Abstract
E-services can be best described as services offered by governments and organizations via the Internet. This paper intends to measure the usability of E-services for illiterate users in Saudi Arabia. This is done by using a general form specifically designed for data collection. The utilization of a special soft keyboard has been suggested for bringing improvements in the E-services usability.
Introduction
The Kingdom of Saudi Arabia has shown excessive interest in the transformation to e-government in the recent years. For that reason, the government and institutions are considering to introduce electronic services. This is also important as e-services offer huge benefits to improve the economic conditions in the country and also coincide with the Vision 2030. Such services also encourage citizens and facilitate them to accomplish their transactions anywhere and anytime. It is imperative to mention that the services also cater to the needs of the illiterate users as they constitute a large proportion of clients visiting E-services for the completion of their transactions. In this paper, therefore, we measure and evaluate the appropriateness of E-services to illiterate users.
In addition, HCI’s importance lies in making the computer usage easier and simpler. It focuses on two major factors: usability and accessibility. When the user takes advantage of a specific product and experiences satisfaction, it is called usability. On other hand, accessibility can be defined as the user’s ability to access and use the system in an easier way. Human-computer interactions are a part of everyday life. They support verbal and textual communication allowing execution of several important tasks [1]. Most of the UI interfaces today are based on textual menus and descriptions that need to be read in order to understand the icons or functions connected to them. For most people, it is not a problem. However, there are about 759 million adults in the world today who cannot read or write [2]. As a consequence, they are unable to take proper advantage of computers. To allow this portion of the world’s population to get the same benefits from computers that textually literate people do, it is critical to manufacture specially-adapted computer systems.
Section II of the paper provides general background about HCI whereas Section III discusses the method used by us. Section IV shows the result and statistic by numbers and Section V presents the limitations and proposed solutions. Lastly, Section VI presents the paper’s conclusion.
Literature Review:
Human-computer interaction, as a field of study, cannot be easily defined as it uses theory from many fields including computer science, behavioral science, psychology, anthropology, and organizational science. According to Hewett, et al., human-computer interaction is a discipline concerned with the design, evaluation, and implementation of interactive computing systems for human use and with the study of major phenomena surrounding them [3]. This definition gives an overview of the field without further specifying the factors involved. In all simplicity, HCI studies the interaction between one or more humans and one or more computers or computational devices. This study falls under the HCI category as it aims to make a design that is used by humans while interacting with a mobile phone. It includes computer science (with the making of a prototype) and anthropology - the study of how humans behave. In this context, it depicts how they interpret pictorial meanings.
Interaction Design
Rogers & Sharp [4] defines Interaction Design as: “Designing interactive products to support people in their everyday and working lives”. This differs from the earlier engineering point of view which was to make solutions that worked, without incorporating the user factor. Acknowledging the different needs and ways of use between different users is an important aspect of interaction design. This factor makes its value appropriate for this study as our goal is to make an interface for a specific user group. Usability goals include:
Effectiveness
Efficiency
Safety
Utility
Learnability
Memorability
Effectiveness refers to how fine the system is for executing its defined operation(s). Efficiency is how good the system is to support the user in performing their tasks. Safety can include both physical hazards when using the system, as well as the risk of making mistakes causing loss of data or unexpected behavior. Utility means whether the system provides the right functions for the user to perform their tasks or not. Learnability refers to how easy it is for the user to learn the system usage. Lastly, the purpose of memorability is to assess how easy the system is to remember once it is learned. Along with the usability goals, interaction design includes goals concerning user experience. The user experience goals relevant to this context are “helpful” and “rewarding”.
User Interface:
One of the most important ways of handling a computer is via a User Interface (UI). The User Interface is “the operation method in which human interacts with computer, or the media in which user transmits information with machine, including the input and output of computer” (Cao-Lirui, 2014). It displays the information to users via textual, auditory, and graphical programs. When HCI includes all user needs in the design, it is considered a good interface. Also, it possesses the ability to successfully solve various challenges such as the development of use for people to work, think, learn, and simulate [6].
E-services:
E-services are “self-contained, modular applications that can be described, published, located and invoked over a network” (Pilioura T, Tsalgatidou A, 2001). Also, E-services can be defined ”as services that are produced, provided and/or consumed through the use of ICT-networks such as Internet-based systems and mobile solutions” (Scupola, 2008). E-services offer numerous advantages for customers and organizations which apply it in saving cost and time as well as 24/7 availability. There are five types of E-services including business-to-business; business-to-consumer; government-to-business; government-to-consumer; and consumer-to-consumer [9].
Pervious Study:
Users interact with computers via different interfaces depending on their needs [10]. Everyone can access a website including disabled people. The purpose of HCI is to facilitate the interaction between users and computers through a meaningful and usable interface. The user plays the main role in this communication. Also, there are some requirements to make a usable interface, such as psychology and computer science. In addition, there has been a great deal of research on ways to interact with computers according to user behavior and their needs [11].
One major research area concerned blind users [12]. It mentioned the opportunities and challenges faced when teaching blind students. Moreover, it explained the possibility of blind people dealing with text, despite being unable to deal with pictures. It recommended teaching the same content to both blind and sighted students. Blind students can interact with the computer via special technology, such as screen readers for output and Braille lines for input.
