Conference PaperPDF Available

User Satisfaction, Aesthetics and Usability: Beyond Reductionism.

Authors:
Gitte Lindgaard at Swinburne University of Technology
Gitte Lindgaard
Cathy Dudek at Carleton University
Cathy Dudek
Download full-text PDF
Read full-text
Download citation

Abstract and Figures

Results from a series of web site studies suggest that the concept of user satisfaction comprises more than perceived aesthetics and usability. Satisfaction was repeatedly found to be a complex construct comprising ‘emotion’, ‘likeability’, and ‘expectation’ as well. A web site very high in appeal but low in usability scored highly on user satisfaction when first encountered. However, when faced with serious problems in a usability test, users’ overall level of satisfaction dropped considerably, but perceived aesthetics remained unchanged. Given the known importance of the first impression for subsequent judgments, our results suggest that user interface designers of e-commerce sites would be well advised to design pretty and usable sites. Designing for user efficiency and effectiveness alone is not enough unless the products and services offered on a web site are unique in the world.
Figures - uploaded by Gitte Lindgaard
Author content
All figure content in this area was uploaded by Gitte Lindgaard
Content may be subject to copyright.
Content uploaded by Gitte Lindgaard
Author content
All content in this area was uploaded by Gitte Lindgaard on Jul 30, 2014
Content may be subject to copyright.
!
User Satisfaction, Aesthetics and Usability
Beyond Reductionism
"#$$%&'#()*++,)&-&.+$/0&12)%3
Carleton Human Computer Interaction Institute
Carleton University
Ottawa, Ontario, Canada
gitte_lindgaard@carleton.ca , cdudek@chat.carleton.ca
Abstract45%627$6&8,9:&+&6%,#%6&98&;%<&6#$%&6$2)#%6& 62**%6$& $/+$& $/%& =9(=%>$& 98& 26%,
6+$#68+=$#9(& =9:>,#6%6& :9,%& $/+(& >%,=%#?%)& +%6$/%$#=6& +()& 26+<#7#$0@
A+$#68+=$#9(& ;+6& ,%>%+$%)70& 892()& $9& <%& +& =9:>7%B& =9(6$,2=$& =9:>,#6#(*
C%:9$#9(CD&C7#3%+<#7#$0CD&+()&C%B>%=$+$#9(C&+6&;%77@&E&;%<&6#$%&?%,0&/#*/&#(&+>>%+7
<2$&79;&#(&26+<#7#$0& 6=9,%)&/#*/70&9(& 26%,&6+$#68+=$#9(&;/%(& 8#,6$&%(=92($%,%)@
F9;%?%,D&;/%(& 8+=%)& ;#$/& 6%,#926& >,9<7%:6&#(&+&26+<#7#$0& $%6$D& 26%,6G& 9?%,+77
7%?%7& 98& 6+$#68+=$#9(& ),9>>%)& =9(6#)%,+<70D&<2$& >%,=%#?%)& +%6$/%$#=6& ,%:+#(%)
2(=/+(*%)@& & "#?%(& $/%& 3(9;(& #:>9,$+(=%& 98& $/%& 8#,6$& #:>,%66#9(& 89,
62<6%H2%($& I2)*:%($6D& 92,& ,%627$6& 62**%6$& $/+$& 26%,& #($%,8+=%&)%6#*(%,6& 98& %J
=9::%,=%& 6#$%6& ;927)& <%& ;%77& +)?#6%)& $9& )%6#*(& >,%$$0& +()& 26+<7%& 6#$%6@
1%6#*(#(*&89,&26%,&%88#=#%(=0&+()&%88%=$#?%(%66&+79(%&#6&(9$&%(92*/&2(7%66&$/%
>,9)2=$6&+()&6%,?#=%6&988%,%)&9(&+&;%<&6#$%&+,%&2(#H2%&#(&$/%&;9,7)@
Key words46+$#68+=$#9(D&+%6$/%$#=6D&+>>%+7D&26+<#7#$0D&%:9$#9(
1. INTRODUCTION
E==9,)#(*&$9&$/%& KAL& MNO!J!!& 6$+()+,)D& 26%,&6+$#68+=$#9(&#6& 62>>96%)& $9
=9($,#<2$%&$9& 26+<#7#$0&+79(*& ;#$/& %88%=$#?%(%66& +()& %88#=#%(=0& PKALD& !MMQR@
E:9(*&$/%&>7%$/9,+&98&26+<#7#$0&+66%66:%($&$%=/(#H2%6D&;#$/&8%;&%B=%>$#9(6
PS#,+39;63#D& !MMTRD& /+,)70& +(0& =9(=%,(D& 9,& #(=72)%D& :%+62,%6& 98& 26%,
6+$#68+=$#9(@& & U/#6& #6& 2()%,6$+()+<7%& ;/%(& $/%& *9+7& #6& $9& :+3%& 26%,6& :9,%
%88#=#%($&+()&%88%=$#?%@&K()%%)D&:+(0&&:%+62,%:%($6&98&26%,&6+$#68+=$#9(&$%()
$9& <%& 7#:#$%)& $9& +66%66#(*& V;/+$& 26%,6& $/#(3& 98& W+& *#?%(& +>>7#=+$#9(XY
PZ+=7%9)D&[9;)%(D& [%?+(&-&.2,69(D&!MMQR@&\%;%,&6$#77& +,%&=9(=%,(%)&;#$/
NGitte Lindgaard & Cathy Dudek
$/%&%:9$#9(+7&#:>+=$&98&+(&#($%,8+=%&PS#:&-&Z99(D&!MM]R@&E>>+,%($70D&#$&#6
+662:%)& $/+$& 26%,6& ;#77& 7#3%& +()& +==%>$& +& /#*/70& 26+<7%& +>>7#=+$#9(& $/+$
%(+<7%6& $/%:& $9& )9& $/%#,& I9<& H2#=370& +()& %88#=#%($70@& U/#6& #6& +& 89,:& 98
26+<#7#$0& ,%)2=$#9(#6:D& ;/%,%& I90& P9,& %?%(& 6+$#68+=$#9(R& #6& :%,%70& +& <0J
>,9)2=$& 98& *,%+$& 26+<#7#$0& PF+66%(^+/7D& [%+2& -& [2,:%6$%,D& N__!R@& U/%
+662:>$#9(&$/+$&>,9)2=$#?#$0& %(/+(=%:%($& +2$9:+$#=+770&896$%,6& 6+$#68+=$#9(
:+0& <%& I26$#8#%)& #(& $,+)#$#9(+7& 988#=%& +>>7#=+$#9(6& ;/%,%& +& >%,69(G6
7#?%7#/99)D& +& =9:>+(0G6& >,98#$D& >2<7#=& ;%77J<%#(*& 9,& 6+8%$0& :+0& )%>%()& 9(
I26$&$/+$@&&F9;%?%,D&%?%(& #8& ;%& +==%>$& $/+$& +66%,$#9(D& #$& 6$#77& )9%6& (9$&89779;
$/+$& 6+$#68+=$#9(& #6& +& =9:>9(%($& 98& 26+<#7#$0& `& & 6+$#68+=$#9(& :+0& ,%627$
>,#:+,#70&8,9:&26+<#7#$0&#662%6@
K(& $/#6& >+>%,& ;%& +,*2%& $/+$& 6+$#68+=$#9(& :+0& <%& +& <0J>,9)2=$& 98& *,%+$
26+<#7#$0& #(& $,+)#$#9(+7& 988#=%& %(?#,9(:%($6D& +()& $/+$& 6+$#68+=$#9(& =+(& <%
)%8#(%)& #(& $%,:6& 98& %88#=#%(=0& +()& %88%=$#?%(%66@& & F9;%?%,D& 9(& $/%& a9,7)
a#)%& a%<& ;/%,%& 26%,6& =/996%& $9& 6>%()& $/%#,& 7%#62,%& $#:%& 8#()#(*
#(89,:+$#9(D& 6%%3#(*& %($%,$+#(:%($D& 9,& 6/9>>#(*D& +()& ;/%,%& $/%& (%B$
=9:>%$#(*& 6#$%& #6& <2$& +& =7#=3& +;+0D& ;%& 626>%=$& $/+$& 26%,6& %:>790& H2#$%
)#88%,%($& =,#$%,#+& #(& %?+72+$#(*& $/%#,& %B>%,#%(=%@& & a%& +769& <%7#%?%& $/+$& $/#6
%?+72+$#9(& )%>%()6& 2>9(& 26%,6G& (%%)6& +()& *9+76@& & K(& 9,)%,& $9& ;#)%(& $/%
(9$#9(& 98& 26%,& 6+$#68+=$#9(& <%09()& %88#=#%(=0& +()& %88%=$#?%(%66& 98& $/%& 26%,
%B>%,#%(=%D&,%6%+,=/%,6&:26$&6$+,$&$9&$/#(3&98&26+<#7#$0&+6&>+,$&98&+&6+$#680#(*
26%,& %B>%,#%(=%@& & & K(& %B>79,#(*& $/%& 6+$#68+=$#9(& =9(6$,2=$D& ;%& =9(627$%)
,%6%+,=/& #(& F2:+(& .9:>2$%,& K($%,+=$#9(& PF.KRD& (%2,9>/06#979*0D& +()
:+,3%$#(*@
5%6%+,=/& #(& $/%& =9(62:%,& +()& :+,3%$#(*& 7#$%,+$2,%& /+6& 6/9;(& $/+$
=9(62:%,6& ,%+)#70& ,%=+77& $/%& %:9$#9(+7& =9($%($& 98& =26$9:%,& 6%,?#=%
%(=92($%,6& +()& $/+$& $/%0& 26%& 6%:+($#=+770& )#88%,%($& ;9,)6& $9& )%6=,#<%& $/%#,
%B>%,#%(=%6&;#$/&)#88%,%($&#()26$,0&6%=$9,6&Pb);+,)69(D&!MM]R@&U/%&7#$%,+$2,%
/+6&+769& 892()& $/+$& c6+$#68#%)G& =26$9:%,6&+,%&I26$&+6&7#3%70& $9&)%8%=$&+6&$/96%
;/9&+,%&(%2$,+7&9,&:#7)70&)#66+$#68#%)&Pd9(%6&-&A+66%,D&!MMeR@&U/+$&#6D&2(7%66
=26$9:%,6& +,%& c/#*/70& 6+$#68#%)G& ;#$/& +& =9:>+(0G6& *99)6& +()& 6%,?#=%6D& $/%
=9:>+(0& =+((9$& $+3%& =26$9:%,& 790+7$0& 89,& *,+($%)@& K8& 26%,& 6+$#68+=$#9(& #6
:9$#?+$%)&<0&)#88%,%($& =,#$%,#+& +()&#8& $/%& H2%6$#9(6&>/,+6%)& #(& eJ>9#($&9,& QJ
>9#($& 6=+7%6& +63#(*& $/%:& $9& I2)*%& c+>>%+7GfG+$$,+=$#9(G& 9,& c>7%+6+($(%66G& 98
