As a teacher I tend to examine instructional design in the real world, often critically even. I view the designer’s goal and wonder if the instructions were some that my own students could follow, or how would I teach them the same instructions if it were a part of a lesson. My wife thinks it’s silly, I feel it gives me opportunities to grow and learn.
As I left Target earlier this week I decided to use the self-checkout option, hoping it would cut down on my time in the store. While I find myself observing other’s instructions, I don’t often follow them. Usually I swipe an item and look for an error, or an all-clear indicator. From there I look for a large PAY button. It works for me half the time.
This time through I closely looked at the instructions given by the machine to see if they would change my interactions. The goal of the design was to allow the basic user the ability to scan their items, pay, then leave, saving time (and money for the store). The instruction does dive deeper into discounts, payment types, and product differentiation; however, the basic design is to alert the user as to how they scan their merchandise and how they pay.
The design was effective, relying on large, colorful icons to guide the user on their next step. The machine was intuitive and would highlight the button it thought the user needed next. I related this to my classroom, specifically when I draw instructions for my students instead of writing them out on the board.
Poking around within the instruction I learned that the self-checkout offers more options that I had considered. I normally avoid that area if I have items without barcodes, foods, or discounted items. However, after reading through the instruction I realized that those processes are all easy to work through.
While trying to think of a second option of instructional design in the real world I remembered as a kid, trying to operate the blood-pressure machine at the local grocery store. I went to the closest Albertson’s and sat down at the machine. The instructions were very simple:
– sit
– place your arm in the sleeve
– press the red button
– wait 90 seconds
– view your readout when the machine has finished
These instructions were easy to follow and very effective. This was another example of the machine being intuitive and able to function without written design; however, the instructions did offer details on how to read your blood pressure test accurately.
As I look towards creating instruction for my students I find it’s important to offer both clear and concise direction. Creating an intuitive setup that is easy to follow also enables the user to feel comfortable with their learning. The blood-pressure machine had multiple steps, but only one button to press, the self-checkout only has a few steps but many buttons; both were easy to follow, instructionally and intuitively.
SReed LTEC5210 