Older Adults and theWorld Wide Web

A Guide for Web Site Creators

The following are the SPRY FoundationÕs Mission and Vision Statements:

Mission Statement

The SPRY FoundationÕs mission is to be a leader in research and educationaimed at identifying ways to achieve Successful Aging.

Vision Statement

The SPRY Foundation envisions a social environment in the United Statesthat encourages and provides the information and decision making skillswhich enable individuals, throughout their life-span, to identify, plan andreach their personal goals for Successful Aging. Successful Aging is viewedas the inter-relationship of four (4) major domains in a personÕs life: financialsecurity; health and wellness; mental health and social environment; andintellectual pursuits.

The SPRY Foundation is the 501(c)3, non-profit research and educationarm of the National Committee to Preserve Social Security and Medicare.Both national organizations have offices in Washington, D.C.

10 G Street NE, Suite 600Washington, DC 20002-4215

(202) 216-0401 Fax (202) 216-0779www.spry.org

Older Adults and theWorld Wide Web

A Guide for Web Site Creators

The contents of this publication are property of the SPRY Foundation. Copies of this material

may not be reproduced or sold without written permission from the publisher.

©1999 SPRY Foundation

Support for the development of this guide was provided by the SPRYFoundation and the following organizations who helped sponsor the March25-26, 1999 conference on ÒOlder Adults, Health Care Information, andthe World Wide WebÓ at the National Institutes of Health (NIH) NatcherCenter, Bethesda, MD.

Department of Health and Human ServicesNational Institutes of Health

National Institute on AgingNational Library of MedicineNational Cancer InstituteNational Center for Complementary and Alternative MedicineNational Eye InstituteNational Heart, Lung, and Blood InstituteNational Institute on Alcohol Abuse and AlcoholismNational Institute of Allergy and Infectious DiseasesNational Institute of Arthritis and Musculoskeletal and Skin DiseasesNational Institute of Dental and Craniofacial ResearchOffice of Research on WomenÕs Health

Administration on AgingCenters for Disease Control and PreventionHealth Care Financing AdministrationHealth Resources and Services Administration

Office for Advancement of TelehealthOffice of Disease Prevention and Health Promotion

Department of EducationCenter of Adult Education and Life Long Learning

AT&TPfizer IncMicrosoftPasteur Meri�ux Connaught Rhone-Poulenc Group

Glaxo WellcomeAmerica Online, Inc.IntelIBM

Older Adults and theWorld Wide Web

Contents

PrefaceWhy Design Web Pages for Older Adults?..............1

What Attracts Elders to the Internet? ......................2

What Changes with Aging? ......................................5

How Can Design Accommodate Impairments? ......7

Elder-Friendly Web Design ......................................9

Using Graphics Effectively......................................22

Using Audio Effectively ..........................................23

Setting Up the Navigation System ........................24

Putting the Site to the Test......................................26

Bringing It All Together............................................27

References ..............................................................28

Contributors..............................................................29

Preface

In just 10 years one-third of the U.S. population will be age 50or older. This Òmaturing marketÓ is the fastest growing marketsegment and the fastest growing group of Internet users today.On March 25-26, 1999, SPRY Foundation hosted a nationalconference entitled ÒOlder Adults, Health Information and theWorld Wide Web.Ó This Conference explored the interrelation-ship of this portion of the population, which will control an esti-mated 900 billion dollars in discretionary income, with Internettechnology.

As an outcome of the Conference, SPRY Foundation and theConference donors felt that the development of a guide incor-porating research with the practical experience of experts in thefield would be a valuable tool, and would represent one of theprimary objectives of the Conference - bridging the outcomesof basic research with practical uses. This guide could helpsite managers and designers better reach the mature audienceand avoid some of the common mistakes which make websitesinaccessible or problematic for older adults.

I would like to acknowledge Barbara J. Holt, Ph.D. and MelissaKomlos-Weimer, M.S. as primary authors of this guide who,under a grant from SPRY Foundation, carried out the basicresearch. Much of the information contained in this guide wasprovided by the Contributors listed on page 29. RepresentingSPRY Foundation, Emma Cox provided additional research,writing and editing for this guide. I would also like to thankElysa Darling for her help with the coordination and layout ofthis guide, and Tom Hoppin for his insight and editorial skills.