Other research areas that were discussed included disabled users who need special interfaces to deal with computers through head movements and vocal cues [13] [14]. These papers used the Human-Computer Interaction concept to enable people who suffer from cerebral palsy or special needs that result in movement restrictions. Their disabilities make it difficult for them to use and access computers to complete their tasks based on computer vision. Therefore, it used special hardware or software called Computer Assisted Technology (CAT), including Braille readers, eye-tracking devices, and other relevant instruments. It also explained the meaning of two accessibility types - physical and cognitive. In addition, it clarified the computer vision-based system with new types that relied on face tracking and color tracking.
Some studies have discussed children dealing with computers [15]. Games are the most important and used aspect as the majority of children play games via technology. For that reason, this paper considers the process of HCI and its relationship to children’s play activities and computers. This paper explained how the graphical user interface must be designed to become more usable for children. It is enhanced by using tangible user interfaces for touch and gesture input.
Another area of research focused on uneducated users. This area strongly related to our subject in terms of some users being unable to deal with text. In one of the studies, users who could not use the computer or the Internet were discussed including older people, rural people, and those with little education [16]. It centered on three main points. First, it focused on making people who are not using the Internet into Information and Communication Technology (ICT) users. Second, the time allowed for people to adapt to technology and tools were examined. Finally, the users’ priorities and needs were discussed. This was not a suggestion of new tools to help people who cannot use the Internet. The argument in [17] supported a design interface to service older people and evaluated website use by older people. It tested three websites with a variety of usability levels. Computer use for older individuals changes depending on vision capabilities, control ability when using input devices, cognitive abilities, hearing loss, and basic fear of technology. The paper also provided general recommendations for a user-friendly interface. In [18], researchers aimed to design a text-free user interface for illiterate users without intervention from anyone. It built two applications: job search and generic map. It also focused on graphics and voice feedback. As a result of this paper, text-free designs are preferred over text-based interfaces.
Lalji & Good [19] wrote an article on computer for illiterate people based on their findings from a field study performed in India. During the initial part of the study, the researchers interviewed five participants to map out what the final users would want from a computer and what it would need in order for them to want to buy one themselves. The interviews also included questions about their calling habits and ability to cope with numbers. Next, the researchers had their participants draw example icons for common computer functions like sign-in and checking e-mails. Findings from the study revealed information about the illiterates’ needs when it comes to computers. They want to be able to use computers because it will make it easier to do daily tasks and as it may improve business. Another finding was related to the alphanumeric keypad. Some participants had trouble understanding all the keys on keyboard and would confuse several keys. However, they could recognize the keys on a bus saying which line it is. However, I aimed to serve users unable to write and those who are unable to read to help them in using websites and accomplish simple tasks.
Method:
For assessment of the E-services and evaluation of its appropriateness to illiterate users, the process method was used in this paper to see if illiterate users are getting the benefit of the E-services just like other users. Based on [20] and Computer Science researchers, we followed the PROCESS methodology defined as follows: “A process methodology is used to understand the process used to accomplish a task in computer science. This methodology is mostly used in the area of Software Engineering and Man-Machine Interfaces which deal with the way humans build and use computer systems.” Based on this definition, this methodological approach was the most appropriate choice for our research type.
Figure1: The method used
In our study, we show the method that is used in four steps (Figure1).
1-Evaluation Form Design:
As the first step, we designed an evaluation form that was divided depending on user interfaces into:
Output: This section explained how the data is presented to illiterate users. There are many aids to support the good interface such as using sound, picture, video, etc. Also, we checked if this part contained some of these aids or not.
Input: This section explained who the illiterate user dealt or interacted with request from the E-service.
(Help & Support): Shows if any errors occurred or mistakes happened while using E –service
Where illiterate users cannot read, it is considered that they cannot write as well. Thus, the questions were written depending on what features illiterate users find when they visited E-services. Therefore, 12 questions were asked as in the following table.
2- E-services Selection:
It is imperative to apply the governmental decision for electronic transformation and to also achieve the maximum benefit to all users of E-services (at the same level). This is because the illiterate users have the similar need to visit E-service to complete their respective transactions. We searched for all the possibilities of E-services that can benefit the illiterate users belonging to different sectors. We found 116 E-services from numerous governments and organization as listed in Figure 2. We also categorized E-services to two groups:
informational services: for providing information and descriptions about services where the number were 18 services such as sitemap, awareness, registration guideline, etc.
transactional services: allow users to interact with governments or organizations and numbered 98 services. Those include registration, login, appointment, etc.
Figure 2: List of Sectors and Organizations
Data Collection:
We collected the data by visiting E-services and applied the evaluation form for each service. The responses were divided into two sections:
available: the answers will be either (“yes”: if the E-service applies the question or “no”: if the E-service does not apply)
not available (informational services): It does not contain property in question to be answered either yes or no and thus the answer does not apply. For example, are there other ways to enter data without using text? Informational services do not allow entering of data. They are used just to show the data.
Thus, we had 116 forms.
