sources= 3hmadi" 6'''> Bailey" 6'''b> Galit:" 6''6> +olan" (D8D& 1,am!le=
These control items are designed to loo" li"e real-'orld items( The buttons belo'& for e ample& loo" li"e the buttons you might find on an 6utomated Teller 8achine( The control item image to the right controls #ideo on a Web site& and thus is designed to loo" li"e a control on a DCR or DDD player(
(5=(5 Use $humbnail *mages to Previe. @arger *mages

Guideline= When vie.ing full-si:e images is not
critical" first !rovide a thumbnail of the image& Relative *m!ortance= Strength of 1vidence=
(99
Hea
omments= By !roviding thumbnails of larger

images" users can decide .hether they .ant to .ait for the full image to load& By using thumbnails" those .ho do not need or .ant to
din
see the full image are not slo.ed do.n by large image do.nloads& @in/ the thumbnail image to the full-si:e co!y&
Sources= @evine" (DD)> +ielsen and $ahir" 6''6& 1,am!le=

When one of the thumbnail images is clic"ed on the left& a ne' 'indo' pops up 'ith a larger image and a brief description( This also offers a high resolution ;pg file of the same image(
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(9)
(5=(9 Use *mages to 4acilitate @earning

Guideline= $o facilitate learning" use images rather
than te,t .henever !ossible&
bel
omments= $he su!eriority of !ictures over te,t in a learning situation a!!ears to be strong& 4or e,am!le" !ictures of common ob;ects are recogni:ed and recalled better than their te,tual names& 1,ce!tions seem to occur .hen the items are conce!tually very similar -e&g&" all animals or tools0" or .hen items are !resented so 2uic/ly that learners cannot create verbal labels& Sources= Golovchins/y and
hignell" (DD7> Krull and Watson" 6''6> @evy" et al&" (DD)> @ieberman and ul!e!!er" (D)9> +elson" Reed and Walling" (D?)> Paivio and sa!o" (D)D> Paivio" Rogers and Smythe" (D)8> Rodden" et al&" 6''(> Williams" (DD7&
1,am!le=
These illustrations facilitate faster learning of "ey concepts(

(5=() Using Photogra!hs of Peo!le

Guideline= Photogra!hs of !eo!le may or may
not hel! build trust in Web sites&
(9?
Hea
omments= *n one e-commerce study" having a labeled !hotogra!h on the Web site .as !erceived as more trust.orthy than having a !hotogra!h .ith no label& 4urther" having a !hotogra!h .ith no label .as !erceived as more trust.orthy than having no !hotogra!h at all& Highly e,!erienced users sho.ed the same degree of trust as users that .ere moderately e,!erienced or ine,!erienced&
Ho.ever" another study recommended that !hotos not be used to increase the trust.orthiness of a Web site& $hey found that the !resence of a !hoto did not affect the trust of a site" or user !references for a site&
din
Sources= Riegelsberger" Sasse and #c arthy" 6''7> SteinbrXc/" et al&" 6''6& 1,am!le=
4hotographs of people are used 'idely and #ery differently throughout the 5ederal go#ernment(
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Writing Web ontent
(9
Writing Web ontent
Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, or the sa!e reason that a drawing should ha"e no unnecessary lines and a !achine no unnecessary parts.#$ Willia! %trun& 'r., in 1lements of Style
ontent is the most im!ortant !art of a Web site&

*f the content does not !rovide the information needed by users" the Web site .ill !rovide little value no matter ho. easy it is to use the site& When !re!aring !rose content for a Web site" use familiar .ords and avoid the use of ;argon& *f acronyms and abbreviations must be used" ensure that they are clearly understood by ty!ical users and defined on the !age& #inimi:e the number of .ords in a sentence and sentences in a !aragra!h& #a/e the first sentence -the to!ic sentence0 of each !aragra!h descri!tive of the remainder of the !aragra!h& learly state the tem!oral se2uence of instructions& 3lso" use u!!er- and lo.ercase letters a!!ro!riately" .rite in an affirmative" active voice" and limit !rose te,t on navigation !ages&
(9=( #a/e 3ction Se2uences
lear
(9D
Guideline= When describing an action or tas/

that has a natural order or se2uence -assembly instructions" troubleshooting" etc&0" structure the content so that the se2uence is obvious and consistent&
Hea
Writing Web ontent
omments= $ime-based se2uences are easily understood by users& Do not force users to !erform or learn tas/s in a se2uence that is unusual or a./.ard& Sources= :a;a and Sharit" (DD?> 4ar/as" (DDD> Krull and Watson" 6''6>
#or/es and +ielsen" (DD8> +ielsen" 6'''> Smith and #osier" (D8)> Wright" (D??&
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1,am!le=
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()'
(9=6 3void Eargon

Guideline= Do not use .ords that ty!ical users may
not understand&
Writing Web ontent @a s an d
bel
omments= $erminology !lays a large role in the userBs ability to find and understand information& #any terms are familiar to designers and content .riters" but not to users& *n one study" some users did not understand the term Bcancer screening&B hanging the te,t to Btesting for cancerB substantially im!roved usersB understanding&
$o im!rove understanding among users .ho are accustomed to using the ;argon term" it may be hel!ful to !ut that term in !arentheses& 3 dictionary or glossary may be hel!ful to users .ho are ne. to a to!ic" but should not be considered a license to fre2uently use terms ty!ical users do not understand&
Sources= oc/burn and Eones" (DD)> 1vans" (DD8> Horton" (DD'> #ayhe." (DD6>
#or/es and +ielsen" (DD?> #or/es and +ielsen" (DD8> +all" Koyani and @afond" 6''(> Schramm" (D?7> S!yrida/is" 6'''> $ullis" 6''(> Qimmerman and Pric/ett" 6'''> Qimmerman" et al&" 6''6&
1,am!le=
These Web pages& often #isited by the public& do not use language that is accessible and free of ;argon(
(9=7 Use 4amiliar Words

Guideline= Use .ords that are fre2uently seen
and heard&
()(
Hea
Writing Web ontent
omments= Use .ords that are familiar to" and used fre2uently by" ty!ical users& Words that are more fre2uently seen and heard are better and more 2uic/ly recogni:ed& $here are several sources of commonly used .ords -see Kucera and 4rancis" (D)? and @eech et al&" 6''( in the Sources section0&
4amiliar .ords can be collected using o!en-ended surveys" by vie.ing search terms entered by users on your site or related sites" and through other forms of mar/et research&
din
Sources= 4urnas" et al&" (D8?> Kucera and 4rancis" (D)?> @eech" Rayson and
Wilson" 6''(> S!yrida/is" 6'''> Whissell" (DD8&
gs"
1,am!le=
$itl
0tudies ha#e sho'n that using IDictionaryK instead of IGlossaryK pro#ides much more positi#e feedbac" for your typical user(
es" and @ab els
()6
(9=5 Define 3cronyms and 3bbreviations

Guideline= Do not use unfamiliar or undefined
acronyms or abbreviations on Web sites& Relative *m!ortance= Strength of 1vidence=
Writing Web ontent @a s an d
omments= 3cronyms and abbreviations should

be used s!aringly and must be defined in order to be understood by all users& *t is im!ortant to remember that users .ho are ne. to a to!ic are
bel
li/ely to be unfamiliar .ith the to!icBs related acronyms and abbreviations& Use the follo.ing format .hen defining acronyms or abbreviations= Physician Data Luery -PDL0& 3cronyms and abbreviations are ty!ically defined on first mention" but remember that users may easily miss the definition if they scroll !ast it or enter the !age belo. .here the acronym or abbreviation is defined&
Sources= 3hlstrom and @ongo" 6''(> 1vans" (DD8> #orrell" et al&" 6''6> +all"
Koyani and @afond" 6''(> +ielsen and $ahir" 6''6> $ullis" 6''(&
1,am!le=
Undefined acronyms on a homepage may lea#e users confused regarding the site-s contents or purpose(

This detailed& highly-technical content page is designed for e perts and not no#ice users( 9o'e#er& the designer has still defined each acronym and abbre#iation on the page(
(9=9 Use 3bbreviations S!aringly

Guideline= Sho. com!lete .ords rather than
abbreviations .henever !ossible&
()7
Hea
Writing Web ontent
re !ace" and .ill be readily omments= $he only times to use abbreviations a bbreviations" choose only .hen they are significantly shorter" save needed understood by ty!ical users& *f users must read a common abbreviations& anda" (D?9> 1vans" (DD8>
din
Sources= 3hlstrom and @ongo" 6''(> 1ngel and Gr

Smith and #osier" (D8)&
1,am!le=
:f abbre#iations are in common usage %DoD) then it is acceptable to use them( 9o'e#er& if an abbre#iation is not in common usage %D6R0& D56R0& 6>00)& the complete title should be used(
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$itl
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R e s e a r c h - B a s e d W e bg n & U s a b i l i t y G u i d e l i n e s Desi
()5
(9=) Use #i,ed ase .ith Prose

Guideline= Dis!lay continuous -!rose0 te,t using
mi,ed u!!er- and lo.ercase letters&
Writing Web ontent @a s an d "
bel
omments= Reading te,t is easier .hen ca!itali:ation is used conventionally to start sentences and to indicate !ro!er nouns and acronyms& *f an item is intended to attract the userBs attention" dis!lay the item in all u!!ercase" bold" or italics& Do not use these methods for sho.ing em!hasis for more than one or t.o .ords or a short !hrase because they slo. reading !erformance .hen used for e,tended !rose& Sources= Breland and Breland" (D55> 1ngel and Granda" (D?9> #ills and
Weldon" (D8?> #os/el" 1rno and Shneiderman" (D85> Poulton and Bro.n" (D)8> Smith and #osier" (D8)> S!yrida/is" 6'''> $in/er and Paterson" (D68> $in/er" (D99> $in/er" (D)7> Jartabedian" (D?(> Wright" (D??&
1,am!le=
$it les" He adi ngs
Reading te,t is easier .hen ca!itali:ation is used conventionally to start sentences and to indicate !ro!er nouns and acronyms& *f an item is intended to attract the userBs attention" dis!lay the item in all UPP1R 3S1" bold" or italics& Do not use these methods for sho.ing em!hasis for more than one or t.o .ords or a short !hrase because they slo. reading !erformance .hen used for e,tended !rose& R13D*+G $1T$ *S 13S*1R WH1+ 3P*$3@*Q3$*%+ *S US1D %+J1+$*%+3@@G $% S$3R$ S1+$1+ 1S 3+D $% *+D* 3$1 PR%P1R +%U+S 3+D 3 R%+G#S& *4 3+ *$1# *S *+$1+D1D $% 3$$R3 $ $H1 US1RBS 3$$1+$*%+" D*SP@3G $H1 *$1# *+ 3@@ UPP1R 3S1" BOL%" %R ()A*(+%& D% +%$ US1 $H1S1 #1$H%DS 4%R SH%W*+G 1#PH3S*S 4%R #%R1 $H3+ %+1 %R $W% W%RDS %R 3 SH%R$ PHR3S1 B1 3US1 $H1G S@%W R13D*+G P1R4%R#3+ 1 WH1+ US1D 4%R 1T$1+D1D PR%S1&
(9=? @imit the +umber of Words and Sentences

Guideline= $o o!timi:e reading com!rehension"
minimi:e the number of .ords in sentences" and the number of sentences in !aragra!hs& Relative *m!ortance= Strength of 1vidence=
()9
Hea
Writing Web ontent
omments= $o enhance the readability of !rose te,t" a sentence should not contain more than t.enty .ords& 3 !aragra!h should not contain more than si, sentences& Sources= Bailey" (DD)> Bailey" Koyani and +all" 6'''> Bouma" (D8'>
herva/" Drury and %uellette" (DD)> 1vans" (DD8> Kincaid" et al&" (DD'> #arcus" (DD6> #ills and ald.ell" (DD?> +ielsen" (DD?c> Palm2uist and Qimmerman" (DDD> Rehe" (D?D> S!yrida/is" 6'''> Qimmerman and lar/" (D8?&
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1,am!le= This e ample sho's ho' to optimi*e reading comprehension(

The number of 'ords in a sentence is minimi*ed& and there are fe' sentences in each paragraph(
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())
(9=8 @imit Prose $e,t on +avigation Pages

Guideline= Do not !ut a lot of !rose te,t on
navigation !ages& Relative *m!ortance= Strength of 1vidence=
Writing Web ontent
@in/ @a s on tent bel s Web an d Writ ing $itl $it les" He adi ngs "
omments= When there are many .ords on

navigation !ages" users tend to ra!idly scan for s!ecific .ords or begin clic/ing on many different lin/s" rather than reading the te,t associated .ith the lin/s&
Sources= Bailey" Koyani and +all" 6'''> 1vans" (DD8> #or/es and +ielsen" (DD8>
+ielsen" 6'''> S!yrida/is" 6'''&
1,am!le=
The lac" of prose te t allo's na#igation elements to ta"e center stage on this na#igation page(
The large #olume of prose te t forces na#igation lin"s %the primary purpose of the page) into the left panel(
(9=D Use 3ctive Joice

Guideline= om!ose sentences in active rather
than !assive voice&
()?
Writing Web ontent
omments= Users benefit from sim!le" direct language& Sentences in active voice are ty!ically more concise than sentences in !assive voice& Strong verbs hel! the user /no. .ho is acting and .hat is being acted u!on& *n one study" !eo!le .ho had to inter!ret federal regulation language s!ontaneously translated !assive sentences into active sentences in order to form an understanding of the !assages& Sources= 4lo.er" Hayes and S.arts" (D87> Horton" (DD'> Palermo and Bourne"
(D?8> Palm2uist and Qimmerman" (DDD> Redish" 4el/er and Rose" (D8(> Smith and #osier" (D8)> S!inillo and Dyson" 6'''F6''(> S!yrida/is" 6'''> Wright" (D??> Qimmerman and lar/" (D8?&
1,am!le= 6cti#e #oice e ample
4assi#e #oice e ample
Eohn hit the baseball&
$he baseball .as hit by Eohn&
(9=(' Write *nstructions in the 3ffirmative

Guideline= 3s a general rule" .rite instructions
in affirmative statements rather than negative statements& Relative *m!ortance= Strength of 1vidence=
omments= When giving instructions" strive to tell users .hat to do -see a dentist if you have a toothache0" rather than .hat to avoid doing
-avoid s/i!!ing your dentist a!!ointment if you have a toothache0& *f the li/elihood of ma/ing a .rong ste! is high or the conse2uences are dire" negative voice may be clearer to the user&
es" and
Sources= Greene" (D?6> Herriot" (D?'> Krull and Watson" 6''6> Palm2uist
and Qimmerman" (DDD> Smith and #osier" (D8)> Wright" (D??> Qimmerman and lar/" (D8?&
1,am!le= 6n e ample of negati#e #oice pointing out conse$uences to the user(
@ab els @ab
()8
(9=(( #a/e 4irst Sentences Descri!tive

Guideline= *nclude the !rimary theme of a
!aragra!h" and the sco!e of .hat it covers" in the first sentence of each !aragra!h& Relative *m!ortance= Strength of 1vidence=
Writing Web ontent
@in/ @a s on tent bel s Web an d Writ ing $itl $it les" He adi ngs "
omments= Users tend to s/im the first one or t.o sentences of each !aragra!h .hen scanning te,t& Sources= Bailey" Koyani and +all" 6'''> @ynch and Horton" 6''6> #or/es and
+ielsen" (DD?> #or/es and +ielsen" (DD8> S!yrida/is" 6'''&
1,am!le= Descripti#e first sentences set the tone for each of these paragraphs&
and pro#ide users 'ith an understanding of the topic of each section of te t(
()
ontent %rgani:ation
ontent %rgani:ation 3fter ensuring that content is useful" .ell.ritten" and in a format that is suitable for the Web" it is im!ortant
to ensure that the information is clearly organi:ed& *n some cases" the content on a site can be organi:ed in multi!le .ays to accommodate multi!le audiences& %rgani:ing content includes !utting critical information near the to! of the site" grou!ing related elements" and ensuring that all necessary information is available .ithout slo.ing the user .ith unneeded information& ontent should be formatted to facilitate scanning" and to enable 2uic/ understanding&
Research-Based Web Design & Usability Guide
lines
(?'
()=( %rgani:e *nformation learly

Guideline= %rgani:e information at each level of the
Web site so that it sho.s a clear and logical structure to ty!ical users&
ontent %rgani:ation @a s an d
bel
omments= Designers should !resent information in a structure that reflects user needs and the siteBs goals& *nformation should be .ell-organi:ed at the Web site level" !age level" and !aragra!h or list level&
Good Web site and !age design enables users to understand the nature of the siteBs organi:ational relationshi!s and .ill su!!ort users in locating information efficiently& 3 clear" logical structure .ill reduce the chances of users becoming bored" disinterested" or frustrated
Sources= Benson" (D89> lar/ and Haviland" (D?9> Det.eiler and %manson" (DD)> Di,on" (D8?> 1vans" (DD8> 4ar/as and 4ar/as" 6'''> Keyes" (DD7> Keyes" Sy/es and @e.is" (D88> @ynch and Horton" 6''6> +ielsen and $ahir" 6''6> Redish" (DD7> Redish" 4el/er and Rose" (D8(> Schroeder" (DDD> S!yrida/is" 6'''> $iller and Green" (DDD> Wright" (D8?> Qimmerman and 3/erelrea" 6''6> Qimmerman" et al&" 6''6& 1,am!le= This design clearly illustrates to the user the logical structure of the Web
site( The structure is built on the user-s needs!namely& completing a form in ten steps(
()=6 4acilitate Scanning

Guideline= Structure each content !age to
facilitate scanning= use clear" .ell-located headings> short !hrases and sentences> and small readable !aragra!hs&
(?(
Hea
ontent %rgani:ation
omments= Web sites that are o!timi:ed for scanning can hel! users find desired information& Users that scan generally read headings" but do not read full te,t !roseCthis results in users missing information .hen a !age contains dense te,t&
Studies re!ort that about eighty !ercent of users scan any ne. !age& %nly si,teen !ercent read each .ord& Users s!end about t.elve !ercent of their time trying to locate desired information on a !age& $o facilitate the finding of information" !lace im!ortant headings high in the center section of a !age& Users tend to scan until they find something interesting and then they read& Designers should hel! users ignore large chun/s of the !age in a single glance& Kee! in mind that older users -?' and over0 .ill tend to scan much more slo.ly through a .eb !age than .ill younger users -ages 7D and younger0&
din
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Sources= Bailey" Koyani and +all" 6'''> Byrne" et al&" (DDD> 1vans" (DD8>
Koyani and Bailey" 6''9> Koyani" et al&" 6''6> #or/es and +ielsen" (DD?> #or/es and +ielsen" (DD8> +ielsen" (DD?e> +ielsen" 6'''> Schriver" (DD?> S!ool" et al&" (DD?> S!yrida/is" 6'''> Sticht" (D89> Sullivan and 4lo.er" (D8)> $oms" 6'''> Qimmerman" et al&" (DD)&
$itl
1,am!le= This page facilitates scanning(
es" and @ab els
(?6
()=7 1nsure that +ecessary *nformation is Dis!layed

Guideline= 1nsure that all needed information is
available and dis!layed on the !age .here and .hen it is needed& Relative *m!ortance= Strength of 1vidence=
bel
omments= Users should not have to remember data from one !age to the ne,t or .hen scrolling from one screenful to the ne,t& Heading information
should be retained .hen users scroll data tables" or re!eated often enough so that header information can be seen on each screenful&
Sources= 1ngel and Granda" (D?9> Smith and #osier" (D8)> S!yrida/is" 6'''>
Ste.art" (D8'> $ullis" (D87&
1,am!le=
This header ro' disappears as users scroll do'n the table( This can negati#ely effect users- performance on the site by e ceeding their ,'or"ing memory- capacity(

See !age ,,ii Research-Based Web Design & Usability G uidelines for detailed descri!tions of the rating scales
()=5 Grou! Related 1lements

Guideline= Grou! all related information and
functions in order to decrease time s!ent searching or scanning&
(?7
Hea
ontent %rgani:ation
omments= 3ll information related to one to!ic should be grou!ed together& $his minimi:es the need for users to search or scan the site for related information& Users .ill consider items that are !laced in close s!atial !ro,imity to belong together conce!tually& $e,t items that share the same bac/ground color ty!ically .ill be seen as being related to each other& Sources= 3hlstrom and @ongo" 6''(>
a/ir" Hart and Ste.art" (D8'> 4araday" 6'''> Gerhardt-Po.als" (DD)> Kahn" $an and Beaton" (DD'> Kim and Goo" 6'''> +all" Koyani and @afond" 6''(> +iemela and Saarinen" 6'''> +ygren and 3llard" (DD)> S!yrida/is" 6'''&
din
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1,am!le= This site organi*es information 'ell by grouping core na#igation

elements and "ey topic areas( These features allo' users to search and scan for information faster(
$itl
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Research-Based Web Design & Usability Guideli nes
(?5
()=9 #inimi:e the +umber of lic/s or Pages

Guideline= $o allo. users to efficiently find .hat they
.ant" design so that the most common tas/s can be successfully com!leted in the fe.est number of clic/s& Relative *m!ortance= Strength of 1vidence=
bel
omments= ritical information should be !rovided as close to the home!age as !ossible& $his reduces the need for users to clic/ dee! into the site and ma/e additional decisions on intervening !ages& $he more ste!s -or clic/s0 users must ta/e to find the desired information" the greater the li/elihood they .ill ma/e an incorrect choice& *m!ortant information should be available .ithin t.o or three clic/s of the home!age&
%ne study found that the time to com!lete a tas/ .as closely related to the number of clic/s made by users& *t a!!ears that users .ill /ee! clic/ing as long as they feel li/e they are getting closer to their goal& 3nother study sho.ed that .hen users .ere trying to find a target" they .ere no more li/ely to 2uit after three clic/s than after (6 clic/s&
Sources= 1vans" (DD8> @evine" (DD)> +all" Koyani and @afond" 6''(> +ielsen and $ahir" 6''6> Porter" 6''7> S!yrida/is" 6'''> Qimmerman" et al&" 6''6> Qimmerman" et al&" (DD)& 1,am!le=
6 topic such as Cung Cancer& one of the most common cancer types& is one clic" off of the homepage of this cancer site(
ne& R e s e a r c h - B a s e d W e bg D s iU s a b i l i t y G u i d e l i n e s
()=) Design Luantitative ontent for Luic/ Understanding

Guideline= Design 2uantitative information to
reduce the time re2uired to understand it& Relative *m!ortance= Strength of 1vidence=
(?9
Hea
ontent %rgani:ation
omments= #a/e a!!ro!riate use of tables"

gra!hics" and visuali:ation techni2ues to hasten the understanding of information& Presenting 2uantitative information in a table -rather than a
din
gra!h0 generally elicits the best !erformance> ho.ever" there are situations .here visuali:ations .ill elicit even better !erformance& Usability testing can hel! to determine .hen users .ill benefit from using tabular data" gra!hics" tables" or visuali:ations&
Sources= hen and Gu" 6'''> Galit:" 6''6> Gerhardt-Po.als" (DD)> Kosslyn"
(DD5> #eyer" (DD?> #eyer" Shamo and Go!her" (DDD> #eyer" Shinar and @eiser" (DD?> $ufte" (D87&
gs"
1,am!le=
$itl
es" and
This is a case 'here displaying information using graphs and bars allo's users to discern the importance of data much more $uic"ly than 'hen it is presented in a table format(
@ab els
4resenting numerical data as bar charts may speed up the user-s understanding of data(
(?)
()=? Dis!lay %nly +ecessary *nformation

Guideline= @imit !age information only to that .hich
is needed by users .hile on that !age& Relative *m!ortance= Strength of 1vidence=
ontent %rgani:ation @a
omments= Do not overload !ages or interactions

.ith e,traneous information& Dis!laying too much information may confuse users and hinder assimilation of needed information& 3llo. users to
bel %rg s ani: an atio d an n $it d les" @ab He els adi ngs " o
remain focused on the desired tas/ by e,cluding information that tas/ analysis and usability testing indicates is not relevant to their current tas/& When user information re2uirements cannot be !recisely antici!ated by the designer" allo. users to tailor dis!lays online&
Sources= 3hlstrom and @ongo" 6''(> 1ngel and Granda" (D?9> GerhardtPo.als" (DD)> #ayhe." (DD6> #or/es and +ielsen" (DD8> Po.ers" et al&" (D)(> Smith and #osier" (D8)> S!yrida/is" 6'''> Ste.art" (D8'> $ullis" (D8(> $ullis" 6''(> Qhang and Seo" 6''(&
1,am!le= 6n e ample of e traneous information( :n this case& the user is loo"ing for
a 'eather forecast for 8anchester& United >ingdom( The site pro#ides this information& but also indicates tonight-s #acation 'eather for 4rague!this information is e traneous to the user-s original tas"(
nte
()=8 4ormat *nformation for #ulti!le 3udiences

Guideline= Provide information in multi!le
formats if the Web site has distinct audiences .ho .ill be interested in the same information& Relative *m!ortance= Strength of 1vidence=
(??
ontent %rgani:ation
omments= *nformation can be !rovided in varying formats and at different levels of detail on the same site& 4or e,am!le" information about
cancer can be !resented in differing .ays for !hysicians and !atients& When segmenting content for t.o or more distinct grou!s of users" allo. users from each audience to easily access information intended for other audiences& %ne study sho.ed that users .ant to see information that is intended for a health !rofessional audience" as .ell as for a !atient or consumer audience& Users .ant access to all versions of the information .ithout first having to declare themselves as a health !rofessional" a !atient" a caregiver" etc& $o accommodate these users" audiences .ere not segmented until they reached a !age .here lin/s to multi!le versions of a document -i&e&" technical" non-technical0 .ere !rovided&
Sources= 1vans" (DD8> Gerhardt-Po.als" (DD)> +all" Koyani and @afond"

6''(> Williams" 6'''> Qimmerman and Pric/ett" 6'''> Qimmerman" et al&" 6''6&
1,am!le=
These are e amples of 'ays to pro#ide different audiences access to information(
Hea
din
gs"
$itl
es" and @ab els
(?8
()=D Use olor for Grou!ing

Guideline= Use color to hel! users understand .hat
does and does not go together&
ontent %rgani:ation s an d "
@in/ @a s bel
omments= olor coding !ermits users to ra!idly scan and 2uic/ly !erceive !atterns and relationshi!s among items& *tems that share the same color .ill be considered as being related to each other" .hile items .ith !rominent color differences .ill seem to be different&
Peo!le can distinguish u! to ten different colors that are assigned to different categories" but it may be safer to use no more than five different colors for category coding& *f more than ten different colors are used" the effects of any !articular relationshi! .ill be lost& Do not use color alone to convey information&
Sources= arter" (D86>
hrist" (D?9> 1ngel and Granda" (D?9> Haubner and +eumann" (D8)> #urch" (D89> +ygren and 3llard" (DD)> Smith" (D)6> Smith" (D)7> Smith" 4ar2uhar and $homas" (D)9&
1,am!le=
(?
Search #any Web sites allo. users to search for
information contained in the site& Users access the search ca!ability by entering one or more /ey.ords into an entry fieldAusually termed a Bsearch bo,&B When there are .ords in the Web site that match the .ords entered by users" users are sho.n .here in the Web site those .ords can be found& 1ach !age of a Web site should allo. users to conduct a search& Usually it is ade2uate to allo. sim!le searches .ithout !roviding for the use of more advanced features& Users should be able to assume that both u!!er- and lo.ercase letters .ill be considered as e2uivalent .hen searching& $he siteBs search ca!ability should be designed to res!ond to terms ty!ically entered by users& Users should be notified .hen multi!le search ca!abilities e,ist& Where many users tend to conduct similar searches" sometimes it .or/s best to !rovide search tem!lates& Users tend to assume that any search they conduct .ill cover the entire site and not a subsite& $he results !resented to users as a result of searching should be useful and usable&
Search
(8'
(?=( 1nsure Usable Search Results

