Efnisyfirlit

• Front Matter
  • Dedication
  • About the Authors
  • Credits
  • Acknowledgments
    • From Jeff Rubin
    • From Dana Chisnell
  • Foreword
  • Preface to the Second Edition
    • Caveat
• PART I Usability Testing: An Overview
  • CHAPTER 1 What Makes Something Usable?
    • What Do We Mean by “Usable”?
    • What Makes Something Less Usable?
      • Five Reasons Why Products Are Hard to Use
        • Figure 1-1 Bailey's Human Performance Model
        • Reason 1: Development Focuses on the Machine or System
        • Reason 2: Target Audiences Expand and Adapt
        • Reason 3: Designing Usable Products Is Difficult
        • Reason 4: Team Specialists Don't Always Work in Integrated Ways
          • Figure 1-2 Nonintegrated approach to product development
          • Figure 1-3 Integrated approach to product development
        • Reason 5: Design and Implementation Don't Always Match
    • What Makes Products More Usable?
      • An Early Focus on Users and Tasks
      • Evaluation and Measurement of Product Usage
      • Iterative Design and Testing
      • Attributes of Organizations That Practice UCD
        • Phases That Include User Input
        • A Multidisciplinary Team Approach
          • Figure 1-4 Questions and methods for answering them
        • Concerned, Enlightened Management
        • A “Learn as You Go” Perspective
        • Defined Usability Goals and Objectives
    • What Are Techniques for Building in Usability?
      • Ethnographic Research
      • Participatory Design
      • Focus Group Research
      • Surveys
      • Walk-Throughs
      • Open and Closed Card Sorting
      • Paper Prototyping
      • Expert or Heuristic Evaluations
      • Usability Testing
      • Follow-Up Studies
  • CHAPTER 2 What Is Usability Testing?
    • Why Test? Goals of Testing
      • Informing Design
      • Eliminating Design Problems and Frustration
      • Improving Profitability
    • Basics of the Methodology
      • Basic Elements of Usability Testing
      • Limitations of Testing
  • CHAPTER 3 When Should You Test?
    • Our Types of Tests: An Overview
      • Figure 3-1 Usability testing throughout the product lifecycle
    • Exploratory or Formative Study
      • When
      • Objective
      • Overview of the Methodology
        • Figure 3-2 Test monitor and participant exploring the product
      • Example of Exploratory Study
        • Figure 3-3 Web page navigation interface
        • Figure 3-4 A Portion of an exploratory test script
    • Assessment or Summative Test
      • When
      • Objective
      • Overview of the Methodology
    • Validation or Verification Test
      • When
      • Objective
      • Overview of the Methodology
    • Comparison Test
      • When
      • Objective
      • Overview of the Methodology
    • Iterative Testing: Test Types through the Lifecycle
      • Test 1: Exploratory/Comparison Test
        • The situation
          • Figure 3-5 Left navigation interface
          • Figure 3-6 Top navigation interface
        • Main Research Questions
        • Brief Summary of Outcome
      • Test 2: Assessment Test
        • The Situation
        • Main Test Objectives
        • Brief Summary of Test Outcome
      • Test 3: Verification Test
        • The Situation
        • Test Objectives
        • Brief Summary of Test Outcome
  • CHAPTER 4 Skills for Test Moderators
    • Who Should Moderate?
    • Human Factors Specialist
    • Marketing Specialist
    • Technical Communicator
    • Rotating Team Members
    • External Consultant
    • Characteristics of a Good Test Moderator
      • Grounding in the Basics of User-Centered Design
      • Quick Learner
      • Instant Rapport with Participants
      • Excellent Memory
      • Good Listener
      • Comfortable with Ambiguity
      • Flexibility
      • Long Attention Span
      • Empathic “People Person”
      • “Big Picture” Thinker
      • Good Communicator
      • Good Organizer and Coordinator
    • Getting the Most out of Your Participants
      • Figure 4-1 A Day in the Life of the Participant
      • Choose the Right Format
        • Sit-By Sessions versus Observing from Elsewhere
        • “Think-Aloud” Advantages and Disadvantages
        • Retrospective Review
      • Give Participants Time to Work through Hindrances
      • Offer Appropriate Encouragement
    • Troubleshooting Typical Moderating Problems
      • Leading Rather Than Enabling
      • Too Involved with the Act of Data Collection
      • Acting Too Knowledgeable
      • Too Rigid with the Test Plan
      • Not Relating Well to Each Participant
      • Jumping to Conclusions
    • How to Improve Your Session-Moderating Skills
      • Learn the Basic Principles of Human Factors/Ergonomics
      • Learn from Watching Others
      • Watch Yourself on Tape
      • Work with a Mentor
      • Practice Moderating Sessions
      • Learn to Meditate
      • Practice “Bare Attention”
• PART II The Process for Conducting a Test
  • CHAPTER 5 Develop the Test Plan
    • Why Create a Test Plan?