$/%&#($%,+=$#?%&%B>%,#%(=%&8+#7&$9&=+>$2,%&$/%&%66%(=%&98&26%,&6+$#68+=$#9(&#(&+
*#?%(& =9($%B$D& $/%(& ;%& :+0& <%& :#67%)& #(& 92,& #($%,>,%$+$#9(& 98& 6+$#68+=$#9(
6=9,%6@&U/%&,%6%+,=/& ;%&,%>9,$&/%,%& #6& :9$#?+$%)&<0&+& (%%)& $9&c2(>+=3G& $/%
(9$#9(& 98& 26%,& 6+$#68+=$#9(& #(& $/%& =9($%B$& 98& %J=9::%,=%& ;%<& 6#$%6& <0
7#6$%(#(*&$9& ;/+$& 26%,6&$%77& 26& +<92$& $/%#,& #($%,+=$#?%&%B>%,#%(=%@& K(=,%+6#(*
+$$%($#9(&$9&26%,&6+$#68+=$#9(D&/9;%?%,D&)9%6&(9$&:%+(&$/+$&;%&=+(& +889,)& $9
(%*7%=$& $/%& >%,89,:+(=%J,%7+$%)& +6>%=$6& 98& 26+<#7#$0& $/+$& ;%& /+?%
$,+)#$#9(+770&:%+62,%)@&a%&+769&(%%)&$9&7%+,(&/9;&6+$#68+=$#9(&,%7+$%6&$9&26%,
User Satisfaction, Aesthetics and Usability g
%88%=$#?%(%66& +()& %88#=#%(=0@& h6%,& K($%,8+=%& PhKR& )%6#*(%,6& ;9,3#(*& ;#$/#(
6$,#=$& <2)*%$+,0& +()& $#:%& =9(6$,+#($6& (%%)& *2#)+(=%& 9(& /9;& <%6$& $9& )#?#)%
,%692,=%6& $9& 6+$#680& <9$/& +()& <+7+(=%& +%6$/%$#=6& ;#$/& %88#=#%(=0& 8+=$9,6& #(
$/%#,&)%6#*(6@&E6&;%77&+6&2()%,6$+()#(*&/9;&$9&:%+62,%&26%,&6+$#68+=$#9(D&92,
+#:&#6&$/%,%89,%&27$#:+$%70&$9&)%,#?%&?+7#)&)%6#*(&*2#)%7#(%6&89,&+&;#)%&,+(*%
98&#($%,+=$#?%&$%=/(979*#%6@
L2,& =9(=%,(& ;#$/& 6+$#68+=$#9(& +,#6%6& 8,9:& ?%,0& ,9<26$& 8#()#(*6& #(& $/%
(%2,9>/06#979*#=+7& 7#$%,+$2,%& ;/%,%& ,%6%+,=/%,6& =9(6$+($70& 8#()& $/+$
%:9$#9(+7& ,%6>9(6%6& +,%& 6$,#3#(*70& #::%)#+$%D& 9==2,,#(*& ;#$/#(& gJO
:#77#6%=9()6& 98& +& 6$#:2726& <%#(*& 6/9;(& P[9,(6$%#(D& !MMNi& j+I9(=D& !M]_R@
U/26D& +==9,)#(*& $9& $/#6& ,%6%+,=/D& %:9$#9(+7& ,%6>9(6%6& +,%& >,%J+$$%($#?%& +()
>,%=%)%& =9*(#$#?%& 9(%6@& U/%& #:>7#=+$#9(6& 89,& ;%<& )%6#*(& +,%& 9<?#926& +()
>%,?+6#?%4& #8& 26%,6& )%=#)%& $/+$& $/%0& )#67#3%& ;/+$& $/%0& 6%%& #(& 7%66& $/+(& 8#?%
:#77#6%=9()6D&$/%(& $/%0&:+0& =7#=3& 9($9& $/%& (%B$& 6#$%& %?%(& <%89,%& $/%0& /+?%
$+3%(& #(& +(0& #(89,:+$#9(& #$& 988%,6@& U/%& 6$,%(*$/& 98& $/%& c8#,6$& #:>,%66#9(GD
=/+,+=$%,#^%)& <0& ;/+$& >60=/979*#6$6& =+77& +& c>,#:+=0& %88%=$GD& /+6& 79(*
8%+$2,%)&?%,0& >,9:#(%($70& #(&$/%& >60=/979*#=+7&7#$%,+$2,%D& PE()%,69(D& !M]!i
E()%,69(D& !M]NR& %?%(& #(& +,%+6& #(?97?#(*& %B>%,$& I2)*%:%($& 62=/& +6
)#+*(96$#=& :%)#=#(%& P'#()*++,)D& !M]eR@& [+6#=+770D& I2)*:%($6& +,%
9?%,;/%7:#(*70& <+6%)& 9(& $/%& 8#,6$& #:>,%66#9(@& a/%,%& +& >,#:+=0& %88%=$
9==2,6D& $/%& 6$#:2726& >,%6%($%)& 9,& )%$%=$%)& 8#,6$& ,%=%#?%6& +& )#6>,9>9,$#9(+$%
+:92($&98&+$$%($#9(@&U/%&62<6%H2%($&6%+,=/& 89,& %?#)%(=%&$9&62<6$+($#+$%&$/%
I2)*:%($& +7,%+)0& :+)%& #6& <#+6%)& #(& 8+?92,& 98& 6%+,=/#(*& %B=726#?%70& 89,
=9(8#,:+$9,0&%?#)%(=%&;/#7%&#*(9,#(*&=9($,+)#=$9,0&%?#)%(=%D&*#?#(*&,#6%&$9
$/%&69J=+77%)&c=9(8#,:+$#9(&<#+6G&PZ0(+$$D&19/%,$0&-&U;%%(%0D&!MQQR@&A9D&#8
26%,6&/+?%&+7,%+)0&)%=#)%)&$/%0&)#67#3%&+&6#$%D&$/%0&;#77&#($%,>,%$&?#,$2+770&+77
#(89,:+$#9(& +6& <%#(*& :9,%& (%*+$#?%& $/+(& #8& $/%#,& 8#,6$& #:>,%66#9(& ;%,%
>96#$#?%@
E&,%=%($&6$2)0&<0&U,+=$#(630D&S+$^&-&K3+,&PN___R&#(?%6$#*+$%)&$/%&%B$%($
$9& ;/#=/& V$/%& #(#$#+7& >%,=%>$#9(6& 98& +%6$/%$#=6J26+<#7#$0& ,%7+$#9(6/#>6& /97)
+8$%,&+&>%,#9)& 98& 606$%:&26%D& +()& ;/%$/%,& $/%6%&>%,=%>$#9(6& +,%& +88%=$%)&<0
$/%& #($%,8+=%G6& >%,=%#?%)& +%6$/%$#=6& +()f9,& <0& $/%& +=$2+7& 26+<#7#$0& 98& $/%
606$%:Y&P>@!g!R@& U/%0&892()&$/+$&I2)*:%($6&98&#($%,8+=%&+%6$/%$#=6&;%,%&(9$
+88%=$%)& <0& $,+)#$#9(+7& 26+<#7#$0& 8+=$9,6@& h6#(*& +(& +,,+0& 98& EUZ& #($%,8+=%6
;#$/&#)%($#=+7&=9($%($&<2$&?+,0#(*&#(&7+092$&+()&#(& +>>%+7D& +6& )%$%,:#(%)& #(
$/%& >,%J%B>%,#:%($+7& >/+6%D& $/%0& #($,9)2=%)& 6%?%,+7& 26+<#7#$0& >,9<7%:6& $9
;/#=/& $/%& c79;& 26+<#7#$0G& <2$& (9$& $/%& c/#*/J26+<#7#$0G& *,92>& ;+6& %B>96%)@
a/#7%& $/#6& :+(#>27+$#9(& +88%=$%)& $/%& $+63J=9:>7%$#9(& $#:%6D& I2)*:%($6& 98
#($%,8+=%&+%6$/%$#=6&)#)&(9$& =/+(*%& +()& (%#$/%,& )#)& I2)*%:%($6&98&>%,=%#?%)
26+<#7#$0@&U/%& ,%6%+,=/%,6&=9(=72)%)& $/+$& $/%& ,%7+$#9(6/#>& <%$;%%(& 26+<#7#$0
+()&6+$#68+=$#9(&#6&(9$&9,$/9*9(+7D&;/#=/&7%+)&$9&$/%#,&>,9?9=+$#?%&=7+#:&$/+$
k;/+$&#6& <%+2$#827&#6& 26+<7%k@& & U/%#,& 8#()#(*6& 62**%6$& $/+$& $/%& $;9&=9(=%>$6
OGitte Lindgaard & Cathy Dudek
+,%&=9,,%7+$%)@&L(%&:+0&,%*+,)&$/#6&+6&+&89,:&98&)%6#*(&,%)2=$#9(#6:D&;/%,%
I90& 98& 26%& =+(& <%& <,92*/$& +<92$& <0& +%6$/%$#=6& +79(%D& %?%(& #(& $/%& 8+=%& 98
26+<#7#$0&>,9<7%:6&PF+66%(^+/7&%$&+7D&N__!R@
[0& =9($,+6$D& 6$2)#%6& >%,89,:%)& #(& 92,& 7+<9,+$9,0& 62**%6$& $/+$& 26+<#7#$0
:+0& <%& I2)*%)& #()%>%()%($70& 98& #($%,8+=%& +%6$/%$#=6& ;/%(& 26%,6& +,%
=9(8,9($%)&;#$/&6%?%,%&26+<#7#$0&>,9<7%:6&P'#()*++,)&-& 12)%3D& N__NR@& \9,
%B+:>7%D&9(%& 6#$%& >%,=%#?%)& $9& <%& %B$,%:%70& /#*/& #(& +%6$/%$#=6& <2$& ?%,0& 79;
#(& 26+<#7#$0& 6=9,%)& 62<6$+($#+770& 79;%,& 9(& 26+<#7#$0D& <2$& +6& /#*/70& 9(
6+$#68+=$#9(& +6& +(9$/%,& 6#$%& >%,=%#?%)& $9& <%& /#*/& #(& <9$/& 26+<#7#$0& +()
+%6$/%$#=6@&F9;%?%,D&U,+=$#(630&%$&+7@G6&PN___R&62<I%=$6&2()%,$993&$+636&+6&#(
+& $,+)#$#9(+7& 26+<#7#$0& $%6$D& 92,& ,%627$6& ;%,%& <+6%)& 9(& ,%$,96>%=$#?%& 6%78
,%>9,$6&9<$+#(%)& #(&#($%,?#%;6& #::%)#+$%70& +8$%,& 62<I%=$6& /+)& #(6>%=$%)& $/%
6#$%&89,&!_&:#(2$%6@&A2<I%=$6&;%,%&#(6$,2=$%)&$9&?%,<+7#^%&$/%#,&%B>%,#%(=%&98
$/%&#($%,+=$#9(@&K(&$/%&+<6%(=%&98&+&,%H2#,%:%($&$9&=9:>7%$%&+&6%$&98&26+<#7#$0
$+636& )%6#*(%)& $9& $%6$& $/%& %B$%($& $9& ;/#=/& 26+<#7#$0& 87+;6& *%$& #(& $/%& 26%,G6
;+0D& #$& #6& H2#$%& >966#<7%& $/+$& 92,& 62<I%=$6G& %B>%,#%($#+7& )%6=,#>$#9(6& ;%,%
<+6%)&%($#,%70& 9(& $/%& 8#,6$& #:>,%66#9(&98& $/%& 6#$%@&U/#6& <%*6&$/%& H2%6$#9(&98
$/%&6$,%(*$/&+()&)2,+$#9(&98&$/%&8#,6$&#:>,%66#9(&#(&+&;%<&%(?#,9(:%($@
Z2=/&98&$/%&>60=/979*#=+7&7#$%,+$2,%&9(&$/%&>,#:+=0&%88%=$&62**%6$6&$/+$&#$
#6&>+,+:92($&+()&:+0&)%$%,:#(%&+(0&I2)*:%($+7&92$=9:%&PE()%,69(D&!M]Ni
A79?#=& -& '#=/$%(6$%#(D& !MQ!RD& >,%62:+<70& #(=72)#(*& +& I2)*:%($& 98
c6+$#68+=$#9(G@& [0& $/%& 6+:%& $93%(D& $/%& 69J=+77%)& c:%,%& %B>962,%& %88%=$G
62**%6$6&$/+$&$/%&6$,%(*$/&98&$/%&#(#$#+7&P%:9$#9(+7R&#:>,%66#9(&6$+,$6&$9&;+(%
9(=%& $/%& %B>962,%& $#:%& %B=%%)6& e_& :#77#6%=9()6& P[9,(6$%#(D& !MMNR@& E
6$,9(*70& (%*+$#?%& 8#,6$& #:>,%66#9(& =927)& <%& =9::%,=#+770& )+:+*#(*& $9& +
=9:>+(0&+#:#(*&$9& #(=,%+6%& #$6& 9(7#(%&6+7%6D&>+,$#=27+,70&#8&#$&=9:>%$%6&;#$/
:+(0&9$/%,6&988%,#(*&$/%&6+:%&*99)6&+()&6%,?#=%6@&U9&%(62,%&+&>96#$#?%&8#,6$