Russell E. Morgan, Jr. Dr. P.H.President

SPRY FoundationWashington, DC

July 1999

The World Wide Web is not just foryoung people! The Internet is findingincreasing acceptance with individualsaround the world, and a growing per-centage of users are seniors. Exactlyhow many? ThatÕs difficult to deter-mine precisely, given the explosivepopularity of the Web - any numberbecomes obsolete almost as soon asitÕs recorded. Consider, however, thatInternet usage by people of all agesmay increase by as much as 10%each month!

Estimates of how many of these usersare over 50 range from 16% to 45%,and women now comprise as much as60% of all users. Older women out-number older men in the Americanpopulation at large, and the numbersof seniors are increasing steadily asthe ÒBaby BoomÓ generation ages andaverage lifespans lengthen.

Many ÒBaby BoomersÓ are alreadyhighly computer savvy and will ageinto retirement fully versed in Internetusage. However, adults who are olderthan the ÒBaby BoomersÓ are goingonline, drawn by the lure of conven-ient, inexpensive communication withfamily and friends, accessible healthinformation and the ability to explorenew venues.

IMPORTANCE OFCREATINGELDER-FRIENDLYWEB PAGES

Why Design Web Pages For Older Adults?

1

Older adults are attracted to theInternet by the same things that attractpeople of all ages. Reaching retire-ment age often means an increase inoutside interests rather than a reduc-tion. Older people look to chat onlinewith friends and family, express theiropinions, feel less socially isolated,start second careers, research healthissues and much more.

Many older adults who are just start-ing to experiment with going onlinehave older equipment that has beenpassed along to them by family orfriends who have outgrown theirequipment and decided to upgrade.In addition, most areas around the UShave low monthly connection fees.Some individuals can use library orother community equipment. All ofthese options help make the WorldWide Web more affordable to olderadults - and the costs are often negli-gible when compared to the long dis-tance charges necessary to maintainthe same level of communication withloved ones.

The Internet is self-paced. This canbe very important to someone strivingto overcome any sort of impairmentand useful to beginners and others.

CONNECTIVITY

AFFORDABLECOMMUNICATION

SELF-PACEDENVIRONMENT

2

What Attracts Elders to the Internet?

Web sites may be stored and lookedat again, and irrelevant sections maybe skipped. 24 hour access is appeal-ing to older adults who may strugglewith insomnia or difficult sleep pat-terns. Companionship and mentalstimulation are just a mouse click, key-stroke or voice command away, andthere are always hundreds of thou-sands of people online.

The Internet is dynamic and interac-tive. There are emails to check, chatsto participate in, places to shop, andmillions of other sites to visit. Thesecan be intriguing or even addictive toanyone, but may be the central focusof the day to an older adult sufferingfrom loneliness, feelings of isolationand depression, or disabilities thatresult in being homebound. For indi-viduals with these concerns, the Webcan become a means of socializingand maintaining contact with the out-side world.

Finally, the Internet offers anonymity.An older adult facing health, marital,family or financial problems may hesi-tate to confide in a person or groupwhere he or she might be known. Heor she may be more comfortable doingso via the medium of the World WideWeb, and the ability to browse for rele-vant information may help him or herfeel more in control of the situation.

DYNAMIC &INTERACTIVE

ANONYMITY

3

It must be mentioned that the Internetis not a panacea. There is always thedanger that online involvement maybecome addictive to some, and thatusers will choose to socialize via theWorld Wide Web instead of gettinginvolved in more interactive pursuits.Recent studies indicate that some indi-viduals suffer depression from spend-ing a great deal of time online. In theabove example, an individual seekinganonymity for a health related issuemay rely too heavily on informationobtained from the web instead of pur-suing the professional and personalattention necessary to address theproblem. And finally, users may becredulous, and not fully aware thatinformation posted on the Internet maybe fraudulent, erroneous, or simply outof date. Many of these issues arebeyond the control of the designer,obviously, but SPRY Foundationbelieves that good Web managementincludes maintaining current informa-tion, notifying the user when the infor-mation was most recently updated,and when professional assistanceshould be obtained - especially if thesite pertains to health information.

