School of Art and Design, Zhejiang Sci-Tech University, Hangzhou 310018, China.
Institute of Zhejiang Sci-Tech University-Ouhai, Wenzhou 325000, China.
Int J Environ Res Public Health. 2021 Jul 28;18(15):7965. doi: 10.3390/ijerph18157965.
In this research, the positive role of interface visual design in digital safety education was verified taking COVID-19 prevention and control knowledge as the content of public health safety education, where interface emotion (positive, negative, and neutral) and interface layout (waterfall typed and juxtaposition typed) were regarded as independent variables, and readers' understanding, course evaluation and system usability score were dependent variables. As revealed in the results of a 3 × 2 two-factor experiment in which 252 college students participated: first, different interface emotion can cause significantly different understanding, where negative emotion has the best learning transfer effect; second, due to the difference in interface emotion, participants may give certain courses significantly different evaluation scores, while positive emotional interface contributes to the obviously high scores of three course-evaluation items, "appeal of the lesson", "enjoyment of the lesson" and "interface quality"; third, significantly different system usability can be caused by different interface layout, where waterfall-type layout enjoys higher appraisal from users; fourth, interface emotion and interface layout have a similar interactive effects in terms of "effort of the lesson" and "interface quality", where waterfall-type layout is favored in terms of positive emotional interface, and juxtaposition-type layout is more advantageous in terms of negative emotional interface. These results are of vital significance for interface design and safety education. Further, the visual design method for interface emotion and interface layout were analyzed to determine the most suitable design principles so as to improve the effect of digital public health safety education and provide constructive ideas for fighting against COVID-19 at the educational level.
在这项研究中，以新冠防控知识为公共卫生安全教育内容，验证了界面视觉设计在数字安全教育中的积极作用，其中界面情感（积极、消极和中性）和界面布局（瀑布式和并列式）被视为自变量，而读者的理解、课程评价和系统可用性评分则作为因变量。通过对 252 名大学生进行的 3×2 二因素实验结果表明：首先，不同的界面情感会导致明显不同的理解，其中负面情感具有最佳的学习迁移效果；其次，由于界面情感的差异，参与者可能会对某些课程给予明显不同的评价分数，而积极的情感界面有助于三个课程评价项目“课程吸引力”“课程趣味性”和“界面质量”获得高分；第三，不同的界面布局会导致明显不同的系统可用性，其中瀑布式布局受到用户的更高评价；第四，界面情感和界面布局在“课程难度”和“界面质量”方面具有相似的交互作用，在积极的情感界面中，瀑布式布局更受欢迎，而在消极的情感界面中，并列式布局更具优势。这些结果对于界面设计和安全教育具有重要意义。此外，还分析了界面情感和界面布局的视觉设计方法，以确定最合适的设计原则，从而提高数字公共卫生安全教育的效果，并为教育层面抗击新冠疫情提供建设性思路。