#:>,%66#9(D&+& *,%+$%,& >,9>9,$#9(& 98& $/%& 262+770&7#:#$%)& hK& )%6#*(& ,%692,=%6
:+0& $/26& /+?%& $9& <%& )%?9$%)& $9& #($%,8+=%& +%6$/%$#=6D& >%,/+>6& %?%(& +$& $/%
%B>%(6%&98&69:%&26+<#7#$0&8+=$9,6@&K8D&/9;%?%,D&$/%&%:9$#9(+7&8#,6$&#:>,%66#9(
)9%6&8+)%&+6&H2#=370&+6&,%6%+,=/& #($9&$/%&:%,%&%B>962,%&%88%=$&62**%6$6D& 6#$%
?#6#$9,6& :+0& ;%77& /+(*& +,92()& 79(*& %(92*/& $9& =9(6#)%,& $/%& :%,#$6& 98& $/%
#(89,:+$#9(f6%,?#=%6f>,9)2=$6&988%,%)&9(&$/%&6#$%&%?%(& #8&$/%&8#,6$&#:>,%66#9(
)9%6& (9$& %?93%& +& c;9;G& %88%=$@& K(& $/+$& =+6%D& hK& )%6#*(%,6& ;927)& <%& H2#$%
I26$#8#%)& #(& $/%#,& =9($#(2%)& H2%6$& $9& =,%+$%& 26+<7%& 6#$%6& +$& $/%& %B>%(6%& 98
:+3#(*&$/%:&6$,#3#(*70&c<%+2$#827G@&K(&U,+=$#(630&%$&+7@G6&PN___R&6$2)0D&26%,6
)#)&(9$& =/+(*%& $/%#,& :#()&+8$%,&=9:>7%$#(*&$+636&#(&;/#=/&$/%0&%(=92($%,%)
26+<#7#$0& >,9<7%:6@& U/%& %B>%,#:%($& ,%>9,$%)& /%,%& ;+6& )%6#*(%)& $9& $%6$& $/%
,9<26$(%66&98&$/%6%&+2$/9,6G&8#()#(*&;/%(&26%,6&+,%&%B>96%)&$9&:9,%&6%,#926
26+<#7#$0&>,9<7%:6@
User Satisfaction, Aesthetics and Usability e
2. FRAMEWORK OF THE STUDY
E& ;%<& 6#$%& 988%,#(*& %B=726#?%& ;,#$#(*& 2$%(6#76& ;+6& 26%)@& K(& +(& %+,7#%,
%B>%,#:%($D&$/#6&6#$%&;+6&892()&$9&<%&6#*(#8#=+($70&/#*/%,&#(&+>>%+7&+()&79;%,
#(& >%,=%#?%)& 26+<#7#$0& $/+(& 6%?%,+7& 9$/%,& 6#$%6& 26#(*& $/%& 6+:%& :%$/9)& 98
#(?%6$#*+$#9(&+()&)#88%,%($&*,92>6&98&62<I%=$6&P'#()*++,)&-&12)%3D&N__NR@&K(
=9($,+6$& $9& 6%?%,+7& 98& $/%& 9$/%,& 6#$%6& %:>790%)& #(& $/%& 6+:%& 6%,#%6& 98
%B>%,#:%($6D&+77&98&;/#=/&;%,%&$0>#=+7&6/9>>#(*&6#$%6D&$/%&>%(&6#$%&=9($+#(%)
(9& >,#=%6& 9(& *99)6& 9,& :9(%$+,0& $,+(6+=$#9(& :9)27%6@& K$6& >2,>96%& ;+6& $/26
+>>+,%($70&$9&:+,3%$&,+$/%,& $/+(& 6%77& *99)6@& U/%&>,%6%($&6$2)0&>,9=%%)%)&#(
$;9&>/+6%6@&K(&l/+6%&!D&+(&/%2,#6$#=&%?+72+$#9(&;+6&=9()2=$%)&$9&#)%($#80&$/%
(+$2,%D& 79=+$#9(D& +()& 6%?%,#$0& 98& 26+<#7#$0& >,9<7%:6& #(& $/%& ;%<& 6#$%@& U/%
92$=9:%&98&$/#6&%?+72+$#9(&6%,?%)&+6&+&<+6#6&89,&6%7%=$#(*&+()&)%6#*(#(*&26%,
$+636&$9&<%&>%,89,:%)&#(&$/%&62<6%H2%($&26+<#7#$0&$%6$@&l/+6%&N&=9:>,#6%)&$/%
26+<#7#$0&$%6$& %(+<7#(*&+& =9:>+,#69(&;#$/& +(& %+,7#%,& 6$2)0& 98& $/%& 6+:%& ;%<
6#$%D&+6&89779;64
l,%6%($&6$2)04 [,9;6%&6#$%&P!_&:#(R&Æ& 2(6$,2=$2,%)&#($%,?#%;& Æ&26+<#7#$0
$%6$&Æ&2(6$,2=$2,%)&#($%,?#%;
l,%?#926&6$2)04 [,9;6%&6#$%&P!_&:#(R&Æ&2(6$,2=$2,%)&#($%,?#%;
2.1 Heuristic Evaluation
U/%& /%2,#6$#=& %?+72+$#9(& ,%?%+7%)& 69:%& !eQ& #(6$+(=%6& 98& :9)%,+$%& P(& m
OeR& $9& 6%?%,%& P(& m& !!NR& 26+<#7#$0& >,9<7%:6@& [0& 92,& )%8#(#$#9(D& +& :9)%,+$%
>,9<7%:& *%$6& #(& $/%& 26%,G6& ;+0& <2$& )9%6& (9$& >,%?%($& >,9*,%66& $9;+,)6
+==9:>7#6/#(*& +& *9+7D& ;/%,%+6& +& 6%?%,%& 26+<#7#$0& >,9<7%:& )9%6@& E6& =+(& <%
6%%(&#(&U+<7%&!&<%79;D&$/%&:+I9,#$0&98&$/%&>,9<7%:6&#(?97?%)&(+?#*+$#9(&P(&m
QQR@&A9:%& NM& 98& $/%6%& =9(=%,(%)& /0>%,7#(36& P%@*@& 79936& 7#3%& +&/0>%,7#(3&<2$
#6& (9$i& )9%6& (9$& 7993& 7#3%& +& /0>%,7#(3& <2$& #$& #6i& )9%6& (9$& <%/+?%& 7#3%& +
/0>%,7#(3R@& U/%& ,%:+#(#(*& O]& ;%,%& )2%& $9& 2(262+7D& 2(>,%)#=$+<7%D
#(=9(6#6$%($& (+?#*+$#9(& ,27%6& 9,& +;3;+,)& (+?#*+$#9(& 9>%,+$#9(6@& \9,
%B+:>7%D&:%(26&;%,%&c879+$#(*G&#(&+()&92$&98&?#%;D&89,=#(*&$/%&26%,&$9&6%7%=$
+(&9>$#9(&?%,0&H2#=370D&+()&$/%&+=$#?%&+,%+&62,,92()#(*&+&>9#($&9(&+&:+>&;+6
$#(0D&,%H2#,#(*&62=/&8#(%&:9$9,&:9?%:%($6&$/+$&#$& ;+6& +7:96$&#:>966#<7%&$9
>9#($&>,%=#6%70@&E(9$/%,&*,92>&98&>,9<7%:6&P(&m&ggR&=9(=%,(%)&?#6#<#7#$0&+()
=9:>,%/%(6#9(& 98& $%B$f9<I%=$6D& <%#(*& :+,,%)& <0& =9(826#(*& 9,& :#67%+)#(*
?9=+<27+,0D&=9($,+6$& >,9<7%:6D&9,&$%B$&)#6>7+06&$/+$&;%,%& >+,$70&9<6=2,%)&<0
9?%,7+>>#(*& *,+>/#=6@& A9:%& P(& m& NOR& ;%,%& )2%& $9& #(=9(6#6$%($& 606$%:
<%/+?#92,&9,&)#6>7+0& ,27%6D& %@*@& #(89,:+$#9(& )#6>7+0%)& #(& $/%& $9>:96$& 6=,%%(
>96#$#9(& #(& 9(%& 6=,%%(& ;+6& +$& $/%& <9$$9:& 98& $/%& (%B$D& 9,& $%B$& ;927)& :9?%
;/#7%&$/%&26%,&;+6&,%+)#(*&#$@&U/%&,%:+#()%,&P(&m&NgR&;%,%&2(#H2%&>,9<7%:6
(9$&8+77#(*&#($9&+(0&98&$/%&+<9?%&=+$%*9,#%6@
TGitte Lindgaard & Cathy Dudek
Table 1@ n2:<%,&98&26+<#7#$0&>,9<7%:6&<0&=+$%*9,0
n+$2,%&98&>,9<7%: n
n+?#*+$#9(D&(9$&#(=72)#(*&/0>%,7#(36 O]
F0>%,7#(36 NM
o#6#<#7#$0&-&=9:>,%/%(6#9( gg
A06$%:&<%/+?#92,f)#6>7+0&,27%6 NO
L$/%, Ng
Total 157
2.2 Selection of User Tasks
h>9(& 79+)#(*D& $/%& 6#$%& >7+0%)& +(& +(#:+$%)& #($,9)2=$#9(& $+3#(*& 6%?%,+7
:#(2$%6& ;#$/& +==9:>+(0#(*& 698$& :26#=& :+$=/#(*& $/%& ,/0$/:& 98& $/%
=9792,827D&%($%,$+#(#(*& +(#:+$#9(@&U/#6& #($,9)2=$#9(&7993%)& :9,%& 7#3%& +& Uo
=9::%,=#+7& $/+(& +(& %J=9::%,=%& 6#$%@& U/%& 6#$%& =9:>,#6%)& $/,%%& :+#(
6%=$#9(6D&%+=/&98&;/#=/&;+6&62<J)#?#)%)&#($9&6%?%,+7&62<J6%=$#9(6&;#$/&$/%6%
62<J)#?#)#(*&82,$/%,&$9&+& :+B#:2:&98&892,& 7%?%76@&U/%&%#*/$&26%,& $+636&;%,%
6%7%=$%)& $9& 6+$#680& $;9& 9<I%=$#?%64& P!R& +77& $/,%%& :+#(& 6%=$#9(6& ;%,%
,%>,%6%($%)& +()D& PNR& $/%0& ,%>,%6%($%)& )#88%,%($& 7%?%76& 98& )#88#=27$0& +()
(2:<%,&98&=7#=36&$9&$/%&$+,*%$& #(89,:+$#9(@&U+636&+>>%+,%)&6$,+#*/$J89,;+,)D
89,&%B+:>7%D&+63#(*&62<I%=$6&$9&8#()&92$&;/%(&$/%&=9:>+(0&;+6&%6$+<7#6/%)D
;/%$/%,& $/%& =9:>+(0& /+)& +(0& I9<& 9>%(#(*6D& +()& $9& 8#()& $/%& (%+,%6$& ,%$+#7
92$7%$@
2.3 Procedure
U;%($0& 62<I%=$6D& !_& :+7%6& +()& !_& 8%:+7%6D& ;%,%& ,%=,2#$%)& 8,9:& +,92()
$/%&h(#?%,6#$0&.+:>26&#(&+&6%:#J,+()9:&8+6/#9(D&%(62,#(*&$/+$&b(*7#6/&;+6
$/%#,&8#,6$&7+(*2+*%D&$/+$&$/%0&;%,%&,%*27+,&K($%,(%$&26%,6&PNJ!_/,6f;%%3RD&+()
$/+$&$/%0&/+)&(9&hK&)%6#*(&9,&%?+72+$#9(&%B>%,#%(=%@&&A2<I%=$6&8#,6$&#(6>%=$%)
$/%& 6#$%& 89,& !_& :#(D& /+?#(*& <%%(& $97)& $9& =9(=%($,+$%& 9(& $/%#,& #($%,+=$#?%
%B>%,#%(=%&+()&>,%$%()#(*&$/%0&;%,%&7993#(*&89,&+&*#8$&89,&+&6>%=#+7&>%,69(&$9
6%()&+6&+(&+>979*0@&E$&$/%&%()&98&$/%&!_& :#(2$%6D&+(&2(6$,2=$2,%)&#($%,?#%;
;+6& =9()2=$%)& $9& %7#=#$& +6& :+(0& %B>%,#%(=%J,%7+$%)& 6$+$%:%($6& +6& >966#<7%@
n%B$D& $/%0& =9:>7%$%)& $/%& %#*/$& 26+<#7#$0& $+636D& *#?%(& $9& +77& 62<I%=$6& #(& $/%
6+:%& 6%H2%(=%D& <%*#((#(*& ;#$/& $/%& %+60& $+636D& +()& %()#(*& ;#$/& :9,%
)#88#=27$& $+636@& U/#6& ;+6& )9(%& $9& *#?%& 62<I%=$6& +& 6%(6%& 98& 62==%66& +()
:9$#?+$%& $/%:& $9& ;9,3& $/,92*/& +77& $/%& $+636D& +6& ;%& %B>%=$%)& 69:%& 98& $/%
6%+,=/%6&$9& <%&2(62==%66827@&E77&62<I%=$6&+$$%:>$%)&+77&$+636D&+()&$/%,%&;%,%
