{"id":74,"date":"2023-09-04T18:37:58","date_gmt":"2023-09-04T18:37:58","guid":{"rendered":"https:\/\/libraryresources.nse.org.ng\/setextbook\/chapter\/inclusivity-heuristics\/"},"modified":"2026-03-16T14:21:38","modified_gmt":"2026-03-16T14:21:38","slug":"inclusivity-heuristics","status":"publish","type":"chapter","link":"https:\/\/libraryresources.nse.org.ng\/setextbook\/chapter\/inclusivity-heuristics\/","title":{"raw":"Inclusivity Heuristics","rendered":"Inclusivity Heuristics"},"content":{"raw":"
\"Chapter<\/a><\/div>\n

Chapter 7\nInclusivity Heuristics<\/h2>\nThe Inclusivity Heuristics are guidelines for designing technology to work well for a diversity of users<\/strong>. Using the heuristics to build inclusive technology is a way to practice [pb_glossary id=\"891\"]inclusive design[\/pb_glossary]: it is \u201ca methodology . . . that enables and draws on the full range of human diversity. Most importantly, this means including and learning from people with a range of perspectives\u201d ([pb_glossary id=\"694\"]Microsoft[\/pb_glossary]<\/span>).\n\nThe Inclusivity Heuristics, in their current form, give advice for how to support five [pb_glossary id=\"898\"]cognitive facets[\/pb_glossary] involved in how people interact with technology for the first time (Burnett et al., [pb_glossary id=\"689\"]2016[\/pb_glossary]<\/span>).\n
The full definitions of these facets are available in GenderMag Project \u00a0et al. ([pb_glossary id=\"691\"]2021[\/pb_glossary]<\/span>).<\/div>\n
    \n \t
  1. [pb_glossary id=\"893\"]Attitude toward risk[\/pb_glossary] (risk-averse to risk-tolerant).<\/li>\n \t
  2. [pb_glossary id=\"894\"]Computer self-efficacy[\/pb_glossary] (low to high).<\/li>\n \t
  3. [pb_glossary id=\"895\"]Information processing style[\/pb_glossary] (comprehensive to selective).<\/li>\n \t
  4. [pb_glossary id=\"896\"]Learning style[\/pb_glossary] (process-oriented to mindful tinkering to tinkering).<\/li>\n \t
  5. [pb_glossary id=\"897\"]Motivations[\/pb_glossary] (task-motivated to motivated by tech interest).<\/li>\n<\/ol>\nA [pb_glossary id=\"899\"]cognitive style[\/pb_glossary] is a [pb_glossary id=\"1037\"]cognitive facet value[\/pb_glossary]. For example, my cognitive styles are medium attitude toward risk, high computer self-efficacy, selective information processing style, a highly variable learning style, and task motivation.\n\nThe Inclusivity Heuristics help software practitioners support the full range of cognitive styles for each cognitive facet.\n

    7.1 Background<\/h1>\nThe Inclusivity Heuristics, also called the Cognitive Style Heuristics or the GenderMag Heuristics (Burnett et al., [pb_glossary id=\"690\"]2021[\/pb_glossary]<\/span>), were developed by human-computer interaction researchers at Oregon State University as part of the GenderMag Project<\/a>. The research behind the heuristics is more than 40 publications about gender differences in how people use technology. In the future, the heuristics will potentially expand to include research about other diversity dimensions, such socioeconomic diversity (Hu et al., [pb_glossary id=\"692\"]2021[\/pb_glossary]<\/span>) and age diversity (McIntosh et al., [pb_glossary id=\"693\"]2021[\/pb_glossary]<\/span>).\n\nHeuristics, such as the Inclusivity Heuristics and Nielsen\u2019s Heuristics (Nielsen, [pb_glossary id=\"695\"]1994[\/pb_glossary]<\/span>), are meant to be used within a usability [pb_glossary id=\"900\"]inspection method[\/pb_glossary] called [pb_glossary id=\"901\"]heuristic evaluation[\/pb_glossary] (Nielsen & Molich, [pb_glossary id=\"696\"]1990[\/pb_glossary]<\/span>). In a heuristic evaluation, multiple evaluators independently check whether a technology design follows the heuristics. They make note of any issues and compare results. The output is a combined set of usability issues.\n