      • It Serves as a Blueprint for the Test
      • It Serves as the Main Communication Vehicle
      • It Defines or Implies Required Resources
      • It Provides a Focal Point for the Test and a Milestone
        • NOTE
    • The Parts of a Test Plan
      • Review the Purpose and Goals of the Test
        • When Not to Test
        • Good Reasons to Test
      • Communicate Research Questions
        • Figure 5-1 Sample purpose and goals for a usability test
        • Figure 5-2 Sample research questions
      • Summarize Participant Characteristics
        • Figure 5-3 Sample participant characteristics and desired mix
      • Describe the Method
        • Independent Groups Design or Between Subjects Design
        • Within-Subjects Design
        • Testing Multiple Product Versions
        • Testing Multiple User Groups
          • Figure 5-4 High-level description of a test method
          • NOTE
      • List the Tasks
        • Parts of a Task for the Test Plan
          • A brief Description of the Task
          • The Materials and Machine States Required to Perform the Task
          • A Description of Successful Completion of the Task
          • Timing or Other Benchmarks
            • About Benchmark Timings That Establish the Maximum Time Limits for Performing
        • Tips for Developing the Task List
        • Example Task: Navigation Tab on a Web Site
          • Figure 5-5 Task description for an exploratory usability test
        • Ways to Prioritize Tasks
      • Describe the Test Environment, Equipment, and Logistics
      • Explain What the Moderator Will Do
        • Figure 5-6 Test environment description of location and setup
        • Figure 5-7 Moderator role description
      • List the Data You Will Collect
        • Sample Performance Measures
          • Figure 5-8 Sample measures for a test of a hotel reservation web site
        • Qualitative Data
        • Sample Preference Measures
      • Describe How the Results Will Be Reported
        • Figure 5-9 Description of what will be in the report
    • Sample Test Plan
  • CHAPTER 6 Set Up a Testing Environment
    • Decide on a Location and Space
      • In a Lab or at the User's Site?
      • Test in Multiple Geographic Locations?
      • Arranging Sessions at a User's Site
        • Figure 6-1 Planning a session at a participant's workspace
        • Figure 6-2 What to take with you to a participant's workspace
        • Figure 6-3 In-session tips
        • Minimalist Portable Test Lab
          • Advantages
          • Disadvantages
      • Setting up a Permanent or Fixed Test Lab
        • Simple Single-Room Setup
          • Figure 6-4 Simple single-room setup
          • Advantages
          • Disadvantages
        • Modified Single-Room Setup
          • Figure 6-5 Modified single-room setup
          • Advantages
          • Disadvantages
        • Large Single-Room Setup
          • Figure 6-6 Large single-room setup
          • Advantages
          • Disadvantages
        • Electronic Observation Room Setup
          • Advantages
            • Figure 6-7 Electronic observation room setup
          • Disadvantages
        • Classic Testing Laboratory Setup
          • Figure 6-8 Classic testing laboratory setup
          • Advantages
          • Disadvantages
    • Recommended Testing Environment: Minimalist Portable Lab
    • Gather and Check Equipment, Artifacts, and Tools
      • Basic Equipment, Tools, and Props
      • Gathering Biometric Data
    • Identify Co-Researchers, Assistants, and Observers
      • Data Gatherer/Note Taker
      • Timekeeper
      • Product/Technical Expert(s)
      • Additional Testing Roles
      • Test Observers
  • CHAPTER 7 Find and Select Participants
    • Characterize Users
      • Visualize the Test Participant
      • Differentiate between Purchaser and End User
      • Look for Information about Users
        • Requirements and Specification Documents
        • Structured Analyses or Marketing Studies
        • Product Manager (R&D)
        • Product Manager (Marketing)
        • Competitive Benchmarking and Analysis Group
    • Define the Criteria for Each User Group
      • Define Expertise
