12.5.4 Special populations Computer systems and their accompanying documentation are used by a diverse population interacting with a range of applications of differing 498 Chapter 12 User Documentation and Online Help complexities. These users vary in age, computer experience, and language understanding, to name just a few of the dimensions of difference. When designing and creating documentation, authors need to know about and under¬ stand the potential users. Accommodating the needs of certain special user pop¬ ulations takes additional care and research. International and cross-cultural issues When dealing with the global economy, documentation writers need to be aware of international and cross-cultural issues. Cultural differences are often ignored, perhaps because of time and budgetary restrictions, and the documentation is simply translated (Warren, 2006). However, this lack of sensitivity can create problems with the understanding of the documentation. There are five important rhetorical elements to consider when designing documentation for a global audience: the purpose,the audience, the content, the organization of the materials,and the style (Dong, 2007). Deeper cultural differ¬ ences, including differing vocabularies, must be taken into account. Even eye-movement and scanning patterns can vary across cultures.A full sociological comparison of various cultures is beyond the scope of this book, but an author writing global documentation needs to be aware of the differences. Again, a user-centered design approach can be quite helpful. Older adult users The world's population is aging, people are living longer, and technology is becoming an integral part of everyday life. Conse¬ quently, special attention should be given to older adult users (Section 1.4.6). Most computer documentation is written with many assumptions about the users' experiences and vocabulary that may not hold true with this subset of the population (Tilley, 2003). Using familiar tasks, languages, and metaphors can facilitate understanding (Carroll, 1998).A three-pronged approach should be used: icons should be defined and acronyms and key phrases should be introduced early on (Fig. 12.10), just enough explanation should be provided (use of analogies is helpful), and a list of exception-oriented guidelines for common tasks should be supplied. In general, guidelines should not only explain how to perform the tasks, but provide action plans to follow if the computer does not work as expected. Seniors seem to prefer structured guid¬ ance (Tilley,2003), and the absence of goal information,consequence informa¬ tion,and identification informationin the instructions has a greater impact on older adults (van Horen et al., 2009). Insome cases, it may be worthwhile to develop a special interface for seniors. For example, the National Institute of Healthhas developed a web site specifically for older adults: It includes on the home page obvious controls to adjust the font, adjust the contrast, and turn speech on or off (Fig. 12.11). Users with disabilities Computershave opened upthe world to many users with disabilities that severely limited their communication capabilities. These users can now use alternative methods of input,such as switches, head tracking, 12.6 OnlineTutorials and Animated Demonstrations 499 PRC Horn* Palm Beach County ÿ IWf Yog vo h«r«I Oikft ItocOCo«»% > ISilo Links O So O So O St* 0*fCt*m«r O Co«U
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