    7.2 Inclusivity Heuristics Personas<\/h1>\n
    You can find the full versions of the Abi, Pat, and Tim personas and the [pb_glossary id=\"902\"]GenderMag Method[\/pb_glossary] at GenderMag.org.<\/div>\nA unique characteristic of the Inclusivity Heuristics is they are framed from the perspective of supporting three [pb_glossary id=\"903\"]personas[\/pb_glossary]: Abi, Pat, and Tim. A persona is a representation of a user or a group of users. Abi, Pat, and Tim each have different cognitive styles. Figure 7.1 lists each persona\u2019s cognitive styles.\n\n[caption id=\"attachment_118\" align=\"aligncenter\" width=\"2550\"]\"Conversation<\/a> Figure 7.1<\/strong>\u00a0Cognitive Styles of Abi, Pat, and Tim[\/caption]\n\nNote.<\/em> The personas can have any gender and picture.\n

    7.3 The Inclusivity Heuristics<\/h1>\nEach of the eight heuristics are listed and described below, with examples.\n

    7.3.1 Heuristic #1 (of 8)<\/span>\nExplain (to Users) the Benefits of Using New and Existing Features<\/h2>\nAbi and Pat have a pragmatic approach toward technology, using it only when necessary for their specific tasks. They have limited spare time and prefer to stick to familiar features, enabling them to maintain focus on the task at hand. Unless they can clearly understand how certain features will help them complete their tasks, they might not use them.\n\nAbi is risk-averse toward technology. Abi tends to avoid features with unknown time costs and other risks.\n\nSimilarly, Pat is also cautious about using new features, but open to trying out features to determine whether they\u2019re relevant to completing their task.\n\nIn contrast, Tim is enthusiastic about discovering and exploring new, cutting-edge features. Moreover, Tim is willing to take risks and may use features without prior knowledge of their costs or even their exact functionality.\n\nFigure 7.2 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.\n
    To support the personas\u2019 motivations<\/strong> and risk tolerance<\/strong>, make it easy for Abi and Pat to quickly see the benefits of features and decide if they want to use them, and give Tim the ability to quickly figure out what new and unique features do, so these users can explore those features if they\u2019re interested.<\/div>\n\n[caption id=\"attachment_119\" align=\"aligncenter\" width=\"1604\"]\"Conversation<\/a> Figure 7.2<\/strong>\u00a0Inclusivity Heuristic #1 Design Example[\/caption]\n\nNote. <\/em>The designs help Abi, Pat, and Tim decide whether they want to use the features. Abi and Pat seek features that help them with their task. Tim seeks features that are interesting.\n

    7.3.2 Heuristic #2 (of 8)<\/span>\nExplain (to Users) the Costs of Using New and Existing Features<\/h2>\nAbi and Pat prefer to reduce risk by avoiding features that might require significant time and effort.\n\nTim is more open to taking risks and may be willing to invest additional time and effort into using features, even if they aren\u2019t directly related to the current task.\n

    Figure 7.3 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n\n

    To support the personas\u2019 attitudes toward risk<\/strong>, give them the ability to assess whether a feature might require excessive time and effort so that Abi and Pat can avoid it or proceed with caution, and so Tim understands the relative amount of risk a feature comes with.<\/div>\n\n[caption id=\"attachment_120\" align=\"aligncenter\" width=\"1501\"]\"Conversation<\/a> Figure 7.3<\/strong>\u00a0Inclusivity Heuristic #2 Design Example[\/caption]\n\nNote. <\/em>Indicating that \u201ccor launcher\u201d is required helps Abi and Pat decide whether they want to proceed or quit, and helps Tim understand what other technical configuration might be required.\n

    7.3.3 Heuristic #3 (of 8)<\/span>\nLet Users Gather as Much Information as They Want, and No More Than They Want<\/h2>\nAbi and Pat approach decision-making by diligently gathering and thoroughly reviewing relevant information before acting.\n\nTim prefers to dive right into the first option that catches their interest and pursue it. They will backtrack if necessary.\n\n

    Figure 7.4 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

    To support the personas\u2019 information processing styles<\/strong>, make it easy for Abi and Pat to gather as much information as they want, and give Tim the ability to quickly gather the useful information they need without having to process a lot of information they don\u2019t care about.<\/div>\n\n[caption id=\"attachment_121\" align=\"aligncenter\" width=\"1715\"]\"Conversation<\/a> Figure 7.4<\/strong>\u00a0Inclusivity Heuristic #3 Design Example[\/caption]\n\nNote. <\/em>The design allows users to access documentation, and keep it open, while coding. This helps Abi and Pat fully understand the syntax before using it. Tim can choose to close the documentation.\n