Guideline= 1nsure that the results of user searches
!rovide the !recise information being sought" and in a format that matches usersB e,!ectations&
Search
Sear ch
omments= Users .ant to be able to use the results of a search to continue solving their !roblem& When users are confused by the search results" or do not immediately find .hat they are searching for" they become frustrated& Sources= 3mento" et al&" (DDD> Bailey and Koyani" 6''5> Dumais"
utrell and hen" 6''(> +ielsen" 6''(a> +ielsen" et al&" 6'''> Polloc/ and Hoc/ley" (DD)> Rosenfeld and #orville" 6''6> S!ool" et al&" (DD?&
1,am!le= Returned search results in the main panel contain snippets of the searched
page 'ith the user-s search terms highlighted %allo'ing the user to gain a sense of the conte t in 'hich the terms are used) and a clustered list of related search terms is contained in the left panel(
These search results are difficult to use( There is no discernable order and no ability to sort results by characteristics %e(g(& price& si*e& etc()
(?=) 3llo. Sim!le Searches (?=6 Design Search 1ngines to Search the 1ntire Site
Guideline= Design search engines to search the
entire site" or clearly communicate .hich !art of the site .ill be searched& Relative *m!ortance= Strength of 1vidence=
(8(
Search
omments= Designers may .ant to allo. users to control the range of their searches& Ho.ever" users
tend to believe that a search engine .ill search the entire Web site& Do not have search engines search only a !ortion of the site .ithout clearly informing users .hich !arts of the site are being searched& Kee! in mind that .hat a designer may consider to be the entirety of a site may not be the same as .hat the user thin/s is the B.holeB site& 4or e,am!le" many large sites have various subsections that are maintained by different designers" so the user may thin/ of a site as something that designers thin/ of as several sites& #a/e sure it is clear to users .hat !art-s0 of the Web site are being searched& Provide a means for users to narro. the sco!e of searches on large Web sites by !roviding easy access to s!ecific subsites .hen searching&
Sources= Bailey and Koyani" 6''5> S!ool" et al&" (DD?& 1,am!le=

This design allo's users to easily bound their search to a selected subsection of the Web site& or to run an unbounded search by selecting the ,6ll of 006- menu choice(
(?=7 #a/e U!!er- and @o.ercase Search $erms 12uivalent

Guideline= $reat user-entered u!!er- and
lo.ercase letters as e2uivalent .hen entered as search terms& Relative *m!ortance= Strength of 1vidence=
omments= 4or e,am!le" BS$R*+G"B BString"B and BstringB should be recogni:ed and acce!ted e2ually by the Web site& When searching" users .ill
generally be indifferent to any distinction bet.een u!!er- and lo.ercase& $he site should not com!el a distinction that users do not care or /no. about" or that the user may find difficult to ma/e& *n situations .hen case actually is im!ortant" allo. users to s!ecify case as a selectable o!tion in the string
search&
Sources= Smith and #osier" (D8)&

(86
(?=5 Provide Provide a a Search Search %!tion %!tion on on 1ach 1ach Page Page (?=5
Guideline= Provide a search o!tion on each !age
of a content-rich Web site& Relative *m!ortance= Strength of 1vidence=
Search
Sear ch
omments= 3 search o!tion should be !rovided on all

!ages .here it may be usefulCusers should not have to return to the home!age to conduct a search& Search engines can be hel!ful on content-rich Web sites" but do not add value on other ty!es of sites&
Designers should be careful not to rely too heavily on search engines& $hey are not a substitute for good content organi:ation" and do not al.ays im!rove usersB search !erformance& Designers should carefully consider the advantages and disadvantages of including a search engine" and .hether their Web site lends itself to automated searches&
Sources= Det.eiler and %manson" (DD)> 4ar/as and 4ar/as" 6'''> @evine" (DD)>
+ielsen" (DD)a> +ielsen" (DD?e> +ielsen" (DDDd> S!ool" et al&" (DD?&
1,am!le= 6s users del#e deeper into the site-s content& the search capability
remains immediately a#ailable(
(?=) Design 3llo. Sim!le (?=9 SearchSearches 3round UsersB $erms

Guideline= onstruct a Web siteBs search engine
to res!ond to usersB terminology& Relative *m!ortance= Strength of 1vidence=
(87
Search
omments= Users seem to rely on certain

!referred /ey.ords .hen searching& $hey .ill generally conduct one or t.o searches before trying another site or search engine -or
abandoning the search altogether0& $herefore" it is im!ortant that users succeed on their first try& Determining the /ey.ords users are using may re2uire considerable data collection& Designers should ma/e use of search engine logs" surveys" and other techni2ues to determine the !referred search .ords for their site" and ma/e information relevant to those terms easy to find through the siteBs search engine& Kee! in mind that designersB !referred /ey.ords may not match usersB !referred /ey.ords" and content .riters may overestimate the s!eciali:ed vocabulary of their audience& 4or the most common searches" !rovide a Bbest betsB set of results& 1nsure that the Bbest betsB do not a!!ear as advertising or !aid lin/s& *n addition to res!onding to usersB /ey.ords" try to design the siteBs search engine to accommodate common miss!ellings" e,tra s!aces" alternative !unctuation" misused !lurals" and other common user search errors&
Sources= Bailey and Koyani" 6''5> Dumais"
utrell and hen" 6''(> 1gan" et al&" (D8D> 1vans" (DD8> Hoo/e" De@eo and Slaughter" (D?D> Koyani and +all" (DDD> Schiano" Stone and Bectarte" 6''(> S!yrida/is" 6'''&
1,am!le=
6 search for Itongue cancerK also returns results on Oral Cancer& 9ead and 7ec" Cancer& and Cip and Oral Ca#ity Cancer(
Research-Based Web Design & Usability Guidelin es
(85
(?=( 3llo. 1nsureSim!le UsableSearches Search Results (?=)

Guideline= Structure the search engine to
accommodate users .ho enter a small number of .ords&
Search
omments= $he search function should be easy to use and allo. for users to be successful .hen searching& #ost users tend to em!loy sim!le search strategies& $hey rarely use advanced search features -such as Boolean o!erators0" so it is im!ortant not to rely on those to im!rove the effectiveness of the siteBs search engine& *f most of the siteBs users are ine,!erienced Web searchers" !rovide sim!le instructions and e,am!les to hel! guide usersB searching and use of the search results&
Provide a bo, -entry field0 for entering search terms that is at least 79 to 5' characters .ide& Users .ill self-detect more errors .hen they see .hat they have entered&
Sources= Bailey and Koyani" 6''5> Bayles and Bernard" (DDD> Koyani and +all"
(DDD> +ielsen" 6''(a> +ielsen" et al&" 6'''> Polloc/ and Hoc/ley" (DD)> S!in/" Bateman and Eansen" (DDD> S!ool" Schroeder and %;a/aar" 6''(&
1,am!le=
0imple search engines 'ill accommodate most users- search strategies(
This search page is far too comple for the a#erage user( 0uch ad#anced search capabilities are best presented on a page dedicated to ad#anced searches(
(?=? .hen #ulti!le Search %!tions (?=) +otify 3llo. Users Sim!le Searches 1,ist
Guideline= *f more than one ty!e of search
o!tion is !rovided" ensure that users are a.are of all the different ty!es of search o!tions and ho. each is best used& Relative *m!ortance= Strength of 1vidence=
(89
Search
omments= #ost users assume that a Web site has only one ty!e of search& *n one study" .hen there .ere multi!le search ty!es available" users tended to miss some of the search ca!abilities& Sources= Bailey" Koyani and +all" 6'''> @evy" et al&" (DD)& 1,am!le=
These sites all offer multiple 'ays of searching(
(8)
(?=( 1nsure Search Results (?=8 *ncludeUsable Hints to *m!rove Search Performance
Guideline= *nclude s!ecific hints to im!rove search
!erformance& Relative *m!ortance= Strength of 1vidence=
Search
omments= 3 ma;or tradeoff that must be

considered in the design of a search in!ut interface is related to the need to !rovide sufficient instructions for users to ta/e advantage of the !o.er
of the search engine" .hile /ee!ing in mind the reluctance of users to read instructions& %ne study found a direct lin/ bet.een the content of search hints and tas/ effectiveness& When syntactic information .as included in the search hint" !artici!ants achieved significantly greater syntactic !erformance& When semantic information .as included in the search hint" !artici!ants achieved significantly greater semantic !erformance& *n addition" !artici!antsB confidence that their 2ueries .ould retrieve the correct ans.er .as reliably enhanced by the !resence of semantic search hints -but not syntactic hints0& $he !resence of e,am!les im!roved semantic !erformance" but had no effect on syntactic !erformance& When hints contained more than one ty!e of information -syntactic" semantic" or e,am!les0" !erformance .as generally lo.er than .hen only one hint ty!e .as !resented& 3lso" !artici!ants .ere able to com!lete the search tas/s faster .hen only one hint .as !resented&
Sources= Bandos and Resnic/" -6''50& 1,am!le=

This site pro#ides search hints to assist the user(
(?=) Provide (?=D 3llo. Sim!le Search Searches $em!lates

Guideline= Provide tem!lates to facilitate the
use of search engines&
(8?
Search
omments= Search tem!lates assist users in formulating better search 2ueries& 3 tem!late consists of !redefined /ey.ords that hel! users select their search terms& $he /ey.ords can be used directly" or can hel! users formulate their o.n 2ueries& 1ach tem!late should be organi:ed as a hierarchy of !redefined /ey.ords that could hel! to restrict the usersB initial search sets" and im!rove the relevance of the returned Bhits&B %ne study re!orted that !eo!le using tem!lates find seventy !ercent more target Web sites than those not using tem!lates& Sources= 4ang and Salvendy" (DDD& 1,am!le= 0ome ,search template- e amples include< To find information on human error use
errors sli!s mista/es
fault miscalculation blunder sli!-u! inaccuracy
!o &ind in&ormation on /(sability testin'/ (se user interface testing cognitive .al/throughs !erformance testing automatic tests heuristics evaluations remote testing
Usability $esting
(8
Usability $esting $here are t.o ma;or considerations .hen
conducting usability testing& $he first is to ensure that the best !ossible method for testing is used& Generally" the best method is to conduct a test .here re!resentative !artici!ants interact .ith re!resentative scenarios& $he tester collects data on the !artici!antBs success" s!eed of !erformance" and satisfaction& $he findings" including both 2uantitative data and 2ualitative observations information" are !rovided to designers in a test re!ort& Using Bins!ection evaluations"B in !lace of .ellcontrolled usability tests" must be done .ith caution& *ns!ection methods" such as heuristic evaluations or e,!ert revie.s" tend to generate large numbers of !otential usability B!roblemsB that never turn out to be actual usability !roblems&
$he second ma;or consideration is to ensure that an iterative a!!roach is used& 3fter the first test results are !rovided to designers" they should ma/e changes and then have the Web site tested again& Generally" the more iterations" the better the Web site&
(8=7 Use Prioriti:e $as/s Design 3!!roach (8=( an *terative

Guideline= Develo! and test !rototy!es through
an iterative design a!!roach to create the most useful and usable Web site& Relative *m!ortance= Strength of 1vidence=
(8D
Usability $esting
omments= *terative design consists of creating !a!er or com!uter !rototy!es" testing the !rototy!es" and then ma/ing changes based on
the test results& $he Btest and ma/e changesB !rocess is re!eated until the Web site meets !erformance benchmar/s -usability goals0& When these goals are met" the iterative !rocess ends& $he iterative design !rocess hel!s to substantially im!rove the usability of Web sites& %ne recent study found that the im!rovements made bet.een the original Web site and the redesigned Web site resulted in thirty !ercent more tas/ com!letions" t.enty-five !ercent less time to com!lete the tas/s" and si,ty-seven !ercent greater user satisfaction& 3 second study re!orted that eight of ten tas/s .ere !erformed faster on the Web site that had been iteratively designed& 4inally" a third study found that forty-si, !ercent of the original set of issues .ere resolved by ma/ing design changes to the interface&
Sources= Badre" 6''6> Bailey" (DD7> Bailey and Wolfson" 6''9> Bradley and
Eohn/" (DD9> 1gan" et al&" (D8D> Hong" et al&" 6''(> Eeffries" et al&" (DD(> Karat" am!bell" and 4iegel" (DD6> @eDou," onnor and $ullis" 6''9> +orman and #ur!hy" 6''5> Redish and Dumas" (DD7> $an" et al&" 6''(&
(D'
(8=6 Solicit $est Partici!antsB omments

Guideline= Solicit usability testing !artici!antsB
comments either during or after the !erformance of tas/s& Relative *m!ortance= Strength of 1vidence=
Usability $esting
omments= Partici!ants may be as/ed to give their comments either .hile !erforming each tas/ -Bthin/ aloudB0 or after finishing all tas/s -retros!ectively0&
When using the Bthin/ aloudB method" !artici!ants re!ort on incidents as soon as they ha!!en& When using the retros!ective a!!roach" !artici!ants !erform all tas/s uninterru!ted" and then .atch their session video and re!ort any observations -critical incidents0& Studies have re!orted no significant difference bet.een the Bthin/ aloudB versus retros!ective a!!roaches in terms of the number of useful incident re!orts given by !artici!ants& Ho.ever" the re!orts -.ith both a!!roaches0 tended to be !ositively biased and Bthin/ aloudB !artici!ants may com!lete fe.er tas/s& Partici!ants tend not to voice negative re!orts& *n one study" .hen using the Bthin/ aloudB a!!roach" users tended to read te,t on the screen and verbali:e more of .hat they .ere doing rather than .hat they .ere thin/ing&
Sources= Bailey" 6''7> Bo.ers and Snyder" (DD'>
a!ra" 6''6> Hoc and @e!lat" (D87> %hnemus and Biers" (DD7> Page and Rahimi" (DD9> Jan Den Haa/" De Eong" and Schellens" 6''7> Wright and onverse" (DD6&
(8=7 1valuate Web Sites Before and 3fter #a/ing hanges

Guideline= onduct Bbefore and afterB studies
.hen revising a Web site to determine changes in usability& Relative *m!ortance= Strength of 1vidence=
omments= onducting usability studies !rior to and after a redesign .ill hel! designers determine if changes actually made a difference in the usability
of the site& %ne study re!orted that only t.enty-t.o !ercent of users .ere able to buy items on an original Web site& 3fter a ma;or redesign effort" eighty-eight !ercent of users successfully !urchased !roducts on that site&
Sources= Eohn and #ar/s" (DD?> Karat" (DD5a> Ramey" 6'''> Rehman" 6'''>
Williams" 6'''> Wi,on and Eones" (DD)&
(8=7 Prioriti:e $as/s (8=5 $as/s

Guideline= Give high !riority to usability issues
!reventing HeasyB tas/s from being easy&
(D(
Usability $esting
omments= When deciding .hich usability issues to fi, first" address the tas/s that users believe to be easy but are actually difficult& $he Usability #agnitude 1stimation -U#10 is a measure that can be used to assess user e,!ectations of the difficulty of each tas/& Partici!ants ;udge ho. difficult or easy a tas/ .ill be before trying to do it" and then ma/e a second ;udgment after trying to com!lete the tas/& 1ach tas/ is eventually !ut into one of four categories based on these e,!ected versus actual ratings=
M $as/s that .ere e,!ected to be easy" but .ere actually difficult> M $as/s that .ere e,!ected to be difficult" but .ere actually easy> M $as/s that .ere e,!ected to be easy and .ere actually easy> and M $as/s that .ere e,!ected to be difficult and .ere difficult to com!lete&
Sources= Rich and #cGee" 6''5&
(8=9 Distinguish Bet.een 4re2uency and Severity

Guideline= Distinguish bet.een fre2uency and
severity .hen re!orting on usability issues and !roblems& Relative *m!ortance= Strength of 1vidence=
omments= $he number of users affected determines the fre2uency of a !roblem& $o be most useful" the severity of a !roblem should
be defined by analy:ing difficulties encountered by individual users& Both fre2uency and severity data can be used to !rioriti:e usability issues that need to be changed& 4or e,am!le" designers should focus first on fi,ing those usability issues that .ere sho.n to be most severe& $hose usability issues that .ere encountered by many !artici!ants" but had a severity rating of Hnuisance"B should be given much less !riority&
Sources= Woolrych and
oc/ton" 6''(&
Research-Based Web Design & Us ability Guideline s
(D6
(8=6 Solicit $est Partici!antsB (8=) Select the Right +umber ofomments Partici!ants
Guideline= Select the right number of !artici!ants
.hen using different usability techni2ues& Using too fe. may reduce the usability of a Web site> using too many .astes valuable resources& Relative *m!ortance= Strength of 1vidence=
Usability $esting
omments= Selecting the number of !artici!ants to use .hen conducting usability evaluations de!ends on the method being used=
M *ns!ection evaluation by usability s!ecialists= C $he ty!ical goal of an ins!ection evaluation is to have usability e,!erts se!arately ins!ect a user interface by a!!lying a set of broad usability guidelines& $his is usually done .ith t.o to five !eo!le& C $he research sho.s that as more e,!erts are involved in evaluating the usability of the !roduct" the greater the number of usability issues .ill be identified& Ho.ever" for every true usability !roblem identified" there .ill be at least one usability issue that is not a real !roblem& Having more evaluators does decrease the number of misses" but is also increases the number of false !ositives& Generally" the more e,!ert the usability s!ecialists" the more useful the results& M Performance usability testing .ith users= C 1arly in the design !rocess" usability testing .ith a small number of users -a!!ro,imately si,0 is sufficient to identify !roblems .ith the information architecture -navigation0 and overall design issues& *f the Web site has very different ty!es of users -e&g&" novices and e,!erts0" it is im!ortant to test .ith si, or more of each ty!e of user& 3nother critical factor in this !reliminary testing is having trained usability s!ecialists as the usability test facilitator and !rimary observers& C %nce the navigation" basic content" and dis!lay features are in !lace" 2uantitative !erformance testing -measuring times" .rong !ath.ays" failure to find content" etc&0 can be conducted to ensure that usability ob;ectives are being met& $o measure each usability ob;ective to a !articular confidence level" such as ninety-five !ercent" re2uires a larger number of users in the usability tests& C When the !erformance of t.o sites is com!ared -i&e&" an original site and a revised site0" 2uantitative usability testing should be em!loyed& De!ending on ho. confident the usability s!ecialist .ants to be in the results" the tests could re2uire a larger number of !artici!ants&
(8=7 Prioriti:e $as/s

C *t is best to !erform iterative cycles of usability testing over the course of the Web siteBs develo!ment& $his enables usability s!ecialists and designers to observe and listen to many users&
(D7
Usability $esting
Sources= Bailey" (DD)> Bailey" 6'''c> Bailey" 6'''d> Brinc/ and Hofer"
6''6> hin" 6''(> Dumas" 6''(> Gray and Sal:man" (DD8> @e.is" (DD7> @e.is" (DD5> +ielsen and @andauer" (DD7> Perfetti and @andesman" 6''(> Jir:i" (DD'> Jir:i" (DD6&
(8=? Use the 3!!ro!riate Prototy!ing $echnology

Guideline= reate !rototy!es using the most
Relative *m!ortance= a!!ro!riate technology for the !hase of the design" the re2uired fidelity of the !rototy!e" and s/ill of the !erson creating the !rototy!e& Strength of 1vidence=
omments= Designers can use either !a!er-based or com!uter-based !rototy!es& Pa!er-based !rototy!ing a!!ears to be as effective as com!uter-based !rototy!ing .hen trying to identify most usability issues& Several studies have sho.n that there .as no reliable difference in the number of usability issues detected bet.een com!uter and !a!er !rototy!es& Ho.ever" usability test !artici!ants usually !refer interacting .ith com!uter-based !rototy!es& Pa!er !rototy!es can be used .hen it is necessary to vie. and evaluate many different -usually early0 design ideas" or .hen com!uter-based !rototy!ing does not su!!ort the ideas the designer .ants to im!lement" or .hen all members of the design team need to be includedCeven those that do not /no. ho. to create com!uter-based !rototy!es&
Soft.are tools that are available to assist in the ra!id develo!ment of !rototy!es include Po.erPoint" Jisio" including other H$#@ base tools& Po.erPoint can be used to create medium fidelity !rototy!es& $hese !rototy!es can be both interactive and dynamic" and are useful .hen the design re2uires more than a B!encil-and-!a!erB !rototy!e&
Sources= Sefelin" $scheligi and Giller" 6''7> Silvers" Joorheis and 3nders"
6''5> Wal/er" $a/ayama and @anday" 6''6&
(D5
(8=8 *ns!ection 1valuation Results (8=6 Use Solicit $est Partici!antsB omments autiously
Guideline= Use ins!ection evaluation results
.ith caution& Relative *m!ortance= Strength of 1vidence=
Usability $esting
omments= *ns!ection evaluations include heuristic

evaluations" e,!ert revie.s" and cognitive .al/throughs& *t is a common !ractice to conduct an ins!ection evaluation to try to detect and resolve
obvious !roblems before conducting usability tests& *ns!ection evaluations should be used cautiously because several studies have sho.n that they a!!ear to detect far more !otential !roblems than actually e,ist" and they also tend to miss some real !roblems& %n average" for every hit there .ill be about (&7 false !ositives and &9 misses& 3nother recent study concluded that the lo. effectiveness of heuristic evaluations as a .hole .as .orrisome because of the lo. !roblem detection rate -!P&'D0" and the large number of evaluators re2uired -()0 to uncover seventy-five !ercent of the !otential usability issues& 3nother difficulty .hen conducting heuristic evaluations is that evaluators fre2uently a!!ly the .rong heuristic" .hich can mislead designers that are trying to fi, the !roblem& %ne study re!orted that only thirty-nine !ercent of the heuristics .ere a!!ro!riately a!!lied& 1valuators seem to have the most success identifying usability issues that can be seen by merely loo/ing at the dis!lay" and the least success finding issues that re2uire users to ta/e several ste!s -clic/s0 to a target& Heuristic evaluations and e,!ert revie.s may best be used to identify !otential usability issues to evaluate during usability testing& $o im!rove some.hat on the !erformance of heuristic evaluations" evaluators can use the Busability !roblem ins!ectorB -UP*0 method or the BDiscovery and 3nalysis ResourceB -D3Re0 method&
Sources= 3ndre" Hartson and Williges" 6''7> Bailey" 3llen and Raiello" (DD6>
atani and Biers" (DD8> oc/ton and Woolrych 6''(> oc/ton and Woolrych" 6''6> oc/ton" et al&" 6''7> 4u" Salvendy and $urley" (DD8> 4u" Salvendy and $urley" 6''6> @a. and Hvannberg" 6''6> @a. and Hvannberg" 6''5> +ielsen and @andauer" (DD7> +ielsen and #ac/" (DD5> Rooden" Green and Kanis" (DDD> Stanton and Stevenage" (DD8> Jir:i" Sorce and Herbert" (DD7> Wang and ald.ell" 6''6&
(8=D the H1valuator (8=7 Recogni:e Prioriti:e $as/s 1ffectB

Guideline= Be.are of the Bevaluator effectB .hen
conducting ins!ection evaluations&
(D9
Usability $esting
omments= $he Bevaluator effectB occurs .hen multi!le evaluators evaluating the same interface detect mar/edly different sets of !roblems& $he evaluators may be doing an e,!ert revie." heuristic evaluation" or cognitive .al/through& $he evaluator effect e,ists for evaluators .ho are novice or e,!erienced" .hile detecting cosmetic and severe !roblems" and .hen evaluating sim!le or com!le, Web sites& *n fact" .hen using multi!le evaluators" any one evaluator is unli/ely to detect the ma;ority of the BsevereB !roblems that .ill be detected collectively by all evaluators& 1valuators also tend to !erceive the !roblems they detected as more severe than the !roblems detected by others&
$he main cause of the Bevaluator effectB seems to be that usability evaluation is a com!le, cognitive activity that re2uires evaluators to e,ercise difficult ;udgments&
Sources= Hert:um and Eacobsen" 6''(> Eacobsen" Hert:um and Eohn" (DD8>
#olich" et al&" (DD8> #olich" et al&" (DDD> +ielsen and #olich" (DD'> +ielsen" (DD6> +ielsen" (DD7> Redish and Dumas" (DD7> Selvidge" 6'''&
(8=(' 3!!ly 3utomatic 1valuation #ethods

Guideline= Use a!!ro!riate automatic evaluation
methods to conduct initial evaluations on Web sites& Relative *m!ortance= Strength of 1vidence=
omments= 3n automatic evaluation method is one .here soft.are is used to evaluate a Web site& 3n automatic evaluation tool can hel! find certain ty!es of design difficulties" such as !ages
that .ill load slo.ly" missing lin/s" use of ;argon" !otential accessibility !roblems" etc& While automatic evaluation methods are useful" they should not be used as a substitute for evaluations or usability testing .ith ty!ical users& $here are many commercially available automatic evaluation methods available for chec/ing on a variety of Web site !arameters&
Sources= Bra;ni/" 6'''>
am!bell and Stanley" (D)7> Gray and Sal:man" (DD8> Holleran" (DD(> *vory and Hearst" 6''6> Ramey" 6'''> Scholt:" (DD8> World Wide Web onsortium" 6''(&
(D)
(8=6 Solicit $est Partici!antsB omments (8=(( Use ognitive Wal/throughs autiously
Guideline= Use cognitive .al/throughs .ith
caution& Relative *m!ortance= Strength of 1vidence=
Usability $esting
omments= ognitive .al/throughs are often

conducted to resolve obvious !roblems before conducting !erformance tests& $he cognitive .al/through a!!ears to detect far more !otential !roblems than actually e,ist" .hen com!ared .ith
!erformance usability testing results& Several studies have sho.n that only about t.enty-five !ercent of the !otential !roblems !redicted by the cognitive .al/through .ere found to be actual !roblems in a !erformance test& 3bout thirteen !ercent of actual !roblems in the !erformance test .ere missed altogether in the cognitive .al/through& ognitive .al/throughs may best be used to identify !otential usability issues to evaluate during usability testing&
Sources= Blac/mon" et al&" 6''6> Desurvire" Kond:iela and 3t.ood" (DD6>

Hassen:ahl" 6'''> Eacobsen and Eohn" 6'''> Eeffries and Desurvire" (DD6> Eohn and #ashyna" (DD?> Karat" (DD5b> Karat" am!bell and 4iegel" (DD6> S!encer" 6'''&
(8=(6 hoosing @aboratory vs& Remote $esting

Guideline= $esters can use either laboratory or
remote usability testing because they both elicit similar results& Relative *m!ortance= Strength of 1vidence=
omments= *n laboratory-based testing" the !artici!ant and the tester are in the same !hysical location& *n remote testing" the tester and the
!artici!ant are in different !hysical locations& Remote testing !rovides the o!!ortunity for !artici!ants to ta/e a test in their home or office& *t is convenient for !artici!ants because it re2uires no travel to a test facility& Studies have evaluated .hether remote testing is as effective as traditional" lab-based testing& $o date" they have found no reliable differences bet.een lab-based and remote testing in terms of the number of ty!es of usability issues identified& 3lso" they re!ort no reliable differences in tas/ com!letion rate" time to com!lete the tas/s" or satisfaction scores&
Sources= Brush" 3mes and Davis" 6''5> Hartson" et al&" (DD)> $hom!son"
Ro:ans/i and Rochester" 6''5> $ullis" et al&" 6''6&
(8=7 Prioriti:e $as/s (8=(7 Use Severity Ratings autiously