(9& $#:%J& 9,& +==2,+=0& =9(6$,+#($6@& A2<I%=$6& ;%,%& +779;%)& $9& *#?%& 2>& #8& $/%0
User Satisfaction, Aesthetics and Usability Q
;%,%&2(+<7%&$9&,%$,#%?%&$/%&#(89,:+$#9(& (%%)%)& $9& =9:>7%$%& $/%& $+63@&E$&$/%
%()&98&$/%&26+<#7#$0&$%6$&+(9$/%,&#($%,?#%;&;+6&=9()2=$%)&#(&$/%&6+:%&:+((%,
+6& <%89,%& $9& 7%+,(& ;/%$/%,& $/%& #(#$#+7& #:>,%66#9(& ,%:+#(%)& =9(6$+($& 9,
;/%$/%,& +>>%+7& ;+6& +$$%(2+$%)& =9:>+,%)& ;#$/& $/%& 8#,6$& #($%,?#%;@& A2<I%=$6
;%,%&$%6$%)&#()#?#)2+770&#(& 6%66#9(6& 7+6$#(*& 2>& $9& !@e& /92,6@& U/%0& ;%,%& >+#)
p!e&.+(+)#+(&89,&$/%#,&$#:%@
2.4 Data Analysis
K($%,?#%;6& ;%,%& +2)#9& $+>%)@& 1+$+& ;%,%& $,+(6=,#<%)& +)& ?%,<+$#:& +()
62<:#$$%)&$9& +& =9($%($& +(+706#6@&A$+$%:%($6& ;%,%&)#?#)%)& #($9&e& =+$%*9,#%64
+%6$/%$#=6D& %:9$#9(D& %B>%=$+$#9(D& 7#3%+<#7#$0& +()& 26+<#7#$0@& & E%6$/%$#=6J$0>%
6$+$%:%($6&+77&,%8%,,%)&$9&?#62+7&H2+7#$#%6&98&$/%&#($%,8+=%&P$99&:2=/&<72%D&$99
:2=/&;/#$%& 6>+=%D& <,#*/$D& >,%$$0D& >7%+6#(*& $9& $/%& %0%R@& b:9$#9(&6$+$%:%($6D
)%8#(%)& #(& $%,:6& 98& 5266%77C6& .#,=2:>7%B& Z9)%7& 98& E88%=$& P5266%77D& !M]_RD
;%,%& $/96%& $/+$& =927)& 8#(#6/& $/%& 6%($%(=%& VK$& ;+6& W:+)%& :%& 8%%7Xq@Y
P2>7#8$#(*D& ,%7+B#(*D& =+7:#(*D& 8,26$,+$#(*R& +()& ,%>,%6%($%)& +& =9(=%>$& $/+$
=927)& ,%+69(+<70& /+?%& <%%(& =9($+#(%)& #(& 5266%77C6& P!M]_R& Z9)%7@
bB>%=$+$#9(& 6$+$%:%($6& %B>,%66%)& $/92*/$6& +<92$& =9:>9(%($6& $/+$& $/%
62<I%=$& ;+6& 62,>,#6%)& $9& 8#()& #(& $/%& #($%,8+=%D& $/92*/$& ;927)& <%& $/%,%D& 9,
6/927)&/+?%& <%%(& $/%,%@& K(& 69:%& =+6%6D&$/%0& 26%)& $/%& ;9,)& C%B>%=$%)C& #(& $/%
6$+$%:%($i&#(&9$/%,6&$/%#,&%B>%=$+$#9(& =927)& <%& )%,#?%)&8,9:&;/+$&;+6&6+#)@
\9,& %B+:>7%D& kK& ;927)& /+?%& $/92*/$& $/%0& ;927)& >2$& +77& $/%& >%(6& $9*%$/%,k
,%87%=$%)& +(& 2(:%$& %B>%=$+$#9(@& '#3%+<#7#$0& 6$+$%:%($6& ;%,%& 9?%,+77
I2)*%:%($6&+<92$&$/%&6#$%&9,&=9:>+,#69(6&;#$/&9$/%,&6#$%6&P<%$$%,&$/+(D&K&7#3%
#$D& #$G6& 93+0D& 8#(%D& (9$& +6& *99)& +6R@& \#(+770D& 26+<#7#$0& =9::%($6& ;%,%& $/96%
$/+$&,%8%,,%)&)#,%=$70&$9&%88#=#%(=0& 9,&%88%=$#?%(%66D&89,&%B+:>7%D&c$/%,%&#6&(9
<+=3&<2$$9(Gi& cK&=927)& (9$&=7#=3& 9(& $/+$GD& +()& c$/%& =/9#=%6& +,%& (9$& 79*#=+770
)#6>7+0%)G@& A$+$%:%($6& #(& ;/#=/& 62<I%=$6& :%,%70& ,%+)& +792)& 6=,%%(& =9($%($
;%,%& %7#:#(+$%)@& A$+$%:%($6& ;%,%& =92($%)& 9(=%& 9(70& ,%*+,)7%66& 98& $/%
(2:<%,&98&$#:%6&+&*#?%(&;9,)&;+6&,%>%+$%)&#(&+(&#($%,?#%;@
3. RESULTS
K(& $/#6& 6%=$#9(D& $/%& )+$+& 8,9:& $/%& 8#,6$& #($%,?#%;& P<%89,%& 26+<#7#$0& $%6$& J
bB>%,#:%($& NR& +,%& =9:>+,%)& ;#$/& $/96%& 9<$+#(%)& #(& $/%& %+,7#%,& %B>%,#:%($
P<,9;6#(*& 9(70& `& bB>%,#:%($& !RD& )%$+#76& 98& ;/#=/& +,%& ,%>9,$%)& %76%;/%,%
P'#()*++,)& -& 12)%3D& N__NR@& U/%& )+$+& =9:>+,#(*& $/%& c<%89,%G& +()& c+8$%,
26+<#7#$0& $%6$G& =9()#$#9(6& +,%& ,%>9,$%)& #(& 6%=$#9(& g@N@& & \#,6$D& ;%& ;+($%)& $9
%B>79,%& ;/%$/%,& >%9>7%& ;927)& /+?%& :9,%& 9,& 7%66& $9& 6+0& +<92$& $/%#,
%B>%,#%(=%&;/%(&$/%0&%B>%=$%)&$9&=9:>7%$%&+&26+<#7#$0&$%6$D&69&+&$;9J$+#7%)&$J
]Gitte Lindgaard & Cathy Dudek
$%6$&;+6&>%,89,:%)&89,&$/%&$9$+7&(2:<%,&98&6$+$%:%($6@&&l+,$#=#>+($6&/+)&:9,%
$9&6+0&;/%(&$/%0&;%,%&%B>%=$#(*&$9&=9:>7%$%&+&26+<#7#$0&$%6$&PbB>%,#:%($&NR
$/+(&;/%(&$/%0&;%,%&I26$&<,9;6#(*&$/%&6#$%&PbB>%,#:%($&!R&;#$/&(9&>+,$#=27+,
>2,>96%&#(&:#()@&P$Pg]RmJN@NOD& >r@_eRD& +6& 6/9;(& #(&\#*2,%& !@& &'993#(*& (%B$
$9&6%%& #8& $/%& 6$,%(*$/&9,&H2+7#$0&98&$/%&%B>%,#%(=%&)#88%,%)D&$/%&>,9>9,$#9(&98
>96#$#?%&6$+$%:%($6&%+=/&*,92>&:+)%&+,%&)#6>7+0%)&#(&\#*2,%&N@
Figure1.&Z%+(&(2:<%,&98&+77&6$+$%:%($6@
Figure 2.&l,9>9,$#9(6&98&+77&$0>%6&98&6$+$%:%($6@
E& $;9J$+#7%)& $J$%6$& =9:>+,#(*& $/%& >,9>9,$#9(& 98& >96#$#?%& 6$+$%:%($6& #(
<9$/&%B>%,#:%($6&6/9;%)&$/+$&$/%&%B>%,#%(=%&98&cI26$&<,9;6#(*G&62<I%=$6&;+6
:9,%& >96#$#?%& $/+(& $/+$& 89,& 62<I%=$6& ;/9& ;%,%& >,%>+,#(*& $9& =9:>7%$%& +
26+<#7#$0& $%6$& P$Pg]Rm& !@MMD& >r@_eR@& L<6%,?+$#9(& 98& 62<I%=$6& )2,#(*& $/%
<,9;6#(*&6%66#9(&#(&<9$/&%B>%,#:%($6&6/9;%)&$/+$&c<,9;6#(*&9(70G&62<I%=$6
$%()%)&$9&:9?%&+,92()&$/%&6#$%&#(&+(&+)&/9=&8+6/#9(@&[0&=9($,+6$D&$/96%&;/9
3(%;&$/%&26+<#7#$0&$+636&;927)&89779;&6%$&92$&606$%:+$#=+770&$9&7993&$/,92*/
+6&:2=/& 98& $/%&6#$%& +6& $/%0&=927)& #(& $/%&!_:#(& <,9;6#(*& $#:%@&U/%6%& 7+$$%,
62<I%=$6&6+;&:9,%&98&$/%&26+<#7#$0&>,9<7%:6& 9;#(*&$9&$/%&6/%%,&)#88#=27$0&98
(+?#*+$#(*&$/%&6#$%@&U/#6&)#88%,%(=%&#(&<,9;6#(*&<%/+?#92,&>,9<+<70&+==92($6
89,&$/%&)#88%,%(=%&#(&>96#$#?%&6$+$%:%($6@
.9(6#6$%($& ;#$/& %+,7#%,& 8#()#(*6D& 6$+$%:%($6& 8%77& #($9& $/%& =+$%*9,#%6
:%($#9(%)&%+,7#%,&P7#3%+<#7#$0D&%:9$#9(D&+%6$/%$#=6&%B>%=$+$#9(&+()&26+<#7#$0R@
0
5
10
15
20
25
30
35
Ex p t 1 Ex p t 2
Mean Number
0
0.5
1
Ex p t 1 Ex p t 2
Proportion Positive
User Satisfaction, Aesthetics and Usability M
U/%& :%+(& (2:<%,& 98& 6$+$%:%($6& #(& %+=/& =+$%*9,0& )#88%,%)& <%$;%%(
%B>%,#:%($6&+6&6/9;(&#(&\#*2,%&g@&&U/%6%&,%627$6&6/9;&$/+$&>%9>7%&/+)&:9,%
$9&6+0& #(& $/%&6%=9()& %B>%,#:%($& $/+(&$/%& 8#,6$D& >+,$#=27+,70&+<92$& 7#3%+<#7#$0
P$PgNRmJN@e_D&>r@_eRD&+()&+%6$/%$#=6&P$PNTRmJN@QeD&>r@_!R@&&U/%&:%+(&(2:<%,
98&%:9$#9(D& %B>%=$+$#9(&+()&26+<#7#$0&6$+$%:%($6&)#)&(9$&)#88%,&P>s@_eR& 8,9:
$/%&8#,6$&$9&$/%&6%=9()&%B>%,#:%($@
Figure 3.&Z%+(&(2:<%,&98&+77&$0>%6&98&6$+$%:%($6@
3.1 Usability Test
L8& $/%& !T_& $+636& +$$%:>$%)& +=,966& +77& 62<I%=$6D& 9(70& QM& POM@g]tR& ;%,%
=9:>7%$%)&62==%6682770@&U/%&+?%,+*%&62==%66&,+$%&;+6&g@Me&98&$/%&%#*/$&$+636@
n9& 9(%& =9:>7%$%)& +77& %#*/$& $+636& 62==%6682770D& +()& (9(%& 98& $/%& $+636& ;%,%
=9:>7%$%)&62==%6682770&<0&+77&62<I%=$6@&L(70&9(%&;+6&=9:>7%$%)&62==%6682770
<0&:9,%&$/+(&!e&62<I%=$6@&U/,%%&$+636&;%,%&=9:>7%$%)&62==%6682770&<0&!_J!e
62<I%=$6D& +()& +(9$/%,& $/,%%& <0& eJ!_& 62<I%=$6@& U/%& ,%:+#(#(*& $+63& ;+6& (9$
=9:>7%$%)&62==%6682770&<0& +&6#(*7%&62<I%=$@&U/%&(2:<%,&98& =7#=36&$9&62==%66
%B=%%)%)& $/%& 9>$#:+7& (2:<%,& #(& +77& $+636D& ,+(*#(*& 8,9:& !__t& $9& N]__t
+<9?%& $/%& 9>$#:2:& 89,& 62==%6682770D& +()& 8,9:& !__t& $9& ]Te_t& 89,
2(62==%6682770&=9:>7%$%)&$+636@&U/26D&;/%(&62<I%=$6&)#)&*#?%&2>D&#$&;+6&9(70
+8$%,& $,0#(*& /+,)@& U/#6& +779;%)& 26& $9& =9(=72)%& $/+$& $/%0& $993& $/%& $+636
6%,#92670@&U/%6%&)+$+&+769&=9(8#,:&$/+$&$/%&7%?%7&98&26+<#7#$0&;+6&?%,0&79;@
3.2 Comparison of First and Second Interview