    7.3.4 Heuristic #4 (of 8)<\/span>\nKeep Familiar Features Available<\/h2>\nAbi, who has lower computer self-efficacy and is more risk-averse than Tim, tends toward self-blame and will stop using unfamiliar features if problems arise. Abi prefers to avoid potentially wasting time trying to make unfamiliar features work.\n\nPat, with moderate technological self-efficacy, adopts a different approach. When faced with problems while using unfamiliar features, Pat will attempt alternative methods to succeed for a while. Being risk-averse, however, Pat prefers to rely on familiar features, which are more predictable in terms of expected outcomes and time required.\n\nIn contrast, Tim has higher computer self-efficacy and is more risk-tolerant compared to Abi. If problems arise with unfamiliar features, Tim tends to blame the technology itself and may invest considerable extra time exploring various workarounds to overcome the problem.\n\nFigure 7.5 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.\n
    To support the personas\u2019 computer self-efficacies<\/strong> and attitudes toward risk<\/strong> while also promoting continued use of the technology without unnecessary time wastage, allow Abi, Pat, and Tim to engage with familiar features that they have previously used.<\/div>\n\n[caption id=\"attachment_122\" align=\"aligncenter\" width=\"2157\"]\"Conversation<\/a> Figure 7.5<\/strong>\u00a0Inclusivity Heuristic #4 Design Example[\/caption]\n\nNote.<\/em> The design update is minimal, keeping most features the same. This helps Abi and Pat detect the familiar features with which they\u2019re comfortable, and helps Tim detect which features they have already explored.\n

    7.3.5 Heuristic #5 (of 8)<\/span>\nMake Undo\/Redo and Backtracking Available<\/h2>\nAbi and Pat, being risk-averse, tend to avoid taking actions in technology that may be difficult to undo or reverse. In contrast, Tim, who is risk-tolerant, is willing to take actions in technology that might be incorrect or require reversal.\n\nFigure 7.6 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.\n
    To support the personas\u2019 attitudes toward risk<\/strong>, offer Abi and Pat the option to undo\/redo actions and backtrack, ensuring they feel at ease when taking actions that have uncertain consequences. This way, they can be confident knowing they can easily reverse these actions if needed. In addition, these features allow Tim to recover from mistakes.<\/div>\n\n[caption id=\"attachment_123\" align=\"aligncenter\" width=\"1397\"]\"Conversation<\/a> Figure 7.6<\/strong>\u00a0Inclusivity Heuristic #5 Design Example[\/caption]\n\nNote.<\/em> The design allows users to undo or redo their last action. This helps Abi and Pat feel assured that using the functionality is safe, and helps Tim backtrack in case they make a mistake.\n

    7.3.6 Heuristic #6 (of 8)<\/span>\nProvide an Explicit Path through the Task<\/h2>\nAbi, as a process-oriented learner, prefers to approach tasks in a systematic and step-by-step way.\n\nTim and Pat, however, who are more inclined toward tinkering as their learning style, prefer not to be confined by strict and predetermined processes. They thrive when they have the freedom to explore and experiment without rigid constraints.\n\nFigure 7.7 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.\n
    To support the personas\u2019 learning styles<\/strong>, offer Abi a well-defined and explicit task process that provides clarity and structure. For Tim and Pat, provide them with the flexibility to bypass step-by-step processes and tutorials that are not necessary for learning the technology. This allows them to explore and learn in a way that suits their preferred approach.<\/div>\n\n[caption id=\"attachment_124\" align=\"aligncenter\" width=\"1020\"]\"Conversation<\/a> Figure 7.7<\/strong>\u00a0Inclusivity Heuristic #6 Design Example[\/caption]\n\nNote.<\/em> The design gives users a clear choice between three paths. A structured process helps Abi feel comfortable. Pat and Tim can select \u201ccustom\u201d if they\u2019d like to tinker.\n

    7.3.7 Heuristic #7 (of 8)<\/span>\nProvide Ways to Try Out Different Approaches<\/h2>\nAbi, with lower computer self-efficacy compared to Tim, tends toward self-blame when problems arise in technology. As a result, Abi may stop using the tech altogether.\n\nPat, with moderate self-efficacy in technology, takes a different approach. When faced with problems while using technology, Pat will attempt alternative methods to succeed for a period.\n\nIn contrast, Tim, with higher computer self-efficacy than Abi, tends to blame the technology itself if a problem arises. Tim will then explore numerous workarounds in order to overcome the issue.\n\n