Guideline= Use severity ratings .ith caution& omments= #ost designers .ould li/e usability s!ecialists to !rioriti:e design !roblems that they found either by ins!ection evaluations or e,!ert revie.s& So that they can decide .hich issues to fi, first" designers .ould li/e the list of !otential
(D?
Usability $esting
usability !roblems ran/ed by each oneBs Hseverity levelB& $he research literature is fairly clear that even highly e,!erienced usability s!ecialists cannot agree on .hich usability issues .ill have the greatest im!act on usability& %ne study had (? e,!ert revie. and usability test teams evaluate and test the same Web !age& $he teams had one .ee/ to do an e,!ert revie." or t.o .ee/s to do a usability test& 1ach team classified each usability issue as a minor !roblem" serious !roblem" or critical !roblem& $here .as considerable disagreement in .hich !roblems the teams ;udged as minor" serious or critical" and there .as little agreement on .hich .ere the Bto! five !roblemsB& 3nother study re!orted that heuristic evaluators overestimated severity t.enty-t.o !ercent of the time" and underestimated severity seventy-eight !ercent of the time .hen com!ared .ith usability testing results&
Sources= Bailey" 6''9>
atani and Biers" (DD8> oc/ton and Woolrych" 6''(> Dumas" #olich and Eeffries" 6''5> Hert:um and Eacobsen" 6''(> Eacobsen" Hert:um and Eohn" (DD8> @a. and Hvannberg" 6''5> #olich" 6''9&
(D8
Glossary
Glossary
$bove the &old $he region of a Web !age that is visible .ithout scrolling& $he area above the fold .ill vary according to a userBs monitor si:e and their resolution settings& $he region above the fold is called a screenful& $ctive voice 3ctive voice ma/es sub;ects do something -to something0& 4or e,am!le" in HEill selected the lin/"B the verb HselectedB is in the active voice& $nchor lin)s 3nchor lin/s can be used on content !ages that contain several -usually three or more0 screenfuls of information& 3nchor lin/s allo. users to s/i! through te,tual information" resulting in a more efficient information-finding !rocess& 3nchor lin/s are best arranged as a table of contents for the !age& See also .0ithin4+a'e lin)s./ $++let 3 mini-soft.are !rogram that a Eava- or 3ctive T-enabled bro.ser do.nloads and uses automatically& $ssistive technolo'ies $echnologies -soft.are or hard.are0 that increase" maintain" or im!rove the functional ca!abilities of individuals .ith disabilities .hen interacting .ith com!uters or com!uter-based systems& $(to4tabbin' 3 Web site feature .hereby the data entry cursor automatically moves from one entry field to the ne,t as a user enters a !re-determined number of characters& 4or instance" .hen entering !hone number data in three se!arate entry fields of three digits" three digits" four digits" the data entry cursor .ould auto-tab from the first field to the second field once the user has entered three digits" and again from the second field to
the third field once the user has entered another three digits& Banner Banners are gra!hic images that commonly function as Web-based billboards& Banner ads generally a!!ear to.ard the to!-center of the screen" and are used as attention-grabbing lin/s to other sites& Breadcr(mbs Breadcrumbs are a navigation element that allo.s users to orient themselves .ithin a Web site" or efficiently move to one of the intermediate !ages& Breadcrumbs are usually !laced near the to! of the !age -generally immediately beneath the bro.serBs address bar0& 4or e,am!le" if users are reading about the features and benefits of H.idget ,"B breadcrumbs might sho. the follo.ing information= 3ome G -rod(cts G 0id'et * G Feat(resLBene&its Breadcrumbs allo. users to find their .ay to the home!age and ensure that they .onBt easily become lost& Breadcrumbs should be designed so that users can clic/ on any of the .ords in the breadcrumb string to ;um! to that section of the Web site& #ard sortin' 3 method used to identify categories that are inherent in a set of items& $he goal of card sorting is to understand ho. a ty!ical user vie.s a given set of items& ard sorting can be done manually by .riting items on individual !a!er cards" and then as/ing users to grou! together similar cards& $his also can be done using many different soft.are systems& $he grou!ing information from all card sorters is then combined and analy:ed using cluster analysis soft.are& #ascadin' men( 3 menu structure .here submenus o!en .hen the user selects a choice from a
@in/ @a s Glos bel sary s an d $itl $it les" He adi ngs "
(DD
menu& ascading menus are !articularly useful in hierarchically-com!le, Web sites& #hec) bo* 3 control element that a user can clic/ to turn an o!tion on or off& When the o!tion is on" an HMB or H7B a!!ears in the bo,& hec/ bo,es are conventionally used .hen users may select one or more items from a list of items& #lic)ability c(es 3 visual indication that a given .ord or item on a Web !age is clic/able& ues that can be used to indicate the clic/ability of an item include color" underlining" bullets" and arro.s& #lient4side %ccurring on the client side of a clientserver system& EavaScri!t scri!ts are clientside because they are e,ecuted by the userBs bro.ser -the client0& *n contrast" G* scri!ts are server-side because they run on the Web server& #o'nitive wal)thro('h 3n ins!ection method for evaluating the design of a user interface" .ith s!ecial attention to ho. .ell the interface su!!orts He,!loratory learning"B i&e&" first-time use .ithout formal training& $he evaluation is done by having a grou! of evaluators go ste!-by-ste! through commonly used tas/s& *t can be !erformed by evaluators in the early stages of design" before !erformance testing is !ossible& #onnection s+eed $he ma,imum rate at .hich Web !ages are do.nloaded to a userBs com!uter& onnection s!eed is often 2uoted in b!s -bits !er second0& ommon connection s!eeds include dial-u! -modem0 at 9)"''' b!s" DS@Fcable at 9''"''' b!s or higher" and $( at ("9''"''' b!s or higher& #ontent +a'e 3 Web !age designed to convey s!ecific information to a user& ontent !ages are often found t.o or three clic/s dee! .ithin a Web site& $he defining characteristic of a content !age is a reliance on te,t" gra!hics" and !ictures that are designed to convey information on a given sub;ect to users& #ontin(o(s te*t *n a Web conte,t" continuous te,t com!rises sentences and !aragra!hs& See also .-rose !e*t./ %ata entry &ield 3 visually .ell-defined location on a !age .here users may ty!e data& %ensity, +a'e 3 measure of the !ercentage of the screen that is filled .ith te,t and gra!hics& & %estination +a'e $he location in a Web site .here a given user goes after clic/ing on a lin/& See also .!ar'et +a'e./ %ownload time $he amount of time re2uired for a re2uested !age to fully a!!ear on a userBs screen& %ro+4down list Screen-based controls in .hich one list item sho.s" and the remaining list items are hidden until users clic/ on a do.n.ard-facing arro.& Dro!-do.n lists allo. designers to !reserve screen real estate .hile maintaining the ability to !resent a full suite of o!tions to users& Embedded lin) 3 lin/ that is found in the middle of !rose or continuous te,t& 1mbedded lin/s are often used to !rovide users .ith the definitions of terms or to lead them to su!!orting or related information& Entry &ield $he entry field" .hich is also /no.n as a data or te,t entry field" is em!loyed .hen users are re2uired to ma/e te,t or data entries" including /ey.ords" commands" 2uantities" etc&
Glo @in *ntr Hea ssar din /s y gs" din odu gs" ctio n $it $it les" les" an an d d @ab els
Glossary
6''
Glossary
E*+ert eval(ation or E*+ert review See H3e(ristic eval(ation./ Fold $he fold is defined as the lo.est !oint .here a Web !age is no longer visible on a com!uter monitor or screen& Where on a Web !age the fold falls is a function of the monitor si:e" the screen resolution" and the font si:e selection& $he information that is visible .hen a Web !age first loads is considered to be Habove the fold&B $hose regions of the same Web !age that are visible only by scrolling are considered to be Hbelo. the fold&B Frame 3 feature su!!orted by most bro.sers that enables the designer to divide the dis!lay area into t.o or more sections -frames0& $he contents of each frame behave li/e different Web !ages& Gloss 3n automated action that !rovides summary information on .here a lin/ .ill ta/e a user !rior to the user clic/ing on the lin/& %ften" glosses a!!ear as a small H!o!-u!B te,t bo, ad;acent to a lin/& $he gloss a!!ears as the user moves the mouse over the lin/ that is !rogrammed .ith the gloss& 3eadin' $he title" subtitle" or to!ic that stands at the to! or beginning of a !aragra!h or section of te,t& 3e(ristic eval(ation 3n ins!ection method for finding certain ty!es of usability !roblems in a user interface design& Heuristic evaluation involves having one or more usability s!ecialists individually e,amine the interface and ;udge its com!liance .ith recogni:ed usability !rinci!les& $hese usability !rinci!les are the HheuristicsB from .hich the method ta/es its name& "ma'e ma+ 3 gra!hic designed to assist usersB navigation of a Web site& Regions of the
gra!hic are designed to be clic/able& "nde* lin) *nde, lin/s function as a table of contentsAthey !rovide users a 2uic/ glance at the Web site organi:ation" allo.s users to 2uic/ly ascertain .here they .ant to go" and to navigate there directly from the home!age& 6eyword 3 .ord that is used as a reference !oint for finding other .ords or information using a search ca!ability in a Web site& Masthead $he -usually0 gra!hical banner at the to! of a Web !age that identifies the organi:ation or grou! that hosts the Web site& $he masthead ty!ically contains the name of the organi:ation and site -if different0 and an organi:ational logo& Mineswee+in' 3n action designed to identify .here on a !age lin/s are located& #ines.ee!ing involves the user ra!idly moving the cursor or !ointer over a !age" .atching to see .here the cursor or !ointer changes to indicate the !resence of a lin/& See also .Mo(seover./ Mo(seover 3 Web interaction .herein some visuallya!!arent change occurs to an item .hen the userBs cursorF!ointer is !laced over the item& 1,am!les of visually-a!!arent change includes lin/s highlighting -.ords" images" etc&0" cursorsF!ointers changing sha!e" or menus o!ening& See also .Mineswee+in'./ avi'ation +a'e 3 Web !age that contains no content and that is designed solely to direct or redirect users& +avigation !ages may be designed as home!ages" site ma!s" site overvie.s" etc& O+en list 3n o!en list is a screen-based control .here either all of the list items are
6'(
immediately visible on the screen" or .here several list items are immediately visible to the user" and the remaining list items can be vie.ed by scrolling the list& -a'e title Page titles refer to the te,t located in the bro.ser title bar -this is the bar found at the very to! of the screen of common bro.sers0& -a'in' 3 Web site design methodology that re2uires users to follo. a series of H+e,t !ageB lin/s to read an entire article& #oving from !age-to-!age is an alternative to scrolling through long !ages& -anels Jisually and thematically-defined sections of a Web !age& Panels are fre2uently !laced in the left and right margins of !ages& Panels often contain navigation aids" including related lin/s& ontent is not usually !laced in left or right !anels& -assive voice Joice is a grammatical feature of 1nglish verbs& Passive voice !ermits sub;ects to have something done to them -by someone or something0& 4or e,am!le" H$he lin/ .as clic/ed by Eohn&B Some argue that !assive voice is more indirect and .ordier than active voice& -ath $he route ta/en by a user as they move through a Web site& $he !ath can be sho.n by breadcrumbs& -er&ormance ob5ectives $he goals set for user behaviors on an individual Web !age or a series of Web !ages& $hese ob;ectives usually are stated in terms of the time to correctly select a lin/" the overall accuracy of selecting lin/s" the average time to select a target !age" etc& -er&ormance test 3 usability test that is characteri:ed by having ty!ical users !erform a series of tas/s .here their s!eed" accuracy and success are closely monitored and measured& -hysical consistency Physical consistency refers to the Hloo/ and feelB of a Web site& Physically consistent Web !ages .ill have logos" headers" and navigation elements all located in the same !lace& $he !ages also .ill use the same fonts and gra!hic elements across all !ages in the site& -l('4in 3 soft.are module that adds a s!ecific feature or service to a larger system& 4or e,am!le" there is a number of !lug-ins for common bro.sers that enable them to dis!lay different ty!es of audio and video& -oint4and4clic) 3 term used to describe conventional Web surfing behavior& When a user visually identifies a lin/ they .ish to follo." they !lace their mouse !ointer over the lin/ -!oint0 and de!ress the a!!ro!riate button on the mouse -clic/0& See also .Mo(seover./ -o+4(nderL-o+4(+ 3 !o!-under or !o!-u! is a .indo. that is automatically invo/ed .hen a user loads a Web !age& Po!-under a!!ears Hbelo.B the active bro.ser .indo." .hereas !o!-u!s a!!ear HaboveB the active .indo. and can obscure screen contents& -re&erence ob5ectives $he goals set for user attitudes to.ard individual Web !ages or an entire Web site& $he ob;ectives are usually set and measured using 2uestionnaires& $hese ob;ectives include information concerning user acce!tance and user satisfaction&
Glossary
6'6
Glossary
-rose te*t %rdinary .riting" in a Web conte,t" !rose te,t com!rises sentences and !aragra!hs& See also .#ontin(o(s !e*t./ -(shb(tton Pushbuttons are screen-based controls that contain a te,t label or an image -or both0& Pushbuttons are used to !rovide 2uic/ and convenient access to fre2uently-used actions& $he !ushbutton control is al.ays activated .ith a single clic/ of a mouse button& lic/ing on !ushbuttons should cause the indicated action to ta/e !lace" i&e&" Hsearch&B Do not use !ushbuttons to move from one location to another in a Web site& Radio b(tton 3 screen-based control used to select one item from a list of mutually-e,clusive items -i&e&" use radio buttons .hen only one item in a list of several items can be selected0& Reveals *nformation that automatically a!!ears on the screen during a Web-based slidesho. !resentation" or .hile vie.ing a multimedia Web !age& Scannin' 3n information-retrieval method .hereby users loo/ 2uic/ly through a Web !age loo/ing for target information -headers" /ey.ords" etc&0& Scanning can be a 2uic/ and efficient information-retrieval method if Web !ages are designed to accommodate scanning& Screen reader 3 soft.are !rogram used to allo. reading of content and navigation of the screen using s!eech or Braille out!ut& Used !rimarily by !eo!le .ho have difficulty seeing& Screen&(l 3 screenful is defined as that !ortion of a Web !age that is visible on any given userBs monitor or screen at any given !oint in time& $he si:e of the screenful
is determined by the userBs monitor si:e" screen resolution settings" and the userBs selected font si:e& Scroll bar $he scroll bar is visible along the right edge of common bro.sers& *t is defined by a movable bo, that runs on a vertical or hori:ontal a,is& Scroll sto++er 3 gra!hic or other !age element that may visually im!ede a user from scrolling to the true to! or bottom of a !age& #is!laced headers" hori:ontal lines" or sections of te,t in very small fonts may act as scroll sto!!ers& Scrollin' 3 method of traversing a Web !age .herein users either roll the scroll .heel on their mouse" or manually move the scroll bar located on the right side of their bro.serBs screen& Section @HJ Section 9'8 of the Rehabilitation 3ct .as enacted to eliminate barriers in information technology" to ma/e available ne. o!!ortunities for !eo!le .ith disabilities" and to encourage develo!ment of technologies that .ill hel! achieve these goals& $he la. a!!lies to all 4ederal agencies .hen they develo!" !rocure" maintain" or use electronic and information technology& Under Section 9'8 -6D U&S& & Y ?D5d0" agencies must give disabled em!loyees and members of the !ublic access to information that is com!arable to the access available to others& Semantics Semantics is a term used to distinguish the meaning of an instruction from its format& 3 semantic error occurs .hen you enter a legal command that does not ma/e sense in the current conte,t& $o reduce error" !rovide semantic hints& 1,am!le of a semantic hint= HUse 3+D to retrieve a smaller set of records in .hich both of the search terms are !resent& Use
6'7
%R to retrieve a larger number of records> %R is commonly used to search for synonymous terms or conce!ts&/ Server4side 7ima'e ma+8 %ccurring on the server side of a clientserver system& 4or e,am!le" on the Web" G* scri!ts are server-side a!!lications because they run on the Web server& *n contrast" EavaScri!t scri!ts are clientside because they are e,ecuted by the bro.ser -the client0& Eava a!!lets can be either server-side or client-side de!ending on .hich com!uter -the server or the client0 e,ecutes them& Sim(ltaneo(s men(s #enus that simultaneously dis!lay choices from multi!le levels in the menu hierarchy" !roviding users .ith the ability to ma/e menu choices in any order& Site ma+ 3 clic/able" gra!hic- or te,t-based dis!lay of a Web siteBs hierarchy& Style sheet 3 set of statements that s!ecify !resentation of a document& Style sheets may have three different origins= they may be .ritten by content !roviders" created by users" or built into bro.sers or !lug-ins& Synta* $he formatting rules that address the s!elling of language com!onents and the rules controlling ho. com!onents should be combined& 3 synta, error occurs if you miss!ell a command" use ina!!ro!riate grammar" ca!itali:ation" etc& $o reduce error" !rovide syntactic hints& 1,am!le of a syntactic hint= H1nter search terms se!arated by 3+D" %R" +%$" andFor enclose terms in double 2uotes to s!ecify your search&B H3ll o!erators must be ca!itali:ed&B !ab 3 gra!hical navigation element that is most often !laced at the to! of a Web !age& 1ffective tabs should be designed so that they resemble real-.orld file folder tabs& !a'line 3 !hrase or short sentence !laced directly belo. a Web !ageBs masthead& $he tagline functions to 2uic/ly identify the !ur!ose of the Web site& *t may be a subtitle" an organi:ational motto" or a vision or !ur!ose statement& !ar'et +a'e $he location in a site .here a user .ill find the information they are see/ing& See also .%estination +a'e./ !as) analysis 3 method used to identify and understand the activities to be !erformed by users .hen interacting .ith a Web site& !h(mbnail ima'e 3 small co!y of a larger image& !ime o(t When entering data that may be sensitive -e&g&" credit card or social security numbers0" many Web sites .ill disconnect -Htime outB0 if a user has not interacted .ith the bro.ser in a set amount of time& URL UR@ is an abbreviation for Uniform Resource @ocator& 1very Web !age has a UR@ that is used to identify the !age and the server on .hich the !age resides& Usability testin' Usability testing includes a range of test and evaluation methods that include automated evaluations" ins!ection evaluations" o!erational evaluations and human !erformance testing& *n a ty!ical !erformance test" users !erform a variety of tas/s .ith a !rototy!e -or an o!erational system0 .hile observers note .hat each user does and says .hile !erformance data are recorded& %ne of the main !ur!oses of usability testing is to identify issues that /ee! users from meeting the usability goals of a Web site&
Glossary
6'5
Glossary an d "
@in/ @a s Glos bel sary s
0id'et Screen-based controls that are used to interact .ith a Web site and other systems& Widgets include !ushbuttons" selection lists" radio buttons" sliders" etc& 0ithin4+a'e lin)s Within-!age lin/s are used on content !ages that contain several -e&g&" three or more0 screenfuls of information& Within!age lin/s are best arranged as a table of contents for the !age& Within-!age lin/s allo. users to s/i! through te,tual information" resulting in a more efficient information-finding !rocess& See also .$nchor lin)s./
6'9
3!!endices
Guidelines Ran/ed by Relative "m+ortance
#ha+ter: G(ideline N G(ideline 3eadin' Relative "m+ortance
3!! endi ces
3!!endices
(=( (=6 (=7 (=5 6=( 7=( 7=6 7=7 9=( 9=6 9=7 )=( )=6 )=7 8=( D=( ('=( (7=( (7=6 (9=( ()=( ()=6 ()=7 (?=( (?=6 (=9 (=) (=? (=8 6=6 6=7 6=5 6=9 6=) 6=? 6=8 6=D 6=(' 6=(( 6=(6 7=5 7=9
Provide Useful ontent 1stablish User Re2uirements Understand and #eet UserBs 1,!ectations *nvolve Users in 1stablishing User Re2uirements Do +ot Dis!lay Unsolicited Windo.s or Gra!hics om!ly .ith Section 9'8 Design 4orms for Users Using 3ssistive $echnology Do +ot Use olor 3lone to onvey *nformation 1nable 3ccess to the Home!age Sho. 3ll #a;or %!tions on the Home!age reate a Positive 4irst *m!ression of Gour Site 3void luttered Dis!lays Place *m!ortant *tems onsistently Place *m!ortant *tems at $o! enter 1liminate Hori:ontal Scrolling Use lear ategory @abels Use #eaningful @in/ @abels Distinguish Re2uired and %!tional Data 1ntry 4ields @abel Pushbuttons learly #a/e 3ction Se2uences lear %rgani:e *nformation learly 4acilitate Scanning 1nsure that +ecessary *nformation is Dis!layed 1nsure Usable Search Results Design Search 1ngines to Search the 1ntire Site Set and State Goals 4ocus on Performance Before Preference onsider #any User *nterface *ssues Be 1asily 4ound in the $o! 7' *ncrease Web Site redibility Standardi:e $as/ Se2uences Reduce the UserBs Wor/load Design 4or Wor/ing #emory @imitations #inimi:e Page Do.nload $ime Warn of B$ime %utsB Dis!lay *nformation in a Directly Usable 4ormat 4ormat *nformation for Reading and Printing Provide 4eedbac/ .hen Users #ust Wait *nform Users of @ong Do.nload $imes Develo! Pages that Will Print Pro!erly 1nable Users to S/i! Re!etitive +avigation @in/s Provide $e,t 12uivalents for +on-$e,t 1lements
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6')
3!!endices

3!! endi ces
7=) 5=( 5=6 5=7 5=5 9=5 9=9 9=) )=5 )=9 )=) )=? ?=( ?=6 ?=7 ?=5 ?=9 D=6 D=7 D=5 D=9 D=) ('=6 ('=7 ('=5 ('=9 ('=) ('=? ((=( ((=6 ((=7 ((=5 (6=( (6=6 (6=7 (6=5 (7=7 (7=5 (7=9 (7=) (5=( (5=6
$est Plug-*ns and 3!!lets for 3ccessibility Design for ommon Bro.sers 3ccount for Bro.ser Differences Design for Po!ular %!erating Systems Design for UserBs $y!ical onnection S!eed ommunicate the Web SiteBs Jalue and Pur!ose @imit Prose $e,t on the Home!age 1nsure the Home!age @oo/s li/e a Home!age Structure for 1asy om!arison 1stablish @evel of *m!ortance %!timi:e Dis!lay Density 3lign *tems on a Page Provide +avigational %!tions Differentiate and Grou! +avigation 1lements Use a lic/able B@ist of ontentsB on @ong Pages Provide 4eedbac/ on UsersB @ocation Place Primary +avigation #enus in the @eft Panel Provide Descri!tive Page $itles Use Descri!tive Headings @iberally Use Uni2ue and Descri!tive Headings Highlight ritical Data Use Descri!tive Ro. and olumn Headings @in/ to Related ontent #atch @in/ +ames .ith $heir Destination Pages 3void #isleading ues to lic/ Re!eat *m!ortant @in/s Use $e,t for @in/s Designate Used @in/s Use Blac/ $e,t on Plain" High- ontrast Bac/grounds 4ormat ommon *tems onsistently Use #i,ed- ase for Prose $e,t 1nsure Jisual onsistency %rder 1lements to #a,imi:e User Performance Place *m!ortant *tems at $o! of the @ist 4ormat @ists to 1ase Scanning Dis!lay Related *tems in @ists @abel Data 1ntry 4ields onsistently Do +ot #a/e User-1ntered odes ase Sensitive @abel Data 1ntry 4ields learly #inimi:e User Data 1ntry Use Sim!le Bac/ground *mages @abel lic/able *mages
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6'?
(5=7 (5=5 (5=9 (5=) (5=? (5=8 (9=6 (9=7 (9=5 (9=9 (9=) (9=? ()=5 ()=9 (?=7 (?=5 (?=9 (8=( (=D 6=(7 6=(5 6=(9 7=? 7=8 7=D 7=(' 7=(( 5=9 9=? )=8 )=D )=(' )=(( ?=) ?=? D=? ('=8 ('=D ('=(' ('=(( ('=(6 ('=(7
1nsure that *mages Do +ot Slo. Do.nloads Use Jideo" 3nimation" and 3udio #eaningfully *nclude @ogos Gra!hics Should +ot @oo/ li/e Banner 3ds @imit @arge *mages 3bove the 4old 1nsure Web Site *mages onvey *ntended #essages 3void Eargon Use 4amiliar Words Define 3cronyms and 3bbreviations Use 3bbreviations S!aringly Use #i,ed ase .ith Prose @imit the +umber of Words and Sentences Grou! Related 1lements #inimi:e the +umber of lic/s or Pages #a/e U!!er- and @o.ercase Search $erms 12uivalent Provide a Search %!tion on 1ach Page Design Search 3round UsersB $erms Use an *terative Design 3!!roach Set Usability Goals Do +ot Re2uire Users to #ultitas/ While Reading Use UsersB $erminology in Hel! Documentation Provide Printing %!tions 1nsure that Scri!ts 3llo. 3ccessibility Provide 12uivalent Pages Provide lient-Side *mage #a!s Synchroni:e #ultimedia 1lements Do +ot Re2uire Style Sheets Design for ommonly Used Screen Resolutions @imit Home!age @ength Use 4luid @ayouts 3void Scroll Sto!!ers Set 3!!ro!riate Page @engths Use #oderate White S!ace Use Descri!tive $ab @abels Present $abs 1ffectively Use Headings in the 3!!ro!riate H$#@ %rder Provide onsistent lic/ability ues 1nsure that 1mbedded @in/s are Descri!tive Use BPointing-and- lic/ingB Use 3!!ro!riate $e,t @in/ @engths *ndicate *nternal vs& 1,ternal @in/s larify lic/able Regions on *mages
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
3!! endi ces
3!!endices
6'8
3!!endices