n9;&=9:>+,#(*&$/%&c<%89,%G&+()&c+8$%,&26+<#7#$0&$%6$G&#($%,?#%;6D&$/%&)+$+
62**%6$& $/+$& $/%& 26%,& %B>%,#%(=%& =/+(*%)& 8,9:& $/%& 8#,6$& $9& $/%& 6%=9()
#($%,?#%;@&& E7$/92*/& ;%& %B>%=$%)& $/%&(2:<%,& 98&6$+$%:%($6& $9& <%& 79;%,& #(
$/%& 6%=9()& #($%,?#%;& <%=+26%& $/%& 62<I%=$6& /+)& +7,%+)0& 6+#)& +77& $/+$& $/%0
;+($%)&#(& $/%& 8#,6$& #($%,?#%;D& +& 9(%J$+#7%)& $J$%6$& 89,& >+#,%)& 6+:>7%6& 6/9;%)
$/+$&$/%& $9$+7& (2:<%,&98&6$+$%:%($6&)#)&(9$&)#88%,&P>s@_eR@&&U/#6&#6&6/9;(&#(
\#*2,%&O@
0
2
4
6
8
10
12
Like Emotion Aesth Expect Use
Mean Number
Ex p t 1
Ex p t 2
!_ Gitte Lindgaard & Cathy Dudek
E6& <%89,%D& $/%& >,9>9,$#9(& 98& >96#$#?%& 6$+$%:%($6& ;+6& =+7=27+$%)@& & U/%6%
+,%& 6/9;(& #(& \#*2,%& e@& & E& $;9J$+#7%)& $J$%6$& 89,& >+#,%)&6+:>7%6& 6/9;%)& $/+$
>+,$#=#>+($6& :+)%& 6#*(#8#=+($70& 8%;%,& >96#$#?%& 6$+$%:%($6& +8$%,& $/%& 26+<#7#$0
$%6$&P$P!MRmO@T_D&>r@__!R@&&U/26D&+7$/92*/&$/%&$9$+7&(2:<%,&98&6$+$%:%($6&)#)
(9$& =/+(*%& 8,9:& $/%& 8#,6$& #($%,?#%;& $9& $/%& (%B$D& $/%& 26%,& %B>%,#%(=%& ;+6
+>>+,%($70&:9,%&(%*+$#?%&+8$%,&$/+(&<%89,%&$/%&26+<#7#$0&$%6$@
Figure 4.&Z%+(&(2:<%,&98&+77&6$+$%:%($6@
Figure 5.&l,9>9,$#9(&98&>96#$#?%&6$+$%:%($6@
[,%+3#(*& )9;(& $/%& 6$+$%:%($6& <0& =+$%*9,0& +6& <%89,%& 6/9;%)& $/+$& $/%,%
;%,%&),+:+$#=& =/+(*%6& #(&69:%&98&$/%6%@&&U/#6& #6&6/9;(&#(&\#*2,%&T@&&K(&$/%
6%=9()& #($%,?#%;& 62<I%=$6& $%()%)& $9& 6+0& 7%66& +<92$& +%6$/%$#=6& P$P!MRmO@eQD
>r@__!R& +()& :9,%& +<92$& 26+<#7#$0& P$P!MRmJN@QQD& >r@_!R@& & U/%,%& ;%,%& (9
)#88%,%(=%& $/%& (2:<%,6& 98& 7#3%+<#7#$0D& %:9$#9(& +()& %B>%=$+$#9(& 6$+$%:%($6
P>s@_eR@&U/#6& #6& (9$&62,>,#6#(*@&& L(%& ;927)&%B>%=$& $/+$& >+,$#=#>+($6& +7,%+)0
6+#)&;/+$&$/%0&;+($%)&#(&$/%&8#,6$&#($%,?#%;D&+()&$/%,%&#6& (9& ,%+69(& $9& $/#(3
$/+$& $/%0& ;927)& ,%>%+$& $/%:6%7?%6& +& 6%=9()& $#:%@& & U/%& 7+,*%,& (2:<%,& 98
26+<#7#$0& 6$+$%:%($6& =+(& <%& +$$,#<2$%)& $9& +& *,%+$%,& +;+,%(%66& 98& 26+<#7#$0
#662%6&,%627$#(*&8,9:&$/%&$+63&,%H2#,%:%($6@
0
5
10
15
20
25
30
35
Inter vie w 1 Inter vie w 2
Mean Number
0
0.5
1
Inte r vi ew 1 Inte r vi ew 2
Proportion Positive
User Satisfaction, Aesthetics and Usability !!
Figure 6. Z%+(&(2:<%,&98&+77&$0>%6&98&6$+$%:%($6@
E& =9:>+,#69(& 98& $/%& >,9>9,$#9(& 98& >96#$#?%& 6$+$%:%($6& #(& $/%& $;9
#($%,?#%;6& 6/9;6& $/+$& $/%,%& ;+6& (9& 9?%,+77& )%=7#(%& #(& $/%& 26%,& %B>%,#%(=%
8,9:& 9(%& #($%,?#%;& $9& $/%& (%B$& #(& $%,:6& 98& +%6$/%$#=6& P>s@_eRD& +6& 6/9;(& #(
\#*2,%& Q@& U/26D& +7$/92*/& 62<I%=$6& /+)& 7%66& $9& 6+0& +<92$& +%6$/%$#=6& #(& $/%
6%=9()&#($%,?#%;& $/+(& #(&$/%& 8#,6$D& $/%0&)#)&(9$& 8#()& $/%&6#$%& 2*7#%,&+8$%,& $/%
26+<#7#$0&$%6$@
Figure 7@&&l,9>9,$#9(&98&>96#$#?%&+%6$/%$#=6&6$+$%:%($6@
U/%&>+$$%,(&98&,%627$6&89,& $/%& 9$/%,& =+$%*9,#%6& +,%& 6/9;(& #(&\#*2,%6& ]J!!@
\9,&7#3%+<#7#$0& P\#*2,%&]R& +()& %B>%=$+$#9(& P\#*2,%&MR& $/%&9?%,+77& (2:<%,&98
>96#$#?%&6$+$%:%($6&,%:+#(%)&6#:#7+,&P>s@_eR@
0
0.5
1
Int er v ie w 1 Int er v ie w 2
Proportion Positive
(Aesthetics)
0
2
4
6
8
10
12
14
16
Like Emotion Aesth Expec t Use
Mean Number
1st Interview
2nd Interview
!N Gitte Lindgaard & Cathy Dudek
Figure 8@&&l,9>9,$#9(&98&>96#$#?%&7#3%+<#7#$0&6$+$%:%($6@
Figure 9@&&l,9>9,$#9(&98&>96#$#?%&%B>%=$+$#9(&6$+$%:%($6@
\9,&%:9$#9(&P\#*2,%& !_RD& +&$;9&$+#7%)& $J$%6$& P$P!]RmO@!QD&>r@__!R&6/9;%)
$/+$& 6#*(#8#=+($70& 8%;%,& >96#$#?%& %:9$#9(6& ;%,%& %B>,%66%)& #(& $/%& 6%=9()
#($%,?#%;& $/+(& $/%& 8#,6$@& K$& +>>%+,6& $/+$& >+,$#=#>+($6& =/+(*%)& $/%#,& :#()6
+<92$&$/%#,&%B>%,#%(=%&+8$%,&%(=92($%,#(*&26+<#7#$0&>,9<7%:6@
Figure 10@&&l,9>9,$#9(&98&>96#$#?%&%:9$#9(&6$+$%:%($6@
0
0.5
1
Inter v iew 1 In te rv ie w 2
Proportion Positive
(Expect)
0
0.5
1
Inte rv ie w 1 Inte rv ie w 2
Proportion Positive
(Emotion)
0
0.5
1
Inte r vi ew 1 In te rv ie w 2
Proportion Positive
(Like)
User Satisfaction, Aesthetics and Usability !g
\9,& 26+<#7#$0& 6$+$%:%($6D& $/%,%& ;+6& +769& +& )#88%,%(=%@& & E6& 6/9;(
>,%?#92670& #(& \#*2,%& eD& $/%,%& ;%,%& :9,%& 26+<#7#$0& 6$+$%:%($6& :+)%& #(& $/%
6%=9()& #($%,?#%;& $/+(& $/%,%& ;%,%& #(& $/%& 8#,6$@& & F9;%?%,D& 7993#(*& +$& $/%
>,9>9,$#9(6& 98& >96#$#?%& +()& (%*+$#?%& 6$+$%:%($6& 6/9;6& $/+$& $/%0& =/+(*%)
$/%#,&:#()6& +<92$& $/%#,& %B>%,#%(=%& ,%*+,)#(*& 26+<#7#$0& +6& ;%77D& +6& 6/9;(& #(
\#*2,%& !!@& E& $;9J$+#7%)& $J$%6$& 89,& >+#,%)& 6+:>7%6& 6/9;%)& $/+$& $/%,%& ;%,%
6#*(#8#=+($70& 8%;%,& >96#$#?%& 26+<#7#$0& 6$+$%:%($6& :+)%& )2,#(*& $/%& 6%=9()
#($%,?#%;& $/+(& $/%& 8#,6$& P$P!MRmN@M]D& >r@__!R@& U/26D& +7$/92*/& 62<I%=$6& )#)
#)%($#80& (2:%,926& (%*+$#?%& 26+<#7#$0& #662%6& <%89,%& $/%0& =9:>7%$%)& $/%
26+<#7#$0&$+636D&$/%6%&+662:%)&:9,%&>,9:#(%(=%&)2,#(*&$/%&26+<#7#$0&$%6$&+()
#(&$/%&62<6%H2%($&#($%,?#%;@
Figure 11@&&l,9>9,$#9(&98&>96#$#?%&26+<#7#$0&6$+$%:%($6@
4. DISCUSSION
.9(6#)%,#(*& 8#,6$& $/%& (9$#9(& 98& +%6$/%$#=6D& 92,& ,%627$6& +>>%+,D& 9(& $/%
62,8+=%D& $9& +*,%%& ;#$/& U,+=$#(630& %$& +7@G6& PN___R& 8#()#(*6& #(& $/%& 6%(6%& $/+$
62<I%=$6&)#)&(9$&=9(6#)%,&$/%&26%,&#($%,8+=%&2*7#%,&+8$%,&=9:>7%$#(*& 26+<#7#$0
$+636& $/+(& <%89,%@& F9;%?%,D& U,+=$#(630& +()& /#6& =977%+*2%6& 26%& $/%& $%,:
c+%6$/%$#=6G& #($%,=/+(*%+<70& ;#$/& c+88%=$G@& U/%0& +>>%+,& $9& <%7#%?%& $/+$
+%6$/%$#=6& ,+$#(*6& +,%& #()#=+$#?%& 98& 26%,& 6+$#68+=$#9(@& U/%#,& 62<I%=$6& ,+$%)
$/,%%& +6>%=$6& 98& $/%& 26%,& #($%,8+=%6D& (+:%70& +%6$/%$#=6D& %+6%& 98& 26%D& +()
+:92($&98&#(89,:+$#9(&9(& $/%& 6=,%%(@&u%$D&$/%& +2$/9,6& +,*2%&$/+$&V$/%,%& +,%
6$,9(*& =9,,%7+$#9(6& <%$;%%(& 26%,6G& 6+$#68+=$#9(& 8,9:& 26#(*& $/%& 606$%:& +()
$/%#,& >%,=%>$#9(& 98& #$6& +%6$/%$#=6& +()& 26+<#7#$0Y& P>@& !O!R@& [0& =9($,+6$D& 92,
,%627$6& 62**%6$& $/+$& $/%& #($%,+=$#?%& %B>%,#%(=%& =9:>,#6%6& +$& 7%+6$& $/%& 8#?%
)#:%(6#9(6&)#6=266%)&/%,%D&#(=72)#(*&>%,=%#?%)&+%6$/%$#=6&+()&26+<#7#$0@&U/#6
,%>%+$%)&8#()#(*&7%+)6&26&$9&+,*2%&$/+$&26+<#7#$0&,#*/$82770&<%79(*6& 2()%,&$/%
2:<,%77+& 98& 6+$#68+=$#9(& +()& $/+$& $/%& (9$#9(& 98& 26%,& 6+$#68+=$#9(& #6& :9,%
=9:>7%B& $/+(& +& =9,,%7+$#9(& <%$;%%(& +%6$/%$#=6& +()& 26+<#7#$0@& K()%%)D& 92,
0
0.5
1
Int er v ie w 1 In te r vi ew 2
Proportion Positive
(Usability)
!O Gitte Lindgaard & Cathy Dudek
,%627$6& 62**%6$& $/+$& $/%& $;9& +,%& (9$& =9,,%7+$%)& +$& +774& >%,=%#?%)& 26+<#7#$0& #6
