![]() When participants viewed both formats, those with experience with bar graphs preferred bar graphs, and those with experience with tables found bar graphs equally easy to use. In terms of ease of use, participants did not prefer bar graphs to tables when they viewed only one format. Bar graphs and tables performed equally well with regard to recall accuracy and understanding. This overall difference was due to superior performance of bar graphs in vignettes with many test results. Participants required less viewing time when using bar graphs rather than tables. In a second experiment, participants viewed table and bar graph formats (within subjects) that presented test results with normal, borderline, and abnormal findings. In the first experiment, participants viewed either table or bar graph formats (between subjects) that presented medical test results with normal and abnormal findings. We conducted experiments with a convenience sample of 106 community-dwelling adults. We compared the usability of tables and horizontal bar graphs for presenting medical test results electronically. Schutz (1961) compared line, vertical bar, and horizontal bar graphs for a trend analysis task and found subjects performed best with the line graph, followed by the vertical bar and lastly with the horizontal bar graph.Įlectronic personal health records offer a promising way to communicate medical test results to patients. Tullis (1981) compared tabular and graphical displays for a telephone diagnostic task and found no differences for type of display. The major focus from the Human Factors perspective concerns general design issues, such as brightness, contrast, and color. Research generated by statisticians (Carter, 1947 1948a 1948b) indicates that graphs enhanced performance for tasks requiring data interpolation, while tables enhanced performance for tasks requiring the reading of specific values. Statisticians contributing to this area have concentrated on design aspects of graphs and tables, and have produced manuals describing design guidelines. Educational researchers compared graphical and tabular displays in classroom settings (Rigney & Lutz, 1976 Washburne, 1927) and results indicate pictorial or graphical representations effectively aid problem solving performance. Research in many diverse areas has focused on determining effective information presentation. Many researchers advocate the graphical presentation of information to allow for effortless perception and organization of information. As the amount of information accessible via computer systems increases, so do problems associated with presenting information that can be assimilated easily and accurately.
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