3!! endi ces
('=(5 ((=9 ((=) ((=? ((=8 (6=9 (6=) (7=? (7=8 (7=D (7=(' (7=(( (7=(6 (7=(7 (7=(5 (7=(9 (7=() (7=(? (7=(8 (5=D (5=(' (5=(( (9=8 (9=D (9=(' (9=(( ()=) ()=? ()=8 (?=) (?=? (?=8 (8=6 (8=7 (8=5 (8=9 (8=) (=(' 6=() 7=(6 7=(7 9=8
@in/ to Su!!ortive *nformation Use Bold $e,t S!aringly Use 3ttention-3ttracting 4eatures .hen 3!!ro!riate Use 4amiliar 4onts Use at @east a (6-Point 4ont *ntroduce 1ach @ist Use Static #enus Put @abels lose to Data 1ntry 4ields 3llo. Users to See $heir 1ntered Data Use Radio Buttons for #utually 1,clusive Selections Use 4amiliar Widgets 3ntici!ate $y!ical User 1rrors Partition @ong Data *tems Use a Single Data 1ntry #ethod Prioriti:e Pushbuttons Use hec/ Bo,es to 1nable #ulti!le Selections @abel Units of #easurement Do +ot @imit Jie.able @ist Bo, %!tions Dis!lay Default Jalues @imit the Use of *mages *nclude 3ctual Data .ith Data Gra!hics Dis!lay #onitoring *nformation Gra!hically @imit Prose $e,t on +avigation !ages Use 3ctive Joice Write *nstructions in the 3ffirmative #a/e 4irst Sentences Descri!tive Design Luantitative ontent for Luic/ Understanding Dis!lay %nly +ecessary *nformation 4ormat *nformation for #ulti!le 3udiences 3llo. Sim!le Searches +otify Users .hen #ulti!le Search %!tions 1,ist *nclude Hints to *m!rove Search Performance Solicit $est Partici!antsB omments 1valuate Web Sites Before and 3fter #a/ing hanges Prioriti:e $as/s Distinguish Bet.een 4re2uency and Severity Select the Right +umber of Partici!ants Use Parallel Design Provide 3ssistance to Users Provide 4rame $itles 3void Screen 4lic/er 3nnounce hanges to a Web Site
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 6 6 6 6 6
6'D6' 6'D D
9=D )=(6 ?=8 ?=D ?=(' 8=6 8=7 8=5 8=9 D=8 ((=D ((=(' ((=(( (6=? (6=8 (7=(D (7=6' (7=6( (7=66 (7=67 (7=65 (5=(6 (5=(7 (5=(5 ()=D (?=D (8=? (8=8 (8=D (=(( )=(7 ?=(( ?=(6 (6=D (7=69 (5=(9 (5=() (8=(' (8=(( (8=(6 (8=(7
3ttend to Home!age Panel Width hoose 3!!ro!riate @ine @engths Kee! +avigation-%nly Pages Short Use 3!!ro!riate #enu $y!es Use Site #a!s 4acilitate Ra!id Scrolling While Reading Use Scrolling Pages for Reading om!rehension Use Paging Rather $han Scrolling Scroll 4e.er Screenfuls Provide Users .ith Good Ways to Reduce %!tions olor- oding and *nstructions 1m!hasi:e *m!ortance Highlighting *nformation Start +umbered *tems at %ne Use 3!!ro!riate @ist Style Place ursor in 4irst Data 1ntry 4ield 1nsure that Double- lic/ing Will +ot ause Problems Use %!en @ists to Select %ne from #any Use Data 1ntry 4ields to S!eed Performance Use a #inimum of $.o Radio Buttons Provide 3uto-$abbing 4unctionality *ntroduce 3nimation 1mulate Real-World %b;ects Use $humbnail *mages to Previe. @arger *mages Use olor for Grou!ing Provide Search $em!lates Use the 3!!ro!riate Prototy!ing $echnology Use *ns!ection 1valuation Results autiously Recogni:e the B1valuator 1ffectB Use Personas Use 4rames When 4unctions #ust Remain 3ccessible Use BGlossesB to 3ssist +avigation Breadcrumb +avigation a!itali:e 4irst @etter of 4irst Word in @ists #inimi:e Use of the Shift Key Use *mages to 4acilitate @earning Using Photogra!hs of Peo!le 3!!ly 3utomatic 1valuation #ethods Use ognitive Wal/throughs autiously hoosing @aboratory vs& Remote $esting Use Severity Ratings autiously
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 ( ( ( ( ( ( ( ( ( ( ( (
3!! endi ces
3!!endices
6('
3!!endices
3!!endices
Guidelines Ran/ed by Stren'th o& Evidence
3!! endi ces
(=( 6=7 6=9 )=? D=7 ((=( ((=) ((=? ((=(' (6=( (7=66 (5=( (5=5 (5=(9 (9=) ()=5 ()=D (8=( (=6 (=8 (=(' 6=) 6=(' 6=(7 7=7 9=7 9=) )=6 )=7 )=5 )=D )=(( )=(6 )=(7 ?=8 ?=D ?=(' 8=( 8=6 8=7 8=5 D=(
Provide Useful ontent Standardi:e $as/ Se2uences Design for Wor/ing #emory @imitations 3lign *tems on a Page Use Descri!tive Headings @iberally Use Blac/ $e,t on Plain" High- ontrast Bac/grounds Use 3ttention-3ttracting 4eatures .hen 3!!ro!riate Use 4amiliar 4onts 1m!hasi:e *m!ortance %rder 1lements to #a,imi:e User Performance Use Data 1ntry 4ields to S!eed Performance Use Sim!le Bac/ground *mages Use Jideo" 3nimation" and 3udio #eaningfully Use *mages to 4acilitate @earning Use #i,ed ase .ith Prose Grou! Related 1lements Use olor for Grou!ing Use an *terative Design 3!!roach 1stablish User Re2uirements Be 1asily 4ound in the $o! 7' Use Parallel Design #inimi:e Page Do.nload $ime Provide 4eedbac/ When Users #ust Wait Do +ot Re2uire Users to #ultitas/ While Reading Do +ot Use olor 3lone to onvey *nformation reate a Positive 4irst *m!ression of Gour Site 1nsure the Home!age @oo/s li/e a Home!age Place *m!ortant *tems onsistently Place *m!ortant *tems at $o! enter Structure for 1asy om!arison 3void Scroll Sto!!ers Use #oderate White S!ace hoose 3!!ro!riate @ine @engths Use 4rames .hen 4unctions #ust Remain 3ccessible Kee! +avigation-%nly Pages Short Use 3!!ro!riate #enu $y!es Use Site #a!s 1liminate Hori:ontal Scrolling 4acilitate Ra!id Scrolling While Reading Use Scrolling Pages for Reading om!rehension Use Paging Rather $han Scrolling Use lear ategory @abels
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6((
6((
('=( ('=7 ('=9 ('=) ('=D ((=5 ((=8 ((=D (6=6 (6=7 (6=5 (6=9 (6=8 (7=D (7=(7 (7=69 (5=6 (5=7 (5=9 (5=) (5=(' (5=(( (5=(7 (9=( (9=6 (9=? (9=D (9=(( ()=( ()=6 ()=? (8=6 (8=) (8=8 (8=D (8=(( (8=(6 (8=(7 (=7 (=5 (=) (=?
Use #eaningful @in/ @abels #atch @in/ +ames .ith $heir Destination Pages Re!eat *m!ortant @in/s Use $e,t for @in/s 1nsure that 1mbedded @in/s are Descri!tive 1nsure Jisual onsistency Use at @east (6-Point 4ont olor- oding and *nstructions Place *m!ortant *tems at $o! of the @ist 4ormat @ists to 1ase Scanning Dis!lay Related *tems in @ists *ntroduce 1ach @ist Use 3!!ro!riate @ist Style Use Radio Buttons for #utually 1,clusive Selections Use a Single Data 1ntry #ethod #inimi:e Use of the Shift Key @abel lic/able *mages 1nsure that *mages Do +ot Slo. Do.nloads *nclude @ogos Gra!hics Should +ot @oo/ li/e Banner 3ds *nclude 3ctual Data .ith Data Gra!hics Dis!lay #onitoring *nformation Gra!hically 1mulate Real-World %b;ects #a/e 3ction Se2uences lear 3void Eargon @imit the +umber of Words and Sentences Use 3ctive Joice #a/e 4irst Sentences Descri!tive %rgani:e *nformation learly 4acilitate Scanning Dis!lay %nly +ecessary *nformation Solicit $est Partici!antsB omments Select the Right +umber of Partici!ants Use *ns!ection 1valuation Results autiously Recogni:e the B1valuator 1ffectB Use ognitive Wal/throughs autiously hoosing @aboratory vs& Remote $esting Use Severity Ratings autiously Understand and #eet UserBs 1,!ectations *nvolve Users in 1stablishing User Re2uirements 4ocus on Performance Before Preference onsider #any User *nterface *ssues
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 7 7 7 7
3!! 3!! endi endi ces ces
3!!endices
6(6
3!!endices

3!! endi ces
(=D 6=( 6=6 6=5 6=? 6=8 6=D 6=(( 6=(5 6=() 7=D 9=( 9=5 9=9 9=D )=( )=9 )=) )=8 )=(' ?=6 ?=7 ?=9 ?=) ?=? ?=(6 D=5 D=9 D=) ('=(' ('=(( ('=(7 ((=7 ((=9 ((=(( (6=) (7=( (7=7 (7=9 (7=) (7=8 (7=('
Set Usability Goals Do +ot Dis!lay Unsolicited Windo.s or Gra!hics *ncrease Web Site redibility Reduce the UserBs Wor/load Warn of B$ime %utsB Dis!lay *nformation in a Directly Usable 4ormat 4ormat *nformation for Reading and Printing *nform Users of @ong Do.nload $imes Use UsersB $erminology in Hel! Documentation Provide 3ssistance to Users Provide lient-Side *mage #a!s 1nable 3ccess to the Home!age ommunicate the Web SiteBs Jalue and Pur!ose @imit Prose $e,t on the Home!age 3ttend to Home!age Panel Width 3void luttered Dis!lays 1stablish @evel of *m!ortance %!timi:e Dis!lay Density Use 4luid @ayouts Set 3!!ro!riate Page @engths Differentiate and Grou! +avigation 1lements Use a lic/able B@ist of ontentsB on @ong Pages Place Primary +avigation #enus in the @eft Panel Use Descri!tive $ab @abels Present $abs 1ffectively Breadcrumb +avigation Use Uni2ue and Descri!tive Headings Highlight ritical Data Use Descri!tive Ro. and olumn Headings Use BPointing-and- lic/ingB Use 3!!ro!riate $e,t @in/ @engths larify lic/able Regions of *mages Use #i,ed- ase for Prose $e,t Use Bold $e,t S!aringly Highlighting *nformation Use Static #enus Distinguish Re2uired and %!tional Data 1ntry 4ields @abel Data 1ntry 4ields onsistently @abel Data 1ntry 4ields learly #inimi:e User Data 1ntry 3llo. Users to See $heir 1ntered Data Use 4amiliar Widgets
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

(7=(5 (7=(9 (7=() (7=(? (7=65 (5=? (5=8 (5=(6 (9=7 (9=8 ()=9 ()=) ()=8 (?=( (?=6 (?=9 (?=? (?=8 (?=D (8=7 (8=9 (8=? (8=(' (=9 (=(( 6=(6 6=(9 7=( 7=6 7=5 7=9 7=) 7=? 7=8 7=(' 7=(6 5=( 5=6 5=7 5=5 5=9 9=6
Prioriti:e Pushbuttons Use hec/ Bo,es to 1nable #ulti!le Selections @abel Units of #easurement Do +ot @imit Jie.able @ist Bo, %!tions Provide 3uto-$abbing 4unctionality @imit @arge *mages 3bove the 4old 1nsure Web Site *mages onvey *ntended #essages *ntroduce 3nimation Use 4amiliar Words @imit Prose $e,t on +avigation Pages #inimi:e the +umber of lic/s or Pages Design Luantitative ontent for Luic/ Understanding 4ormat *nformation for #ulti!le 3udiences 1nsure Usable Search Results Design Search 1ngines to Search the 1ntire Site Design Search 3round UsersB $erms +otify Users When #ulti!le Search %!tions 1,ist *nclude Hints to *m!rove Search Performance Provide Search $em!lates 1valuate Web Sites Before and 3fter #a/ing hanges Distinguish Bet.een 4re2uency and Severity Use the 3!!ro!riate Prototy!ing $echnology 3!!ly 3utomatic 1valuation #ethods Set and State Goals Use Personas Develo! Pages that Will Print Pro!erly Provide Printing %!tions om!ly .ith Section 9'8 Design 4orms for Users Using 3ssistive $echnologies 1nable Users to S/i! Re!etitive +avigation @in/s Provide $e,t 12uivalents for +on-$e,t 1lements $est Plug-*ns and 3!!lets for 3ccessibility 1nsure that Scri!ts 3llo. 3ccessibility Provide 12uivalent Pages Synchroni:e #ultimedia 1lements Provide 4rame $itles Design for ommon Bro.sers 3ccount for Bro.ser Differences Design for Po!ular %!erating Systems Design for UserBs $y!ical onnection S!eed Design for ommonly Used Screen Resolutions Sho. 3ll #a;or %!tions on the Home!age
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
3!! endi 3!! ces endi ces
6(76( 6(7 7
3!!endices
6(5
3!!endices