    Figure 7.8 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

    To support the personas\u2019 computer self-efficacies<\/strong>, provide Abi with alternative approaches when difficulties with the current approach arise. This will also encourage Tim and Pat to explore multiple strategies to solve problems.<\/div>\n\n[caption id=\"attachment_92\" align=\"aligncenter\" width=\"1289\"]\"Conversation<\/a> Figure 7.8<\/strong>\u00a0Inclusivity Heuristic #7 Design Example[\/caption]\n\nNote.<\/em> The design allows users to chat with a person in case they can\u2019t find their question on the list. This helps Abi and Pat because they know they have a backup plan. It also helps Tim, who might want to report the problem.\n

    7.3.8 Heuristic #8 (of 8)<\/span>\nEncourage Tinkerers to Tinker Mindfully<\/h2>\nTim\u2019s learning style revolves around tinkering, but at times Tim becomes excessively engrossed in tinkering, leading to long distractions.\n\nPat, in contrast, embraces a learning approach that involves actively experimenting with new features. Pat does so mindfully, however, taking the time to reflect on each step taken during the learning process.\n\nFigure 7.9 provides an example design that reflects this heuristic and how Tim might react to it.\n
    To support Tim\u2019s learning style<\/strong>, encourage Tim to avoid excessive tinkering, such as by adding an extra click. This helps minimize mistakes, allows for better absorption of important information, and helps Tim stay focused on the task at hand.<\/div>\n
    \n\n[caption id=\"attachment_93\" align=\"aligncenter\" width=\"736\"]\"In<\/a> Figure 7.9<\/strong>\u00a0Inclusivity Heuristic #8 Design Example[\/caption]\n\n<\/div>\nNote.<\/em> The design helps Tim avoid making mistakes while tinkering.\n

    7.4 Summary<\/h1>\nThe Inclusivity Heuristics are a set of eight software usability heuristics for evaluating and improving the usability of UIs across users with different cognitive styles.\n
      \n \t
    1. Explain (to Users) the Benefits of Using New and Existing Features<\/li>\n \t
    2. Explain (to Users) the Costs of Using New and Existing Features<\/li>\n \t
    3. Let Users Gather as Much Information as They Want, and No More Than They Want<\/li>\n \t
    4. Keep Familiar Features Available<\/li>\n \t
    5. Make Undo\/Redo and Backtracking Available<\/li>\n \t
    6. Provide an Explicit Path through the Task<\/li>\n \t
    7. Provide Ways to Try Out Different Approaches<\/li>\n \t
    8. Encourage Tinkerers to Tinker Mindfully<\/li>\n<\/ol>\n

      References<\/h1>\n

      Burnett, M., Stumpf, S., Macbeth, J., Makri, S., Beckwith, L., Kwan, I., Peters, A., & Jernigan, W. (2016). GenderMag: A method for evaluating software\u2019s gender inclusiveness. Interacting with Computers<\/em>, 28<\/em>(6), 760\u2013787. https:\/\/doi.org\/10.1093\/iwc\/iwv046<\/a><\/p>\n

      Burnett, M., Sarma, A., Hilderbrand, C., Steine-Hanson, Z., Mendez, C., Perdriau, C., Garcia, R., Hu, C., Letaw, L., Vellanki, A., & Garcia, H. (2021, March). Cognitive style heuristics (from the GenderMag Project)<\/em>. GenderMag.org. https:\/\/gendermag.org\/Docs\/Cognitive-Style-Heuristics-from-the-GenderMag-Project-2021-03-07-1537.pdf<\/a><\/p>\n

      GenderMag Project, Di, E., Noe-Guevara, G. J., Letaw, L., Alzugaray, M. J., Madsen, S., & Doddala, S. (2021, June). GenderMag facet and facet value definitions (cognitive styles)<\/em>. OERCommons.org. https:\/\/www.oercommons.org\/courses\/handout-gendermag-facet-and-facet-value-definitions-cognitive-styles<\/a><\/p>\n