ISSUES TO BEAWARE OF

4

The most common physiologicalchange with aging is a change invision. The size of the field of visionmay diminish, and fast moving objectsmay become harder to follow. Manypeople experience short-sightedness(presbyopia), which requires them towear reading glasses. The lens of theeye tends to yellow with age, whichchanges the perception of color.Frequently older adults have difficultydiscerning colors in the green-blue-vio-let range. Often the ability to distin-guish between light and dark is dimin-

VISION

What Changes With Aging?

5

Criteria for Evaluating Internet Health Information➢ Credibility: Includes the source, currency, relevance/utility, and

editorial review process for the information➢ Content: Must be accurate and complete, and an appropriate

disclaimer provided➢ Disclosure: Includes informing the user of the purpose of the site,

as well as any profiling or collection of information associatedwith using the site

➢ Links: Evaluated according to selection, architecture, contentand back linkages

➢ Design: Encompasses accessibility, logical organization (navigability),and internal search capability

➢ Interactivity: Includes feedback mechanisms and means for exchange of information among users

➢ Caveats: Clarification of whether site function is to market products and services or is a primary information content provider

Source: Health Summit Working Group ÒCriteria for Assessing the Quality of HealthInformation on the Internet.Ó Mitretek Systems, 1998

ished because of a reduction in thetransmission of light through the retina.An individualÕs sensitivity to glare mayincrease as he or she ages due toincreasing density and decreasingtransparency of the lens. Finally, theoccurrence of certain visual disorders,such as glaucoma and cataracts, ismore prevalent in older adults and canimpair visual acuity.

Many people experience cognitivechanges as they age, or a change intheir ability to mentally process infor-mation. Some older adults have slow-er response times, or may have diffi-culty performing multiple tasks - partic-ularly new ones. There may be aneed for extra time to consolidateinformation from multiple sources oron several subjects. Frequently olderadults are less able to ignore irrelevantstimuli (such as distracting banneradvertisements), which may makeconcentrating on a subject difficult.Some older adults require additionaltime to learn new material, and benefitfrom having material presented logical-ly, supported by repetition and prac-tice. Clear pointers indicating wherethe user has been and what the futuresteps are may be invaluable to some-one with concentration or trackingissues - or who is struggling with thesteep learning curve that comes withjust getting started online.

COGNITIVE

6

HEARING

MOTOR SKILLS

TEXT ONLY SITES

Hearing loss or diminishment mayoccur with aging, due to changes inthe eardrum and auditory canals. Thisresults in problems hearing high fre-quencies and in distinguishing speech.

Some motor skills may deteriorate withage. The small movements necessaryfor typing or finite mouse control canbe troublesome, and may be exacer-bated by conditions such as arthritis.

One of the first steps in any designproject is to identify the audience. Asite may be targeted specificallytoward seniors, or it may simplyinclude older adults and others withdisabilities among the possible demo-graphics. This guide focuses primarilyon designing websites that includegraphics and possibly audio files, butmany people with severe impairments(or very old technology) find the optionof a text version of a site extremelyhelpful. Such a version can be easilytranslated by a number of assistivedevices, such as voice synthesizers orBraille output devices. Text only ver-sions should contain the same infor-mation as the graphical version, andthe designer should consider the pur-pose of any graphics or icons. If thegraphical version of a site contains an

7

How Can Design Accommodate Impairments?

arrow leading the user to the homepage, the text only version should offera text link with the same purpose. If apicture is displayed, the text only ver-sion should describe the purpose ofthe picture - Òhigh levels of pollen areforecast in the state of MarylandÓ forexample, as opposed to ÒState ofMaryland.Ó

Designers should not interfere anymore than absolutely necessary withthe userÕs ability to adjust the browserand receive information in the formatmost helpful to him or her. Avoid limit-ing the presentation of hotlinks, forexample - if the designer limits sitelinks to underlined blue text, this maypresent problems to many older users(see ÒElder Friendly Web DesignÓ). Ifa navigation bar is coded to a certainsize, it may get lost if the user has thebrowser increase the viewing size, andall the other components on the pagegrow to dwarf it. A helpful addition to asite targeted toward older adults orthose with disabilities may be a pagewith instructions on how to adjust thebrowser so that the siteÕs informationis most clearly displayed.