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@imit Home!age @ength 3nnounce hanges to a Web Site Provide +avigational %!tions Provide 4eedbac/ on UsersB @ocation Use BGlossesB to 3ssist +avigation Scroll 4e.er Screenfuls Provide Descri!tive Page $itles Use Headings in the 3!!ro!riate H$#@ %rder Provide Users .ith Good Ways to Reduce %!tions @in/ to Related ontent 3void #isleading ues to lic/ Designate Used @in/s Provide onsistent lic/ability ues *ndicate *nternal vs& 1,ternal @in/s @in/ to Su!!ortive *nformation 4ormat ommon *tems onsistently Start +umbered *tems at %ne a!itali:e 4irst @etter of 4irst Word in @ists @abel Pushbuttons learly Do +ot #a/e User-1ntered odes ase Sensitive Put @abels lose to Data 1ntry 4ields 3ntici!ate $y!ical User 1rrors Partition @ong Data *tems Dis!lay Default Jalues Place ursor in 4irst Data 1ntry 4ield 1nsure that Double- lic/ing Will +ot ause Problems Use %!en @ists to Select %ne from #any Use a #inimum of $.o Radio Buttons @imit the Use of *mages Use $humbnail *mages to Previe. @arger *mages Using Photogra!hs of Peo!le Define 3cronyms and 3bbreviations Use 3bbreviations S!aringly Write *nstructions in the 3ffirmative 1nsure that +ecessary *nformation is Dis!layed #a/e U!!er- and @o.ercase Search $erms 12uivalent Provide a Search %!tion on 1ach Page 3llo. Sim!le Searches Prioriti:e $as/s Do +ot Re2uire Style Sheets 3void Screen 4lic/er
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 ( (
6(9
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$damson, -.1. O 0allace, 4&@& -(DD?0& A co!parison between consistent and inconsistent graphical user inter aces& Eac/sonville= University of +orthern 4lorida" De!artment of om!uter and *nformation Sciences& $d)isson, 3.-. -6''60& *dentifying de-facto standards for e-commerce Web sites& ,roceedings o the (--- (nternational ,ro essional +o!!unication +on erence" 66-59& $hlstrom, V. O Lon'o, 6. -6''(0& .u!an actors design guide update -Re!ort number D%$F433F $-D)F'(0= A re"ision to chapter / - co!puter hu!an inter ace guidelines. Retrieved +ovember 6''9" from htt!=FFacb66'&tc&faa&govFtechnotesFdotZfaaZct'(Z'8&!df& $hmadi, M. -6'''" %ctober0& An e"aluation o an instant !essaging pilot progra!. +ational ancer *nstitute" ommunications $echnologies Branch& $llinson, L. O 3ammond, . -(DDD0& 3 learning su!!ort environment= $he hitchhi/erBs guide& *n R& #c3leese -1d&0" .yperte0t1 )heory into ,ractice -!!& 97-)70& 1,eter" UK= *ntellect Boo/s& $mento, B., 3ill, 0., !erveen, L., 3i*, %., O 1(, -. -(DDD0& 3n em!irical evaluation of user interfaces for to!ic management of .eb sites& ,roceedings o +.(233" 996-99D& $ndre, !., 3artson, R. O 0illi'es, R. -6''70& Determining the effectiveness of the Usability Problem *ns!ector& .u!an 4actors, 59-70" 599-586& $sher, S.R. 7(D8'0& $o!ic interest and childrenBs reading com!rehension& *n R&E& S!rio" D& & Bruce" & W&4& Bre.er -1ds&0" )heoretical (ssues in Reading +o!prehension -!!& 969-9750& Hillsdale" +E= @a.rence 1rlbaum& $shworth, #.$. O 3amilton, %.B. -(DD?" Eune0& 3 case for frames& ,roceedings o the 5rd +on erence on .u!an 4actors and the Web. $(s(bel, %.%. -(D)80& -ducational ,sychology1 A +ogniti"e View. +e. Gor/= Holt" Rinehart and Winston& Baca, B. O #assidy, $. -(DDD0& *ntranet develo!ment and design that .or/s& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" ???-?D'& Baddeley, $. -(D8)0& Wor&ing 6e!ory& ambridge= ambridge University Press& onte,t& Boston" Baddeley, $. -(D8)0& Wor/ing #emory& %cience" 699" 99)-99D& Badre, $. . -6''60& %haping Web Usability= *nteraction Design in #3= 3ddison Wesley Professional&
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Bailey, G.%. -(DD70& *terative methodology and designer training in humancom!uter interface design& ,roceedings o (nter+.(BD7" (D8-6'9& Bailey, R.0. O 6oyani, S.1. -6''50& Searching vs& lin/ing on the .eb= 3 summary of the research& Health and Human Services $echnical Re!ort& Bailey, R.0. -(D870& .u!an -rror in +o!puter %yste!s& 1ngle.ood liffs" +E= PrenticeHall& Bailey, R.0. -(DD70& Selecting items in a gra!hical user interface& User (nter ace Update-(DD7&
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Bailey, R.0. -(DD)0& .u!an per or!ance engineering1 Designing high 7uality pro essional user inter aces or co!puter products, applications and syste!s -7rd ed&0& 1ngle.ood liffs" +E= Prentice-Hall& Bailey, R.0. -6'''a" Se!tember0& Reducing reliance on su!erstition& Retrieved +ovember 6''9" from htt!=FF...&.ebusability&com& Bailey, R.0. -6'''b" %ctober0& @in/ affordance& Retrieved +ovember 6''9" from htt!=FF...&.ebusability&com& Bailey, R.0. -6'''c" December0& alculating the number of test sub;ects& Retrieved #ay 6''7" from htt!=FF...&.ebusability&com& Bailey, R.0. -6'''d0& $he usability of !unched ballots& Retrieved +ovember 6''9" from htt!=FF...&.ebusability&com& Bailey, R.0. -6''(0& Reading from small !oint si:es& User (nter ace U!date-6''(& Bailey, R.0. -6''6" December0& %!timal line length= Research su!!orting ho. line length affects usability& Retrieved +ovember 6''9" from htt!=FF.ebusability&com& Bailey, R.0. -6''7" Euly0& H oncurrentB vs& Hretros!ectiveB comments& Retrieved +ovember 6''9" from htt!=FF.ebusability&com& Bailey, R.0. -6''9" %ctober0& Eudging the severity of usability issues on .eb sites= $his doesnBt .or/& Retrieved +ovember 6''9" from htt!=FFusability&govF!ubsF('6''9ne.s& html& Bailey, R.0., $llen, R.0., O Raiello, -. -(DD6" %ctober0& Usability testing vs& heuristic evaluation= 3 head-to-head com!arison& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings. Bailey, R.0., 6oyani, S., O all, 1. -6'''" Se!tember ?0& Usability testing of several health information Web sites" 8ational +ancer (nstitute )echnical Report. Bethesda" #D& Bailey, R.0. and 0ol&son, #. -6''90" 4irstGov usability test results" Psychology $echnical Re!ort" #ay& om!uter
Baldwin, R.S., -ele'4Br(c)ner, :., O Mc#lintoc), $. -(D890& 1ffects of to!ic interest and !rior /no.ledge on reading com!rehension" Reading Research 9uarterly, 66'-50" 5D?-9'5& Ball, L.1., Evans, 1., O %ennis, ". -(DD50& ognitive !rocesses in engineering design= 3 longitudinal study& -rgono!ics" 7?-((0" (?97-(?8)& Bandos, 1. O Resnic), M.L. -6''50& $he effects of semantic and syntactic instruction on users !erformance and satisfaction in search user interface design& ,roceedings o the .u!an 4actors and -rgono!ics %ociety Annual 6eeting. Barber, R.E. O L(cas, 3.#. -(D870& System Res!onse time" o!erator !roductivity" and ;ob satisfaction& +A+6" 6)-((0" D?6-D8)& Bar)i, 3. O 3artwic), 1. -(DD(0& User !artici!ation and user involvement in information system develo!ment& ,roceedings o the :;th Annual .awaii (nternational +on erence on %yste! %ciences" 58?-5D6& Baro(di, 1.1., Olson, M.3., O "ves, B. -(D8)0& 3n em!irical study of the im!act of user involvement on system usage and information satisfaction& +o!!unications o the A+6" 6D-70" 676-678&
6(?
Bayles, M. O Bernard, M. -(DDD0& Searching the Web= Who Uses the 3dvanced Search %!tionsO Usability 8ews" (&6& Retrieved +ovember 6''9" from htt!=FF !sychology&.ichita&eduFsurlFusabilityne.sF(sFsearching&htm& Bayles, M.E. -6''60& Designing online banner advertisements= Should .e animateO ,roceedings o +.( 6''6" 7)7-7))& Benson, -. -(D890& Writing visually= Design considerations in technical !ublications& )echnical +o!!unication" 76-50" 79-7D& Benway, 1.-. -(DD80& Banner blindness= $he irony of attention grabbing on the World Wide Web& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" 5)75)?& Bernard, M. O 3(ll, S. -6''60& Where should you !ut the lin/sO om!aring embedded and framedFnon-framed lin/s& Proceedings of yb1rg 6''6" )he )hird (nternational +yberspace +on erence on -rgono!ics. Bernard, M. O Larsen, L. -6''(0& What is the best layout for multi!le-column Web !agesO Usability 8ews" 7&6& Bernard, M. -6''(0& Develo!ing schemas for the location of common Web ob;ects& Usability 8ews" 7&(& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduF surlFusabilityne.sF7WF.ebZob;ect&htm& Bernard, M. -6''60& 1,amining User 1,!ectations for the @ocation of ommon 1ommerce Web %b;ects& Usability 8ews" 5&(& Retrieved +ovember 6''9" from htt!=FF !sychology&.ichita&eduFsurlFusabilityne.sF5(F.ebZob;ect-ecom&htm& Bernard, M., Ba)er, R., O Fernande9, M. -6''60& Paging vs& scrolling= @oo/ing for the best .ay to !resent search results& Usability 8ews" 5&(& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduFsurlFusabilityne.sF5(F!aging&htm& Bernard, M., 3(ll, S., O %ra)e, %. -6''(0& Where should you !ut the lin/sO 3 om!arison of 4our @ocations& Usability 8ews" 7&6& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduFsurlFusabilityne.sF7SFlin/s&htm& Bernard, M. O Larsen, L. -6''(0& What is the best layout for multi!le-column Web !agesO Usability 8ews" 7&6& Retrieved +ovember 6''9" from htt!=FF!sychology& .ichita&eduFsurlFusabilityne.sF7SFlayout&htm& Bernard, M., Liao, #., O Mills, M. -6''(a0& Determining the best online font for older adults& Usability 8ews" 7&(& Retrieved +ovember 6''9" from htt!=FF!sychology& .ichita&eduFsurlFusabilityne.sF7WFfontSR&htm& Bernard, M., Liao, #.3., O Mills, M. -6''(b0& $he effects of font ty!e and si:e on the legibility and reading time of online te,t by older adults& ,roceedings o +.( 6''6" (?9-(?)& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduFhciF!ro;ectsF elderly&!df& Bernard, M., Lida, B., Riley, S., 3ac)ler, !., O 1an9en, 6. -6''60& 3 com!arison of !o!ular online fonts= Which si:e and ty!e is bestO Usability 8ews" 5&(& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduFsurlFusabilityne.sF5(Fonlinete,t& htm& Bernard, M. O Mills, M. -6'''0& So" .hat si:e and ty!e of font should * use on my Web siteO Usability 8ews" 6&6& Retrieved +ovember 6''9" from htt!=FF!sychology& .ichita&eduFsurlFusabilityne.sF6SFfont&htm&
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Bernard, M., Mills, M., -eterson, M., O Storrer, 6. -6''(0& 3 com!arison of !o!ular online fonts= Which is best and .henO Usability 8ews" 7&6& Retrieved +ovember 6''9" from htt!=FF!sychology&.ichita&eduFsurlFusabilityne.sF7SFfont&htm& Bieber, M. -(DD?0& 1nhancing information com!rehension through hy!erte,t& *n & +icholas & E& #ayfield -1ds0" (ntelligent .yperte0t1 Ad"anced )echni7ues or the World Wide Web -!!& (-((0& Berlin= S!ringer-Jerlag& Billin'sley, -.$. -(D860& +avigation through hierarchical menu structures= Does it hel! to have a ma!O .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, ('7('?& Blac)mon, M.3., -olson, -.G., 6ita5ima, M., O Lewis, #. -6''6" 3!ril0& ognitive .al/through for the .eb& ,roceedings o +.( 6''6" 5)7-5?'& Booher, 3.R. -(D?90& Relative com!rehensibility of !ictorial information and !rinted .ords in !rocedurali:ed instructions& .u!an 4actors" (?-70" 6))-6??& Bo(ch, $., 6(chins)y, $., O Bhatti, . -6'''0& Luality is in the eye of the beholder= #eeting usersB re2uirements for internet 2uality of service& ,roceedings o +.( :<<<" 6D?-7'5& Bo(ma, 3. -(D8'0& Jisual reading !rocesses and the 2uality of te,t dis!lays& *n 1& Gran;ean & 1& Jiglinai -1ds&0" -rgono!ic Aspects o Visual Display )er!inals -!!& ('(((50& @ondon= $aylor and 4rancis @td& Bovair, S., 6ieras, %.E., O -olson, -.G. -(DD'0& $he ac2uisition and !erformance of te,t-editing s/ill= 3 cognitive com!le,ity analysis& .u!an-+o!puter (nteraction" 9-(0" (-58& Bowers, V.$. O Snyder, 3.". -(DD'0& oncurrent versus retros!ective verbal !rotocol for com!aring .indo. usability& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;=th Annual 6eeting" (6?'-(6?5& Boyars)i, %., e(wirth, #., Forli99i, 1., O Re'li, S.3. -(DD80& 3 study of fonts designed for screen dis!lay& ,roceedings o +.(23/" 8?-D5& Boyntoin, R.M., O B(sh, 0.R. -(D9)0& Recognition of forms against a com!le, bac/ground& 'ournal o the >ptical %ociety o A!erica, 5)" ?9D-?)5& Bradley, R.F. O 1ohn), L.%. -(DD90& Re!lacing a net.or/ing interface Hfrom hell&B ,roceedings o +.(23?" 978-959& Bra5ni), G. -6'''0& 3utomatic .eb usability evaluation= What needs to be doneO ,roceedings o the =th +on erence on .u!an 4actors and the Web& Retrieved +ovember 6''9" from htt!=FF...&tri&sbc&comFhf.ebFbra;ni/Fhf.eb-bra;ni/&html& Brans&ord, 1. O 1ohnson, M. -(D?60& onte,tual !rere2uisites for understanding= Some investigations of com!rehension and recall& 'ournal o Verbal *earning and Verbal Beha"ior" ((" ?(?-?6)& Brans&ord, 1. O 1ohnson, M. -(D?70& onsideration of some !roblems of com!rehension& *n W& hase -1d&0" Visual (n or!ation ,rocessing -!!& 787-5780& +e. Gor/= 3cademic Press& Breland, 6. O Breland, M.6. -(D550& @egibility of ne.s!a!er headlines !rinted in ca!itals and in lo.er case& 'ournal o Applied ,sychology" 68" ((?-(6'& Brinc), !. O 3o&er, E. -6''6" 3!ril0& 3utomatically evaluating the usability of .eb sites& ,roceedings o +.( 6''6" 1,tended 3bstracts" D')-D'?&
6(D
Brinc), !., Ger'le, %., O 0ood, S.%. -6''60& Designing Web sites that wor&1 Usability or the Web& San 4rancisco= #organ Kaufmann& Broadbent, %.E. -(D?90& $he magic number seven after fifteen years& *n 3& Kennedy & 3& Wil/es -1ds&0" %tudies in *ong-)er! 6e!ory -!!& 7-(80& +e. Gor/= Wiley& Brown, 1. -(D980& Some tests of the decay theory of immediate memory& 9uarterly 'ournal o -0peri!ental ,sychology" ('" (6-6(& Br(ce, V., O Green, -.R. -(DD'0& Jisual Perce!tion= ,hysiology, ,sychology and -cology -6nd ed&0& Hillsdale" +E= @a.rence 1rlbaum& Br(sh, $.1., $mes, M., O %avis, 1. -6''50& 3 com!arison of synchronous remote and local usability studies for an e,!ert interface& +.( :<<; ,roceedings, ((?D-((87& Retrieved +ovember 6''9" from htt!=FFresearch&microsoft&comF[a;brushF!a!ersF BrushRemoteUsabi B(ller, %.B., 0oodall, 0.G., :immerman, %.E., 3eimendin'er, 1., Ro'ers, E.M., Slater, M.%., et al& -6''(0& 4ormative research activities to !rovide Web-based nutrition education to adults in the u!!er Rio Grande Jalley& 4a!ily and +o!!unity .ealth 65-70" (-(6& Byrne, M.%., $nderson, 1.R., %o('lass, S., O Matessa, M. -(DDD0& 1ye trac/ing the visual search of clic/-do.n menus& ,roceedings o +.(233" 5'6-5'D& Byrne, M.%., 1ohn, B.E., 0ehrle, .S., O #row, %.#. -(DDD0& $he tangled .eb .e .ove= 3 tas/onomy of WWW use& ,roceedings o +.(233" 955-99(& #a)ir, $., 3art, %.1., O Stewart, !.F.M. -(D8'0& Visual Display )er!inals" 1ngland= Wiley& #am+bell, #.S. O Ma'lio, -.-. -(DDD0& 4acilitating navigation in information s!aces= Road signs on the World Wide Web& (nternational 'ournal o .u!an-+o!puter %tudies, 9'" 7'D-76?& #am+bell, %.!. O Stanley, 1.#. -(D)70& -0peri!ental and 9uasi--0peri!ental Design or Research& hicago= Rand #c+ally& #a+ra, M.G. -6''60& ontem!oraneous versus retros!ective user-re!orted critical incidents in usability evaluation& Proceedings of the .u!an 4actors and -rgono!ics %ociety ;=th Annual 6eeting" (D?7-(D??& #ard, S.6., Moran, !.-., O ewell, $. -(D8'a0& om!uter te,t editing= 3n information !rocessing analysis of a routine cognitive s/ill& +ogniti"e ,sychology" (6" 76-?5& #ard, S.6., Moran, !.-., O ewell, $. -(D8'b0& $he /eystro/e-level model for user !erformance time .ith interactive systems& +o!!unications o the A+6" 67-?0" 7D)5('& #ard, S.6., Moran, !.-., O ewell, $. -(D870& )he ,sychology o .u!an-+o!puter (nteraction. Hillsdale" +E= 1rlbaum& #ard, S.6., -irolli, -., Van %er 0e'e, M., Morrison, 1., Reeder, R., Schraedley, -. et al& -6''(0& *nformation scent as a driver of .eb behavior gra!hs= Results of a !rotocol analysis method for .eb usability& ,roceedings o +.( 6''(" 5D8-9'9& #arroll, 1.M. -(DD'0& )he 8urnberg 4unnel1 Designing 6ini!alist (nstruction or ,ractical +o!puter %&ill& ambridge" #3= #*$ Press& #arter, R. -(D860& Jisual search .ith color& 'ournal o -0peri!ental ,sychology= .u!an ,erception and ,er or!ance" 8" (6?-(7)&
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#asner, S.M. O Lar)in, 1.3. -(D8D" 3ugust0& ognitive efficiency considerations for good gra!hic design& ,roceedings o the -le"enth Annual +on erence o the +ogniti"e %cience %ociety& 3nn 3rbor" #ichigan& #atani, M.B. O Biers, %.0. -(DD80& Usability evaluation and !rototy!e fidelity= Users and usability !rofessionals& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" (77(-(779& #elsi, R. O Olson, 1. -(D880& $he role of involvement in attention and com!rehension !rocesses& 'ournal o +onsu!er Research" (9-60" 6('-665& #ha+arro, B.S. O Bernard, M.L. -6''(0& 4inding information on the Web= Does the amount of .hites!ace really matterO Proceedings of the $enth 3nnual Usability ProfessionalsB 3ssociation onference& #ha+arro, B.S., Minnaert, G., O -hi++s, #. -6'''0& @imitations of using mouseover .ith menu item selection& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings. #hen, #. O 2(, 2. -6'''0& 1m!irical studies of information visuali:ation= 3 meta- analysis& (nternational 'ournal o .u!an-+o!puter %tudies" 97" 89(-8))& #herva), S., %r(ry, #.G., O O(ellette, 1.-. -(DD)0& Sim!lified 1nglish for aircraft .or/ cards& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, 7'7-7'?& #hi, E., -irolli, -., O -it)ow, 1. -6'''0& $he scent of a site= 3 system for analy:ing and !redicting information scent" usage" and usability of a .eb site& ,roceedings o +.( :<<<, ()(-()8& #hin, %. . -6''(0& 1m!irical evaluation of user models and user-ada!ted systems& User 6odeling and User-Adapted (nteraction, ((" (8(-(D5& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDa0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint (&(& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDb0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint (&5& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDc0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint 6&(& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDd0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint 9&(& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDe0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint ((&5& #hisholm, 0., Vanderheiden, G., O 1acobs, "., Eds. -(DDDf0& Web ontent 3ccessibility Guidelines (&'& Retrieved +ovember 6''9" from htt!=FF...&.7&orgF$RF W 3G('F" hec/!oint (6&(& #hrist, R.E. -(D?90& Revie. and analysis of color coding research for visual dis!lays& .u!an 4actors" (?-)0" 956-9?'& #lar), 3. O 3aviland, S. -(D?90& om!rehension and the given-ne. contract& *n R& 4reedle -1d&0" Discourse ,roduction and +o!prehension -!!& (-5'0& Hillsdale" +E= 1rlbaum&
66(
#oble, 1.M., 6arat, 1., O 6ahn, M.G. -(DD?" #arch0& #aintaining a focus on user re2uirements throughout the develo!ment of clinical .or/station soft.are& ,roceedings o +.(23@" (?'-(??& #oc)b(rn, $. O 1ones, S. -(DD)0& Which .ay no.O 3nalysing and easing inade2uacies in WWW navigation& (nternational 'ournal .u!an-+o!puter %tudies, 59" ('9-(6D& #oc)ton, G. O 0oolrych, $. -6''(0& Understanding ins!ection methods= @essons from an assessment of heuristic evaluation& *n 3& Blandford" E& Janderdonc/t & P&D& Gray -1ds&0" ,eople and +o!puters AV1 (nteraction without 4rontiers -!!& (?((D(0& Heidelberg= S!ringer-Jerlag& #oc)ton, G. O 0oolrych, $. -6''60& Sale must end= Should discount methods be cleared off H *Bs shelvesO (nteractions" D-90" (7-(8& #oc)ton, G., 0oolrych, $., 3all, L. O 3indmarch, M. -6''70& hanging analystsB tunes= $he sur!rising im!act of a ne. instrument for usability ins!ection method assessment& Peo!le and om!uters TJ**" (59-()6& #ole, B.L. O 1en)ins, S.E. -(D850& $he effect of variability of bac/ground elements on the cons!icuity of ob;ects& Vision Research" 65" 6)(-6?'& #oney, M.B. O Steeho(der, M. -6'''0& Role !laying on the Web= Guidelines for designing and evaluating !ersonas online& )echnical +o!!unication" 5?-70" 76?-75'& #oo+er, $. -(DDD0& )he in!ates are running the asylu!1 Why high-tech products dri"e us craBy and how to restore the sanity& *ndiana!olis= Sams& #ovi, L.M. O $c)erman, M.S. -(DD9" 3ugust0& Such easy-to-use systemsI Ho. organi:ations sha!e the design and use of online hel! systems& ,roceedings o +on erence on >rganiBational +o!puting %yste!s" 68'-688& #(rry, M.B., Mc%o('all, S., O de Br(i5n, O. -(DD80& $he effects of the visual meta!hor in determining icon efficacy& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, (9D'-(9D5& #9a5a, S.1., O Sharit, 1. -(DD?0& $he influence of age and e,!erience on the !erformance of a data entry tas/& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, (55-(5?& %eRo(vray, #. O #o(+er, M.-. -6''60& Designing a strategy for reducing Hno o!inionB res!onses in .eb-based surveys& %ocial %cience +o!puter Re"iew, 6'-(0" 7-D& %es(rvire, 3., 6ond9iela, 1., O $twood, M.E., -(DD60& What is gained and lost .hen using methods other than em!irical testing= Stri/ing a balance& ,roceedings o +.(23:, 6" (69-(6)& %etweiler, M.#. O Omanson, R.#. -(DD)0& A!eritech Web ,age User (nter ace %tandards and Design Guidelines& 3meritech -no. SB 0& %ias, -. O So(sa, $.-. -(DD?0& Understanding navigation and disorientation in hy!ermedia learning environments& 'ournal o -ducational 6ulti!edia and .yper!edia, )" (?7-(89& %i*on, -. -(D8?0& $he !rocessing of organi:ational and com!onent ste! information in .ritten directions& 'ournal o 6e!ory and *anguage" 6)" 65-79& %(chnic)y, R.L., O 6olers, -.$. -(D870& Readability of te,t scrolled on visual dis!lay terminals as a function of .indo. si:e& .u!an 4actors" 69" )87-)D6&
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%(mais, S., #(trell, E., O #hen, 3. -6''(0& %!timi:ing search by sho.ing results in conte,t& ,roceedings o +.( :<<C" 6??-687& %(mas, 1. -6''(0& Ho. many !artici!ants in a usability test are enough& *n R&E& Branaghan -1d&0" Design by ,eople or ,eople1 -ssays on Usability -!!& (?7-(860& hicago= Usability Professionals 3ssociation& %(mas, 1.S., Molich, R. O 1e&&ries, R. -6''50& Describing usability !roblems= 3re .e sending the right messageO (nteractions" ((-50" 65-6D& %yson, M.#. O 3asel'rove, M. -6'''0& $he effects of reading s!eed and reading !atterns on our understanding of te,t read from screen& 'ournal o Research in Reading, 67-(0" 6('-677& %yson, M.#. O 6i++in', G.1. -(DD80& $he effects of line length and method of movement on !atterns of reading from screen& Visible *anguage" 76-60" (9'-(8'& Eberts, R.E. O Schneider, 0. -(D890& *nternali:ing the system dynamics for a second- order system& .u!an 4actors" 6?" 7?(-7D7& E'an, %.E., Remde, 1.R., Gome9, L.M., Landa(er, !.6., Eberhardt, 1., O Lochba(m, #.#& -(D8D0& 4ormative design-evaluation of Su!erBoo/ research contributions& A+6 )ransactions on (n or!ation %yste!s" ?-(0" 7'-9?& E'an, %.E., Remde, 1.R., Landa(er, !.6., Lochba(m, & & & Gome:" @&#& -(D8D0& Behavioral evaluation and analysis of a hy!erte,t bro.ser& ,roceedings o +.(2/3" 6'96('& Ehret, B.%. -6''60& @earning .here to loo/= @ocation learning in gra!hical user interfaces& +.( :<<: +on erence ,roceedings" 6((-6(8& Ellis, R.%. O 6(rniawan, S.3. -6'''0& *ncreasing the usability of online information for older users= 3 case study of !artici!atory design& (nternational 'ournal o .u!an+o!puter (nteraction" (6-60" 6)7-6?)& En'el, S.E. O Granda, R.E. -(D?90& Guidelines or 6anDDisplay (nter aces -$echnical Re!ort $R ''&6?6'0& Pough/ee!sie" +G= *B#& Es+eret, E. -(DD)0& +otes on hy!erte,t" cognition" and language& *n E&4& Rouet" E&E& @evonen" 3& Dillon" & R&E& S!iro -1ds&0" .yperte0t and +ognition -!!& (5D-(990& #ah.ah" +E= @a.rence 1rlbaum& Evans, M. -(DD80& Web Design1 An -!piricist2s Guide. Un!ublished masterBs thesis& Seattle= University of Washington& Retrieved #ay 6''7" from htt!=FFres!onse& restoration&noaa&govF.ebmastrF.ebdesgn&!df& Fa)(n, %. O Greeno('h, R.M. -6''60& User-interface design heuristics for develo!ing usable industrial hy!ermedia a!!lications& .u!an 4actors and -rgono!ics in 6anu acturing, (6-60" (6?-(5D& Fan', M. O Salvendy, G. -(DDD0& $em!lates for search 2ueries= 3 user-centered feature for im!roving .eb search tools& (nternational 'ournal o .u!an-+o!puter (nteraction, ((-50" 7'(-7(9& Faraday, -. O S(tcli&&e, $. -(DD?0& Designing effective multimedia !resentations& ,roceedings o +.(23@" 6?6-6?8& Faraday, -. O S(tcli&&e, $. -(DDD0& 3uthoring animated .eb !ages using Hcontact !oint&B ,roceedings o +.(23@" 598-5)9&
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Faraday, -. -6'''0& Jisually criti2uing .eb !ages& ,roceedings o the =th +on erence on .u!an 4actors and the Web. Retrieved +ovember 6''9" from htt!=FF...&tri&sbc&comF hf.ebFfaradayF43R3D3G&H$#& Faraday, -. -6''(0& 3ttending to .eb !ages& ,roceedings o +.( 6''(" (9D-()'& Far)as, %.6. O Far)as, 1.B. -6'''0& Guidelines for designing .eb navigation& )echnical +o!!unication" 5?-70" 75(-798& Far)as, %.6. -(DDD0& $he logical and rhetorical construction of !rocedural discourse& )echnical +o!!unication" 5)-(0" 56-95& Farris, 1.S., 1ones, 6.S., O El'in, -.%. -6''(0& #ental re!resentations of hy!ermedia= 3n evaluation of the s!atial assum!tion& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" ((9)-(()'& Findlater, M.L. O McGrenere, 1. -6''50& 3 com!arison of static" ada!tive" and ada!table menus& +.( :<<; +on erence ,roceedings" 8D-D)& Flower, L., 3ayes, 1.R., O Swarts, 3. -(D870& Revising function documents= $he scenario !rinci!le& *n P& 3nderson" E& Broc/mann" & & #iller -1ds&0" 8ew -ssays in )echnical and %cienti ic +o!!unication1 Research, )heory, and ,ractice -!!& 5(980& 4armingdale" +G= Bay.ood& Fo'', B.1. -6''60& Stanford guidelines for .eb credibility& 3 research summary from the Stanford Persuasive $echnology @ab& Retrieved +ovember 6''9" from htt!=FF...& .ebcredibility&orgFguidelinesF& Fo'', B.1. Marshall, 1., Lara)i, O., Osi+ovich, $., Varma, #., Fan', ., -a(l, 1., Ran'ne)ar, $., Shon, 1., Swani, -. and !reinen, M. -6''(0& What ma/es Web sites credibleO 3re!ort on a large 2uantitative study& H* 6''( onference Proceedings" 7-(0" )(-)& Foley, 1. O 0allace, V. -(D?50& $he art of natural gra!hic man-machine conversation& ,roceedings o the (---" )6-50" )6-?D& Folt9, -.0., %avies, S.E., -olson, -.G., O 6ieras, %.E. -(D880& $ransfer bet.een menu systems& ,roceedings o +.(2//" ('?-((6& Forrester Research -6''(" Euly0& 4orrester Re!ort& Retrieved +ovember 6''9" from htt!=FF...&forrester&comF& Foster, 1. O #oles, -. -(D??0& 3n e,!erimental study of ty!ogra!hical cueing in !rinted te,t& -rgono!ics, 6'" 9?-))& Foster, S.!. O Fran9, #.R. -(DDD0& User involvement during information systems develo!ment= 3 com!arison of analyst and user !erce!tions of system acce!tance& 'ournal o -ngineering and )echnology 6anage!ent, ()" 76D-758& Fowler, S. -(DD80& GU( Design .andboo&. +e. Gor/= #cGra.-Hill& F(, L., Salvendy, G. O !(rley, L. -(DD80& Who finds .hat in usability evaluation& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;:nd Annual 6eeting" (75(-(759& F(, L., Salvendy, G. O !(rley, L. -6''60& 1ffectiveness of user testing and heuristic evaluation as a function of !erformance classification& Beha"iour and (n or!ation )echnology" (7?-(57& F(rnas, G.0., Landa(er, !.6., Gome9, L.M., O %(mais, S.!. -(D8?0& $he vocabulary !roblem in human-system communication= 3n analysis and a solution" +o!!unications o the A+6" 7'-((0" D)5-D?(&
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3aas, S.0. O Grams, E.S. -(DD80& 3 lin/ ta,onomy for Web !ages& ,roceedings o the =Cst Annual 6eeting o the A!erican %ociety or (n or!ation %cience" 79" 589-D9& 3ac)man, R.B. O !in)er, M.$. -(D9?0& 1ffect of variations in color of !rint and bac/ground u!on eye movements in reading& A!erican 'ournal o >pto!etry and Archi"es o the A!erican Acade!y o >pto!etry" 75" 795-79D& 3al'ren, S.L. O #oo)e, .1. -(DD70& $o.ards ecological validity in menu research& (nternational 'ournal o 6an-6achine %tudies" 7D-(0" 9(-?'& 3alverson, !. O 3orno&, $.1. -6''50& @ocal density guides visual search= S!arse grou!s are first and faster& ,roceedings ro! the ;/th Annual .u!an 4actors and -rgono!ics 6eeting. 3anson, R.3., -ayne, %.G., Shiveley, R.1., O 6antowit9, B.3. -(D8(0& Process control simulation research in monitoring analog and digital dis!lays& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" (95-(98& 3arrison, S.M. -(DD90& 3 com!arison of still" animated" or nonillustrated on-line hel! .ith .ritten or s!o/en instructions in a gra!hical user interface& ,roceedings o +.(23?" 86-8D& 3artley, 1. O !r(eman, M. -(D870& $he effects of headings in te,t on recall" search" and retrieval& British 'ournal o -ducational ,sychology" 97" 6'9-6(5& 3artson, 3.R., #astillo, 1.#., 6elso, 1. O eale, 0.#. -(DD)0& Remote evaluation= $he net.or/ as an e,tension of the usability laboratory& +.(3= ,roceedings" 668-679& 3assen9ahl, M. -6'''0& Prioriti:ing usability !roblems= Data-driven and ;udgmentdriven severity estimates& Beha"ior and (n or!ation )echnology" (D-(0" 6D-56& 3a(bner, -. O e(mann, F. -(D8)" #ay0& Structuring al!ha-numerically coded information on visual dis!lay units& ,roceedings o the +on erence on Wor& with Display Units, %toc&hol!, )')-)'D& 3ead, $. 1. -6''70& Personas= Setting the stage for building usable information sites& >nline" 6?-50& Retrieved +ovember 6''9" from htt!=FF...&infotoday&comFonlineF ;ul'7Fhead&shtml& 3einbo)el, !., Sonnenta', S., Frese, M., Stolte, 0. O Brodbec), F.#. -(DD)0& DonBt underestimate the !roblems of user centredness in soft.are develo!ment !ro;ects= $here are many& Behaviour and *nformation $echnology" (9-50" 66)-67)& 3erriot, -. -(D?'0& An (ntroduction to the ,sychology o *anguage. @ondon= #ethuen& 3ert9(m, M. O 1acobsen, .E. -6''(0& $he evaluator effect= 3 chilling fact about usability evaluation methods& (nternational 'ournal o .u!an-+o!puter (nteraction, (7" 56(-557& 3ert9(m, M. O 1acobsen, .E. -6''(0& $he evaluator effect= 3 chilling fact about usability evaluation methods& (nternational 'ournal o .u!an-+o!puter (nteraction" (7" 56(-557& 3ess, R. -6'''" %ctober0& an color-blind users see your siteO #icrosoft or!oration& Retrieved +ovember 6''9" from htt!=FFmsdn&microsoft&comFlibraryFdefault&as!OurlPF libraryFen-usFdnhessFhtmlFhess(''D6'''&as!& 3illstrom, $.-. O 2antis, S. -(DD50& Jisual motion and attentional ca!ture& ,erception and ,sychophysics" 99-50" 7DD-5((&