        • Figure 7-1 Sample matrix for defining web expertise
      • Specify Requirements and Classifiers for Selection
      • Document the User Profile
        • Figure 7-2 Example demographic profile for target market of a hotel reservation web site
        • Figure 7-3 Example of a brief persona for one audience in the target market of a hotel reservation web site
      • Divide the User Profile into Distinct Categories
      • Consider a Matrix Test Design
    • Determine the Number of Participants to Test
    • Write the Screening Questionnaire
      • Review the Profile to Understand Users' Backgrounds
      • Identify Specific Selection Criteria
      • Formulate Screening Questions
      • Organize the Questions in a Specific Order
      • Develop a Format for Easy Flow through the Questionnaire
        • Figure 7-4 Sample screening questionnaire
      • Test the Questionnaire on Colleagues and Revise It
      • Consider Creating an “Answer Sheet”
    • Find Sources of Participants
      • Figure 7-5 Data collected from screened participants, displayed in a spreadsheet
      • Internal Participants
      • Qualified Friends and Family
      • Web Site Sign-Up
        • NOTE
      • Existing Customers from In-House Lists
        • NOTE
      • Existing Customers through Sales Representatives
      • User Groups or Clubs, Churches, or Other Community Groups
      • Societies and Associations
      • Referrals from Personal Networks, Coworkers, and Other Participants
      • Craigslist
      • College Campuses
      • Market Research Firms or Recruiting Specialists
      • Employment Agencies
      • Newspaper Advertisements
    • Screen and Select Participants
      • Screening Considerations
        • Use the Questionnaire or Open-Ended Interview Questions?
        • Complete the Screener Always, or Only When Fully Qualified?
      • Conduct Screening Interviews
        • Inform the Potential Participant Who You Are
        • Explain Why You are Calling and How You Got the Contact Information
        • Go through the Questions in the Questionnaire
          • NOTE
        • As You Eliminate or Accept People, Mark Them Off on Your List
      • Include a Few Least Competent Users in Every Testing Sample
      • Beware of Inadvertently Testing Only the “Best” People
      • Expect to Make Tradeoffs
    • Schedule and Confirm Participants
      • The Recruiting Process in a Nutshell
    • Compensate Participants
    • Protect Participants' Privacy and Personal Information
  • CHAPTER 8 Prepare Test Materials
    • Guidelines for Observers
      • Figure 8-1 Sample guidelines for observers
    • Orientation Script
      • Keep the Tone of the Script Professional, but Friendly
      • Keep the Speech Short
        • Figure 8-2 Sample orientation script for a basic test
        • Figure 8-3 Sample orientation script for a benchmark comparison test
      • Plan to Read the Script to Each Participant Verbatim
        • NOTE
      • Write the Orientation Script Out
        • Make Introductions
        • Offer Refreshments
        • Explain Why the Participant Is Here
        • Describe the Testing Setup
        • Explain What Is Expected of the Participant
        • Assure the Participant That He or She Is Not Being Tested
        • Explain Any Unusual Requirements
        • Mention That It Is Okay to Ask Questions at Any Time
        • Ask for Any Questions
        • Refer to Any Forms That Need to Be Completed and Pass Them Out
    • Background Questionnaire
      • Focus on Characteristics That May Influence Performance
      • Make the Questionnaire Easy to Fill Out and Compile
      • Test the Questionnaire
      • Decide How to Administer the Questionnaire
        • Figure 8-4 Sample background questionnaire
    • Data Collection Tools
      • Review the Research Question(s) Outlined in Your Test Plan
      • Decide What Type of Information to Collect
        • Figure 8-5 Research Question/Data Collection Table
      • Select a Data Collection Method
        • Fully Automated Data Loggers
        • Online Data Collection
        • User-Generated Data Collection
        • Manual Data Collection
        • Other Data Collection Methods