USERÕS ABILITYTO FORMAT

8

A good background or wallpaper canenhance the content of a page anddraw the userÕs attention to a particu-lar segment or graphic; a bad back-ground can upstage the content andmake it impossible to understand.This is true for any viewer, but espe-cially true for those with even mildvision impairments. Contrast is essen-tial between background and content,and the clearest contrast is betweenblack and white. Any lightening of thatcontrast potentially diminishes read-ability, although it may be necessaryfor design purposes.

Contrast, to be most effective, needsto occur in three different areas: hue,saturation and lightness. Hue is thecolor itself, which may be primary (red,blue or yellow), secondary (green,orange or purple) or tertiary (blue-green, or red-violet), et cetera. Mostdesigners are familiar with the colorwheel, and make design choices usingthe concepts of analogous colors (col-ors next to each other on the colorwheel; i.e. blue and green) or compli-mentary colors (colors opposite eachother on the color wheel; i.e. yellowand purple). Analogous colors providethe least amount of contrast, while

COLORS

HUE

9

Elder-Friendly Web Design

complimentary colors, diametricallyopposed on the color wheel, providethe most.

Saturation refers to the intensity ofcolor. A color that is essentially ÒpureÓ,or has very little of a grey or compli-mentary shade mixed in may be saidto be highly saturated. An example ofthis is scarlet red; the red is brilliantand not at all diminished. Colors witha great deal of grey have very littlesaturation. Dusty rose is an exampleof this; the red is softened by the grey.Another example is brick red, wherethe brilliance of the red is dimished byits complimentary color being mixed in(green).

Lightness refers to the level of lightreflected from a color. Colors with agreat deal of black mixed in have verylittle lightness, a very deep dark pur-ple, for example. White reflects morelight, and colors mixed with white havemuch more lightness, such as a palelavender.

SATURATION

LIGHTNESS

10

Yellow

Orange

RedPurple

Blu

e

Green

Color Wheel

Fluorescent colors belong in a slightlydifferent category. These colors aresupersaturated, but in addition theyreflect both normal light and ultravioletlight. The effect is very intense, butcan be exhausting to the eye, espe-cially if there are visual disabilitiesinvolved. This effect makes fluores-cent colors a less than effective choicefor text or background.

A good background, therefore, shouldcontrast with the content of a web sitein all three areas. Traditional designstypically feature dark text on a lightbackground, but there is some evi-dence that older adults find a light texton a dark background to be very read-able. As long as the contrast is strong,either is acceptable.

Patterned wallpapers may be veryattractive or attention-getting, but theyprovide an additional distraction thatcan be difficult to ignore. Text placedover even a light or subtly patternedbackground may prove troublesome,especially for someone with reducedvisual acuity. Even with excellent con-trast the figures in the background cangive the illusion of distorting the text inthe foreground. For older adults it isgenerally best to avoid patterned wall-papers altogether.

FLUORESCENTCOLORS

CONTRAST

BACKGROUNDANDWALLPAPERS

11

The choice of fonts can dramaticallyincrease or decrease the readability oftext. Font choice breaks down into thefollowing categories: size, typeface,type weight or intensity, and physicalspacing (leading and kerning).

Type that is too small can be difficult toread, but so can type thatÕs too large.Small type blurs together into a blockof grey (or other color, depending onthe font color and background), andcan be impossible to focus on. Largetype requires extra scrolling as well asbeing hard to follow. Most older adultsprefer a font size somewhere between12pt and 14pt for blocks of text,depending on the typeface involved.Headings should be enough largerthan the body text to be distinguish-able as well as readable. An 18ptheading would be a good choice toaccompany a 14pt block of text.