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3oc, 14M O Le+lat, 1. -(D870& 1valuation of different modalities of verbali:ation in a sorting tas/& (nternational 'ournal o 6an-6achine %tudies" (8-70" 687-7')& 3ochheiser, 3. O Shneiderman, B. -6'''0& Performance benefits of simultaneous over se2uential menus as tas/ com!le,ity increases& (nternational 'ournal o .u!an-+o!puter (nteraction" (6-60" (?7-(D6& 3olleran, -.$. -(DD(0& 3 methodological note on !itfalls in usability testing& Beha"iour and (n or!ation )echnology, ('-90" 759-9?& 3on', 1."., Li, F.#., Lin, 1., O Landay, 1.$. -6''(0& 1nd-user !erce!tions of formal and informal re!resentations of Web sites ]1,tended 3bstracts^& ,roceedings o +.( :<<<" 789-78)& 3oo)e, L.R., %eLeo, -.1., O Sla('hter, S.L. 7(D?D0& Readability o Air 4orce publications1 A criterion-re erenced e"aluation -34HR@-$R-?D-6(0& @o.ry 34B" olorado= $echnical $raining Division" 3ir 4orce Human Resources @aboratory& 3orno&, $.1. O 3alverson, !. -6''70& ognitive strategies and eye movements for searching hierarchical com!uter dis!lays& +.( :<<5 +on erence ,roceedings" 65D-69)& 3orton, 0. -(DD'0& Designing and Writing >nline Docu!entation& Hobo/en" +E= Wiley& 3(ll, S.S. -6''50" *nfluence of training and e,!osure on the usage of breadcrumb navigation" Usability +e.s" )&( -htt!=FF!sychology&.ichita&eduFsurlFusabilityne.sF)(F breadcrumb&htm0& "BM -(DDD0& Web Design Guidelines Design in Action& Retrieved #ay 6''7" from ...7&ibm&comFibmFeasyFeouZe,t&nsfFPublishF9?6& "nstit(te o& Electrical and Electronics En'ineers. (--- Web ,ublishing Guide. "sa)son, #.S. O S+yrida)is, 1.3. -(DDD0& $he influence of semantics and synta, on .hat readers remember& )echnical +o!!unication" 5)-70" 7))-78(& "ves, B. O Olson, M. -(D850& User involvement and #*S success= 3 revie. of the literature& 6anage!ent %cience" 7'-90" 98)-)'7& "vory, M.2. O 3earst, M.$. -6''60& Statistical !rofiles of highly-rated .eb site interfaces& Proceedings of H* 6''6" 7)?-7?5& "vory, M.2., Sinha, R.R., O 3earst, M.$. -6'''" Eune0& Preliminary findings on 2uantitative measures for distinguishing highly rated information-centric .eb !ages& ,roceedings o the =th +on erence on .u!an 4actors and the Web. Retrieved +ovember 6''9" from htt!=FF...&tri&sbc&comFhf.ebFivoryF!a!er&html& "vory, M.2., Sinha, R.R., O 3earst, M.$. -6''(0& 1m!irically validated Web !age design metrics& ,roceedings o +.( :<<C" 97-)'& 1acobsen, .E. O 1ohn, B.E. -6'''0& )wo case studies in using cogniti"e wal&throughs or inter ace e"aluation - #U- S-''-(760& arnegie #ellon University" School of om!uter Science& Retrieved +ovember 6''9" from htt!=FFre!orts-archive&adm&cs&cmu&eduF cs6'''&html& 1acobsen, .E., 3ert9(m, M., O 1ohn, B.E. -(DD80& $he evaluator effect in usability studies= Problem detection and severity ;udgments& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings. 1e&&ries, R. O %es(rvire, 3. -(DD60& Usability testing vs& heuristic evaluation= Was there a contestO %(G+.( Bulletin" 65-50" 7D-5(&
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1e&&ries, R., Miller, 1.R., 0harton, #., O Uyeda, 6.M. -(DD(0& User interface evaluation in the real .orld= 3 com!arison of four techni2ues& ,roceedings o +.(23C" ((D-(65& 1en)ins, S.E. O #ole, B.L. -(D860& $he effect of the density of bac/ground elements on the cons!icuity of ob;ects& Vision Research" 66" (65(-(696& 1ohn, B.E. O Mar)s, S.1. -(DD?0& $rac/ing the effectiveness of usability evaluation methods& Beha"iour and (n or!ation )echnology, ()-5F90" (88-6'6& 1ohn, B.E. O Mashyna, M.M. -(DD?0& 1valuating a multimedia authoring tool .ith cognitive .al/through and thin/-aloud user studies& 'ournal o the A!erican %ociety o (n or!ation %cience" 58-D0" (''5-('66& 1ohn, B.E. -(DD)0& $GP*S$= 3 theory of !erformance in s/illed ty!ing& .u!an-+o!puter (nteraction" ((-50" 76(-799& 1ohns'ard, !.1., -a'e, S.R., 0ilson, R.%., O :eno, R.1. -(DD90& 3 com!arison of gra!hical user interface .idgets for various tas/s& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" 68?-6D(& 1ose+h, 6.M., 6nott, B.$. O Grier, R.$. -6''60& $he effects of bold te,t on visual search of form fields& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;=th Annual 6eeting" 987-98?& 1(+itermedia #or+oration -6''70& thecounter&com& Retrieved +ovember 6''9" from htt!=FF...&thecounter&comF& 6ahn, M.1., !an, 6.#., O Beaton, R.1. -(DD'0& Reduction of cognitive .or/load through *nformation chun/ing& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" (9'D-(9(7& 6albach, 1. O Bosenic), !. -6''70& Web !age layout= 3 com!arison bet.een left and right-;ustified site navigation menus& 'ournal o Digital (n or!ation" 5-(0& Retrieved +ovember 6''9" from htt!=FF;odi&tamu&eduF3rticlesFv'5Fi'(FKalbachF& 6ando'an, E. O Shneiderman, B. -(DD?0& 1lastic .indo.s= 3 hierarchical multi.indo. World-Wide Web bro.ser& ,roceedings o the C<th Annual A+6 %y!posiu! on User (nter ace %o tware and )echnology, ()D-(??& 6arat, #4M. -(DD5a0& 3 business case a!!roach to usability cost ;ustification& *n R& G& Bias & D& E& #ayhe. -1ds&0" +ost-'usti ying Usability -!!& 59-?'0& Boston= 3cademic Press& 6arat, #4M. -(DD5b0& 3 com!arison of user interface evaluation methods& *n E& +ielsen & R& #ac/ -1ds&0" Usability (nspection 6ethods -!!& 6'7-6770& +G= Eohn Wiley & Sons& 6arat, #4M. #am+bell, R., O Fie'el, !. -(DD60& om!arison of em!irical testing and .al/through methods in user interface evaluation& ,roceedings o +.(23:" 7D?-5'5& 6eil, M. O #armel, E. -(DD90& ustomer-develo!er lin/s in soft.are develo!ment& +o!!unications o the A+6" 78-90" 77-57& 6ennedy, $. O 0il)es, $. -(D?90& %tudies in *ong-)er! 6e!ory& +e. Gor/= Eohn Wiley & Sons& 6eyes, E. -(DD70& $y!ogra!hy" color" and information structure& )echnical +o!!unication" 5'-50" )78-)95&
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6eyes, E., Sy)es, %., O Lewis, E. -(D880& $echnology W design W research P information design& *n 1& Barrett -1d&0" )e0t, +on)e0t, and .yper)e0t1 Writing With and 4or the +o!puter -!!& 69(-6)50& ambridge" #3= #*$ Press& 6ieras, %. -(DD?0& 3 guide to G%#S model usability evaluation using +G%#S@ - ha!ter 7(0& *n #& Helander" $&K& @andauer & P&J& Prabhu -1ds&0" .andboo& o .u!an-+o!puter (nteraction. 3msterdam= +orth-Holland 1lsevier Science Publishers& 6im, 3. O 3irtle, S.#. -(DD90& S!atial meta!hors and orientation in hy!erte,t bro.sing& Beha"iour and (n or!ation )echnology, (5" 67D-69'& 6im, 1. -(DD80& 3n em!irical study of navigation aids in customer interfaces& Beha"ior and (n or!ation )echnology" (8-70" 6(7-665& 6im, 1. O 2oo, B. -6'''0& $o.ard o!timal lin/ structure of the cyber sho!!ing mall" (nternational 'ournal o .u!an-+o!puter %tudies" 96" 97(-99(& 6incaid, 1.-., !homas, M., Strain, 6., #o(ret, "., O Bryden, 6. -(DD'0& ontrolled 1nglish for international technical communication" .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" 8(9-8(D& 6in'sb(r', 1.R. O $ndre, $.%. -6''50& 3 com!arison of three-level .eb menus= +avigation structures& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;/th Annual 6eeting. 6osslyn, S.M. -(DD50& -le!ents o Graphic Design& +e. Gor/= W&H& 4reeman& 6oyani, S.1. -6''(a" 3!ril0& +ancer !ortality !aps and graphs Web site& +ational ancer *nstitute" ommunication $echnologies Branch& Retrieved +ovember 6''9" from htt!=FF...7&cancer&govFatlas!lusF& 6oyani, S.1. -6''(b" 3!ril0& W++>DA+% indings& +ational ancer *nstitute" ommunication $echnologies Branch& 6oyani, S.1. O Bailey, R.0. -6''90& %lder users and the Web& ,roceedings o .+( (nternational1 CCth (nternational +on erence on .u!an-+o!puter (nteraction. 6oyani, S.1., Bailey, R.0., $hmadi, M., #han')it, M. O 3arley, 6. -6''60& %lder users and the Web& 8ational +ancer (nstitute )echnical Report& 6oyani, S.1. O all, 1. -(DDD" +ovember0& Web site design and usability guidelines& 8ational +ancer (nstitute, +o!!unication )echnologies Branch )echnical Report& Bethesda" #D& 6r(ll, R. O 0atson, B. -6''60& Beyond grammatical correctness in verbal instructions& ,roceedings o the (--- (nternational ,ro essional +o!!unication +on erence, )'-)?& 6(cera, 3. O Francis, 0. . -(D)?0& +o!putational Analysis o ,resent-day A!erican -nglish. Providence" R*= Bro.n University Press& 6(5ala, S& -6''70& User involvement= 3 revie. of the benefits and challenges& Beha"iour and (n or!ation )echnology" 66-(0" (-()& Landesman, L. O Schroeder, 0. -6'''0& Re!ort 9= %rgani:ing lin/s& *n Designing (n or!ation-Rich Web %ites. Bradford" #3= User *nterface 1ngineering& Larson, 6. O #9erwins)i, M. -(DD80& Web !age design= *m!lications of memory" structure and scent for information retrieval& ,roceedings o +.(23/" 69-76&
66D
Larson, 6. -6''5" Euly0& $he science of .ord recognition& 3dvanced Reading $echnology #icrosoft or!oration& Retrieved +ovember 6''9" from htt!=FF...& microsoft&comFty!ogra!hyFctfontsFWordRecognition&as!,& Law, E. L.4#. O 3vannber', E.!. -6''50& 3nalysis of strategies for im!roving and estimating the effectiveness of heuristic evaluation& 8ordi+.( F<;" 65(-69'& Law, L.4#. O 3vannber', E.!. -6''60& om!lementarity and convergence of heuristic evaluation and usability testing& ,roceedings o the %econd 8ordic +on erence on .u!an-+o!puter (nteraction. Lawless, 6.$. O 6(li)owich, 1.M. -(DD)0& Understanding hy!erte,t navigation through cluster analysis& 'ournal o -ducational +o!puting Research, (5-50" 789-7DD& Le#om+te, %.#. -(DDD0& Seven" !lus or minus t.o" is too much to bear= $hree -or fe.er0 is the real magic number& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, 68D-6D6& Le#om+te, %.#. -6'''0& 7&(5(9D" 56" and ? _ 6= $hree numbers that -should0 have nothing to do .ith user interface design& Retrieved +ovember 6''9" from htt!=FF ...&internettg&orgFne.sletterFaug''FarticleZmiller&html& Le%o(*, L.#., #onnor, E. O !(llis, !. -6''90& 1,treme ma/eover= U* edition" measuring the benefits of user-centered design& ,roceedings o the Usability ,ro essionals Association +on erence. Leech, G. Rayson, -., O 0ilson, $. -6''(0& Word 4re7uencies in Written and %po&en -nglish1 based on the British 8ational +orpus. @ondon= @ongman& Retrieved +ovember 6''9" from htt!=FF...&com!&lancs&ac&u/FucrelFbncfre2F& Levine, R. -(DD)0& Guide to Web %tyle& Sun #icrosystems& Levy, E., :ac)s, 1., !vers)y, B., O Schiano, %. -(DD)0& Gratuitous gra!hicsO Putting !references in !ers!ective& ,roceedings o +.(23=" 56-5D& Lewenstein, M., Edwards, G., !atar, %., O %evi'al, $. -6'''0& Where do users loo/ firstO Stanford Poynter *nstitute& Research e,cer!ted in htt!=FF...&stanford&eduFde!tF ne.sFre!ortFne.sFmay('Feyetrac/-99&html& Lewis, #. O 0al)er, -. -(D8D0& $y!ogra!hic influences on reading& 'ournal o ,sychology, 8'" 65(-69?& Lewis, 1.R. -(DD70& Problem discovery in usability studies= 3 model based on the binomial !robability formula& ,roceedings o the ?th (nternational +on erence on .u!an-+o!puter (nteraction, )))-)?(& Lewis, 1.R. -(DD50& Sam!le si:es for usability studies= 3dditional considerations& .u!an 4actors" 7)-60" 7)8-7?8& Li, P. O 3ennin' R. -6''70& *ntegrating usability into use cases= 3n em!irical study of user-centered ob;ect orientation& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;@th Annual 6eeting, ?9D-?)7& Lichty, !. -(D8D0& Design ,rinciples or Des&top ,ublishers& Glenvie." *l= Scott" 4oresman& Lieberman, L.R. O #(l+e++er, 1.!. -(D)90& Words versus ob;ects= verbal recall& ,sychological Reports" (?" D87-D88& om!arison of free
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Sano, %. -(DD)0& Designing *arge-scale Web %ites1 A Visual Design 6ethodology. +e. Gor/= Wiley& Sawyer, -. O Schroeder, 0. -6'''0& Re!ort 5= @in/s that give off scent& (n Designing (n or!ation-Rich Web %ites& Bradford" #3= User *nterface 1ngineering& Scanlon, S. O Schroeder, 0. -6'''0& Re!ort (= What !eo!le do .ith .eb sites& (n Designing (n or!ation-Rich Web %ites& Bradford" #3= User *nterface 1ngineering& Schar&&, L.F.V., $h(mada, $.1., O 3ill, $.L. -(DDD0& Discriminability measures for !redicting readability& *n B&1& Rogo.it: & $&+& Pa!!as -1ds&0 .u!an Vision and -lectronic (!aging (, %,(- ,roc&" 7)55" !a!er 6?& Schiano, %., Stone, M., O Bectarte, R. -6''(0& Search and the sub;ective .eb& ,roceedings o +.( :<<C" 1,tended 3bstracts" ()9-())& Schneider, 0. O Shi&&rin, R.M. -(D??0& ontrolled and automatic human information !rocessing= *& Detection" search" and attention& ,sychological Re"iew" 85" (-))& Schneider, 0., %(mais, S.!., O Shi&&rin, R.M. -(D850& 3utomatic and control !rocessing and attention& *n Varieties o Attention -!!& (-6?0& +e. Gor/= 3cademic Press& Scholt9, 1. -(DD80& Web#etrics= 3 methodology for develo!ing usable .eb sites& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" ()(6& Schramm, 0. -(D?70& $he nature of communications bet.een humans& *n W& Schramm & D& Roberts" )he ,rocess and - ects o 6ass +o!!unication& Urbana= University of *llinois Press& Schriver, 6.$. -(DD?0& Dynamics in Document Design= +reating )e0t or Readers& +e. Gor/= Wiley& Schroeder, 0. -(DDD0& %teering users isn2t easy& Retrieved #ay 6''7" from htt!=FF develo!er&netsca!e&comFvie.sourceFschroederZuiFschroederZui&html& Schwar9, E., Beldie, ".-., O -astoor, S. -(D870& 3 com!arison of !aging and scrolling for changing screen contents by ine,!erienced users& .u!an 4actors" 65" 6?D-686& Schroeder, 0& -6''7" 3!ril0& Usability myths need reality chec/s& User (nter ace -ngineering 8ewsletter. Retrieved +ovember 6''9" from htt!=FF...&uie&comFarticlesF usabilityZmythsF& Sch(lt9, L.%. O S+yrida)is, 1.3. -6''60& $he effect of heading fre2uency on com!rehension of online information& ,roceedings o the (--- (nternational ,ro essional +o!!unication +on erence, 9(7-9(8& Sears, $., 1ac)o, 1., O Borella, M. -(DD?0& *nternet delay effects= Ho. users !erceive 2uality" organi:ation and ease of use information& ,roceedings o +.(23@" 797-795& Se&elin, R., !scheli'i, M., O Giller, V. -6''70& Pa!er !rototy!ing - What is it good forO 3 com!arison of !a!er- and com!uter-based lo.-fidelity !rototy!ing& +.( :<<5" ??8-??D& Selvid'e, -. -6'''0& Before and 3fter= Ho. an Gou Sho. Gour +e. Web site is BetterO Usability 8ews" 6&6& Retrieved +ovember 6''9" from htt!=FF!sychology& .ichita&eduFsurlFusabilityne.sF6SFcom!are&htm& Selvid'e, -.R., #ha+arro, B.S., O Bender, G.!. -6''(0& $he .orld .ide .ait= 1ffects of delays on user !erformance& (nternational 'ournal o (ndustrial -rgono!ics" 6D-(0" (96'&
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S+in), $., Bateman, 1., O 1ansen, B.1. -(DDD0& Searching the .eb= 3 survey of 1,cite users& (nternet Research1 -lectronic 8etwor&ing Applications and ,olicy, S+ool, 1., Schroeder, 0., O O5a)aar, E. -6''(" +ovember0& Users donBt learn to search better& U*1ti!s& Retrieved +ovember 6''9" from htt!=FF...&uie&comFarticlesF learnZtoZsearchF& S+ool, 1.M., 6lee, M., O Schroeder, 0. -6'''0& Re!ort 7= Designing for scent, Designing (n or!ation-Rich Web %ites& Bradford" #3= User *nterface 1ngineering& S+ool, 1.M., Scanlon, !., Schroeder, 0., Snyder, #., O %e$n'elo, !. -(DD?0& Web %ite Usability= 3 DesignerBs Guide& +orth 3ndover" #3= User *nterface 1ngineering& S+yrida)is, 1.3. -(D8D0& Signaling effects= *ncreased content retention and ne. ans.ers& 'ournal o )echnical Writing and +o!!unication" (D-50" 7D9-5(9& S+yrida)is, 1.3. -6'''0& Guidelines for authoring com!rehensible .eb !ages and evaluating their success& )echnical +o!!unication" 5?-70" 79D-786& Sta''ers, . -(DD70& *m!act of screen density on clinical nursesB com!uter tas/ !erformance and sub;ective screen satisfaction& (nternational 'ournal o 6an6achine %tudies, 7D" ??9-?D6& Stanton, .$. O Stevena'e, S.V. -(DD80& @earning to !redict human error= *ssues of acce!tability" reliability and validity& -rgono!ics" 5(-((0" (?7?-(?5?& Stanton, .$., !aylor, R.G., O !weedie, L.$. -(DD60& #a!s as navigational aids in hy!erte,t environments= 3n em!irical evaluation& 'ournal o -ducational 6ulti!edia and .yper!edia" (" 57(-555& SteinbrRc), U., Scha(mb(r', 3., %(da, S. O 6rR'er, !. -6''60& 3 !icture says more than a thousand .ords= Photogra!hs as trust builders in e-commerce Web sites ]1,tended abstracts^& H* 6''6" ?58-?5D& Stevens, 6. -(D8'0& $he effect of to!ic interest on the reading com!rehension of higher ability students& 'ournal o -ducational Research" ?7" 7)9-7)8& Stewart, !. -(D8'0& ommunicating .ith dialogues& -rgono!ics" 67" D'D-D(D& Sticht, !. -(D890& Understanding readers and their uses of te,ts& *n $& #& Duffy & R& Waller -1ds&0" Designing Usable )e0ts -!!& 7(9-75'0& %rlando" 4@= 3cademic Press& S(llivan, -. O Flower, L. -(D8)0& Ho. do users read com!uter manualsO Some !rotocol contributions to .ritersB /no.ledge& *n B&$& Petersen -1d&0" +on"ergences1 )ransactions in Reading and Writing -!!& ()7-(?80& Urbana" *@= +ational ouncil of $eachers of 1nglish& S(llivan, !. O Matson, R. -6'''" +ovember0& Barriers to use= Usability and content accessibility on the WebBs most !o!ular sites& ,roceedings o the +on erence on Uni"ersal Usability" (7D-(55& Retrieved +ovember 6''9" from htt!=FF...&!antos&orgF tsF!a!ersFBarriers$oUse&!df& S(ndar, S.S., Ed'ar, E., O Mayer, 6. -6'''" Eune0& #ultimedia effects on !rocessing and !erce!tion of online ne.s= 3 study of !icture" audio and video do.nloads& ,roceedings o the ?<th Annual +on erence o the (nternational +o!!unication Association G(+AH. !an, 04S., %ahai, L., Li(, %., M(ralidhar, $., O Meyer, 1. -6''(0& Design im!rovements through user testing& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" ((8(-((89&
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!(llis, !.S., Boynton, 1.L., O 3ersh, 3. -(DD90& Readability of fonts in the .indo.s environment& Proceedings of H*BD9" (6?-(68& !(llis, !.S., Fleischman, S., Mc (lty, M., #ianchette, #., O Ber'el, M. -6''60& 3n em!irical com!arison of lab and remote usability testing of Web sites& ,roceedings o the Usability ,ro essionals2 Association Annual +on erence, 76. !(llis, !.S. O 6odimer, M.L. -(DD60& 3 com!arison of direct-mani!ulation" selection and data-entry techni2ues for reordering fields in a table& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings, 6D8-7'6& !(llis, !.S. O -ons, $. -(DD?0& Designating re2uired vs& o!tional in!ut fields ]1,tended 3bstracts^& Proceedings of H*BD?" 69D-6)'& United States Government, Rehabilitation $ct o& <KB> 7amended in <KKJ8, Section @HJ. Retrieved +ovember 6''9" from htt!=FF...&section9'8&govF& Uttin', 6. O 2an)elovich, . -(D8D0& onte,t and orientation hy!ermedia net.or/s& 3 # )ransactions on > ice (n or!ation %yste!s" ?" 9?-85& Van %en 3aa), M.1., %e 1on', M.%.!., O Schellens, -.1. -6''70& Retros!ective vs& concurrent thin/-aloud !rotocols= $esting the usability of an online library catalog& Beha"iour and (n or!ation )echnology" 66-90" 77D-79(& Vartabedian, $.G. -(D?(0& $he effects of letter si:e" case and generation method on R$ dis!lay search time& .u!an 4actors" (7-50" 7)7-7)8& Va('han, M.0. -(DD80& $esting the boundaries of t.o user-centered design !rinci!les= #eta!hors and memory load& (nternational 'ournal o .u!an-+o!puter (nteraction, ('-70" 6)9-686& Vir9i, R.$. -(DD'0& Streamlining the design !rocess= Running fe.er sub;ects& .u!an 4actors and -rgono!ics %ociety Annual 6eeting ,roceedings" 6D(-6D5& Vir9i, R.$. -(DD60& Refining the test !hase of usability evaluation= Ho. many sub;ects is enoughO .u!an 4actors" 75" 59?-5)8& Vir9i, R.$., Sorce 1.F., O 3erbert, L.B. -(DD70& 3 com!arison of three usability evaluation methods= Heuristic" thin/-aloud" and !erformance testing& ,roceedings o the .u!an 4actors and -rgono!ics %ociety 5@th Annual 6eeting" 7'D-7(7& Vischec). 3ccessed +ovember 6''9" from htt!=FF...&vischec/&comF& Vora, -. -(DD80& Human factors methodology for designing Web sites& *n & 4orsythe" 1& Grose" & E& Ratner -1ds&0" .u!an 4actors and Web De"elop!ent& Hillsdale" +E= @a.rence 1rlbaum& Voss, 1.F., Fincher46ie&er, R.3., Greene, !.R., O -ost, !.$. -(D8)0& *ndividual differences in !erformance= $he contrastive a!!roach to /no.ledge& *n R&E& Sternberg -1d&0" Ad"ances in the ,sychology o .u!an (ntelligence -!!& 6D?-659'0& Hillsdale" +E= @a.rence 1rlbaum& 0al)er, B. . O Stanley, R.M. -6''50& 1ye movement and reaction time are both im!ortant in assessment of dialog bo, usability& ,roceedings o the .u!an 4actors and -rgono!ics %ociety Annual 6eeting. 0al)er, M., !a)ayama, L., O Landay, 1.$. -6''60& High-fidelity or lo.-fidelity" !a!er or com!uterO hoosing attributes .hen testing .eb !rototy!es& ,roceedings o the .u!an 4actors and -rgono!ics %ociety ;=th Annual 6eeting, ))(-))9&
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$c)erman, M.S., 6(" 67" 66( $damson, -.1., ('7" 6(9 $d)isson, 3.-., 6" ('7" (5)" 6(9 $hlstrom, V., (7" (9" (8" 6?" 8(" ('6" (67" (7?" (78" (5(" ()6" ()8" (?7" (?)" 6(9 $hmadi, M., ('" (5?" (5D" (9)" 6(9" 668 $h(mada, $.1., ('(" 67? $)erelrea, #.$., (?'" 657 $l&aro, L. 665 $llard, $., 5?" 97" ('9" ((6" ((5" ((9" (?7" (?8" 675 $llen, R.0., (D5" 6() $llinson, L., )5" 6(9 $mento, B., )" 7?" (8'" 6(9 $mes, M., (D)" 6(D" 65' $nders, S.3., (D7" 678 $nderson, 1.R., 6(D" 667 $ndre, $.%., )7" (D5" 6(9" 668 $ndre, !., )7" (D5" 6(9 $sher, S.R., 6" 6(9 $shworth, #.$., 9?" )8" 6(9 $twood, M.E., (D)" 66( $(s(bel, %.%., 9(" 6(9 Baca, B., 9" ?" 6(9 Baddeley, $., (7" (D" 6(9 Badre, $. ., 6" 5" 5(" 5)" )5" ('7" (5?" (9'" (8D" 6(9 Baec)er, R., ((? Bailey, G.%., (8D" 6(9 Bailey, R.0., vi" 9" (7" (D" 69" 79" 7D" 9(" 97" 9)" )'" )9" ?7" ?D" 8'" 85" 8)" 8?" 88" 8D" D5" ('?" ((D" (6(" (66" (6?" (68" (6D" (7'" (77" (75" (7)" (7?" (78" (7D" (5'" (58" (9)" ()7" ()9" ())" (?(" (8'" (8(" (87" (85" (89" (8D" (D'" (D7" (D5" (D?" 6(9" 6()" 668 Ba)er, R., 95" 6(? Baldwin, R.S., 6" 6() Ball, L.1., ?" 6() Bandos, 1., (('" (8)" 6() Barber, R.E., (7" 6() Barbesi, $., (59" 67) Bar)i, 3., 5" 6() Baro(di, 1.1., 5" 6() Basala5, 0., 67) Bateman, 1., )" (85" 67D Bayles, M., (85" 6(? Bayles, M.E., (5?" 6(? Beaton, R.1., (9'" (?7" 66?" 656 Bectarte, R., (87" 67? Beldie, ".-, ))" ?5" 67? Bender, G.!., (59" 67? Benson, -., (?'" 6(? Benway, 1.-., (5?" 6(? Benyon, %., 9" 665 Ber'el, M., 65( Bernard, M., 5)" 96" 95" 99" 9?" ?6" D'" D5" (')" ('?" ((5" (85" 6(?" 6(8" 66' Bevan, ., 676 Bhatti, ., (7" ()" (59" 6(8 Bieber, M., )(" 6(8 Biers, %.0., ?" (D'" (D5" (D?" 66'" 67'" 675 Billin'sley, -.$., )8" 6(8 Bilsin', L., 657 Blac)mon, M.3., (D)" 6(8 Boies, S.1., 665 Booher, 3.R., (55" 6(8 Booth, 6., ((? Borella, M., (59" 67? Bosenic), !., )7" 66? Bo(ch, $., (7" ()" (59" 6(8 Bo(ma, 3., ('D" ()9" 6(8 Bo(rne, L.E., ()?" 679 Bovair, S., ((" 6(8" 679 Bowers, V.$., (D'" 6(8 Boyars)i, %., (')" 6(8 Boyntoin, R.M., ('(" (57" 6(8 Boynton, 1.L., (')" ('?" 65( Bradley, R.F., ?" (8D" 6(8 Bra5ni), G., (D9" 6(8 Brans&ord, 1., 86" ((6" (()" 6(8 Breland, 6., ('D" ()5" 6(8
659
Breland, M.6., ('D" ()5" 6(8 Brinc), !., 6" (D7" 6(8" 6(D Broadbent, %.E., (7" 6(D Brodbec), F.#., 669 Brown, #.3., ('D" ()5" 679 Brown, 1., (7" 6(D Br(ce, V., ('(" 6(9" 6(D Br(ns, !., 679 Br(sh, $.1., (D)" 6(D Bryden, 6., 668 B(bb4Lewis, #., ((" 678 B(ller, %.B., 6" 9" ?" (?'" 6(D" 657 B(sh, 0.R., ('(" (57" 6(8 B(tler, #., (6" 676 B(tler, S., (6" 676 Byrne, M.%., (7" 5)" 5D" ?5" ((7" (?(" 6(D #aird, 1.6., 676 #a)ir, $., (?7" 6(D #aldwell, B., ()9" (D5" 67(" 656 #aldwell, B.S., ()9" (D5" 67(" 656 #am+bell, #.S., (?" ?5" ('9" (5)" 6(D #am+bell, %.!., (D9" (D)" 6(D #am+bell, L., 679 #am+bell, R., (8D" (D9" 66? #a+ra, M.G., (D'" 6(D #ard, S.6., )?" D5" D)" ('7" (5(" (D8" 6(D #armel, E., 6" 66?" 67) #arroll, 1.M., 7" ((7" 6(D #arter, R., (?8" 6(D #asner, S.M., (9" 66' #assidy, $., 9" ?" 6(9 #astillo, 1.#., 669 #atani, M.B., (D5" (D?" 66' #elsi, R., 6" 66' #han', B40., 657 #han')it, M., 668 #ha+arro, B., ?'" 67) #ha+arro, B.S., ()" 99" D9" ((5" (59" 66'" 67)" 67?" 678 #hen, $.3., ((8" 67' #hen, #., (5)" (58" (?9" 66' #hen, 3., )" (8'" (87" 666 #herva), S., ()9" 66' #hi, E., D5" D)" 66' #hi'nell, M., (58" (95" 665 #hin, %. ., (D7" 66' #hisholm, 0., 65" 69" 6)" 6?" 68" 86" 66' #hrist, R.E., (?8" 66' #ianchette, #., 65( #lar), %.G., ()9" ()?" 657 #lar), 3., (?'" 66' #line, 1.$., (5)" 675 #oble, 1.M., 6" 66( #oc)b(rn, $., (7" ('7" ()'" 66( #oc)ton, G., (D(" (D5" (D?" 66(" 656 #oe, B., ('(" (57" 678 #ole, B.L., ('(" (57" 66(" 66? #oles, -., ('D" 667 #oney, M.B., 5" 7?" 78" 8?" ((8" 66( #onnor, E., (8D" 66D #onverse, S.$., (D'" 656 #oo), L.6., 9(" ?D" 67' #oo)e, .1., ((6" 669 #oo+er, $., 8" 66(" 665 #orl, 6.G., (59" 67' #o(+er, M.-., ('D" 66( #o(ret, "., 668 #ovi, L.M., 6(" 67" 66( #row, %.#., 6(D #sa+o, 6., (95" 679 #(lbertson, 3., 679 #(l+e++er, 1.!., (95" 66D #(rry, M.B., (7" 66( #(rson, "., 676 #(trell, E., )" (8'" (87" 666 #9a5a, S.1., ((" (69" (6?" (76" (5'" (9D" 66( #9erwins)i, M., 8?" 668 %ahai, L., 67D %ailey, S.R., 676 %alton, 1.-., 678 %avies, S.E., 667 %avis, 1., (D)" 6(D %e$n'elo, !., 67D de Br(i5n, O., (7" 66( %ec)er, 1.1., 678 %e 1on', M.%.!., (D'" 65(
3uthor *nde,
65)
%eLeo, -.1., (87" 66) %ennis, "., ?" 6() %eRo(vray, #., ('D" 66( %es(rvire, 3., (D)" 66(" 66) %etweiler, M.#., 7" 5" ((" (?" 6'" 79" 5?" 5D" 9?" 9D" )'" )8" ?9" 86" 87" D'" D(" D8" ((6" ((5" (()" ((8" (57" (?'" (86" 66( %evi'al, $., 66D %ewar, R.E., 676 %ias, -., )8" 66( %iSci(llo, M., 5?" 97" ??" 67' %i*on, -., (?'" 66( %o('lass, S., 6(D %raisin, M., 678 %ra)e, %., 9?" D'" 6(? %ra+ea(, !., 5?" 97" ??" 67' %r(ry, #.G, ()9" 66' %(chnic)y, R.L., 9)" 66( %(da, S., 67D %(mais, S., )" (8'" (87" 666 %(mais, S.!., ('7" 667" 67? %(mas, 1., vi" 7" (D7" 666" 67( %(mas, 1.S., (8D" (D9" (D?" 666" 67) %(n)erton, M.#., 675 %yc), 1.L., 9(" ?D" 67' %ye, #., 678 %yson, M.#., 9)" (5)" ()?" 666" 678 Eberhardt, 1., 666 Eberts, R.E., ('7" 666 Echt, 6.V., 676 Ede, M., 676 Ed'ar, E., (5)" 67D Edwards, G., 66D E'an, %.E., (87" (8D" 666 Ehret, B.%., 5)" ('7" 666 El'in, -.%., )8" 667 Elliott, G., 6" ('7" (5)" 675 Ellis, R.%., ('?" (5?" 666 En'el, S.E., iii" 8(" ('6" ((6" (()" ((?" (6)" (76" ()5" ()8" (?6" (?)" (?8" 666 En'elbec), G., 679 Erno, 1., ()5" 676 Es+eret, E., 9(" 666
3uthor *nde,
Estes, E., 657 Evans, 1., ?" 6() Evans, M., 6" (7" 77" 57" 5?" 95" ?D" 8?" 8D" D6" ('D" ((6" ((7" (9'" (97" ()'" (?'" (?(" (?5"
(?" (8" (D" 69" 7'" 7(" 9)" )'" )6" )D" ??" ?8" D5" D)" ('(" ('9" (')" (67" (6)" (55" (5D" ()6" ()7" ()9" ()8" (??" (87" 666
Fahnrich, 6.-., ((" 657 Fa)(n, %., (78" 666 Fan', ., 667 Fan', M., (8?" 666 Faraday, -., 5D" ('9" ('D" ((7" (5)" (97" (?7" 666" 667 Fares, #., ('8" (('" 67) Far)as, %.6., 7)" 7D" 5'" 57" )'" )(" )6" )8" )D" 8)" 8?" D(" D5" DD" (59" (5)" (9D" (?'" (86" 667 Far)as, 1.B., 7)" 7D" 5'" 57" )'" )(" )6" )8" )D" 8)" 8?" D(" D5" DD" (59" (5)" (?'" (86" 667 FarQ(har, B.B., (?8" 678 Farrell, S., 675 Farris, 1.S., )8" 667 Feldman, #., 676 Fel)er, %.B., ((6" ()?" (?'" 67) Fernande9, M., 95" 6(? Fie'el, !., (8D" (D)" 66? Fincher46ie&er, R.3., 65( Findlater, M.L., ((?" 667 Finn, R., 665 Fleischman, S., 65( Flores, !., 679 Flower, L., ?D" ((6" ()?" (?(" 667" 67D Fo'', B.1., ('" 667 Foley, 1., (D" (76" 667 Folt9, -.0., ((" 667 Forli99i, 1., 6(8 Foster, 1., 5" ('D" 667 Fowler, S., 9(" ((D" (6(" (66" (6?" (68" (77" (75" (7?" (7D" (5'" 667 Francis, 0. ., ()(" 6(8" 668 Fran9, #.R., 5" 667 Frese, M., 669 F(, L., (D5" 667 F(rnas, G.0., (D" ()(" 667
65?
Galit9, 0.O., (9" 6?" ('9" ('?" (6)" (68" (75" (9)" (?9" 665 Ger'le, %., 6" 6(D Gerhardt4-owals, 1., (6" (9" (8" ?D" 8'" (?7" (?9" (?)" (??" 665 Giller, V., (D7" 67? Go&&, R., 665 Goldman, 3., 678 Goldsmith, E., ('(" 665 Golovchins)y, G., (58" (95" 665 Gome9, L.M., 666" 667 Goodman, L., (()" 678 Goodwin, 6., 8" 665 Go+her, %., (?9" 67( Go(ld, 1.%., ('(" (5'" 665 Graham, M., 9" 665 Grams, E.S., )(" 669 Granda, R.E., iii" 8(" ('6" ((6" (()" ((?" (6)" (76" ()5" ()8" (?6" (?)" (?8" 666 Gray, 0.%., (D7" (D9" 66(" 665 Green, -., (7" (?'" 65' Green, -.R., ('(" 6(D Green, 0.S., (D5" 67) Greene, 1.M., ()?" 665 Greene, S.L., (5'" 665 Greene, !.R., 65( Greeno('h, R.M., (78" 666 Grier, R.$., ('5" 66? Grose, E., 9" ?" 665" 65( Gr(din, 1., ('7" 665 G(imaraes, !., 5" 67( G(o, M., 676 3aas, S.0., 669 3ac)ler, !., 6(? 3ac)man, R.B., (57" (55" 669 3al'ren, S.L., ((6" 669 3all, L., 6(9" 6()" 66(" 67'" 67)" 65' 3alverson, !., 5)" 5?" 9'" )'" 669" 66) 3amilton, %.B., 9?" )8" 6(9 3ammond, ., )5" 6(9 3anna&in, M.1., (5)" 679 3anson, R.3., (96" 669 3arley, 6., 668 3arrison, S.M., (5)" 669 3art, %.1., (?7" 6(D 3artley, 1., ?D" 669 3artson, 3.R., (D5" (D)" 6(9" 669 3artson, R., (D5" (D)" 6(9 3artwic), 1., 5" 6() 3asel'rove, M., 9)" 666 3assen9ahl, M., (D)" 669 3a(, B., 657 3a(bner, -., (?8" 669 3a(+t, B., 665 3aviland, S., (?'" 66' 3ayes, 1.R., ?D" ((6" ()?" 667 3ead, $.1., 8" 669 3earst, M., 678 3earst, M.$., 5'" 97" ?D" D'" ('?" (D9" 66) 3eimendin'er, 1., 6(D 3einbo)el, !., 5" 669 3ennin', R., 6" 66D 3erbert, L.B., (D5" 65( 3erriot, -., ()?" 669 3ersh, 3., (')" ('?" 65( 3ert9(m, M., (D9" (D?" 669" 66) 3ess, R., 69" 669 3ill, $.L., ('(" 67? 3ill, 0., 6(9 3illstrom, $.-., ('9" 669 3indmarch, M., 66( 3irtle, S.#., )8" 668 3i*, %., 6(9 3oc, 14M, (D'" 66) 3ochheiser, 3., )?" 66) 3oc)ley, $., (8'" (85" 679 3o&er, E., (D7" 6(8 3olleran, -.$., (D9" 66) 3on', 1."., (8D" 66) 3oo)e, L.R., (87" 66) 3o++e, 3.U., ((" 657 3orno&, $.1., 5)" 5?" 9'" )'" 669" 66) 3orton, S., 7" )" (7" (8" 6'" 79" 5'" 5(" 95" 9?" 9D" )'" )6" ?6" ?9" 86" 8)" ())" (?'" 67' 3orton, 0., ()'" ()?" 66) 3(ll, S., 9?" ?'" D'" D5" 6(?" 66) 3vannber', E.!., (D5" (D?" 66D
3uthor *nde,
658
3uthor *nde,
"sa)son, #.S., ((7" 66) "ves, B., 5" 6()" 66) "vory, M., 678 "vory, M.2., vi" 5'" 97" ?D" D'" ('?" (D9" 66) 1ac)o, 1., (59" 67? 1acobs, "., 65" 69" 6)" 6?" 68" 86" 66' 1acobsen, .E., (D9" (D)" (D?" 669" 66) 1ansen, B.1., )" (85" 67D 1an9en, 6., 6(? 1ean4-ierre, S., 665 1e&&ries, R., (8D" (D)" (D?" 666" 66)" 66? 1en)ins, S.E., ('(" (57" 66(" 66? 1in, :., 67) 1ohn, B.E., vi" (5(" (D(" (D9" (D)" (D?" 6(D" 66)" 66? 1ohn), L.%., ?" (8D" 6(8 1ohns'ard, !.1., (68" (75" 66? 1ohnson, M., 86" ((6" (()" 6(8 1ones, 6.S., )8" 667 1ones, S., (7" ('7" ()'" (D(" 66(" 656 1ose+h, 6.M., ('5" 66? 1(, -., 6(9 6ahn, M.G., 6" 66( 6ahn, M.1., (?7" 66? 6albach, 1., )7" 66? 6ando'an, E., )8" 66? 6anis, 3., (D5" 67) 6antowit9, B.3., 669 6arat, #4M., (8D" (D(" (D)" 66? 6arat, 1., 6" 66( 6ary()ina, B., 676 6eil, M., 6" 66? 6elso, 1., 669 6endall, -., 9D" )(" 657 6ennedy, $., (7" 66? 6ennedy, 1., 9" 665 6eyes, E., (?'" 66?" 668 6ieras, %.E., ((" 6(8" 667" 668" 679 6il+atric), #.E., 675 6im, 3., )8" 668 6im, 1., 5?" )9" (?7" 668 6incaid, 1.-., ()9" 668 6indl(nd, E., 676
6in'sb(r', 1.R., )7" 668 6i++in', G.1., 9)" 666 6ita5ima, M., 6(8 6lee, M., 97" D'" 67D 6nott, B.$., ('5" 66? 6odimer, M.L., (68" (5'" 65( 6olers, -.$., 9)" 66( 6omlodi, $., 679 6ond9iela, 1., (D)" 66( 6oonce, 1.M., (D" 67' 6osslyn, S.M., 9?" ('(" (96" (?9" 668 6oyani, S.1., vi" (5" (D" 6(" 7)" 78" 7D" 5'" 56" 57" 5?" 97" 9?" )'" )(" )5" )9" ?7" ??" ?D" 8'" 85" 8)" 8?" 88" 8D" D'" D(" D7" D5" D?" (6D" (7'" (7)" (78" (5)" (58" ()'" ()6" ()7" ()9" ())" (?(" (?7" (?5" (??" (8'" (8(" (87" (85" (89" 6(9" 6()" 668" 676 6rR'er, !., 67D 6r(ll, R., (95" (9D" ()?" 668 6(cera, 3., ()(" 668 6(chins)y, $., (7" ()" (59" 6(8 6(5ala, S., 5" 668 6(li)owich, 1.M., 9(" 66D 6(rniawan, S.3., ('?" (5?" 666 La&ond, #., 6(" 78" 5'" 56" 57" 5?" )(" ??" D'" D?" (6D" (5)" ()'" ()6" (?7" (?5" (??" 676 Landa(er, !.6., (D7" (D5" 666" 667" 668" 677 Landay, 1.$., (D7" 66)" 65( Landesman, L., ??" (D7" 668" 679 Lara)i, O., 667 Lar)in, 1.3., (9" 66' Larsen, L., 96" ?6" 6(? Larson, 6., 8?" ('6" 668" 66D Law, E. L.4#., (D5" (D?" 66D Lawless, 6.$., 9(" 66D LeBlanc, M., 657 Le#om+te, %.#., (7" 66D Le%o(*, L.#., (8D" 66D Leech, G., ()(" 66D Leiser, %., ()" (?9" 67( Le+lat, 1., (D'" 66)
65D
Levine, R., 6" 6'" 69" 7(" 79" 56" )(" ?8" 8(" 88" D'" D)" D8" DD" ((5" (()" (57" (99" (?5" (86" 66D Levy, E., (57" (95" (89" 66D Lewenstein, M., 5D" ((7" 66D Lewis, #., ('9" 6(8" 66D" 678 Lewis, E., (?'" 668 Lewis, 1.R., vii" (D7" 66D Li, F.#., 66) Li, P., 6" 66D Li, 2., 67) Liao, #., (')" ('?" 6(? Lichty, !., ('D" 66D Lida, B., 6(? Lieberman, L.R., (95" 66D Li'htner, .1., ('" 66D Lim, R,0., D8" 67' Lin, 1., 66) Li(, %., 67D Lloyd, #.1.#., 678 Lochba(m, #.#., 666 Lon'o, 6., (7" (9" (8" 6?" 8(" ('6" (67" (7?" (78" (5(" ()6" ()8" (?7" (?)" 6(9 Lorch, E.-., ?D" 67' Lorch, R.F., ?D" ((8" 67' L(cas, 3.#., (7" 6() Lynch, -.1., 7" )" (7" (8" 6'" 79" 5'" 5(" 95" 9?" 9D" )'" )6" ?6" ?9" 86" 8)" ())" (?'" 67' Macbeth, S.$., ?" 67' MacGre'or, 1. ., (7" 67' Mac), R.L., (D5" 66?" 677 Mac)inlay, 1.%., )D" 657 Ma'lio, -.-., (?" ?5" ('9" (5)" 6(D Ma'n(ssen, S., (7" 675" 67) Maha5an, R., 5D" ??" (67" 67' Mahl)e, S., 7?" 67' Mannin', 3., 678 Mans&ield, 1., 67) Marchionini, G., )6" (59" (5)" 67'" 679 Marc(s, $., 9(" ('D" ((D" (66" (68" (77" (75" (7?" (7D" (5'" ()9" 67' Mar)s, S.1., (D(" 66? Marshall, 1., 667 Marshall, S., 5?" 97" ??" 67' Martin, G.L., (59" 67' Mashyna, M.M., (D)" 66? Matessa, M., 6(D Matson, R., 69" 67D Ma(r(tto, -., ('(" 676 Mayer, 67D Mayer, 6., (5)" 67D Mayer, R.E., 9(" ?D" 67' Mayes, %.6., (D" 67' Mayhew, %., 9" 6?" ('6" ((9" (7(" ()'" (?)" 66?" 67' Mayhorn, #.B., 676 Mc#arthy, 1.%., (9?" 67) Mc#lintoch, #., 657 Mc#lintoc), $., 6" 6() Mc#on)ie, G., ('9" 67' Mc%onald, S., )8" 67' Mc%o('all, S., (7" 66( McEneaney, 1.E., (7" )8" 67( McGee, M., 7" (D'" 67(" 67) McGrenere, 1., ((?" 667" 67( McGrew, 1., ?" 67( Mc6een, 1.%., 5" 67( Mc (lty, M., 65( Mel(son, $., 665 Meyer, B.1.F., ?D" 67( Meyer, 1., ()" (?9" 67(" 67D Miller, #.S., 8?" 67( Miller, %., 665" 676 Miller, 1.R., 66? Miller, M.$., 9" 67( Mills, #.B., ()5" 67( Mills, 1.$., ()9" 67( Mills, M., (')" ('?" 6(? Minnaert, G., D9" 66' Min(to, $., 665 Mitchell, #.M., ?D" 676 Mobrand, 6.$., 8?" 88" D(" D5" 67( Molich, R., (D9" (D?" 666" 67(" 676" 675 Moran, !.-., )?" ('7" (5(" 6(D Moray, ., (6" 676 Mor)es, 1., 7D" ?D" 8'" ((6" (9D" ()'" ()7" ())" (?(" (?)" 676 Moroney, 0.F., ?" 67'