          • Figure 8-6 Simple shorthand key
          • Figure 8-7 Generic data collection form
          • Figure 8-8 Web page–based data collection form
    • Nondisclosures, Consent Forms, and Recording Waivers
      • Figure 8-9 Sample of simple combined nondisclosure and recording consent form
    • Pre-Test Questionnaires and Interviews
      • Discover Attitudes and First Impressions
        • Figure 8-10 Example of a terminology questionnaire
      • Learn about Whether Participants Value the Product
        • Figure 8-11 Example of a product value questionnaire
      • Qualify Participants for Inclusion into One Test Group or Another
        • Figure 8-12 Sample user expertise questionnaire
        • Figure 8-13 Sample user expertise questionnaire
      • Establish the Participant's Prerequisite Knowledge Prior to Using the Product
    • Prototypes or Products to Test
    • Task Scenarios
      • Provide Realistic Scenarios, Complete with Motivations to Perform
      • Sequence the Task Scenarios in Order
      • Match the Task Scenarios to the Experience of the Participants
      • Avoid Using Jargon and Cues
      • Try to Provide a Substantial Amount of Work in Each Scenario
      • Give Participants the Tasks to Do
        • Reading Task Scenarios to the Participants
        • Letting the Participants Read Task Scenarios Themselves
          • Figure 8-14 Example of a task list for setting up a printer out of the box
          • Figure 8-15 Sample task scenario for setting up a printer
    • Optional Training Materials
      • Ensure Minimum Expertise
      • Get a View of the User after Experiencing the Product
      • You Want to Test Features for Advanced Users
      • What Are the Benefits of Prerequisite Training?
        • You Can Conduct a More Comprehensive, Challenging Usability Test
        • You Can Test Functionality That Might Otherwise Get Overlooked During a Test
        • Developing the Training Forces You to Understand How Someone Learns to Use Your Product
      • Some Common Questions about Prerequisite Training
    • Post-Test Questionnaire
      • Use the Research Questions(s) from the Test Plan as the Basis for Your Content
      • Develop Questionnaires That Will Be Distributed Either during or after a Session
      • Ask Questions Related to That Which You Cannot Directly Observe
        • Figure 8-16 System Usability Scale (SUS) customized for evaluating satisfaction of using ballot designs
      • Develop the Basic Areas and Topics You Want to Cover
      • Design the Questions and Responses for Simplicity and Brevity
      • Use the Pilot Test to Refine the Questionnaire
    • Common Question Formats
      • Likert Scales
      • Semantic Differentials
        • Figure 8-17 Likert scale
        • Figure 8-18 Semantic differentials
      • Fill-In Questions
      • Checkbox Questions
      • Branching Questions
        • Figure 8-19 Fill-in question
        • Figure 8-20 Checkbox questions
        • Figure 8-21 Branching questions
    • Debriefing Guide
  • CHAPTER 9 Conduct the Test Sessions
    • Guidelines for Moderating Test Sessions
      • Moderate the Session Impartially
      • Be Aware of the Effects of Your Voice and Body Language
      • Treat Each New Participant as an Individual
      • If Appropriate, Use the “Thinking Aloud” Technique
        • Advantages of the “Thinking Aloud” Technique
        • Disadvantages of the “Thinking Aloud” Technique
        • How to Enhance the “Thinking Aloud” Technique
      • Probe and Interact with the Participant as Appropriate
      • Stay Objective, But Keep the Tone Relaxed
      • Don't “Rescue” Participants When They Struggle
      • If You Make a Mistake, Continue On
      • Ensure That Participants Are Finished Before Going On
      • Assist the Participants Only as a Last Resort
        • When to Assist
        • How to Assist
    • Checklists for Getting Ready
      • Checklist 1: A Week or So before the Test
        • Take the Test Yourself
          • Figure 9-1 Checklist for the week before the test
        • Conduct a Pilot Test
        • Revise the Product
        • Check Out All the Equipment and the Testing Environment
