Chapter 5: Results and Recommendations

As a result of the data gathered in this report, the following recommendations can be made.

Color should be used whenever possible, in varying degrees. A number of tests included color in various settings; each produced results that favored color. The degree of color depends on what is being demonstrated in the picture. If the instruction calls for a specific part of the pictured object to be manipulated, coloring just that part proves most effective. If the intended audience is people with poor reading and interpreting skills, then it is highly recommended that color be used in this manner. All the results from the research suggest that people who are easily frustrated with instructions prefer highlights to black and white, and full color. Furthermore, the color should be strictly limited to the major functions of the task being illustrated. Unnecessary highlights increase the complexity, and in turn the understandability of the picture.

A further recommendation can be made concerning the amount of highlighting that should be used. The number of different colors in any given picture instructing a complex task should be limited. When highlighting the important functions of the task, only a small range of colors should be included. If a broad range of colors is used, the reader could interpret their meaning incorrectly. They could, for example, think one color is more important than another is or think that the colors are implying a sequence in the instructions.

If the picture is of a general object or action with no focus, then using full color, as opposed to black-and-white, is more effective. Overall, color is more attractive and appeals to the reader and will help to limit the frustration they may encounter. Full color pictures should only be used, however, when the picture is full context and no major task must be completed. They may also be used when the central focus has no related instructions or tasks, such as pictures of objects or people. If the intent of the picture is to instruct, highlights should be used. If the intent is to draw the consumer’s attention through attractive pictures, then full color is preferable.

The detail of a photograph contributes to both the reason why photographs should be used and why they cause confusion. In the background of the photograph detail confuses the directions and can be unnecessary while the foreground detail is essential. For this reason using a combination of pictographs and photographs is a better choice than using either one individually. Photographs alone lack both the ability to draw attention to a specific feature, and the means to imply instructions or directions. Pictographs, on the other hand, are not as realistic as a photograph, making it difficult to compare the objects to the real world equivalent. Pictographs are also commonly misinterpreted, as caused by different audience backgrounds (such as culture differences). A combination of the two forms of pictures make it possible to have the detail of a photograph in the foreground while still allowing for instructional arrows to be added to the background thus increasing the clarity of the overall picture.

If it is necessary to use pictographs, they must be made so that they are as close to universal among all groups as possible. Beyond this, pictographs must also be consistent. For example, in the case of common pictographs such as those representing people, it would be advisable to use a symbol that is already in use, such as the symbols of males and females on restroom doors. Adapting symbols and pictographs from other common uses will increase the understandability of the instructions greatly. These pictographs must also be aesthetically pleasing by using straight edges and distinct lines whenever possible. They must also be drawn to accurately represent the object in order to eliminate any misinterpretation as to the meaning of the picture.

Using pictographs in a photograph, such as arrows, to highlight the necessary aspects of a photograph is the best resolution because it helps draw attention to the parts of the picture while still having the detail of a photograph. Any photographs used should be high-resolution and contain color; otherwise, details of the photo can be lost. It should also be taken into account that extraneous details in photographs can cause confusion and should be limited or removed by placing the essential sections against a white background (i.e., removing unnecessary context).

Bubbles and close-ups are both advisable techniques in conveying instructions pertaining to common everyday tasks. When depicting a simple task, context is unnecessary, and so can be left out of the picture. This omission will not result in loss of understandability by the reader, who presumably is familiar with the simple task. Simple tasks used in the research included changing a light bulb and opening a door. If the reader is familiar with these tasks and does not need further context clues to interpret the situation as long as accurate pictographs or high resolution photographs are used. Using a close-up image will limit the possibilities of misinterpretation.

When instructing people in complicated tasks, however, context is necessary to give an understanding of the complete object being handled and the environment in which it is being handled. The amount of context shown is important. The focused object must be sufficiently large for the reader to clearly recognize it. It also must be clear what is being done to the object, and where in relation to its environment it is being handled. Therefore, when representing complex tasks or objects, the use of before-and-after techniques or full contextual images with highlights help convey the meaning of the instructions being given. Full context images using highlights give the person just enough information as not to confuse the situation while still drawing attention to the area of importance through the use of a highlight. In some cases it may be more appropriate to use before and after, especially if the object's orientation or placement in the context changes significantly during the task.

Examining the various types of text used, many correlated conclusions can be drawn. The font and size tests showed that low-level readers prefer large (14-point) text to medium (12-point) and small (10-point) text, and that larger, more legible fonts are also preferable. The most preferable text was Bookman Old Style Text compared to Times New Roman and Courier New. Courier New had thin letters making it hard to read and Times New Roman had small spaces making the letters blend together. Therefore any font with similar characteristics to Bookman Old Style should be appropriate. The spacing between letters should be small enough to allow word formation without confusion with word spaces yet still be large enough to keep from the effect of letters blending together.

Further testing showed that the text should be positioned secondary to the picture, so that it is an aide in the instruction and not the main means of conveying information. Therefore, placing the image first, and then the text to the right of the image (since most audiences read left-to-right), is best. The text itself should be displayed in long, flowing lines, which is easier to read than breaking the text into several short lines to fit it into a tight column space. Sentences themselves should be kept as short as possible, however. Use minimal amounts of text when there is also a picture available.

If it is necessary to give steps in a set of instructions, the order in which the steps are represented must also be clear. Numbers are more likely to appeal to a wider audience than letters from a language-specific alphabet are. This method of representing a sequence is more likely to be understood than letters or bullets. Listing the steps in a consistent, flowing direction, such as straight down, is easier to follow than having two columns of alternating steps. Therefore, a manual should present instructions in one direction, and remain consistent throughout the document. When pictures accompany the directions, the pictures should be numbered in the same manor as the corresponding text.

Not only should the text and corresponding pictures be numbered the same, but also the text should be directly next to the picture using arrows to show the progression from the picture to the text (preferably to the right). Using arrows to represent progression from one set of instructions to the next is an effective means for illustrating the order in which the eye should follow. However, arrows should not be used in place of numbers, only in conjunction with them or when numbers are impractical.

The physical format of the brochure must also be decided before layout can begin. Although there are many forms a pamphlet may take, a large size grants the space for following many of the above recommendations. For example, using a small pamphlet may require text to be squeezed into columns, forming difficult-to-read short lines and long columns. Likewise, steps may need to be placed lined up side-by-side, causing confusion by lacking a logical, consistent flow.

Therefore, the brochure should be of at least the standard paper size of the area. A tri-fold design, consisting of three flaps, allows for plenty of space to present the necessary information. Any confusion regarding which pages come first can be resolved by numbering the pages, since the majority of the target audience understands numbers.

Further research into the overall layout is recommended. The document’s layout can help as well as hinder any individual trying to interpret it. We would also recommend that further research be conducted in the area of high-resolution photographs and their combination with pictographs as the photographs used in this research were of low resolution. If further research was conducted more correlations between pictures and situations could be drawn producing an even more effective pamphlet. The above guidelines, when followed, are likely to produce clear, coherent documents that have in mind an audience with a wide range of language skills. A specific audience can be more directly reached by researching the wants and needs of that audience. These guidelines are intended for a general audience without requiring the language skills common among most English-speaking people.