3uthor *nde,
69'
Morrell, R.0., 6(" 67" 7'" ?D" DD" (6(" ()6" 676 Morrison, 1., 6(D Morville, -., (8'" 67) Mosier, 1. ., iii" (9" ()" 69" 9)" ('6" ((6" ((9" (()" ((?" (67" (65" (69" (6)" (7'" (7(" (76" (79" (7?" (78" (5(" (9(" (96" (9D" ()5" ()?" ()8" (?6" (?)" (8(" 678 Mos)el, S., ()5" 676 M(ncher, E., ((" 679 M(ralidhar, $., 67D M(ras)i, M., 657 M(rch, G.M., 69" (?8" 676 M(r+hy, E.%., ?D" (8D" 676" 675 M(ter, -., ('(" 676 Myers, B.$., 8(" 676 adir, R., 9(" 99" ('7" 679 all, 1., (D" 6(" 78" 7D" 5'" 56" 57" 5?" 97" )'" )(" )9" ?7" ??" ?D" 8'" 85" 8)" 8?" 88" 8D" D'" D(" D7" D5" D?" (6D" (7)" (78" (5)" (58" ()'" ()6" ()7" ()9" ())" (?(" (?7" (?5" (??" (87" (85" (89" 6()" 668" 676 arveson, R., ((8" 676 avai, M., (9" 676 eale, 0.#., 669 elson, %.L., (95" 677 e(mann, F., (?8" 669 e(wirth, #., 6(8 ewell, $., )?" ('7" (5(" 6(D ielsen, 1., 6" ('" (7" (?" 6'" 65" 7'" 77" 79" 7)" 7?" 78" 7D" 5'" 5(" 5?" 5D" 96" 9?" )'" )6" )8" ?6" ?5" ?9" ?8" ?D" 8'" 8)" 8?" D'" D(" D6" D)" D?" ('7" ((6" ((7" ((5" (59" (5)" (58" (5D" (9'" (99" (9D" ()'" ()6" ()7" ()9" ())" (?'" (?(" (?5" (?)" (8'" (86" (85" (D7" (D5" (D9" 66?" 676" 677" 675 iemela, M., )'" (?7" 675 olan, -., (9)" 675 ordby, 6., (7" 675" 67) ordhielm, #.L., (5)" 675 orman, 6.L., (8D" 675 orman, M., 6" 675
3uthor *nde,
y'ren, E., 5?" 97" ('9" ((6" ((5" ((9" (?7" (?8" 675 Oel, 0.V., 676 Ohnem(s, 6.R., (D'" 675 O5a)aar, E., (85" 67D Olson, 1., 6" 66' Olson, M., 5" 66) Olson, M.3., 5" 6() Omanson, R.#., 7" 5" ((" (?" 6'" 79" 5?" 5D" 9?" 9D" )'" )8" ?9" 86" 87" D'" D(" D8" ((6" ((5" (()" ((8" (57" (5)" (?'" (86" 66(" 675 Osborn, S., 6" ('7" (5)" 675 Osi+ovich, $., 667 O(ellette, 1.-., ()9" 66' Ovas)a, S., ?" 675 O9o), $.$., ('7" ((6" 675 -a'e, #., (D'" 675 -a'e, S.R., vii" 66? -a'(layan, R.1., (9(" 675 -aivio, $., (95" 679 -alermo, %.S., ()?" 679 -almQ(ist, M., ()9" ()?" 679" 657 -ar), ", (5)" 679 -ar(sh, $., 9(" 99" ('7" 679 -astoor, S., ))" ?5" 67? -aterson, %.G., 9)" ('D" (57" (55" ()5" 679" 65' -a(l, 1., 667" 656 -ayne, %.G., 669 -ele'4Br(c)ner, :., 6" 6() -er&etti, #., (59" (D7" 679 -eterson, M., 6(8 -ew, R.0., (65" (7'" (79" (5(" 679 -hi++s, #., D9" 66' -iolat, $., ))" ?5" 679 -irolli, -., D5" D)" 6(D" 66' -it)ow, 1., D5" D)" 66' -laisant, #., 6(" 679 -olloc), $., (8'" (85" 679 -olson, -.G., ((" 6(8" 667" 679" 656 -ons, $., (6(" 65( -orter, 1., (?5" 679 -ost, !.$., 65( -o(lton, E.#., ('D" ()5" 679
69(
-owers, R., 9?" (9(" (96" (?)" 679 -reece, 1., (59" 67) -ric)ett, !., ?D" DD" ()'" (??" 657 Raanaas, R., (7" 675" 67) Rahimi, M., (D'" 675 Raiello, -., (D5" 6() Raiha, 6.1., ?" 675 Ra5ani, R., 6" 67) Ramey, 1.$., vii" 6" (D(" (D9" 67) Ramsay, 1., (59" 67) Ran'ne)ar, $., 667 Rasamny, M., 665 Rayson, -., ()(" 66D Redish, 1., vii" ((6" (()" ()?" (?'" (8D" (D9" 67) Reed, V.S., (95" 677 Reeder, R., 6(D Reeves, B., (5)" 67) Re'li, S.3., )D" 6(8" 657 Rehe, R.F., 9)" ('D" ()9" 67) Rehman, $., (D(" 67) Remde, 1.R., 666 Remin'ton, R.0., 8?" 67( Resnic), M.L., ('8" (('" (8)" 6()" 67) Reynolds, L., ('(" (57" 678 Rich, $., 7" (D'" 668" 67(" 67)" 67?" 67D Ric)enber', R., (5)" 67) Rie'elsber'er, 1., (9?" 67) Ri'den, #., 69" 67) Riley, S., 6(? Rochester, 3., (D)" 65' Rodden, 6., (95" 67) Ro'ers, 6(D Ro'ers, E.M., 6(D Ro'ers, L., ?'" 67) Ro'ers, !.B., (95" 679 Rollins, $.M., (65" (7'" (79" (5(" 679 Rooden, M.1., (D5" 67) Rose, $.M., ((6" ()?" (?'" 67) Rosenber', %., 6" 67) Rosen&eld, L., (8'" 67) Rosenholt9, R., 59" 67) Ro(ssey, 1.2., ))" ?5" 679 Ro9ans)i, E., (D)" 65' Saarinen, 1., )'" (?7" 675 Sala(n, 1., 665 Sales, G., 9(" 65' Salvendy, G., ('7" ((6" (8?" (D5" 666" 667" 675" 678 Sal9man, M.#., (D7" (D9" 665 Sano, %., 6" 67? Sarba('h, L.E., 679 Sasse, M.$., (9?" 67) Sawyer, -., D5" D)" 67? Scanlon, S., (D" 67? Scanlon, !., 67D Schar&&, L., 9)" 657 Schar&&, L.F.V., ('(" 67? Scha(mb(r', 3., 67D Schellens, -.1., (D'" 65( Schiano, %., (87" 66D" 67? Schmidt, L., 676 Schneider, 0., ('7" 666" 67? Scholt9, 1., vii" (D9" 67? Schraedley, -., 6(D Schramm, 0., ()'" 67? Schriver, 6.$., (?(" 67? Schroeder, 0., (D" 97" ??" D'" D5" D)" (59" (?'" (85" 668" 67?" 67D Sch(lt9, L.%., ?D" 67? Schwar9, E., ))" ?5" 67? Sears, $., ?" (59" 67? Se&elin, R., (D7" 67? Selvid'e, -., (59" (D9" 67? Selvid'e, -.R., 67? Seo, 240., (8" (?)" 657 Shai)h, $.%., ()" 678 Shamo, M., (?9" 67( Sharit, 1., ((" (69" (6?" (76" (5'" (9D" 66( Sheridan, !.B., (6" 678 Shi&&rin, R.M., ('7" 67? Shinar, %., ()" (?9" 67( Shiveley, R.1., 669 Shneiderman, B., iii" ,viii" 5D" )?" )8" ??" (67" (59" ()5" 66)" 66?" 67'" 676" 678 Shon, 1., 667 Sht(b, $., 9(" 99" ('7" 679 Silvers, !.1., (D7" 678
3uthor *nde,
696
Sims, V.6., (D" 67' Sinclair, %., 67) Sinha, R., 6" 678 Sinha, R.R., 5'" 97" ?D" D'" 66) Slater, M., 9D" )(" 657 Slater, M.%., 6(D Sla('hter, S.L., (87" 66) Smilonich, ., 9(" ((D" (66" (68" (77" (75" (7?" (7D" (5'" 67' Smith, 678 Smith, E.E., (()" 678 Smith, 1.$., ((" 678 Smith, S.L., iii" (9" ()" 9)" ('6" ((6" ((9" (()" ((?" (67" (65" (69" (6)" (7'" (7(" (76" (79" (7?" (78" (5(" (9(" (96" (9D" ()5" ()?" ()8" (?6" (?)" (?8" (8(" 678 Smith, 0.1., 69" 65' Smythe, -.#., (95" 679 Snyder, #., 675" 67D Snyder, 3."., (D'" 6(8" 678 Snyder, 3.L., ('( Sondere''er, -., ((" 678 Sonnenta', S., 669 Sorce, 1.F., (D5" 65( So(sa, $.-., )8" 66( So(9a, R.6., 678 S+ain, 6., D'" 678 S+encer, 3., ('(" (57" 678 S+encer, R., (D)" 678 S+inillo, #.G., (5)" ()?" 678 S+in), $., )" (85" 67D S+ool, 1., 7" (7" 79" 58" 97" 99" 9?" 9D" )(" )6" ?5" ?9" 87" 8?" 8D" D'" D(" D6" D5" D)" D?" ('D" (55" (5)" (5D" (9'" (9(" (?(" (8'" (8(" (86" (85" 67D S+yrida)is, 1.3., 6" (7" (8" (D" 5(" 5?" 5D" 9(" )(" ?6" ?5" ?9" ??" ?8" ?D" 8?" 88" D(" D5" ((6" ((7" ((5" ((8" ()'" ()(" ()7" ()5" ()9" ())" ()?" (?'" (?(" (?6" (?7" (?5" (?)" (87" 66)" 67(" 67?" 67D Sta''ers, ., 99" 67D Stanley, 1.#., (D9" 6(D Stanley, R.M., (77" (D9" 6(D" 65( Stanton, .$., )8" (D5" 67D Steeho(der, M., 5" 7?" 78" 8?" ((8" 66( SteinbrRc), U., (9?" 67D Stevena'e, S.V., (D5" 67D Stevens, 6., 6" 67D Stevenson, R.1., )8" 67' Stewart, !., (?6" (?)" 67D Stewart, !.F.M, (?7" 6(D Sticht, !., (?(" 67D Stimart, R.-., 9" 67( Sto&&re'en, !.$., (9(" 675 Stolte, 0., 669 Stone, M., (87" 67? Storrer, 6., 6(8 Strain, 6., 668 S(h, 2., ((" 678 S(llivan, -., (?(" 67D S(llivan, !., 69" 67D S(ndar, S.S., (5)" 67D S(tcli&&e, $., ('9" (5)" (97" 666 Swani, -., 667 Swarts, 3., ?D" ((6" ()?" 667 Sy)es, %., (?'" 668 !ahir, M., 6" 79" 7)" 7?" 5'" 5(" 5?" )'" )6" ?6" ?8" 8?" D'" D6" D)" D?" ((5" (58" (5D" (99" ()6" (?'" (?5" 675 !a)ayama, L., (D7" 65( !an, 6.#., (?7" 66? !an, 04S., (8D" 67D !atar, %., 66D !aylor, R.G., )8" 6(8" 67D !erveen, L., 6(9 !homas, %.0., (?8" 678 !homas, M., 668 !hom+son, 6., (D)" 65' !hom+son, L., 9(" ((D" (66" (68" (77" (75" (7?" (7D" (5'" 67' !homsen, $.%., 676 !horell, L.G., 69" 65' !h(nin, O., ))" ?5" 679 !iller, 0.E., (7" (?'" 65' !in)er, M.$., 9)" ('?" ('D" (57" (55" ()5" 669" 679" 65' !oms, E.G., (?(" 65' !ractins)y, ., 9" 65' !reinen, M., 667
3uthor *nde,
697
!reisman, $., ('(" ('9" ((5" 65' !rolli+, S., 9(" 65' !r(eman, M., ?D" 669 !scheli'i, M., (D7" 67? !(&te, E.R., ('6" (9(" (?9" 65' !(llis, !., (8D" 66D !(llis, !.S., (8" 69" 79" 5'" 58" 99" 9)" 9D" )8" 8)" D6" ('7" (')" ('?" ((9" (6(" (68" (5'" (59" (96" ()'" ()6" (?6" (?)" (D)" 65'" 65( !(rley, L., (D5" 667 !vers)y, B., 66D !weedie, L.$., )8" 67D Uttin', 6., )8" 65( Uyeda, 6.M., 66? Van %en 3aa), M.1., (D'" 65( Vanderheiden, G., 65" 69" 6)" 6?" 68" 86" 66' Van %er 0e'e, M., 6(D Varma, #., 667 Vartabedian, $.G., ('D" ()5" 65( Va('han, M.0., (55" 65( Vir9i, R.$., (D7" (D5" 65( Voorheis, #.M., (D7" 678 Vora, -., 6" 65( Vosb(r'h, $.M., 665 Voss, 1.F., 9(" 65( 0al)er, B. ., (77" 65( 0al)er, M., (D7" 65( 0al)er, -., ('9" 66D 0allace, F.L., ('7" 6(9 0allace, V., (D" (76" 667 0allin', 1.R., (95" 677 0an', E., (D5" 656 0atson, B., (95" (9D" ()?" 668 0ehrle, .S., 6(D 0eldon, L.1., ()5" 67( 0en, #.2., (9'" 656 0harton, #., 66? 0hissell, #., ()(" 656 0i''inton, S., vii 0il)es, $., (7" 6(D" 66? 0illiams, !.R., 58" 9(" )(" ?6" ?8" 8'" ('(" ('9" (')" ('D" (55" (9'" (95" (??" (D(" 656 0illi'es, R., (D5" 6(9 0ilson, $., ()(" 66D 0ilson, 1.R., 7" 656 0ilson, R.%., 66? 0i*on, %., (D(" 656 0o'alter, M.S., D8" 67' 0ol&maier, !.G., 69" 656 0ol&son, #., vii" (6?" (8D" 6() 0ood, 6., 67) 0ood, L., vii 0ood, S.%., 6" 6(D 0oodall, 0.G., 6(D 0oolrych, $., (D(" (D5" (D?" 66(" 656 0ri'ht, -., 656 0ri'ht, R.B., (D'" 656 0(, 1., ('8" 657 2an)elovich, ., )8" 65( 2antis, S., ('9" 669 2oo, B., 5?" (?7" 668 2o(n'man, M., 9)" 657 2(, 2., (5)" (58" (?9" 66' 2(an, 2., ('8" 657 :ac)s, 1., 66D :a+hiris, -., )) :a+hiris, -., 657 :ellwe'er, -.!., )D" 657 :eno, R.1., 66? :han', B.4!., (8" (?) :han', B.4!., 657 :ie'ler, 1.E., (( :ie'ler, 1.E., 657 :immerman, %.E., vii" 6" 9" ?" 9D" )(" ??" ?D" D(" DD" (69" (7)" ()'" ()9" ()?" (?'" (?(" (?5" (??" 6(D" 679" 657 :ola, %., ('9" 67'
3uthor *nde,
695
*nde,
*nde, 3
abbreviation" ()6, ()7, 6'7, above the fold" 75, 5(, 96, (D8, 6'', to attract attention" 5(, access to content or information" 67, 98, (??, to search" (?D, accessibility" 66, 67, 6), 6?, 68, ('?, (D9, assistive technology and" 67, 6), automatic evaluation tools and" (D7, Section 9'8" 66, 67, 6'6, accuracy of data entry" (6', of headings" 86, of scanning" ((9, of selecting lin/s" 6'(, acronym" (98, ()6, ()5, use of on Web sites" ()6, action control" 9D, of !ushbuttons" (66, (77, 6'6, of users" 7D, !ossible from a home!age" 5', activate radio buttons" (68, the default action" (77, the !ushbutton" 6'6, using a /eyboard" 6), active !ortion of the screen" )6, active voice" ()?, (D8, 6'(, activities !erformed by users" (6, 6'7, advertisements" (56, (5?, aid" 6'(, navigation" 65, (7(, or usability s!ecialists" ,vi" ,vii" ,," 8" (D6" (D7" (D?, alignment of !age elements" 9(, al!habetical as an organi:ational method for lists" ((6, ((7, alt te,t" 69, 6?, (55, anchor lin/" )(, (D8, 6'5, animation" (5), (97, as an attention-attracting feature" ('', ('9, multimedia" 6?, te,t e2uivalents for" 69, annotation of gra!hics" (9(, a!!let" 6'7, accessibility" 66, Eava" (D8, 6'7, arro.s as clic/ability cues" ?7, 8D, D7, (DD, assistive technology" 67, 65, 6), 6?, 68, 87, (D8, asteris/" (6(, (65, attention attracting" 5(, 5D, ?7, 8(, 8D, ('', ('5, ('9, ('D, (5), (9', ()5, (D8, user" 8(, 8D, ('9, (5(, (5), (96, audience for the Guidelines" ,v, multi!le" ()D, (??, audio" 69, (56, (5), 6'(, accessibility issues and" 69, auto-tab" (D8, automatic cursor !lacement" (78, (D8, error detection" (6', (7(, evaluation" (D9, tabbing" (6', (5(, (D8, time-out" (5, 6'7, usability evaluation" (D9,
B
Bac/ button" 9?, 9D, )?,
699
bac/ground" 7(, 97, ('(, ('7, (57, (?7, and methodology for the Guidelines" ,,, color" 97, ('(, ((5, (?7, image" (57, banner ad" (5?, (D8, 6'', bar address" (D8, bro.ser" (D8, 6'(, navigation" (D, scroll" 97, 95, ?6, ?7, (58, 6'6, title" ?8, ('7, 6'(, bar gra!h" (9(, (?9, before and after" (D', benefit for audiences of the Guidelines" ,v, of te,t lin/s" D(, D), bold" 97, ?7, 8(, ('5, ('9, ('D, (65, ()5, boo/mar/" ?8, boolean" (85, brainstorming" ?, breadcrumbs" (D, )6, ?', (D8, 6'(, bro.ser" 68, 7(, 9D, common" 7', 6'(, 6'6, settings" 7(, D), ('?, bullets clic/ability" 8D, D7, ((8, (DD, lists" 69, ((9, ((8, button Bac/" 9?, 9D, )?, radio" 67, 9(, ((D, (68, (6D, (5', 6'6, 6'5, bytes" (7, (56, (59, case sensitive" (67, u!!er-" ('6, (67, (5(, (98, ()5, (?D, (8(, u!!er- and lo.er-" ('6, (67, (98, ()5, (?D, (8(, center of the Web !age" 55, 5?, 97, 8D, D7, ()), (?(, (D8, characters limit for in te,t field" (6?, !er line" 9), s!acing" ('7, .hich re2uire the use of the Shift /ey" (6', (5(, chec/ bo," 9(, ((D, (68, (75, (DD, clic/ability cue" )', )(, )9, 8D, D(, D7, (95, (DD, clic/s double" (78, reducing user" (6D, (?5, client-side" 6?, (DD, 6'7, clutter" 59, code color" )6, ('8, (?8, H$#@" ), user-entered" (67, Q*P" (7(, cognitive .al/through" (8?, (D5, (D9, (D), color" 9, 65, 97, )6, 8D, ((', (6(, (?7, (?8, (DD, accessibility issues and" 65, bac/ground" 97, ('7, ((5, (?7, for grou!ing" ((5, (?8, of lin/s" (D, )6, 8D, D(, D6, D7, (DD, to gain attention" ('D, column alignment" 9(, headings" ?), 86, .idth" 9), com!uter ca!abilitiesFstrengths" (6, (69, (96,
*nde,
`clic/ herea" 8), ca!itali:ation" ('6, ()5, 6'7, ca!tion" 6?, ('9, card sorting" ,,i, (D8, cascading menu" D9, (DD,
69)
com!uter" -cont&0 error detection by" (96, human-com!uter interaction" ,,, D, s!eedF!rocessing time" 9, (), (59, connection s!eed" (?, 6D, 77, (56, (DD, consistency of alignment" 9(, of clic/ability cues" 89, of formatting" ('6, of im!ortant items" 55, 5?, (((, ((7, of labels" (67, of lin/ names and targets" 89, 88, of titles" ?8, !hysical" 6'(, visual" ('', ('7, content" (, 6, 7, 5, 9, ), D, (', 6), 57, 55, 5?, 95, 99, 8', 8?, D', (57, (5), (58, (9', (97, (98, (9D, ()', ()6, ()D, (?(, (??, (86, (87, (8), (D6, (DD, accessing im!ortant" D', length of !ages for" 95, ?9, meta-" ), organi:ation" ()D, (?), (?8, .riting Web content" (98, ()7, ()), ()?, ()8, content !age" ()6, (?(, (DD, structuring to facilitate scanning" ()D, (?(, contents clic/able list of !age contents" 98, )(, table of" 55, )8. %ee also Anchor lin& and Within-page lin&s, contrast high-contrast bac/grounds" ('', ('(, lightness" 65, control, %ee also widgets, of animation" (97, of lin/ .ra!!ing" D), of !age layout" 6?, screenbased" (6', (6(, credibility" (', cro.ding or clutter" 9', cue clic/ability" )', )(, )9, 89, 8D, D7, D8, (95, (DD,
*nde,
D
data com!arison of" (7, 58, critical" highlighting of" 8(, dis!lay of" (9, 9', ((9, (65, (7(, (7?, formatting" (9, re-entry of" (69, tables of" 86, (?6, user-entered codes and" (67, data entry" (6(, (65, (69, (6), (76, (78, accuracy of" (6', fields" labels for" (6(, (67, (65, (6), (5', indicating re2uired vs& o!tional fields" (6(, reducing errors during" (69, s!eed of" (76, (7?, (5', (5(, user" (69, (6?, (7(, (76, (78, (5', errors .ith" (69, (7', (7(, (79, (5', minimi:e" (69, dead-end !ages" 9D, default action" (77, bro.ser" 7(, lin/ colors" (D, D6, selection" radio buttons" (68, value" (7?, delay user tolerance for" ?5, (59, density dis!lay" 9', 99, (DD,
69?
density" -cont&0 !ageFscreen" 99, (DD, design iterative" (, (8D, !arallel" (, ?, destination !age" 98, )6, )5, 88, (DD, matching lin/ names .ith" 88, disabilities number of !eo!le .ith" 67, 68, %ee also Accessibility, Assisti"e technology, and %ection ?</, document lengthy" 6', ?9, double-clic/" (78, do.nload convenience related to" 95, time for" (7, (?, D(, (57, dro!-do.n" (7D, e,!ert revie." (88, (D9, (D?. %ee also heuristic e"aluation, eye-trac/ing" 5?,
*nde,
4
feature attention attracting" ('', feedbac/ !roviding to orient users" 98, )6, 88, !roviding .hile users .ait" (), field data entry" indicating re2uired" (6(, data entry" labeling" (6', (65, (6), data entry" !artitioning" (7(, data entry" !lacing cursor in" (78, fluid layout" 96, fold" 6'', above the" 5(, 96, (D8, 6'', belo. the" 5(, 95, (58, 6'', im!act on home!age design" 5(, limit large images above" (58, font attracting attention .ith" ('9, em!hasi:ing im!ortance .ith" ('D, sans serif" ('), ('D, serif" ('), si:e and reading s!eed" ('6, ('?, style and reading s!eed" ('5, ('), form-s0 assistive technologies and" 67, designing entry fields for" )7, (67, (65, (6), (7(, dis!laying default values in" (7?, ma/ing user friendly" (69, (7', (76, (78, (5', (5(, ()(, .idgets and" (66, (68, (6D, (77, (75, (7), (7D, (5',
1
entry field" (6', (6(, (65, (6), (6?, (7(, (79, (78, (?D, (85, (D8, (DD, labels for" (6(, (67, (65, (6), (79, re2uired vs& o!tional" (6(, errors automatic detection of" (6', (7(, increasing the !ossibility of" (69, (5', reducing the number of" )5, D9, ('7, (7', (7(, (79, (7D, evaluation automatic" (D9, heuristic" (88, (D5, (D9, (D?, 6'', of Web site designs" (D', evaluator effect" (D9, evidence strength of" iv" ,vi" ,vii" ,viii" ,i," ,," ,,i" ,,ii, e,!ert evaluation" 6''. %ee also heuristic e"aluation, e,!ert o!inion" ,i,, ,,ii"
698
form-s0" -cont&0 .or/ing memory limitations and" (7, frame-s0" 6'', accessibility issues and" 69, 68, a!!ro!riate use of" )?, (5), title" 68, fre2uency" (D(, on" 78, conveying 2uality .ith" 7?, enabling access to from all other !ages" 79, length of" 5(, 95, !anels" 57, !resenting o!tions on" 7), !rose te,t on" 7D, hori:ontal scrolling" ?6, hourglass" use of to indicate .aiting times" (), H$#@ order" headings and" 87,
*nde,
G
gloss" 6'', assisting navigation .ith" )D, gra!hics" decorative" 9, ('9, (5?, (5D, (9',
*
*B#" 79, 5(, )6, *111" 8), image" (D8, 6'6, accessibility issues and" 69, a!!ro!riate use of" (9', attracting attention .ith" ('9, bac/ground" ('(, (57, conveying messages .ith" (5D, decorative" 9, D7, ('9, (5?, (9', facilitating learning .ith" (9), full-si:e" (99, labeling of" (55, lin/" D(, (55, (95, thumbnail" (99, 6'7, image ma!" 6'', accessibility issues and" 69, clarifying clic/able regions of" D8, im!ortant items" !lacement of" 5?, ((7, inde, lin/" 6'', information facilitating user !erformance of" (9, (6), (?', (?(, (?6, (?7, (?9, (?), (??, (?8, hierarchy" html headings and" 87, 2uantitative" format of" (?9, su!!ortive" DD, information-based Web site" ,i,, instructions" .riting of" ()?,
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heading" ??, ?8, ?D, 8', 8(, 86, 87, 85, 6'', im!act on scrolling" 97, ?7, (?6, introducing lists .ith" ((), !lacing on the !age" )', !roviding feedbac/ .ith" 97, hel!" user" D6, D?, (65, (97, (?(, heuristic evaluation" (88, (D5, (D9, 6'', hierarchy information" !lacement of critical items in" 5D, information" sho.ing .ith site ma!s" )8, information" use of html headers and" ?), 87, high-contrast bac/grounds" reading !erformance and" ('(, high s!eed access" !ercent of users .ith" 77, hits" (8?. %ee also search engineD unction, home!age announce changes to Web site on" 56, characteristics of" 5', communicating Web site !ur!ose
69D
italics attracting attention .ith" ('9, em!hasi:ing te,t .ith" ('D, iterative design !rocess" (, (8D, first" ca!itali:ation of in lists" ((D, u!!ercase" attracting attention .ith" ('9, @imit Home!age @ength" 5(, line length" reading s!eed and" 9), lin/ anchor" use of on long !ages" )(, blue" 8D, D6, D7, clic/ability cues for" D7, embedded te,t" designing" D5, im!ortance in site being found by search engines" ), inde," definition of" 6'', internal vs& e,ternal" indicating" D?, missing" detection by automated evaluation methods" (D9, navigation" assistive technology s/i!!ing of" 65, navigation" effects of !rose te,t on" 7D, !lacement denoting im!ortance" 5D, !lacement on the home!age" 7), 5', re!eating" D', to com!lete !rintableF do.nloadable documents" 6', to home!age" labeling of" 79, to information for ne. users" 7, to related content" 8?, to su!!orting information" DD, used" color for" D6, visual characteristics of" 8D, lin/" image cautions emulate on use" D(, im!ortance of labels .ith" (55, real-.orld ob;ects" (95, lin/ label ma/e s!ecific and descri!tive" ??, te,t" a!!ro!riate length of" D), use the userBs term in" 8), lin/ te,t matching to destination !age heading" )6, 88,
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label category" ??, (6), data entry field" (67, (65, (79, lin/" 79, ??, 8), list" formatting of" ((5, tab" )5, .idget" (66, (75, (5', laboratory" testing in" (D), layout !age" hori:ontal scrolling and" ?6, !age" im!ortance to finding information" 5D, !age" structuring for data com!arison" 58, learning" using images to facilitate" (9), left navigation" 88. %ee also le t panel, left !anel" 57, 55, )7, )?, D', ()), (8', letter case of" use in codes" (67, case of" use in mi,ed !rose" ()5, case of" use in search terms" (8(,
6)'
lin/ te,t" -cont&0 reasons for use" D(, redundant use .ith image ma!s" 6?, li2uid design" 96. %ee also luid layout, list alignment of elements to ma,imi:e !erformance" 9(, bulleted" .hen to use" ((8, dro!-do.n" !erformance com!ared to radio buttons" (5', dro!-do.n" use com!ared to o!en list" (7D, format" ca!itali:ation" ((D, format" ease scanning" ((5, format" !lace im!ortant items at to!" ((7, headings" use of" ((?, hori:ontal" cautions for using" ((9, numbered" .hen to use" ((8, order to facilitate user !erformance" ((6, !lacement for differentiation" )', !ull-do.n" use com!ared to o!en list" (7D, vertical" dis!laying items in" ((9, list bo, entry s!eed com!ared to data entry bo," (5', sho.ing o!tions in" (7), list of contents" use of on long !ages" )(, logo !lacing on each !age" (5), use as lin/ to home!age" 79, lo.ercase use in !rose te,t" ()5, use in search terms" (8(, use in user-entered codes" (67, (5(,
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masthead" use of to designate home!age" 5', mental re!resentation" effects of !aging on userBs ability to create" )8, menu cascading" selection of items from" D9, (DD, formatting to !rovide user feedbac/" )6, se2uential" .hen to use" )?, simultaneous" use of frames .ith" 9?, )?, mines.ee!ing using to determine clic/ability" D(, D7, mi,ed case" use in !rose te,t" ()5, monitor flic/er fre2uency and accessibility" 68, reading from and multitas/ing" (D, monitorFscreen resolution" 77, 96, D), 6'', 6'6, hori:ontal scrolling and" ?6, im!acts on design" 77, im!acts on font si:e" ('?, mouseover accessibility issues .ith" 6), com!ared to H!ointing and clic/ingB" D9, multimedia a!!ro!riate use of" (5), introductory e,!lanations of" (97, synchroni:e e2uivalent alternatives to ensure accessibility" 6?, multi!le audience" (??,
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navigation dead-end !ages and" 9D,
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navigation" -cont&0 glosses and" )D, im!ortance of in meeting user e,!ectations" 7, navigation elements differentiation and grou!ing of" )', (?7, !lacement of" 5?, )', )), D(, navigation lin/s allo.ing assistive technologies to s/i!" 65, !lacement in frames and accessibility issues" 68, ()), navigation !ages design of" 5?, 95, (98, ()), scrolling and" 95, )), navigation schemes" use and benefits of" )', navigation tab formatting of" )9, (95, !lacement of" 5), 97, numbers !artitioning of for data entry" (7(, navigation" 5?, )), ()), scrolling and reading com!rehension" ?5, te,t-only and accessibility" 6), titles" ?8, titles and role in being found by search engines" ), !age layout designing for data com!arison" 58, hori:ontal scrolling and" ?6, level of im!ortance and" 5D, !lacement of im!ortant items" 5?, !aging" and reading com!rehension" ?5, versus scrolling" ?5, !anel location of lin/s in" )', D7, use .ith frames" )?, .idth on the home!age" 57, !artici!ants" number for usability testing" (D6, !artitioning" long data items" (7(, !assive voice" ()?, 6'(, !ath" )6, 6'(, !encil and !a!er !rototy!e" (D7. %ee also prototype, !eo!le .ith disabilities. %ee also Accessibility, Assisti"e technology and %ection ?</, !erformance benchmar/s" (8D, goalFob;ective" ?, 6'(, !ersonas" 8, !hotogra!h" (9?. %ee also i!age, !icture alt te,t and" 69, facilitating learning and" (9), !i,el dimension tags" (59, number" and im!act on !age design" 77,
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o!en list" (68, (7), (7D, 6'(, !erformance com!ared to radio buttons" (68, sho.ing o!tions in" (7), use com!ared to dro!-do.nF !ull-do.n list" (7D, o!erating systems" designing for different" 76, o!tions !resenting on the home!age" 7), reducing number of" 85,
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ro. alignment of" 9(, headers and headings" 86, (?6, during" 9?, lists" ((7, (7), (7D, navigation !ages and" )), !age length decisions and" 95, reading com!rehension and" ?5, scroll sto!!ers and" 97, searching for information and" ?9, versus !aging" ?5, scroll sto!!er" 97, 6'6, search engineFfunction advanced" (85, best bets" (87, cautions .hen using" (86, functionality of" (8(, (87, (85, (89, !age titles and" ?8, !lacing on each !age" (86, !lacing on home!age" 5', registration .ith" ), results" ma/ing usable" (8', search errors" (87, tem!late" design and use of" (8?, terms used in" (8(, (85, search se2uences" standardi:ing" ((, secondary navigation" )7, Section 9'8" 67, 69, 6?, 68, 6'6, sentence-s0" (DD, 6'6, 6'7, im!act of on scanning" (?(, reading com!rehension and" ()9, use of voice in" ()?, se2uential menu" )?, server-side image ma!" 6?, (DD, 6'7, severity" (D(, (D?, Shift /ey" (6', (5(, signal" auditory" (), simultaneous menu" 6'7, use of frames .ith" 9?, versus se2uential menus" )?, site ma!" 6'', 6'7, lin/ to" on home!age" 5', lin/ to" !lacing consistently" )',
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scanning" 6'6, accuracy" ((9, facilitating" ()D, (?(, im!ortance of color" (?8, im!ortance of headings" ?D, 8), lists and" ((7, ((5, ((9, !age layoutFstructure and" 58, 9(, 99, !erformance" im!ortance of grou!ing to" (?7, !rose te,t on the home!age and" 7D, ()), te,t lin/ lengths and" D), screen" (D8, (DD, 6'', 6'(, 6'6, 6'5, bro.ser" 6), 68, density" 99, flic/er" 68, locating items on" 5), 5?, real estate" .idget selection and" (6D, (7), (7D, resolution" 77, D), 6'', 6'6, screenful" (D8, 6'6, 6'5, content !age design and" ?9, home!age length and" 5(, large images and" (58, navigation !age length and" )), screen reader" facilitating use of" 6), 6?, 86, (78, 6'6, scri!t" (DD, 6'7, accessibility issues and" 69, 6), scroll bar" 95, ?6, (58, 6'6, scroll bo," ?7, scrolling" (D8, 6'', 6'(, 6'6, data entry fields and" (6?, facilitating" ?7, hori:ontal" ?6, im!act on home!age design" 5(, /ee!ing functions available
6)5
site ma!" -cont&0 use of" )', )8, soft.are" (D8, 6'(, 6'6, accessibility issues and" 6), (78, use of in the design !rocess" (D7, (D9, sound" accessibility issues and" 69, source documents" ,vi, s!eed connection" and design issues" 9, 77, connection" and do.nload times" (?, (DD, connection" definition of" (DD, strength of evidence" vi" ,vi" ,vii" ,viii" ,i," ,," ,,i" ,,ii" style sheet" 6'7, accessibility issues and" 6?, survey customer" establishing user re2uirements and" 6, use in creating lists of user terms" ()(, orderingFse2uencing to ma,imi:e user !erformance" ((6, (9D, se2uence" standardi:ation of" ((, tas/ analysis" (?), 6'7, im!ortance in meeting user e,!ectations" 7, tem!lates" v, (?D, (8?, tertiary navigation" )7, testing results" use of" (D), .ebsite" common bro.sers and" 7', .ebsite" common screen resolutions and" 77, .ebsite" o!erating systems and" 76, test sub;ects" correct number of" (D6, te,t" (DD, 6'6, alignment of" 9(, alternatives for image ma!s and accessibility" 6?, bloc/s of" 9(, 97, ('6, blue" 8D, D6, D7, continuous" 9), ((9, (DD, formatting for em!hasis" ('9, ('D, formatting for reading !erformance" ('(, ('?, grou!ing .ith color" (?7, te,t bo," (6?, 6'', accessibility issues and" 67, te,t e2uivalents" accessibility issues and" 69, te,t label clic/able images and" (55, (95, te,t lin/ a!!ro!riate length of" D), benefits of" D(, embedded" D5, image ma!s and" 6?, indicating used" D6, matching to destination !age title" )6, 88, use of com!ared to image lin/s" D(,
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tab" 6'7, design and !lacement" )', )9, labels" )5, ordering" ((6, table 2uantitative information and" (?9, ro. and column headings" 86, scrolling issues and" (?6, tag html heading" 87, !i,el dimension" (59, tagline" 78, 5', 6'7, target !age" 6'7, matching lin/ names .ith" 88, tas/-s0 a!!ro!riate menu ty!es for" )?, com!letion times and visual consistency" ('7,
6)9
te,t only !ages" accessibility issues and" 6), thin/ aloud" (D', thumbnail image" (99, 6'7, time out" (5, 6'7, title-s0 abbreviating" ()6, frame" accessibility issues and" 68, lin/" 7D, !age" ), ?8, 6'(, !age" and lin/ te,t consistency" 88, 6'(, tool-s0" ,iii, 65" (D7 automatic evaluation" role in the design !rocess" (D9, transactions" data entry" (76, (5(, study" role in the design !rocess" (D', usability goal" ?, role in the design !rocess" 5, Usability #agnitude 1stimation" (D(. %ee also U6-, usability test-ing0" ,viii" ,,i, 6'7, automatic evaluation and" (D9, cognitive .al/throughs and" (D), determining user information needs .ith" (?9, (?), e,!ert evaluations and" (D5, heuristic evaluations and" (D5, !erformanceF!reference goals and" 9, ?, (D6, role in designing headings and labels" 8', (65, role in the design !rocess" 9, ?( test sub;ects and" (D6, .idgets and" (6D, user-s0 acce!tance of .ebsite" te,t line length and" 9), attention" dra.ing .ith highlighting" 8(, color deficient" designing for" 65, disabilities" designing for" 66, 67, 65, 69, 6), 87, e,!ectations" designing to meet" 7, (D(, e,!eriencedFfre2uent" designing for" 6(, (5(, (9?, grou!s" role in establishing user re2uirements" 6, ine,!eriencedFne." im!ortance of clic/ability cues to" D7, ine,!eriencedFne." !aging and" ?5, ine,!eriencedFne." !roviding assistance to" 6(, ine,!eriencedFne." search functions and" (85, interface issues" 9, multitas/ing" reading !erformance im!acts of" (D,
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user-s0" -cont&0 older" im!ortance of descri!tive headings to" ?D, older" scrolling behavior of" ?7, older" .idgets and" (6D, !erformance" design considerations and" 6, 9, ?, 96, ('8, (((, ((6, (6', re2uirements" 6, terminology" using in hel! documentation" (D, visual im!airments" .ith" 69, 68, 7(, .or/ing memory limitations" designing for" (7, 9?, .or/load" reducing" (6, younger" scrolling behavior of" ?7,
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.al/through" cognitive" (D9, (D), (DD, Web !age" 99, attention attracting features on" ('9, layout" consistent alignment of items on" 9(, layout" facilitating scrolling" ?7, layout" style sheets and accessibility issues" 6?, layout" .hite s!ace and" 99, length" !rimary use and" 95, !ositioning im!ortant items on" 5?, !rinting o!tions for" 6', titles" ?8, visual consistency of" ('7, Web site" 6), accessibility issues and" 66, 67, 65, 69, 6), 6?, 68, attention attracting features" ('9, designing to be found by search engines" ), format" meeting user e,!ectations for" 7, goal" im!ortance in design !rocess" 5, information" format for multi!le audiences" (??, !ur!ose" communicating" 78, redesign" announcing changes to users" 56, use of and hel! documentation" (9, visual consistency across" ('7, .hite s!ace a!!ro!riate a!!lication of" 99, use of in lists" ((5, .idgets" 6'5, alignment of" 9(, ca!itali:ation of labels" ((D, chec/ bo," (DD, a!!ro!riate use of" (75,
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Guidelines Book