        • Request a Temporary “Freeze” on Development
      • Checklist 2: One Day before the Test
        • Check That the Video Equipment Is Set Up and Ready
          • Figure 9-2 Checklist for the day before the test
        • Check That the Product, if Software or Hardware, Is Working
        • Assemble All Written Test Materials
        • Check on the Status of Your Participants
        • Double-Check the Test Environment and Equipment
      • Checklist 3: The Day of the Test
        • Figure 9-3 Checklist for the day of testing
        • Prepare Yourself Mentally
        • Greet the Participant
        • Have the Participant Fill Out and Sign Any Preliminary Documents
        • Read the Orientation Script and Set the Stage
        • Have the Participant Fill Out Any Pre-Test Questionnaires
        • Move to the Testing Area and Prepare to Test
          • NOTE
        • Start Recordings
        • Set Decorum for Observers in the Room
          • Figure 9-4 Monitoring configuration with in-room observers
        • Provide Any Prerequisite Training If Your Test Plan Includes It
        • Either Distribute or Read the Written Task Scenario(s) to the Participant
        • Record Start Time, Observe the Participant, and Collect All Critical Data
        • Have the Participant Complete All Post-Test Questionnaires
        • Debrief the Participant
        • Close the Session
        • Organize Data Collection and Observation Sheets
        • Debrief with Observers
        • Provide Adequate Time between Test Sessions
        • Prepare for the Next Participant
    • When to Intervene
      • When to Deviate from the Test Plan
    • What Not to Say to Participants
  • CHAPTER 10 Debrief the Participant and Observers
    • Why Review with Participants and Observers?
    • Techniques for Reviewing with Participants
    • Where to Hold the Participant Debriefing Session
    • Basic Debriefing Guidelines
      • Figure 10-1 Data collection form showing probe location
    • Advanced Debriefing Guidelines and Techniques
      • “Replay the Test” Technique
        • The Manual Method
        • The Video Method
      • Audio Record the Debriefing Session
      • Reviewing Alternate Designs
      • “What Did You Remember?” Technique
        • Figure 10-2 “What did you remember” dialogue
        • TIP
      • “Devil's Advocate” Technique
        • How to Implement the “Devil's Advocate” Technique
        • Example of the “Devil's Advocate” Technique
    • Reviewing and Reaching Consensus with Observers
      • Why Review with Observers?
      • Between Sessions
        • Figure 10-3 Rolling issues from one day of testing
      • At the End of the Study
  • CHAPTER 11 Analyze Data and Observations
    • Compile Data
      • Begin Compiling Data as You Test
      • Organize Raw Data
    • Summarize Data
      • Summarize Performance Data
        • Task Accuracy
        • Task Timings
          • Figure 11-1 Performance score summaries and mean times (N = 6)
          • Using Range to Determine “Outliers”
      • Summarize Preference Data
        • Figure 11-2 Usability survey data summary
        • Figure 11-3 Compressed data summary
      • Compile and Summarize Other Measures
      • Summarize Scores by Group or Version
        • Figure 11-4 Task completeness by group
        • Figure 11-5 Number of errors, compiled by version
        • Figure 11-6 Summary of performance and preference rankings
    • Analyze Data
      • Identify Tasks That Did Not Meet the Success Criterion
        • Figure 11-7 Non-criterion tasks shaded
      • Identify User Errors and Difficulties
      • Conduct a Source of Error Analysis
        • Figure 11-8 Excerpt from source of error analysis
      • Prioritize Problems
        • Figure 11-9 Problem severity ranking
        • Figure 11-10 Problem severity ranking
        • Figure 11-11 Frequency of occurrence ranking
      • Analyze Differences between Groups or Product Versions
        • Figure 11-12 Summary of performance and preference rankings
      • Using Inferential Statistics
  • CHAPTER 12 Report Findings and Recommendations
    • What Is a Finding?
    • Shape the Findings
    • Draft the Report
      • Why Write a Report?
