e-Learning has significantly transformed training, replacing many traditional classroom sessions. But students of all ages are still students, and perform best when given guidance and feedback. Just as in personal relations, politeness and courtesy should be extended in all technology-based training situations.

Include Page Counters

Every linear tutorial should have an on-screen page counter that tells users which screen or "page" they are on and how many more exist in the lesson. This simple message "Screen 5 of 25" clearly describes what is required to finish the lesson in the program and engenders student confidence. With self-paced programs that can be taken at any time, this type of progress marker helps users answer questions like "I have a meeting in 15 minutes - can I finish this lesson or should I quit now?"

Some designers recommend the use of time estimates rather than page counters. For example, "Lesson 1: Overview (10 - 15 minutes)." However, estimating the time needed for self-paced training is difficult. Be aware that even though a range is given, some students may feel anxiety from the implied time limitation. For example, some students may self-impose pressure to finish the lesson in fifteen minutes or less, while others may feel inadequate if they take much longer than the time estimate. Since a major benefit of technology-based training is that it is self-paced, measuring time rather than screens artificially imposes time expectations and can be counter-productive to the learning process.

Make Help and Instructions Easily Accessible

Even if a program's interface is simple and intuitive, it won't appear to be that to 100 percent of its audience. Always include a "How to Use This Program" section on the Main Menu for new users who may need specific directions on how to use menus, buttons, and other features.

These navigational instructions should also be accessible as "Help" from any screen in the program. Make sure that when users exit the help screens they return to their last location within the tutorial.

Write Clear Error Messages

Most error messages are written at the last minute by programmers. Make sure they don't sound like "techie" messages, like the log-in feedback below:

• Data Error! You used an invalid ID format. Correct format is xxx-xx-xxxx.

Now look at the improved version of the same message below. It uses polite language, avoids computer jargon (e.g., "data") and gives a more clear numeric example:

• Please re-enter your employee ID number using this format: 123-45-6789.

Give Appropriate Warnings

Providing information and feedback includes a responsibility to warn the user of the consequences of their actions. As previously described in the Reversible Actions section earlier in this chapter, users should be stopped and presented with confirmation request before accepting log-in data, taking a test, or exiting the program.

Make Messages Polite

In The Media Equation (Reeves, 1996) Byron Reeves and Clifford Nass present conclusive research that people treat computers like real human beings. Even when great care is used to create androgynous on-screen narrators (such as a talking, animated floppy disk) or sterile messages within plain display windows, users will project both gender and personality onto (or into) the computer.

As Reeves and Nass explain, "This is pivotal for the design of interactive media, because the biggest reason for making machines that are polite to people is that people are polite to machines. Everyone expects reciprocity . . . when a technology (or a person) violates a politeness rule, the violation is viewed as social incompetence and it is offensive."

Simple technology-based training politeness rules include:

• Say hello and goodbye. After the log-in procedure, greet students warmly with a message like, "Welcome back, <Name>. Would you like to resume where you left off, or go to the Main Menu?" Upon exiting, a simple "Goodbye" message provides easy closure.

• Don't use exclamation points. In error messages or feedback to wrong answers, exclamation points are unduly severe. Even for positive reinforcement, such as "That's correct!" exclamation marks become pedantic with overuse.

• Blame the computer, not the user. When displaying error messages or providing feedback, construct text so that the user is not accused of the mistake.

• Use audio effects sparingly. Playing audience cheering noises for correctly answered questions or buzzing sounds for incorrectly answered ones are suitable in self-assessment games. But these types of audio effects can be annoying to students and distracting to those around them and should be used infrequently within tutorials.