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Research-Based Web Design & Usability Guidelines

Forewords by: Michael O. Leavitt

U.S. GOVER ME ! OFF"#"$L E%"!"O

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Research-Based Web Design & Usability Guidelines

4ore.ordADr& Ben Shneiderman

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Research-Based Web Design & Usability Guidelines

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Research-Based Web Design & Usability Guidelines

C Ben Shneiderman, -h.%. University of #aryland

Research-Based Web Design & Usability Guidelines

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Bac/ground and #ethodology ha!ter (ADesign Process and 1valuation

ha!ter 6A%!timi:ing the User 1,!erience

Research-Based Web Design & Usability Guidelines

ha!ter 5AHard.are and Soft.are

ha!ter 9A$he Home!age

ha!ter )APage @ayout

Research-Based Web Design & Usability Guidelines

ha!ter 8AScrolling and Paging

ha!ter DAHeadings" $itles" and @abels

Research-Based Web Design & Usability Guidelines

ha!ter ((A$e,t 3!!earance

Research-Based Web Design & Usability Guidelines

ha!ter (5AGra!hics" *mages" and #ultimedia

Research-Based Web Design & Usability Guidelines

ha!ter (9AWriting Web ontent

ha!ter ()A ontent %rgani:ation

Research-Based Web Design & Usability Guidelines

ha!ter (8AUsability $esting

Research-Based Web Design & Usability Guidelines

Research-Based Web Design & Usability Guidelines

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Research-Based Web Design & Usability Guidelines

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Research-Based Web Design & Usability Guidelines

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and @ab els

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Research-Based Web Design & Usability Guidelines

Research-Based Web Design & Usability Guidelines

Ho. to Use the Guidelines

Bac/ground and #ethodology

Bac/ground and #ethodology

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Bac/ground and #ethodology

Bac/ground and #ethodology

Research-Based Web Design & Usability Guidelines

Design Process and 1valuation

Research-Based Web Design & Usability Gui delines

(=( Provide Useful ontent

Relative *m!ortance= Strength of 1vidence=

Design Process and 1valuation

(=6 1stablish User Re2uirements

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