      • Organize the Report
        • Executive Summary
        • Method
          • Figure 12-1 Executive summary example with table of research questions
        • Results
        • Findings and Recommendations (Discussion)
          • Figure 12-2 Report with screen captures and callouts to usability insights
    • Develop Recommendations
      • Focus on Solutions That Will Have the Widest Impact
        • Figure 12-3 Example of global issues for documentation
        • Figure 12-4 Example of global issues for user interface
      • Ignore Political Considerations for the First Draft
      • Provide Both Short-Term and Long-Term Recommendations
      • Indicate Areas Where Further Research Is Required
      • Be Thorough
        • Figure 12-5 Sample Format 1: A finding with its recommendation
        • Figure 12-6 Sample Format 2: Findings first, recommendations after
        • Figure 12-7 Sample Format 3: Findings with source of error, in three columns
      • Make Supporting Material Available to Reviewers
    • Refine the Report Format
    • Create a Highlights Video or Presentation
      • Cautions about Highlights
      • Steps for Producing a Highlights Video
        • Consider the Points You Want to Make
        • Set Up a Spreadsheet to Plan and Document the Video
        • Pick the Clips
          • Figure 12-8 Example video clip list in a spreadsheet format
        • Review Timing and Organization
        • Draft Titles and Captions
        • Review and Wrap
• PART III Advanced Techniques
  • CHAPTER 13 Variations on the Basic Method
    • Who? Testing with Special Populations
      • People Who Have Disabilities
        • Scheduling and Reminding
        • During the Session
      • Older Adults
        • Scheduling and Reminding
        • During the Session
      • Children
        • Scheduling and Reminding
        • During the Session
    • What: Prototypes versus Real Products
      • Paper and Other Low-Fi Prototypes
        • Figure 13-1 Example of a paper prototype of a web page showing search results
      • Clickable or Usable Prototypes
        • Figure 13-2 A clickable prototype of a web page
    • How? Techniques for Monitored Tests
      • Flexible Scripting
        • What You Get
        • How to Use It
      • Gradual Disclosure or Graduated Prompting
        • What You Get
        • How to Use It
      • Co-Discovery (Two Participants at a Time)
        • What You Get
        • How to Use It
      • Alpha or Beta Testing with Favored Clients
        • What You Get
        • How to Use It
      • Play Tests
        • What You Get
        • How to Use It
    • Where? Testing Outside a Lab
      • Remote Testing
        • What You Get
        • How to Use It
      • Automated Testing
        • What You Get
        • How to Use It
      • Testing In-Home or On-Site
        • What You Get
        • How to Use It
    • Self-Reporting (Surveys, Diary Studies)
      • What You Get
      • How to Use It
  • CHAPTER 14 Expanding from Usability Testing to Designing the User Experience
    • Figure 14-1 Timeline of progress
    • Stealth Mode: Establish Value
      • Choose the First Project Carefully
        • Begin Your Education
          • Books
          • Conferences and Seminars
          • Journals, Magazines, and Newsletters
            • Journals and newsletters
            • Proceedings of Conferences of Professional Associations and Societies
          • E-Newsletters, Weblogs, and Other Resources
          • Usability-Related Societies and Professional Associations
        • Start Slowly and Conservatively, Get Buy-In
        • Volunteer Your Services
        • Create a Strategy and Business Case
    • Build on Successes
      • Set Up Long-Term Relationships
      • Sell Yourself and What You Are Doing
      • Strategize: Choose Your Battles Carefully
    • Formalize Processes and Practices
      • Establish a Central Residency for User-Centered Design
      • Add Usability-Related Activities to the Product Life Cycle
      • Educate Others within Your Organization
      • Identify and Cultivate Champions
      • Publicize the Usability Success Stories
      • Link Usability to Economic Benefits
    • Expand UCD throughout the Organization
      • Pursue More Formal Educational Opportunities
      • Standardize Participant Recruitment Policies and Procedures
      • Align Closely with Market Research and Industrial Design
      • Evaluate Product Usability in the Field after Product Release
      • Evaluate the Value of Your Usability Engineering Efforts
      • Develop Design Standards
      • Focus Your Efforts Early in the Product Life Cycle
      • Create User Profiles, Personas, and Scenarios
• Back Matter
  • Afterword
  • Index

  UM RAFBÆKUR Á HEIMKAUP.IS

  Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!
  
  Rafbók til eignar
  Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
  
  Þú kemst í bækurnar hvar sem er
  Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
  
  Auðvelt að fletta og leita
  Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
  
  Glósur og yfirstrikanir
  Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
  
  Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
  Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
  
  
  
  Fleiri góðir kostir
  - Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
  - Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
  - Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
  - Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu