Visibility of system status | 4 | Clicking on ‘to learn more’ does not lead to a new page as the programme suggests |
Match between system and real world | 1 | The title of the slide should be framed as a question easily understood by the user |
| 2 | The items should be reworded in a way that users can easily recognise what the section is about. BAPT, self-efficacy, etc. are too technical terms |
| 3 | A drop down menu will be preferable. Users might not understand the use of ‘+’ or ‘-’ signs for age adjustment |
User control and freedom | 3 | The user should be able to change languages through an easily recognisable button. An exit or return option is needed in the very last education screen |
Consistency and standards | 1 | Options should be rephrased so users do not have to think too hard to select the suited answer. Title headers should be rephrased to reflect the content of the slides |
| 2 | Questions assessed should contain details further elaborating them. For example, information should be specified on how the mother should check if her baby gains more than 1 ounce each day |
Error prevention | 1 | No pop-up window appears when an individual changes section |
| 2 | Age validation should be incorporated into the system |
Recognition rather than recall | 2 | The user should be able to make a clear distinction between the correct and the incorrect responses selected during various assessments |
Help users recognise, diagnose and recover from errors | 1 | A progress indicator should be made available to demonstrate the extent of completion in the programme |
Help and documentation | 1 | The terms used should be self-explanatory |
| 2 | More information should be provided on how to select the buttons |
| 3 | The meaning and usage of the caption button should be specified |