7#3%70& $9& =/+(*%& +8$%,& %(=92($%,#(*& 26+<#7#$0& >,9<7%:6& ;/%,%+6& >%,=%#?%)
+%6$/%$#=6&#6&(9$@
E& =796%,& 7993& +$& U,+=$#(630& %$& +7@G6& & PN___R& 8#()#(*6& 62**%6$6& $/+$& $/%
26+<#7#$0& >,9<7%:6& $/%0& #($,9)2=%)& )#)& (9$& 6%,#92670& /+:>%,& 62<I%=$6G
>%,89,:+(=%@& U/%& +2$/9,6& )%6=,#<%& $/,%%& 26+<#7#$0& >,9<7%:6D& +77& 98& ;/#=/
)%7+0%)& >%,89,:+(=%D& 89,& %B+:>7%D& #($,9)2=#(*& +& )%7+0& 98& (#(%& 6%=9()6& 9(
+?%,+*%& >%,& $+63@& F9;%?%,D& +77& 62<I%=$6& =9:>7%$%)& +77& $/%& !!& $+636
62==%6682770@& [0& =9($,+6$D& 92,& 62<I%=$6& =9:>7%$%)& ,92*/70& 9(%& /+78& 98& $/%
%#*/$&$+636& 62==%6682770D& +6&)#6=266%)&%+,7#%,@&L2,&62<I%=$6&7#3%)&$/%&6#$%& 7%66
9?%,+77&+8$%,& %B>%,#%(=#(*& 6%,#926& 26+<#7#$0& >,9<7%:6D&+()& $/%& >,9>9,$#9(&98
(%*+$#?%& 26+<#7#$0& =9::%($6& #(=,%+6%)& #(& $/%& <%89,%J+8$%,& =9:>+,#69(& 98
26+<#7#$0& 6$+$%:%($6@& U/%& >,9<7%:& 6%%:6& $9& <%& #(& $/%& )%8#(#$#9(& 98
c+%6$/%$#=6G@&& U,+=$#(630& %$&+7@& PN___R&26%6& #$& #($%,=/+(*%+<70&;#$/& c+>>%+7GD
+()&c<%+2$0G@& &L2,&,%627$6&/+?%&=9(6#6$%($70&6/9;(&$/+$&c+>>%+7G&9,&;/+$&;%
=+77&c26%,&6+$#68+=$#9(G&=9:>,#6%6&:9,%&$/+(&c<%+2$0GD&;/#=/&<0&92,&)%8#(#$#9(
#6& $+3%(& $9& %H2+$%& c+%6$/%$#=6G@& & Z9,%&,%6%+,=/&#6&(%%)%)&$9&=7+,#80&$/%6%
#662%6&+()&6/+,>%(&$/%&$%,:#(979*0& ;%& 26%& $9&=+>$2,%&+()&)%6=,#<%&$/%& 26%,
%B>%,#%(=%@
a#$/& ,%6>%=$& $9& $/%& 6$,%(*$/& 98& $/%& 8#,6$& #:>,%66#9(D& 92,& ,%627$6& 62**%6$
$/+$&62<I%=$6& ;/9&3(%;& $/%0& ;927)& <%& >%,89,:#(*& 26+<#7#$0& $+636& 7#3%)& $/%
6#$%&7%66&9(&8#,6$&%(=92($%,&$/+(&62<I%=$6&;/9&;%,%&cI26$&<,9;6#(*G@&U/26D&$/%
)#88%,%($& $+63& )%:+()6& ,%627$%)& #(& )#88%,%($& <,9;6#(*& >+$$%,(6& $/+$& =+77%)
:9,%&+$$%($#9(& $9& 26+<#7#$0@& A2<I%=$6& ;/9&3(%;& $/+$&$/%0& ;927)&<%& +63%)& $9
=9:>7%$%& 26+<#7#$0& $+636& <,9;6%)& $/%& 6#$%& #(& +& 606$%:+$#=D& *9+7J9,#%($%)
8+6/#9(D& ;/%,%+6& $/96%& ;/9& ;%,%& cI26$& <,9;6#(*G& 7%$& $/%:6%7?%6& <%& =+,,#%)
+;+0& <0& $/%& 6/9;& 2(897)#(*& <%89,%& $/%#,&%0%6@& U/#6&,+#6%6& $/%& #662%& 98& 6#$%
)%6#*(&?#6&v&?#6&$/%&>2,>96%&+&*#?%(&6#$%&#6&#($%()%)&$9&8278#7@&[%=+26%&$/%&>%(
6#$%&)#)&(9$&+779;&26%,6&$9&6%7%=$&+()&<20&#$%:6D&;%&<%7#%?%&#$&;+6&)%6#*(%)&$9
0#%7)&+& >7%+6+($D& <2$&>+66#?%& %B>%,#%(=%@& &K(& =9($,+6$D& 6/9>>#(*&6#$%6& +#:& $9
%(*+*%& 26%,6& +=$#?%70& +()& *2#)%& $/%:& %889,$7%6670& $/,92*/& +& >2,=/+6#(*
$,+(6+=$#9(@&h6+<#7#$0&;+6&=7%+,70&(9$&+&:+I9,&)%6#*(&9<I%=$#?%@&F9;%?%,D&92,
26+<#7#$0&$+63&)%:+()6&7%)&62<I%=$6&$9&89=26&9(&26+<#7#$0@&.9(6%H2%($70D&$/%
8#,6$&#:>,%66#9(&6288%,%)@&U/%&8#,6$& #:>,%66#9(& ;927)& $/26& +>>%+,&$9&)%>%()
2>9(& $/%& 26%,G6& *9+74& #8& 6%%3#(*& +(& 9<7#*+$#9(J8,%%& %($%,$+#(#(*& %B>%,#%(=%D
62<I%=$6& >+0& :9,%& +$$%($#9(& $9& $/%& %B>%,#%($#+7& +6>%=$6& $/+(& $9& 26+<#7#$0
8+=$9,6D& <2$& ;/%(& ?#6#$#(*& +& 6#$%& $9& <20& *99)6D& $/%& ,%?%,6%& 6%%:6& $9& <%& $/%
=+6%@&&U/26D&26%,&6+$#68+=$#9(&6%%:6&$9&<%&),#?%(&<0&$/%&26%,6G&:9$#?+$#9(&89,
?#6#$#(*&$/%&6#$%&+()&=+((9$&<%&,%)2=%)&$9&+&<0J>,9)2=$&98&+%6$/%$#=6D&26+<#7#$0
9,&%?%(&+&=9:<#(+$#9(&98&<9$/@
User Satisfaction, Aesthetics and Usability !e
5. CONCLUSION
U/%&>,%6%($&6$2)0&62**%6$6&$/+$&*9+76&)%$%,:#(%&$/%&26%,6G&8,+:%&98&:#()D
;#$/#(& ;/#=/& $/%& 6#$%& #6& >%,=%#?%)& +()& #($%,>,%$%)D& +()& $/+$& $/#6& 8#,6$
#:>,%66#9(& :+0& =/+(*%& +6& +& =9(6%H2%(=%& 98& 8+=#(*& 6%,#926& 26+<#7#$0
>,9<7%:6@& a/#7%& 62<I%=$6& +,%& +;+,%& 98& 26+<#7#$0& >,9<7%:6& %?%(& ;/%(& $/%0
+,%& cI26$& <,9;6#(*G& $/%6%& +88%=$& $/%#,& 9>#(#9(& 98& $/%& 6#$%& 7%66@& \#(+770D& $/%
,%627$6&62**%6$&$/+$&=9(=%,(&89,&$,+)#$#9(+7&26+<#7#$0&#662%6&#6&+(&#($%*,+7&>+,$
98& $/%& #($%,+=$#?%& 26%,& %B>%,#%(=%D& /9;%?%,D& 26%,& 6+$#68+=$#9(& #6& +& =9:>7%B
=9(6$,2=$& #(?97?#(*& :9,%& $/+(& +(& #:>,%66#9(& 98& C+%6$/%$#=6C& 9,& C26+<#7#$0C
+79(%@& U/%& ,%7+$#9(6/#>& <%$;%%(& +>>%+7& +()& 26%,& 6+$#68+=$#9(D& +()& <%$;%%(
>%,=%#?%)f+=$2+7& 26+<#7#$0& ,%:+#(& %?+6#?%& +()& (%%)& :2=/& :9,%& ,%6%+,=/& $9
<%& =7%+,70& 2()%,6$99)@& a/#7%& $/%& 8#,6$& #:>,%66#9(& :+0& <%& 6$,9(*& +()& :+0
,%7+$%&$9& $/%& #::%)#+$%& +>>%+7& 98&$/%&;%<&6#$%D&6+$#68+=$#9(&:+0&=/+(*%&+6&+
82(=$#9(& 98& %(=92($%,#(*& 6%,#926& 26+<#7#$0& >,9<7%:6& #(& $/%& =9($%B$& 98
+==9:>7#6/#(*&+&6>%=#8#=&*9+7@&U/26D&#8&#$& #6& $,2%D& $/+$&$/%&8#,6$&#:>,%66#9(&#6
<+6%)& 9(& #::%)#+$%& +>>%+7D& hK& )%6#*(%,6& ;927)& <%& ;%77& +)?#6%)& $9& =,%+$%
+%6$/%$#=+770&+>>%+7#(*&6#$%6&$/+$&=7%+,70&+()&#::%)#+$%70&,%87%=$&#$6&>2,>96%@
6. REFERENCES
E()%,69(D& n@F@& P!M]!RD& Foundations of information integration theoryD& E=+)%:#=& l,%66D
'9()9(@
E()%,69(D&n@F@&P!M]NRD&Methods of information integration theoryD&E=+)%:#=&l,%66D&'9()9(@
[9,(6$%#(D& 5@& P!MMNRD& & Subliminal Mere Exposure Effect, Perception Without Awareness:
Cognitive, Clinical, and Social PerspectivesD&[9,(6$%#(D&\@&+()&l#$$:+(D&U@&P%)6R&U/%&"2#789,)
l,%664&n%;&u9,3@
b);+,)69(D& Z@& P!MM]RD Z%+62,#(*& .9(62:%,& b:9$#9(6& #(& A%,?#=%& b(=92($%,64& & E(
bB>79,+$9,0&E(+706#6D&&Australian Journal of Market ResearchD&TD&ND&d270D&>@&gOJO]@
F+66%(^+/7D& Z@D& [%+2D& E@D& -& [2,:%6$%,D& Z@D& b(*#(%%,#(*& d90D& PN__!RD& IEEE Software,
d+(2+,0J\%<,2+,0@
KAL&P!MMQRD& KALf1KA& MNO!J!!@& b,*9(9:#=& ,%H2#,%:%($6& 89,&988#=%& ;9,3& ;#$/& ?#62+7& )#6>7+0
$%,:#(+76&Po1U6R4&"2#)+(=%&9(&26+<#7#$0@
d9(%6D&U@&-&A+66%,D&b@&d,@&P!MMeRD&a/0&A+$#68#%)&.26$9:%,6&1%8%=$, Harvard Business ReviewD
n9?%:<%,&J&1%=%:<%,@
!T Gitte Lindgaard & Cathy Dudek
S#:D& d@& -& Z99(D& d@& P!MM]RD& & 1%6#*(#(*& $9;+,)6& %:9$#9(+7& 26+<#7#$0& #(& =26$9:%,& #($%,8+=%6J
$,26$;9,$/#(%66&98&=0<%,J<+(3#(*&606$%:&#($%,8+=%6D&Interacting with Computers,!_D&!JNM@
S#,+39;63#D&d@&P!MMTRD&U/%&698$;+,%&26+<#7#$0&:%+62,%:%($&#(?%($9,04&[+=3*,92()&+()&26+*%D
#(&l@&d9,)+(D&[@&U/9:+6&-&[@&a%%,):%%6$%,&Pb)6RD&Usability evaluation in ind26$,0D&U+079,&-
\,+(=#6D&'9()9(@
'#()*++,)D& "@& P!M]eRD& a%#*/$#(*& 98& #()#?#)2+$#(*& #(89,:+$#9(& %7%:%($6& +()& <+6%& ,+$%& #(& +
(2,6#(*& )%=#6#9(& :+3#(*& $+63& #(?97?#(*& (9(J)#+*(96$#=& =+6%& #(89,:+$#9(D& h(>2<7#6/%)
Z+6$%,6&U/%6#6D&1%>+,$:%($&98&l60=/979*0&Z9(+6/&h(#?%,6#$0D&.7+0$9(D&E26$,+7#+@
'#()*++,)D&"@&-& 12)%3D&.@&PN__NRD&a/+$&#6&$/#6&<%+6$&;%&=+77&26%,&6+$#68+=$#9(wD&62<:#$$%)&$9
Interacting with Computers.