      Hu, C., Perdriau, C., Mendez, C., Gao, C., Fallatah, A., & Burnett, M. (2021). Toward a socioeconomic-aware HCI: Five facets. arXiv preprint arXiv:2108.13477<\/em>.<\/p>\n

      McIntosh, J., Du, X., Wu, Z., Truong, G., Ly, Q., How, R., Viswanathan, S., & Kanij, T. (2021). Evaluating age bias in e-commerce<\/em>. Paper presented at the 2021 IEEE\/ACM 13th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE), Madrid, Spain. https:\/\/doi.org\/10.1109\/chase52884.2021.00012<\/a><\/p>\n

      Microsoft. (n.d.). Microsoft inclusive design<\/em>. https:\/\/inclusive.microsoft.design\/<\/a><\/p>\n

      Nielsen, J. (1994). Heuristic evaluation. In Usability inspection methods. <\/em>John Wiley & Sons.<\/p>\n

      Nielsen, J., & Molich, R. (1990). Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems Empowering People\u2014CHI \u201990<\/em>. Association for Computing Machinery. https:\/\/doi.org\/10.1145\/97243.97281<\/a><\/p>","rendered":"

      \"Chapter<\/a><\/div>\n

      Chapter 7
      \nInclusivity Heuristics<\/h2>\n

      The Inclusivity Heuristics are guidelines for designing technology to work well for a diversity of users<\/strong>. Using the heuristics to build inclusive technology is a way to practice inclusive design: it is \u201ca methodology . . . that enables and draws on the full range of human diversity. Most importantly, this means including and learning from people with a range of perspectives\u201d (Microsoft<\/span>).<\/p>\n

      The Inclusivity Heuristics, in their current form, give advice for how to support five cognitive facets involved in how people interact with technology for the first time (Burnett et al., 2016<\/span>).<\/p>\n

      The full definitions of these facets are available in GenderMag Project \u00a0et al. (2021<\/span>).<\/div>\n
        \n
      1. Attitude toward risk (risk-averse to risk-tolerant).<\/li>\n
      2. Computer self-efficacy (low to high).<\/li>\n
      3. Information processing style (comprehensive to selective).<\/li>\n
      4. Learning style (process-oriented to mindful tinkering to tinkering).<\/li>\n
      5. Motivations (task-motivated to motivated by tech interest).<\/li>\n<\/ol>\n

        A cognitive style is a cognitive facet value. For example, my cognitive styles are medium attitude toward risk, high computer self-efficacy, selective information processing style, a highly variable learning style, and task motivation.<\/p>\n

        The Inclusivity Heuristics help software practitioners support the full range of cognitive styles for each cognitive facet.<\/p>\n

        7.1 Background<\/h1>\n

        The Inclusivity Heuristics, also called the Cognitive Style Heuristics or the GenderMag Heuristics (Burnett et al., 2021<\/span>), were developed by human-computer interaction researchers at Oregon State University as part of the GenderMag Project<\/a>. The research behind the heuristics is more than 40 publications about gender differences in how people use technology. In the future, the heuristics will potentially expand to include research about other diversity dimensions, such socioeconomic diversity (Hu et al., 2021<\/span>) and age diversity (McIntosh et al., 2021<\/span>).<\/p>\n

        Heuristics, such as the Inclusivity Heuristics and Nielsen\u2019s Heuristics (Nielsen, 1994<\/span>), are meant to be used within a usability inspection method called heuristic evaluation (Nielsen & Molich, 1990<\/span>). In a heuristic evaluation, multiple evaluators independently check whether a technology design follows the heuristics. They make note of any issues and compare results. The output is a combined set of usability issues.<\/p>\n

        7.2 Inclusivity Heuristics Personas<\/h1>\n
        You can find the full versions of the Abi, Pat, and Tim personas and the GenderMag Method at GenderMag.org.<\/div>\n

        A unique characteristic of the Inclusivity Heuristics is they are framed from the perspective of supporting three personas: Abi, Pat, and Tim. A persona is a representation of a user or a group of users. Abi, Pat, and Tim each have different cognitive styles. Figure 7.1 lists each persona\u2019s cognitive styles.<\/p>\n

        \"Conversation<\/a>
        Figure 7.1<\/strong>\u00a0Cognitive Styles of Abi, Pat, and Tim<\/figcaption><\/figure>\n

        Note.<\/em> The personas can have any gender and picture.<\/p>\n

        7.3 The Inclusivity Heuristics<\/h1>\n

        Each of the eight heuristics are listed and described below, with examples.<\/p>\n