4- Analysis and Results:
The step of analysis and result, it presented and show in the next section.
Result:
This section presents the result of the method used in Section III. There were 116 services that were studied. They were under a number of ministries for 6 different sectors (as show in Figure 2). Informational and transactional services have been studied through number of questions (as shown in table 2), distributed in three main parts: output, input and (help and support).
Figure3: Output
Output:
This section contains a number of questions that were related to present data to users (as shown in Figure 3). In our paper, we customized these questions to involve illiterate users. The question number 1 was: Is E-service supported by picture to facilitate the uneducated to use (understand) the service? The respondents answered as: 7 E-services used pictures for users to understand the service. In contrast, there were 109 services that did not make use of images.
5 out of the 7 E-services exist in Ministry of Hajj: Haj and Umrah rights, geographic, search, sitemap, contact. Search in Ministry of Justice. Log out in Ministry of Interior.
However, two images for log out and geographic are not related to reality. This is the answer to the second question concerning the usage of images in E-service to have any relation with real word?
The third question was: Does the E-service supported by audio to translate the written word to spoken language?
The answers were: For 11 services, the respondents answered “Yes”. On the other hand, the respondents answered “No” for 105 services. Also, the Question 4 that depends on Question 3 was: Is the audio used in E-service clear and understandable? The answer was “No” for all E-services that were used. The last question in this part was: Are messages from E-service audible? This question was more comprehensive as compared to Question 3. The answers were: “Yes” for 10 services and “No” for 106 services.
Figure 4: Input
Input:
Figure 4 shows the analysis of input i.e. request from users to interact with E-services by entering data. There were 3 questions in this section:
1- Are there other ways to enter data without using text?
2- Can illiterate users respond to E-service request without using text?
3- Is the E-service supported by picture to facilitate the uneducated to determine their choice (enter the data)?
Informational services do not require users to enter data. Therefore, it will not be the focus in this section and the answer will be “Not Applicable”. The answers on the other type of E-services were the same for all questions: For only 1 service, the response was in affirmative. On the other hand, the answer was “No” for 97 services. The single service was in the Ministry of Interior (Absher): (reported missing documents) but to complete the rest of the service, text entry required.
Figure 5: Help &Support
Help and Support:
There are 4 questions in this part (as shown in Figure 5). The first one was: Does the E-service provide feedback to indicate where the uneducated user is and where the user last was? The answer was “No” for 116 services meaning 100% in spite of all the services were applied in the form of a written text. However, illiterate users cannot understand what is written. Second question was: Does E-service provide guideline supported by picture to show uneducated users how to use it? The answers were “Yes” for 5 services and “No” for 111 services. Saudi Electricity Company provided these services using video to explain the service: Billing Services (Add Account-Review), Request electric service, Appointment, Communication for service outages, and E-bill. Third question was: Does the E-service provide back button to return to a previous page? The answers were “Yes” for 109 services and the rest of them did not apply it for security reasons depending on the affiliated ministry. Those included 7 services: Log out in Ministry of Interior, Login in Saudi Electricity Company, Change password, Change phone number, Change eligibility information in Ministry of Housing, Animal and Plant Ban Decisions Guide, Registration of farmer’s data in Ministry of Environment, Water, and Agriculture. The last question in this section was: Do error or warning messages audibly prevent possible errors from occurring? The answers were “No” for 98 services and “Not applicable” for 18 services. For informational services, there was an impossibility of the occurrence of an error because the users were not given the option to insert data. It means that the usage of sound in preventing mistakes was used in all types of E-services.
Attempts were rare for presenting data to illiterate users. Moreover, those attempts were only applicable for informational services and did not cover all. The output of any E-services was assumed at least supported by image and sound to serve the illiterate users. Also, there was no interaction between transactional services and the illiterate users. The resonance for these E-services depends on text to enter data. There were no other ways to enter data. Therefore, 100% of the transactional services required data entry by text meaning that they did not support the illiterate users to use the E-services. Also, we referred to only one ministry that gave great attention to provide clarifications and videos on how to explain the use of limited numbers of services to its users step by step. Although some services allow users to change the text color to red and add some sentences to explain the error, the illiterate users did not know about those features as they could not read.
Discussion:
Figure 6: The relationship between E-services and text
Figure 6 shows the relationship between E-services and text. E-services were based on text by 96% and the rest of them were dependent on the text with some aids supported by picture or video. It meant that they used the text completely and did not offer the illiterate the opportunity to use the services. It was the point that we thought of designing a special interface depending on pictures and sound as outputs and on pictures and numbers to input information via a special soft keyboard containing alternative images of characters. It also needed to contain numbers be arranged in the same order as the keyboard of the device. The aim is to help illiterate people interact with computers in an easier manner.
Conclusion:
In this paper, we measured and evaluated the appropriateness of E-services to illiterate users. Our results show E-services mostly neglected illiterate users by not taking take them into consideration when designing these services. Due to total dependence on using the text, the services offered disproportionate benefits to illiterate users. Also, we suggested design special interface with soft keyboard so that even illiterate users can display and enter data in an easier manner to achieve usability.
References