Z+=7%9)D& Z@D& [9;)%(D& 5@D& [%?+(D& n@D& -& .2,69(D& K@& P!MMQRD& U/%& ZhA#.& >%,89,:+(=%
:%+62,%:%($&:%$/9)D&Behaviour and Information TechnologyD&!TD&!JNQ@
Z0(+$$D& .@5@D& 19/%,$0D& Z@b@& -& U;%(%0D& 5@1@& P!MQQRD& .9(8#,:+$#9(& <#+6& #(& +& 6#:27+$%)
,%6%+,=/& %(?#,9(:%($4& E(& %B>%,#:%($+7& 6$2)0& 98& 6=#%($#8#=& #(8%,%(=%D& Quarterly Journal of
Experimental PsychologyD&NMD&]eJMe@
5266%77D& d@& E@& P!M]_RD& E& .#,=2:>7%B& Z9)%7& 98& E88%=$@& Journal of Personality and Social
Psychology, 39, TD&!!T!&J&!!Q]@
A79?#=D&l@& -& '#=/$%(6$%#(D& A@& P!MQ!RD&.9:>+,#69(&98&[+0%6#+(& +()& ,%*,%66#9(& +>>,9+=/%6& $9
$/%& 6$2)0& 98& #(89,:+$#9(& >,9=%66#(*& #(& I2)*:%($D& Organizational Behaviour & Human
PerformanceD&TD&TOMJQOO@
U,+=$#(630D& n@D& S+$^D& E@& -& K3+,D& 1@& PN___RD& a/+$& #6& [%+2$#827& #6& h6+<7%D& Interacting with
Computers, !gD&>@!NQJ!Oe@
j+I9(=D& 5@& P!M]_RD& \%%7#(*& +()& U/#(3#(*4& l,%8%,%(=%6& (%%)& (9& 5%8%,%(=%6D& American
Psychologist, \%<,2+,0D&>@!e!@
... Aesthetically designed software is usable (Tractinsky, Katz, & Ikar, 2000). Aesthetics refers to the visual qualities of the interface (Lindgaard & Dudek, 2002). The effects of aesthetics on usability have been widely investigated in web and mobile application research. ...
... Only the complete component of accuracy was considered a distinct indicator of usability in this study. 2) Aesthetics -This variable was adopted from the study of Lindgaard and Dudek (2002). ...
Predictors of Usability of a Mobile Intelligent Agent Information Provider for College Students
Article
Full-text available
  • Jan 2023
This study determined the factors that influenced the usability of a mobile-based intelligent agent called “AskRed.” The design-related factors were evaluated in terms of performance, accuracy, responsiveness, aesthetics, and completeness. The usability of the software was determined in terms of satisfaction and intention to re-use the software. The software received favorable ratings from the students. Experts' software evaluation recommended strengthening the design of the intelligent agent in terms of security, performance, completeness, and ease-of-use. Multiple regression analyses showed that performance and completeness influenced satisfaction and intention to re-use. Aesthetics and responsiveness influenced satisfaction but not intention to re-use. Responsiveness had a negative impact on satisfaction. The predictive powers of the regression equations are 58% and 73%. This study provided empirical evidence on the predictors of usability of an intelligent agent used in a university setting.
View
... According to the Oxford online dictionary, satisfaction is "the act of fulfilling a desire or wish." A declaration or assessment of the user experience is the user's satisfaction (Lindgaard and Dudek 2002). User satisfaction frequently rises considerably when solutions are tailored to their needs. ...
... In light of the information provided, it appears that there are two types of satisfaction: short-term satisfaction and long-term satisfaction. The first is mortal and themed, whereas the second is more enduring and encompasses other aspects of life (Lindgaard and Dudek 2002). Primary satisfaction and subsequent satisfaction are the two components of short-term contentment in general. ...
Religious Advertisements of Islamic Banks: Aesthetic Satisfaction and Psychology of Colors
Article
  • Dec 2022
Islamic banking did not develop quickly enough to rival the conventional banking sector, particularly in Pakistan. Due to the industry's explosive growth, there was competition among Islamic banks to advertise their products and services. It was instructed that the advertisement should include Islamic principles and values because it's a banking service founded on Islamic principles. Therefore, the purpose of this article is to define the guidelines for Islamic banking sector marketing. The second goal of this study is to explore, clarify, and impart to the audience the significance of colour in Islamic banking advertisements. As with other forms of art, religion relies heavily on colour to express its ideals. And in order to do this, the advertisement designer makes an effort to avoid using dissimilar and jarring hues that deprive the human soul of comfort and calm. This article discusses the visuals used in Islamic banking advertisements in terms of marketing, calls attention to contradictions and disputes surrounding colour psychology, and looks at how colours affect advertising. According to the research's findings, banking advertisements can utilise colour to influence a variety of behaviours, including mood and perception of attractions.
View
... People can reliably determine whether they find a website appealing after only 50 milliseconds of viewing it (Lindgaard et al., 2006;Thielsch & Hirschfeld, 2012;Tuch et al., 2012). Users who find a website appealing seem to overlook its flaws and keep a favorable opinion even when they encounter bugs or poorly designed features (Lindgaard & Dudek, 2002). Conversely, websites with poor design are frequently rejected even if they have high-quality content (Sillence et al., 2007). ...
THE USE OF EYE TRACKING AND ARTIFICIAL INTELLIGENCE (AI) IN ASSESSING THE HOTELS WEBSITE DESIGN AESTHETIC ELEMENT: THE CASE OF ALGERIAN HOTELS WEBSITES
Article
Full-text available
  • Feb 2025
Objectives: This study aims to evaluate the aesthetic quality of Algerian hotel websites and their ability to create a positive first impression, which is crucial for user engagement. The research focuses on identifying design strengths and weaknesses to propose actionable improvements for enhancing user experience. Theoretical Framework: The study integrates Eye Tracking (ET) technology and Artificial Intelligence (AI) to analyze visual engagement and design aesthetics. Marriott Bonvoy®'s website serves as a benchmark, providing a standard for effective aesthetic design. Method: A content analysis was conducted on four Algerian hotel websites based in Constantine, utilizing ET-generated heatmaps and AI-derived visual indices, such as clarity scores, to evaluate design performance. Results and Discussion: The analysis revealed that Marriott Bonvoy® demonstrated superior aesthetic design, followed by the local three-star El Bey Hotel, which outperformed other local websites in design quality. Despite its relative success, El Bey and the other hotels exhibited areas requiring improvement, highlighting gaps in visual hierarchy, layout coherence, and clarity. Research Implications: The findings emphasize the need for Algerian hotel managers to prioritize design aesthetics as a key component of their digital strategy. Implementing the suggested improvements could enhance user experience and competitiveness in the hospitality sector. Originality/Value: This study uniquely combines ET and AI to evaluate website design in the Algerian hospitality context, providing actionable insights for improving digital engagement. It contributes to the growing body of research on user-centered web design in emerging markets.
View
... However, its usefulness will be limited if a decision-maker prefers data presented as simple, static, tabular station information. The relationship between aesthetics and usability is not strictly linear (Lindgaard and Dudek 2002). We do not yet know whether the colorful and interactive designs of some sites serve enduser purposes or what those specific purposes may be. ...
Unlocking Potential: Analyzing the Content, Style, Structure, and Interactivity of Mesonets as Operational Dashboards
Article
  • Oct 2024
Emergency managers need data and information to make life-saving decisions on behalf of the public. Operational dashboards, if designed appropriately, can provide this information in a central location and reduce cognitive demands during decision-making. Mesonet websites can serve as a type of operational dashboard that has the potential to provide the meteorological data necessary for emergency managers to make decisions. In this study, we use quantitative content analysis to examine the content, style, structure, and interactivity of 18 Mesonet websites from across the contiguous United States. We find that Mesonet websites vary in the type and amount of content they include. For website style, we find that Mesonet websites primarily present their content with maps and data filters. We find that the structure of the website content was consistent across websites. Finally, we find that most Mesonet websites lacked interactivity, or visual feedback, which inhibits ease of use. We discuss extensions for future work. Significance Statement This study captures the content, style, structure, and interactivity of Mesonet websites when they are used as operational dashboards to support weather-related decision-making. Weather dashboards have the potential to support decision-makers of all types during severe weather events by providing all critical information in one place. With this streamlined approach, decision-making is made more efficient, as gathering information from multiple sources is no longer necessary. Mesonet dashboards provide a valuable context to analyze the content, style, and structure of webpages that can be useful for users. Through this work, we hope to identify the design principles and trends present in these dashboards, providing a basis for future research and efforts to improve design, user experience, and accessibility.
View
... From the findings, we suggest that designers should be aware that initial impressions of cognitive load may persist throughout the user experience; similar results have been found about perceived aesthetics for websites and memory performance (Douneva et al., 2016;Lindgaard & Dudek, 2002). ...
The Impact of Information Quantity on Cognitive Load and User Perceptions in Medical Website Design
Article
  • Aug 2024
  • Proc Hum Factors Ergon Soc Annu Meet
This study looks at the effects of the recognition rather than recall heuristic on a user’s cognitive load, particularly measuring the impact of the level of information provided and cognitive load and whether it impacts their decisions to seek medical care from the site with three conditions (minimal, neutral and overload level of information). Implications of this research include designing reliable medical websites requiring user’s cognitive engagement. Future research is needed to better understand and validate these findings.
View
... In usability studies, unstructured interviews can be particularly useful in the early stages of mobile application development by identifying the pros and cons of graphical user interface design [122]. More generally, an unstructured interview can be used to elicit as many experiential statements as possible from a user after testing a product [123]. In addition, this method has been widely used to gather non-functional requirements, especially those that fall within the scope of usability [124]. ...
Usability Testing of Mobile Applications: A Methodological Framework
Article
Full-text available
  • Feb 2024
Less than five percent of all mobile applications have become successful throughout 2023. The success of a new mobile application depends on a variety of factors ranging from business understanding, customer value, and perceived quality of use. In this sense, the topic of usability testing of mobile applications is relevant from the point of view of user satisfaction and acceptance. However, the current knowledge seems to be fragmented, scattered across many papers and reports, and sometimes poorly documented. This paper attempts to fill this gap by investigating the current state of knowledge by reviewing the previous literature relevant to the research topic and developing a unified view. In particular, the methodological framework is outlined and discussed, including the discourse on settings for laboratory and field studies, data collection techniques, experimental designs for mobile usability testing, and a generic research framework. Therefore, the paper contributes to both the theory and practice of human–computer interaction by providing methodological foundations for usability testing of mobile applications, paving the way for further studies in this area. Moreover, the paper provides a better understanding of the related topics, in particular shedding light on methodological foundations, key concepts, challenges, and issues, equipping readers with a comprehensive knowledge base to navigate and contribute to the advancement of the field of mobile usability.