        7.3.1 Heuristic #1 (of 8)<\/span>
        \nExplain (to Users) the Benefits of Using New and Existing Features<\/h2>\n

        Abi and Pat have a pragmatic approach toward technology, using it only when necessary for their specific tasks. They have limited spare time and prefer to stick to familiar features, enabling them to maintain focus on the task at hand. Unless they can clearly understand how certain features will help them complete their tasks, they might not use them.<\/p>\n

        Abi is risk-averse toward technology. Abi tends to avoid features with unknown time costs and other risks.<\/p>\n

        Similarly, Pat is also cautious about using new features, but open to trying out features to determine whether they\u2019re relevant to completing their task.<\/p>\n

        In contrast, Tim is enthusiastic about discovering and exploring new, cutting-edge features. Moreover, Tim is willing to take risks and may use features without prior knowledge of their costs or even their exact functionality.<\/p>\n

        Figure 7.2 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 motivations<\/strong> and risk tolerance<\/strong>, make it easy for Abi and Pat to quickly see the benefits of features and decide if they want to use them, and give Tim the ability to quickly figure out what new and unique features do, so these users can explore those features if they\u2019re interested.<\/div>\n
        \"Conversation<\/a>
        Figure 7.2<\/strong>\u00a0Inclusivity Heuristic #1 Design Example<\/figcaption><\/figure>\n

        Note. <\/em>The designs help Abi, Pat, and Tim decide whether they want to use the features. Abi and Pat seek features that help them with their task. Tim seeks features that are interesting.<\/p>\n

        7.3.2 Heuristic #2 (of 8)<\/span>
        \nExplain (to Users) the Costs of Using New and Existing Features<\/h2>\n

        Abi and Pat prefer to reduce risk by avoiding features that might require significant time and effort.<\/p>\n

        Tim is more open to taking risks and may be willing to invest additional time and effort into using features, even if they aren\u2019t directly related to the current task.<\/p>\n

        Figure 7.3 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 attitudes toward risk<\/strong>, give them the ability to assess whether a feature might require excessive time and effort so that Abi and Pat can avoid it or proceed with caution, and so Tim understands the relative amount of risk a feature comes with.<\/div>\n
        \"Conversation<\/a>
        Figure 7.3<\/strong>\u00a0Inclusivity Heuristic #2 Design Example<\/figcaption><\/figure>\n

        Note. <\/em>Indicating that \u201ccor launcher\u201d is required helps Abi and Pat decide whether they want to proceed or quit, and helps Tim understand what other technical configuration might be required.<\/p>\n

        7.3.3 Heuristic #3 (of 8)<\/span>
        \nLet Users Gather as Much Information as They Want, and No More Than They Want<\/h2>\n

        Abi and Pat approach decision-making by diligently gathering and thoroughly reviewing relevant information before acting.<\/p>\n

        Tim prefers to dive right into the first option that catches their interest and pursue it. They will backtrack if necessary.<\/p>\n

        Figure 7.4 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 information processing styles<\/strong>, make it easy for Abi and Pat to gather as much information as they want, and give Tim the ability to quickly gather the useful information they need without having to process a lot of information they don\u2019t care about.<\/div>\n
        \"Conversation<\/a>
        Figure 7.4<\/strong>\u00a0Inclusivity Heuristic #3 Design Example<\/figcaption><\/figure>\n

        Note. <\/em>The design allows users to access documentation, and keep it open, while coding. This helps Abi and Pat fully understand the syntax before using it. Tim can choose to close the documentation.<\/p>\n

        7.3.4 Heuristic #4 (of 8)<\/span>
        \nKeep Familiar Features Available<\/h2>\n

        Abi, who has lower computer self-efficacy and is more risk-averse than Tim, tends toward self-blame and will stop using unfamiliar features if problems arise. Abi prefers to avoid potentially wasting time trying to make unfamiliar features work.<\/p>\n

        Pat, with moderate technological self-efficacy, adopts a different approach. When faced with problems while using unfamiliar features, Pat will attempt alternative methods to succeed for a while. Being risk-averse, however, Pat prefers to rely on familiar features, which are more predictable in terms of expected outcomes and time required.<\/p>\n

        In contrast, Tim has higher computer self-efficacy and is more risk-tolerant compared to Abi. If problems arise with unfamiliar features, Tim tends to blame the technology itself and may invest considerable extra time exploring various workarounds to overcome the problem.<\/p>\n