Helvetica 10ptHelvetica 12pt

Helvetica 14ptHelvetica 18pt

Helvetica 24pt(Examples of Type Size)

Type comes in families, and there aretwo general categories of typeface,Serif and Sans Serif. The word serifrefers to the extra strokes in the let-ters, and serif letters typically change

FONTS

SIZE

TYPEFACE

12

in line weight from heavy to lightthrough the shape of the letter.

Grouch

Times New Roman

Palatino(Examples of Serif fonts)

Sans Serif (literally, without serif) fontshave neither the line weight changesnor the extra strokes. Traditionaldesign wisdom holds that Serif fonts ina mix of upper and lowercase letters(known as sentence case) are themost readable for a block of text.However, there is some evidence thatSans Serif fonts such as Helvetica arethe most readable for older adults.

HelveticaArial

GillSans(Examples of Sans Serif fonts)

Stylized, novelty or fancy type facesshould be avoided for blocks of text.Their very fanciness diminishes theirreadability, although some of themmay be quite effective as headers oraccents if used judiciously.

Zapf ChanceryOld English

Caslon Open Face

(Examples of Fancy fonts)

13

Type weight refers to the thickness ofthe letters, which may range in a type-face family from light to extra bold.Type needs to be intense enough tobe clearly read, but not so bold as tobe hard to distinguish. Medium weighttypes frequently provide a good con-trast with the background withoutbecoming too intense.

GillSans Light GillSans RegularGillSans Bold GillSans Ultra

(Examples of Type Weights)

Other choices within a typeface familyinclude italics and underlined text.However, many older adults or otherswith vision problems have difficultieswith these varieties. Italic text canoften appear wobbly, while underlinedtext may appear to blur.

Helvetica Oblique Helvetica Underlined(Type variations)

Physical spacing refers to the whitespace between two lines of text (lead-ing) or between letters and words(kerning). Blocks of text with insuffi-cient leading may appear crowded.The userÕs peripheral vision is whatallows his or her eyes to easily wrapfrom line to line, and individuals withlimited peripheral vision will have diffi-culty doing just that. Even average ordefault leading may not be sufficient

TYPE WEIGHT

PHYSICALSPACING

14

for those with this problem, whichoccurs frequently in older adults. Thisis easily remedied, however, byincreasing the leading by even a smallamount (1 or 2 points). Designersshould avoid condensed typefaces andreducing the kerning (space betweenletters), as this can also make textharder to read.

Justification refers to the arrangementof type within page margins.Justification may be right, full, cen-tered or left-justified. Since English isread from left to right, right-justifica-tion, where the text forms a straightline on the right, is uncomfortable formost people. Full justification meansthat the text lines up evenly on bothmargins. In order for text to full-justify,space must be added or reducedbetween letters and words, and theamount of additional space will varyfrom line to line. Not only can this bedifficult to read, especially on shorterwidth text, but larger blocks of text willhave unattractive ÒwigglingÓ white linestraveling up and down through thetext. Center justified text, text whichextends equidistant on the right andleft from a center line, can be quiteeffective for headings, but distractingin a block of text. Most older adultsprefer left justified text, where the textlines up along the left margin, and findit easiest to read.

JUSTIFICATION

15

Justification refers to the arrangementof type within page margins.Justification may be right, full, cen-tered or left-justified.

(example of left-justified text)

Justification refers to the arrangementof type within page margins.Justification may be right, full, centeredor left-justified.

(example of full-justified text)

Justification refers to the arrangementof type within page margins.

Justification may be right, full, cen-tered or left-justified.

(example of center-justified text)

Justification refers to the arrangementof type within page margins.

Justification may be right, full, cen-tered or left-justified.

(example of right-justified text)

Because older adults frequently haveslower reading and word recognitionrates, avoid using automatically scroll-ing text. If it must be used, offer astatic text alternative as well.

Try to keep pages short, both in termsof memory requirements and what theviewer sees. Pages containing morethan two or three screens of informa-tion or with complex graphics are diffi-cult to load for viewers with older tech-nology, slower modems, or who are

Examples ofjustification

AUTOMATICALLYSCROLLING TEXT

PAGE LENGTH

16

using shared equipment (such as atlibraries or senior centers). Longerpages also require more scrolling toview, which can be tedious or difficultfor new users, those with concentra-tion problems, or who have difficultyusing a mouse or cursor.

