Pan Joann, Sheu Jessica, Massimo Lauren, Scott Kevin R, Phillips Andrew W
Baylor College of Medicine Houston TX USA.
the University of North Carolina Hospitals Chapel Hill NC USA.
AEM Educ Train. 2020 Oct 13;5(2):e10505. doi: 10.1002/aet2.10505. eCollection 2021 Apr.
The increasing use of online resources in emergency medicine (EM) education has driven demand for higher quality resources. Learning experience design (LED) is the study of how electronic user interfaces impact learner outcomes. We sought to summarize the evidence for LED principles to inform creation of EM educational resources.
We performed scripted searches of MeSH terms, PubMed keywords, and hand tracings. Inclusion criteria were controlled studies using light-emitting diode or liquid crystal display monitors with Latin-based languages. Cathode ray tube (CRT) monitors were excluded because of the user experience confounders.
Thirty-two articles met inclusion criteria. Overall, 14-point size significantly improved legibility compared to smaller font sizes. Similarly, Verdana and Arial typefaces significantly improved legibility compared to Times New Roman typeface. Verdana also significantly decreased subjective mental workload and visibility difficulty ratings and required the least eye movement of any typefaces tested. Positive polarity (dark text on light background) significantly improved reading outcomes across many measurements over negative polarity. There was higher character identification accuracy with higher luminance. Text effects (e.g., italics), interword and interletter spacing, and page presentation are among variables with mixed or minimal evidence.
Learning experience design principles significantly impacted reading and learning outcomes in laboratory settings. No studies evaluated classroom outcomes. Recommendations for electronic learning environments are 14-point font with Verdana or Arial typeface with positive polarity (dark letters on light background). We recommend increasing screen brightness slightly. EM educators may significantly improve the speed and accuracy of learning written material by espousing evidence-based LED principles.
急诊医学（EM）教育中在线资源使用的增加推动了对更高质量资源的需求。学习体验设计（LED）是研究电子用户界面如何影响学习者成果的学科。我们试图总结LED原则的证据，以为EM教育资源的创建提供参考。
我们对医学主题词、PubMed关键词进行了系统检索，并进行了手工检索。纳入标准为使用发光二极管或液晶显示器、基于拉丁语系语言的对照研究。由于存在用户体验干扰因素，阴极射线管（CRT）显示器被排除在外。
32篇文章符合纳入标准。总体而言，与较小字号相比，14号字号显著提高了易读性。同样，与宋体字体相比，Verdana和Arial字体显著提高了易读性。Verdana字体还显著降低了主观心理工作量和可见性难度评分，并且在所有测试字体中眼球运动最少。在许多测量中，正极性（浅背景上的深色文本）比负极性显著改善了阅读效果。亮度越高，字符识别准确率越高。文本效果（如斜体）、单词间距和字母间距以及页面呈现等变量的证据不一或证据极少。
学习体验设计原则在实验室环境中对阅读和学习成果有显著影响。尚无研究评估课堂效果。对电子学习环境的建议是使用Verdana或Arial字体、14号字号、正极性（浅背景上的深色字母）。我们建议稍微提高屏幕亮度。EM教育工作者可以通过采用基于证据的LED原则，显著提高学习书面材料的速度和准确性。