        Figure 7.5 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 computer self-efficacies<\/strong> and attitudes toward risk<\/strong> while also promoting continued use of the technology without unnecessary time wastage, allow Abi, Pat, and Tim to engage with familiar features that they have previously used.<\/div>\n
        \"Conversation<\/a>
        Figure 7.5<\/strong>\u00a0Inclusivity Heuristic #4 Design Example<\/figcaption><\/figure>\n

        Note.<\/em> The design update is minimal, keeping most features the same. This helps Abi and Pat detect the familiar features with which they\u2019re comfortable, and helps Tim detect which features they have already explored.<\/p>\n

        7.3.5 Heuristic #5 (of 8)<\/span>
        \nMake Undo\/Redo and Backtracking Available<\/h2>\n

        Abi and Pat, being risk-averse, tend to avoid taking actions in technology that may be difficult to undo or reverse. In contrast, Tim, who is risk-tolerant, is willing to take actions in technology that might be incorrect or require reversal.<\/p>\n

        Figure 7.6 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 attitudes toward risk<\/strong>, offer Abi and Pat the option to undo\/redo actions and backtrack, ensuring they feel at ease when taking actions that have uncertain consequences. This way, they can be confident knowing they can easily reverse these actions if needed. In addition, these features allow Tim to recover from mistakes.<\/div>\n
        \"Conversation<\/a>
        Figure 7.6<\/strong>\u00a0Inclusivity Heuristic #5 Design Example<\/figcaption><\/figure>\n

        Note.<\/em> The design allows users to undo or redo their last action. This helps Abi and Pat feel assured that using the functionality is safe, and helps Tim backtrack in case they make a mistake.<\/p>\n

        7.3.6 Heuristic #6 (of 8)<\/span>
        \nProvide an Explicit Path through the Task<\/h2>\n

        Abi, as a process-oriented learner, prefers to approach tasks in a systematic and step-by-step way.<\/p>\n

        Tim and Pat, however, who are more inclined toward tinkering as their learning style, prefer not to be confined by strict and predetermined processes. They thrive when they have the freedom to explore and experiment without rigid constraints.<\/p>\n

        Figure 7.7 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 learning styles<\/strong>, offer Abi a well-defined and explicit task process that provides clarity and structure. For Tim and Pat, provide them with the flexibility to bypass step-by-step processes and tutorials that are not necessary for learning the technology. This allows them to explore and learn in a way that suits their preferred approach.<\/div>\n
        \"Conversation<\/a>
        Figure 7.7<\/strong>\u00a0Inclusivity Heuristic #6 Design Example<\/figcaption><\/figure>\n

        Note.<\/em> The design gives users a clear choice between three paths. A structured process helps Abi feel comfortable. Pat and Tim can select \u201ccustom\u201d if they\u2019d like to tinker.<\/p>\n

        7.3.7 Heuristic #7 (of 8)<\/span>
        \nProvide Ways to Try Out Different Approaches<\/h2>\n

        Abi, with lower computer self-efficacy compared to Tim, tends toward self-blame when problems arise in technology. As a result, Abi may stop using the tech altogether.<\/p>\n

        Pat, with moderate self-efficacy in technology, takes a different approach. When faced with problems while using technology, Pat will attempt alternative methods to succeed for a period.<\/p>\n

        In contrast, Tim, with higher computer self-efficacy than Abi, tends to blame the technology itself if a problem arises. Tim will then explore numerous workarounds in order to overcome the issue.<\/p>\n

        Figure 7.8 provides an example design that reflects this heuristic and how Abi, Pat, and Tim might react to it.<\/p>\n

        To support the personas\u2019 computer self-efficacies<\/strong>, provide Abi with alternative approaches when difficulties with the current approach arise. This will also encourage Tim and Pat to explore multiple strategies to solve problems.<\/div>\n
        \"Conversation<\/a>
        Figure 7.8<\/strong>\u00a0Inclusivity Heuristic #7 Design Example<\/figcaption><\/figure>\n

        Note.<\/em> The design allows users to chat with a person in case they can\u2019t find their question on the list. This helps Abi and Pat because they know they have a backup plan. It also helps Tim, who might want to report the problem.<\/p>\n