The more complex a page or site is,the harder it is for a user to search outa particular object or section, especial-ly if that user is a beginner or has age-related disabilities. Therefore keep thedesign clear, logical and simple. Beaware that a mouse or other pointingdevice can be problematic for peoplewith arthritis or unsteady hands, andprecise movements may be difficult. Ifwalking menus (menus which leadfrom one pull-down menu to the next)are necessary, design the items onthem to be large enough to provide aneasy target. Keep the number of navi-gational ÒclicksÓ necessary to travelthrough the site to a minimum as well.

On multi-page sites, label each pagewith the site name as well as the nameof the individual page to help providememory cues. A consistent toolbarplaced on each page (especially nearthe top where it will be highly visible)can be invaluable in aiding with theusage and navigation of the site. Sitemaps are very effective in helpingeven inexperienced users understand

COMPLEXITY

LABELING

17

where they are in relationship to theother pages and how to quickly moveto them.each section, preferably with amenu at the top, so that the user canquickly locate the items of interest.Older adults do better if they can finishone task before starting another.

The use of frames - separate smallerboxes within a page that can bechanged independently - are a newInternet technology which can createproblems for many individuals. Someaccess technologies cannot read infor-mation in frames or tables. Oldertechnology, hardware and software,may have problems as well, leading tolost information or frozen screens. Ifframes or tables are necessary, pro-vide a text or non-frame alternatives,and clearly label the means by whichto access it.

Sites that are simply, clearly and logi-cally laid out are easier for all users tonavigate. This is especially true ofolder adults, many of whom are new tothe World Wide Web, limited by olderequipment, or hampered by physicalor cognitive impairments.

FRAMES

18

Elder-Friendly Page Content

Site organization needs to be straight-forward and explicit. If the site offers avariety of information, clearly labeleach section and provide a menu ornavigation bar at the top of each pageso that users can quickly locate itemsof interest. Web pages need to beorganized so that each item is dis-played or discussed before moving onto the next. Most older adults functionbetter if they can finish one task beforestarting another, particularly those newto the Internet. Present material indiscreet sections. If a lengthy docu-ment is being presented, it should besplit into smaller, clearly labeled sec-tions. If possible, provide a secondarymenu to aid in navigating the docu-ment. This makes searching andretrieval easier since the user does nothave to wait for the entire document toload. It is also helpful to provide asummary of a long document at thetop of the page so that the user canquickly determine if this is what he orshe is looking for. Finally, eliminateirrelevant material or offer it as anaside if the user chooses to explore it.

Since many older adults are relativelynew to the World Wide Web and com-puter technology, techno-language andlingo can provide a major stumblingblock. Avoid terms that are obscure orrequire a strong knowledge of particu-lar hardware or software.

SITEORGANIZATION

LINGO

19

Illustrations can be extremely helpfulsupplements if your site provides anytype of step by step instructions, suchas filling out a form, finding informa-tion, cooking a pot roast, repairing aleaky faucet and so on. The morerealistic the illustration, the easier it isfor a user to understand and follow.Animated illustrations provide an evengreater means of retaining informa-tion. Any animated graphics, howev-er, should always be accompanied bytext or a text only option should beprovided for those whose equipmentcannot handle animations.

When errors occur, offer advice andsuggestions. A screen that continuallypops up stating that an error has hap-pened without pinpointing the causeor offering a solution can be frustratingor discouraging, especially to begin-ners. Users will find constructiveadvice helpful. If the site requires anentry activity such as completing anaddress, a screen notifying the userthat the input is incomplete shouldalso identify exactly which fields areincorrectly filled out (i.e. ÔÒstateÓ mustbe completed,Ó or Òno such state asÔMX.ÕÓ). If the site contains a searchengine and the userÕs search for infor-mation yields too few or too manyresults, offer hints on how to improvethe search.

ILLUSTRATIONS

ERRORMESSAGES

20

The site should feature a help menuwith several means of obtaining assis-tance. Context-sensitive help pre-vents the user from having to searchthrough a long list of items. Providean alternative means to online help ifat all possible, particularly if onlineforms are used. Telephone numbersare preferable (toll-free especially) andhelp older users feel that the organiza-tion is responsive to their needs if theycannot manage alone. An emailoption is a good secondary or supple-mentary choice, especially if a tele-phone number is not an option.

Having a Frequently Asked Questions(FAQ) page is an excellent idea. Thispage should not only cover the techni-cal problems that a user mightencounter on the site, but should alsoaddress questions on site content.Make sure this page stays current andaccurately reflects visitor feedback.Graphics, drawings and photos areexcellent ways to make a site or pagemore attractive and even more navi-gationally clear. There are some veryimportant guidelines, however, for cre-ating a graphical website beneficial toolder adults and those with disabilities.

HELP

FAQÕs

21

Always provide alternative text thataccurately describes what the imagesor graphics are trying to convey.Visually impaired individuals may havespeech synthesizers to read textwhich will not be able to describe apicture. Owners of older, slower com-puters or modems may not be able todownload images or may have settheir browsers to ignore large graphicfiles. These users therefore would notbe able to access any logos, names,site menus or other essential materi-als embedded within a graphic. Thisalso applies to the use of graphicswith links as a means of navigation. Ifa graphic or graphical text is used asa link, offer a clearly visible plain textalternative.

Visual problems and older technologycan also interfere with a userÕs appre-ciation of animations on a web page.Slower modems, browsers andprocessors may not be able to accessthese files. The biggest problem,however, is that blinking text or repeti-tive motion can be so distracting tosomeone with visual or concentrationissues that the pageÕs content may notbe located or understood.

22

ALTERNATIVETEXT

ANIMATIONS

Using Graphics Effectively

Buttons and icons should be large, notonly to provide easier targets formouse functions, but also to ensurethat any text on the button or icon iseasy to identify. If the site designincludes a set of icons for variousoperations, vary the color as well asthe shape to offer several ways for theuser to distinguish among them.

Audio has high potential on webpages for older adults, particularly forthose with vision problems. Designersshould be aware, however, that userswith older technology not only havetrouble with graphics, they may alsohave problems playing sound files.Users may not have a sound cardinstalled at all, and some will not havesufficient RAM to handle the additionaloperation. Additionally, some olderadults suffer from diminished hearing.Sound, therefore, should only be usedif it is important to the subject of theweb page, and alternative text or adescription of the audio file shouldalways be supplied. Provide clarity inall audio files. Do not stack soundson top of each other, or enable multi-ple audio files to launch at the sametime. Speech over music can be diffi-cult to distinguish, for example.

23

ICONS ANDBUTTONS

Using Audio Effectively

24

Distorted speech or computer gener-ated voices can be hard to under-stand, especially for older adults. Ifthe audio file is used to highlight asection, make sure it only plays once.A section of music or an event soundthat endlessly repeats can be distract-ing to the user in a manner similar toblinking text animations.

Create hyperlinks from icons as wellas text to provide alternatives for theuser. Underlined text can appearblurry to some users, while assistivedevices may have trouble with icons.Links need to be clearly labeled, notonly to identify that they are links, butto give the user an accurate idea ofwhere they lead.

Because some access software forthe visually impaired may read twoseparate URLs that are placed closetogether as one, provide adequatedistance between them. Just as sitesshould be checked for accuracy usinga number of different browsers, try toacquire access software and checkthe site for clarity using it - especiallyif the siteÕs target audience is com-prised mainly of older adults or thosewith disabilities.

SPACING URLs

Setting Up The Navigation System

25

Avoid links requiring precise mousecontrol. Larger buttons, icons orlinked text make better targets for themouse pointer. If possible, use fea-tures that allow movement with a key-board in addition to a mouse or point-ing device.

MOUSECONTROL

26

Once the design of the site is finished, ask some older adultsto judge the pages on these characteristics:

Design✔ Is the background attractive without interfering with

the information?✔ Are the colors easy to see and distinguish?✔ Is the text a good color, size, and font?

Layout✔ Do the pages load quickly enough?✔ Are the pages on the site the same style throughout?✔ Are the buttons large and clear enough?✔ Are the pages and the information clearly labeled? ✔ Does each page have easy-to-use menus?

Content✔ Is the information easy to find and understand?✔ Are the words common to everyday language?✔ Is there plenty of help available in accessible ways?✔ Can the user tell who is sponsoring the page?✔ Do searches result in enough (but not too many) hits?✔ Are instructions understandable? Do they have

illustrations?

Multi-media✔ Are graphics useful, pleasant, and easy to recognize?✔ Is audio clear, useful, and non-intrusive?

Putting the Site to the Test

27

Elder-friendly web design does not need to be boring or dull.Older adults, as much as anyone, enjoy visual, audio, andintellectual creativity. Many web designers have developedsites that incorporate thoughtful design with interesting andentertaining content.

Examples of sites winning accessibility awards:

On-line ShoppingEddie Bauerhttp://www.eddiebauer.com

ProfessionalCounsel Connect (practicing attorneys)http://www.counsel.com

VolunteerLiteracy Volunteers of America - Washington, D.C. chapterhttp://www.songline.com/lva/home.html

SportsThe Whitbread Round The World Race for the VolvoTrophy http://www.whitbread.org

GovernmentSan Jose Police Departmenthttp://www.sjpd.org

Putting It All Together

Carter, J.H. and Honeywell, R. (1991). Training Older Adultsto Use Computers. Performance & Instruction.

Echt, K. and Morrell R. (1998). Effects of Age and TrainingFormats on Basic Computer Skill Acquisition in OlderAdults. Educational Gerontology, 24:3-25.

Holt, Barbara J. (1998). Gerotechnology: Providing ServiceAccess to the Elderly. Proceedings of the International InternetSociety, Geneva.

Jones, Brett D. and Bayen, Ute J. (1998). Teaching OlderAdults to Use Computers: Recommendations Based onCognitive Aging Research. Educational Gerontology, 24: 75-90.

Kelly, K. (1997). Building Aging Programs with OnlineInformation Technology. Generations, 21, 15-18.

Mayhorn, Chris. Usability Issues and Older Adults on theWorld Wide Web. Generations, 21, 15-18.

Morrell, R. and Echt, K. (1997). Designing Written Instruc-tions for Older Adults: Learning to Use Computers.Handbook of Human Factors and the Older Adult. AcademicPress: New York.

Morris, J.M. (1994). User Interface Design for Older Adults.Interacting with Computers, 6 (4): 373-393.

Rippen, Helga, chair. (1998). Health Summit Working GroupCriteria for Assessing the Quality of Health Information onthe Internet, Mitretek.

Timmermann, S. (1998). The Role of Information Technologyin Older Adult Learning. New Directions for Adult andContinuing Education, 77, 61-71.

Varley, Helen, ed. (1980). Color, Marshall Education LTD.

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References

Karen Stevenson Brown , Publisher of ElderWeb

Neil Charness, Professor of Psychology, Florida StateUniversity

Wendy A. Chilsolm, Editor, Web Accessibility Initiative

Mary Jo Deering, Director of Health Communication andTelehealth, Office of Disease Prevention and Health Promotion,US Department of Health and Human Services

Katharina V. Echt, Veterans Administration Research &Development Center, Decatur, Georgia

R. Darin Ellis, Assistant Professor, Institute of Gerontology,Wayne State University

Douglas McConatha, Director, Gerontology Center, WestChester University of Pennsylvania

Roger Morrell, Assistant Director, Gerontology Center,University of Georgia

Joyce Post, Librarian, Philadelphia Geriatric Center

Wendy Rogers, Associate Professor Engineering Psychology,University of Georgia

Kris Yrizarrey, Telecommunications Specialist, Health CareFinancing Administration

Contributors

This document was designed to serve as a guide only. The SPRYFoundation or any of the individuals or organizations which participatedin the development of this material are not responsible for the content ofweb sites created with or without the use of this material.

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