View
... Despite the progress made in the field of UX design, there are still challenges in combining usability and aesthetics in e-commerce websites. One such challenge is the selection of design features that meet both usability and aesthetic goals while also achieving a high level of user satisfaction [12]. In the present study, we address this challenge by proposing a method for designing e-commerce user interfaces that combine usability and aesthetics based on established design principles and validating the user perception of the interfaces. ...
WYDISWYG: A Method to Design User Interfaces Combining Design Principles and Quality Factors
Article
Full-text available
  • Jun 2023
The field of human–computer interaction is constantly evolving and facing new challenges. In this study, we propose an experimental method for designing e-commerce user interfaces with varying levels of aesthetics and usability while maintaining a similar level of user experience. The method is based on the Deming Cycle and Nielsen’s framework for design principles. Four e-commerce websites were designed with low/high levels of aesthetics and usability. Based on 160 surveys, the experimental results demonstrated that it is possible to design user interfaces with varying levels of aesthetics and usability while maintaining a similar level of user design perception. Our findings suggest that usability is more crucial than aesthetics in enhancing user experience, which aligns with previous studies. We also emphasize considering aesthetics and usability in UI design and propose the principle “What You Design Is What You Get” (WYDISWYG) as a foundation for future research. Among the evaluated websites, Website1 (the best design) achieved the highest UI quality, with users perceiving it positively at an impressive rate of almost 0.91 percent. In contrast, Website4 (the worst design) had the lowest UI quality, receiving a perception score of only 0.38 percent. The websites designed with a combination of aesthetics and usability, Website2 and Website3, garnered different perception values of 0.79 and 0.51, respectively. While this study has some limitations, such as the subjective selection of features and the focus on e-commerce websites only, it provides a starting point for further investigation into the selection of design principles, consideration of other website domains, and clarification of users’ perception of UI elements to align with Nielsen’s principles.
View
... ISO 9241-11'e göre kullanılabilirlik, "bir ürünün belirli kullanıcılar tarafından belirli bir kullanım bağlamında etkin, verimli ve memnun ediciliği" olarak tanımlanır (Kumar vd., 2023). Ayrıca kullanılabilirlik, yeni bir web sitesi tasarımının önemli faktörlerinden biri olarak bilinmekle birlikte, kullanıcıların web sitelerinin kullanılabilirliği hakkındaki izlenimlerinin çoğunlukla sitenin görsel çekiciliğinden etkilendiği de ortaya koyulmuştur (Lindgaard & Dudek, 2002). Bu yönüyle kullanılabilirlik, etkileşim tasarımı ilkelerinin de dikkate alınmasının gerekli olduğu bir kavram olarak karşımıza çıkmaktadır. ...
COVID-19 SALGIN DÖNEMİNDE E-TİCARET VE KULLANILABİLİRLİK ÜZERİNE ARAŞTIRMA EĞİLİMLERİ
Conference Paper
Full-text available
  • Mar 2023
Covid-19 salgını, başta sağlık sistemleri olmak üzere dünya ekonomilerinden eğitime, sosyal hayattan çalışma hayatına kadar yaşantımızın tüm alanlarında çok önemli ve baştan sonra düzen değiştirici etkilere sebep olmuştur. Salgının etkilerinin azaldığı günümüzde artık bireyler bir takım yeni normallerle baş başa kalmıştır. Süreçte zorunlu olarak kazanılan davranışlar bu yeni normalde de devam etmektedir. Özellikle gündelik yaşantımızda alışveriş alışkanlıklarımız da bu gelişmelerden nasibini almış, çevrimiçi alışveriş siteleri, karantina günlerinde ihtiyaçlarımızın karşılanmasında imdadımıza yetişmiştir. Çeşitli disiplinlerde salgının etkileri birçok değişken açısından incelenmiştir. Bu çalışmanın amacı ise salgın döneminde gündemimize yerleşen çevrimiçi alışveriş sitelerinin kullanılabilirliği üzerine yapılan araştırmaların eğilimlerini incelemektir. Bir web sitesinin hizmetlerini sürdürebilmesinin, kullanıcılar tarafından sitenin kullanımının verimli, etkili ve memnun edici bulunmasıyla doğrudan ilgili olduğunu söylemek mümkündür. Bu noktada insan ile bilgisayar sistemlerinin etkileşimi ve dolayısıyla kullanılabilirlik kavramları, konunun birincil muhatapları olacaklardır. Çalışma kapsamında Web of Science ve Scopus veritabanlarında "çevrimiçi alışveriş" ve "kullanılabilirlik" anahtar kelimeleri, arama kapsamını olabildiğince geniş tutmak maksadıyla değişik varyasyonlarda aranarak ilgili yayınlara ulaşılmıştır. Aramalar yapılırken, salgın dönemi yılları olan 2020-2023 yılları arası tercih edilmiştir. Yayınlar bibliyometrik analiz yöntemlerinden performans analizi ve içerik analizi ile incelenmiştir. Yapılan incelemeler sonucunda yayınların, nicel yöntemlerle çevrimiçi alışveriş kullanıcılarının kullanılabilirlik ve müşteri sadakati kapsamında memnuniyetlerine odaklandığı; ayrıca güvenlik ve kültürel farklılıklar gibi konulara da yayınlarda yer verilmeye başlandığı görülmüştür. ABSTRACT The Covid-19 pandemic has caused very important and game-changing effects in all areas of our lives, from world economies to education, from social life to working life, especially in health systems. Nowadays, when the effects of the pandemic have subsided, individuals are left with a number of new norms. The behaviors acquired compulsorily in the process continue in this new normal. Especially in our daily lives, our shopping habits have also been affected by these developments, and online shopping sites have come to our rescue in meeting our needs during the quarantine days. In various disciplines, the effects of the pandemic have been analyzed in terms of many variables. The aim of this study is to examine the trends of research on the usability of online shopping websites, which have been on our agenda during the pandemic. It is possible to say that the ability of a website to maintain its services is directly related to the fact that the use of the site by users is efficient, effective and satisfactory. At this point, the interaction of human and computer systems and therefore the concepts of usability will be the primary interlocutors of the issue. Within the scope of the study, the keywords "online shopping" and "usability" were searched in the Web of Science and Scopus databases in different variations in order to keep the search scope as wide as possible and relevant publications were reached. While conducting the searches, the years between 2020 and 2023, which are the years of the pandemic period, were preferred. The publications were analyzed by performance analysis and content analysis from bibliometric analysis methods. As a result of the examinations, it was seen that the publications focused on the satisfaction of online shopping users within the scope of usability and customer loyalty with quantitative methods; in addition, issues such as security and cultural differences have started to be included in the publications.
View
... ISO 9241-11'e göre kullanılabilirlik, "bir ürünün belirli kullanıcılar tarafından belirli bir kullanım bağlamında etkin, verimli ve memnun ediciliği" olarak tanımlanır(Kumar vd., 2023). Ayrıca kullanılabilirlik, yeni bir web sitesi tasarımının önemli faktörlerinden biri olarak bilinmekle birlikte, kullanıcıların web sitelerinin kullanılabilirliği hakkındaki izlenimlerinin çoğunlukla sitenin görsel çekiciliğinden etkilendiği de ortaya koyulmuştur(Lindgaard & Dudek, 2002). Bu yönüyle kullanılabilirlik, etkileşim tasarımı ilkelerinin de dikkate alınmasının gerekli olduğu bir kavram olarak karşımıza çıkmaktadır. ...
PANDEMİ DÖNEMİNDE TÜRK LİSE ÖĞRENCİLERİNİN KARAKTER GÜÇLERİ
Presentation
Full-text available
  • Mar 2023
Character Strenghts, Subjective Well-Being, Pandemic, Turkish High School Students
View
Cognitive-Affective Model of Perceived User Satisfaction (CAMPUS) on the Design of E-Learning Interface: A Literature Review
Chapter
  • Sep 2023
Quality is seen as a tool to achieve competitive advantage, including in design of learning-interface. Purpose of this study is to review literature of Cognitive-Affective Model of Perceived User Satisfaction (CAMPUS) on the design of e-learning interface in increasing competitive advantage. To achieve the objective of this study, the method used are a literature review from past papers from Google Scholar. Result shows that there are some constructs to be considered in e–learning design that are aesthetic, efficiency, effectiveness, and playfulness. A model is proposed based on this construct. Implications of the result is discussed.
View
A Circumplex Model of Affect
Article
Full-text available
  • Dec 1980
Factor-analytic evidence has led most psychologists to describe affect as a set of dimensions, such as displeasure, distress, depression, excitement, and so on, with each dimension varying independently of the others. However, there is other evidence that rather than being independent, these affective dimensions are interrelated in a highly systematic fashion. The evidence suggests that these interrelationships can be represented by a spatial model in which affective concepts fall in a circle in the following order: pleasure (0), excitement (45), arousal (90), distress (135), displeasure (180), depression (225), sleepiness (270), and relaxation (315). This model was offered both as a way psychologists can represent the structure of affective experience, as assessed through self-report, and as a representation of the cognitive structure that laymen utilize in conceptualizing affect. Supportive evidence was obtained by scaling 28 emotion-denoting adjectives in 4 different ways: R. T. Ross's (1938) technique for a circular ordering of variables, a multidimensional scaling procedure based on perceived similarity among the terms, a unidimensional scaling on hypothesized pleasure–displeasure and degree-of-arousal dimensions, and a principal-components analysis of 343 Ss' self-reports of their current affective states. (70 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
View
View
Perception without Awareness: Cognitive, Clinical and Social Perspectives
Book
  • Jan 1992
This landmark volume brings together the work of the world's leading researchers in subliminal perception. This compilation marks a fundamental shift in the current study of subliminal effects: No longer in question is the notion that perception without awareness occurs. Now, the emphasis is on elucidating the parameters of subliminal effects and understanding the conditions under which stimuli perceived without awareness significantly influence affect, cognition, and behavior. "Perception Without Awareness" firmly establishes subliminal perception within the mainstream of psychological science. Well represented here are the two main research branches that have emerged: One directly investigates the nature of subliminal effects; the other uses subliminal techniques as tools for investigating psychological phenomena such as hypnosis, dreaming, repression, social judgment and inference, psychopathology, and symptom formation. Timely and thought-provoking, "Perception Without Awareness" is sure to be of enormous interest to all psychoanalytic clinicians and scholars, as well as cognitive, clinical, and social psychologists whose work touches upon issues relating to psychopathology, perception, cognition, and memory. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
View
The MUSiC Performance Measurement method
Article
  • Jul 1997
This paper reports a method for measuring usability in terms of task performance-achievement of frequent and critical task goals by particular users in a context simulating the work environment. The terms usability and quality in use are defined in international standards as the effectiveness, efficiency and satisfaction with which goals are achieved in a specific context of use. The performance measurement method gives measures which, in combination with measures of satisfaction, operationalize these definitions. User performance is specified and assessed by measures including task effectiveness (the quantity and quality of task performance) and User efficiency (effectiveness divided by tasktime). Measures are obtained with users performing tasks in a context of evaluation which matches the intended context of use. This can also reveal usability problems which may not become evident if the evaluator interacts with the user. The method is supported by tools which make it practical in commercial timescales. The method has been widely applied in industry, and can be adapted for use early in design, and to evaluate non-computer products and the performance of small work groups.
View
View
Confirmation Bias in a Simulated Research Environment: An Experimental Study of Scientific Inference
Article
  • Feb 1977
  • Q J Exp Psychol
Numerous authors (e.g., Popper, 1959) argue that scientists should try to falsify rather than confirm theories. However, recent empirical work (Wason and Johnson-Laird, 1972) suggests the existence of a confirmation bias, at least on abstract problems. Using a more realistic, computer controlled environment modeled after a real research setting, subjects in this study first formulated hypotheses about the laws governing events occurring in the environment. They then chose between pairs of environments in which they could: (I) make observations which would probably confirm these hypotheses, or (2) test alternative hypotheses. Strong evidence for a confirmation bias involving failure to choose environments allowing tests of alternative hypotheses was found. However, when subjects did obtain explicit falsifying information, they used this information to reject incorrect hypotheses.
View
View
View
View
View