The effect of individual differences on Web-based interface design: A children's information processing and dual coding approach

The Internet is not just for adults. Children between the ages of 8 and 12 are the largest growing Internet population according to New York-based Juniper Communications, an Internet research firm. It was predicted that the children's online population would increase by 150 percent from 1998 to 2002. In addition, children also directly purchase or influence the purchase of over 150 billion dollars worth of goods and services in the United States. Many companies realize the potential of the children's market and have spent millions of dollars logging thousands of man-hours, hiring child psychologists, and hiring children as consultants to help make their Web sites more child friendly. To date there are no constructive guidelines for designing Web sites that complement children's learning abilities as they mature.; This study investigates the effect of individual difference on the design of Web-based user interfaces that reduce users' disorientation during Web navigation while promoting the learning of Web content. Individual differences are examined based on the age differences in children's ability to use various navigational aids and cues in searching for information. Based on information processing and dual coding theories, this study specifically investigates the recall of information of a given task while using different types of navigational aids such as a map or a content list, and learning cues to overcome production deficiencies in younger children. A production deficiency refers to younger children's inability to spontaneously use information storage and retrieval strategies, such as verbal labeling, rehearsal, and the use of retrieval cues to guide memory search.; Using a combination of user interfaces, Web pages visited were tracked to assess users' navigational performance in terms of search performance. Search performance was measured in terms of accuracy of search and efficiency of search. This study employed a 2 x 2 x 2 between-subject factorial design with two age groups, two types of navigation aids, and the presence or absence of learning cues. Four experimental Web sites were constructed to conduct experiments among children between the ages of 7 and 13.; Results showed that age differences in children have a significant effect on their learning performance, as well as navigational search accuracy and efficiency. Older children were able to learn better, as well as search more accurately and efficiently. The types of navigational aid used did not affect learning performance and search efficiency, but affected search accuracy. Navigational maps were found to increase the accuracy of information search. The presence or absence of learning cues has significant relationship to learning performance and search accuracy, but not search efficiency. While the presence of learning cues improved learning performance, surprisingly, the absence of learning cues improved the accuracy of search. There was an interaction effect between age and types of navigational aids on search performance. Younger children tended to search more accurately when using the map. There was also an interaction between age and learning cues on learning performance. Younger children tended to learn better when learning cues were provided.; This study provides an explanation of age differences in children as a guideline for Web site design to better accommodate children's ability to learn and navigate as they mature. Organizations can incorporate the results of this study in their Web design to improve children's learning and responses to their Web sites.