Usability for older web users

Webcredible have just posted a “straight to the point” article on some differecnces between younger and older web users. This article is well worth a read as it points out some very simple considerations for helping your website reach it’s full audience.

The UK has more people aged over 60 than under 16 for the first time, figures released from the 2001 national census show.

Elderly users are a group of growing internet users and ones that are just as likely to be a large percentage of your customers. Also by following some simple steps you are also improving the general ease of use for all your visitors, so everyone is a winner. Pop along to Webcredible now and read the article. Or take a look at these handy recommendations from Webcredible. (Sourced from Webcredible article - Usability for older web users)

• Designers should investigate innovative ways to communicate the fact that a page is not finished and requires scrolling
• Technical terms should be avoided if possible - and where they have to be used, a clear explanation must be easily accessible (including examples wherever appropriate)
• Links should be identified in a consistent and obvious way (e.g. blue, bold, underline, red on mouse-over)
• The attention-grabbing features on a page (e.g. headings, pictures, icons, instructions and bullets) should be links
• Visited links should change colour
• Provide an HTML-version of as much content as possible and do not require users to install software (even Adobe Acrobat) in order to be able to access information
• Make content as concise and clear as possible - consider providing two versions of the same content (’simple’ and ‘detailed’) and allow users to decide which they want to access
• Sites should provide a ‘Make the writing bigger’ link with accompanying illustrations/icons and always use high contrast to display text e.g. black text on an off-white background (N.B. using an off-white background is preferable to white because it reduces the chances of eyestrain for people who are slow readers)
• Provide explicit instructions by using the imperative forms of verbs (e.g. ‘Go to more details on…’, ‘Find a…’, etc.)