The Effects of Animation on the Guessability of Universal Healthcare Symbols for Middle-Aged and Older Adults

Objective The purpose of this study was to investigate whether animation can help to improve the comprehension of universal healthcare symbols for middle-aged and older adults. Background The Hablamos Juntos (HJ) healthcare symbol system is a set of widely used universal healthcare symbols that were developed in the United States. Some studies indicated that HJ healthcare symbols are not well-understood by users in non-English-speaking areas. Other studies found that animations can improve users’ comprehension of complex symbols. Thus, we wanted to test whether animation could help to improve users’ comprehension of HJ symbols. Methods The participants included 40 middle-aged and 40 older adults in Taiwan. We redesigned the 12 HJ symbols into three visual formats—static, basic animation, and detailed animation—and compared them to find which best improved the participants’ guessability scores. Results (1) Middle-aged adults’ comprehension of static and basic animated symbols was significantly better than that of older adults, but there was no significant difference in the guessability scores between the two age groups in terms of detailed animated symbols; (2) In general, both basic animation and detailed animation significantly improved the guessability score, but the effect with detailed animation was significantly greater than that with basic animation; (3) Older women were more receptive to detailed animation and showed better guessing performance. Conclusion Detailed animation contains more details and provides a more complete explanation of the concept of the static symbols, helping to improve the comprehension of HJ symbols for middle-aged and older adult users. Application Our findings provide a reference for the possibility of new style symbol design in the digital and aging era, which can be applied to improve symbol comprehension.

Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays

Purpose Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. Method Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. Results Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. Conclusions The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.

Comprehension Testing of Product Safety Symbols: Lessons Learned

Standards and existing literature provide guidance regarding methodologies for symbol comprehension testing, but practical guidance for the practitioner conducting this type of testing is scarce. This paper shares observations and experiences gained over the course of multiple symbol testing projects. Specifically, the paper addresses pros and cons of written vs. oral questionnaire administration and resulting comprehension scores, sample size and the concept of “statistical equivalence” to ANSI Z535.3 criteria, various participant recruitment methods and interview locations, and the importance of explaining the context in which a symbol appears. The lessons learned and tips provided in this paper begin to fill the information gaps that practitioners encounter when making numerous design, methodological, and practical decisions required for safety symbol comprehension studies.