        7.3.8 Heuristic #8 (of 8)<\/span>
        \nEncourage Tinkerers to Tinker Mindfully<\/h2>\n

        Tim\u2019s learning style revolves around tinkering, but at times Tim becomes excessively engrossed in tinkering, leading to long distractions.<\/p>\n

        Pat, in contrast, embraces a learning approach that involves actively experimenting with new features. Pat does so mindfully, however, taking the time to reflect on each step taken during the learning process.<\/p>\n

        Figure 7.9 provides an example design that reflects this heuristic and how Tim might react to it.<\/p>\n

        To support Tim\u2019s learning style<\/strong>, encourage Tim to avoid excessive tinkering, such as by adding an extra click. This helps minimize mistakes, allows for better absorption of important information, and helps Tim stay focused on the task at hand.<\/div>\n
        \n
        \"In<\/a>
        Figure 7.9<\/strong>\u00a0Inclusivity Heuristic #8 Design Example<\/figcaption><\/figure>\n<\/div>\n

        Note.<\/em> The design helps Tim avoid making mistakes while tinkering.<\/p>\n

        7.4 Summary<\/h1>\n

        The Inclusivity Heuristics are a set of eight software usability heuristics for evaluating and improving the usability of UIs across users with different cognitive styles.<\/p>\n

          \n
        1. Explain (to Users) the Benefits of Using New and Existing Features<\/li>\n
        2. Explain (to Users) the Costs of Using New and Existing Features<\/li>\n
        3. Let Users Gather as Much Information as They Want, and No More Than They Want<\/li>\n
        4. Keep Familiar Features Available<\/li>\n
        5. Make Undo\/Redo and Backtracking Available<\/li>\n
        6. Provide an Explicit Path through the Task<\/li>\n
        7. Provide Ways to Try Out Different Approaches<\/li>\n
        8. Encourage Tinkerers to Tinker Mindfully<\/li>\n<\/ol>\n

          References<\/h1>\n

          Burnett, M., Stumpf, S., Macbeth, J., Makri, S., Beckwith, L., Kwan, I., Peters, A., & Jernigan, W. (2016). GenderMag: A method for evaluating software\u2019s gender inclusiveness. Interacting with Computers<\/em>, 28<\/em>(6), 760\u2013787. https:\/\/doi.org\/10.1093\/iwc\/iwv046<\/a><\/p>\n

          Burnett, M., Sarma, A., Hilderbrand, C., Steine-Hanson, Z., Mendez, C., Perdriau, C., Garcia, R., Hu, C., Letaw, L., Vellanki, A., & Garcia, H. (2021, March). Cognitive style heuristics (from the GenderMag Project)<\/em>. GenderMag.org. https:\/\/gendermag.org\/Docs\/Cognitive-Style-Heuristics-from-the-GenderMag-Project-2021-03-07-1537.pdf<\/a><\/p>\n

          GenderMag Project, Di, E., Noe-Guevara, G. J., Letaw, L., Alzugaray, M. J., Madsen, S., & Doddala, S. (2021, June). GenderMag facet and facet value definitions (cognitive styles)<\/em>. OERCommons.org. https:\/\/www.oercommons.org\/courses\/handout-gendermag-facet-and-facet-value-definitions-cognitive-styles<\/a><\/p>\n

          Hu, C., Perdriau, C., Mendez, C., Gao, C., Fallatah, A., & Burnett, M. (2021). Toward a socioeconomic-aware HCI: Five facets. arXiv preprint arXiv:2108.13477<\/em>.<\/p>\n

          McIntosh, J., Du, X., Wu, Z., Truong, G., Ly, Q., How, R., Viswanathan, S., & Kanij, T. (2021). Evaluating age bias in e-commerce<\/em>. Paper presented at the 2021 IEEE\/ACM 13th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE), Madrid, Spain. https:\/\/doi.org\/10.1109\/chase52884.2021.00012<\/a><\/p>\n

          Microsoft. (n.d.). Microsoft inclusive design<\/em>. https:\/\/inclusive.microsoft.design\/<\/a><\/p>\n

          Nielsen, J. (1994). Heuristic evaluation. In Usability inspection methods. <\/em>John Wiley & Sons.<\/p>\n

          Nielsen, J., & Molich, R. (1990). Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems Empowering People\u2014CHI \u201990<\/em>. Association for Computing Machinery. https:\/\/doi.org\/10.1145\/97243.97281<\/a><\/p>\n

          definition<\/span>