Intuitive Design To Mitigate Innumeracy: A Human-Centered Approach
Brief
Innumeracy, defined as the inability to handle numbers and numerical data decently, is a frequently disregarded but a widespread problem that has a big effect on the lives and livelihoods of impoverished employees in our society. The objective of this thesis is to examine and address the aforementioned situation by conducting an analysis of numeracy levels of disadvantaged workers within our society. This investigation will also explore potential associations between innumeracy and various factors such as occupation, gender, age, and education. Additionally, a proposal will be put forth for the development of an information and communication technology (ICT) based application that facilitates the
acquisition of numerical skills for underprivileged workers.
Effects of Innumeracy
Ellen Peters, a decision science researcher, makes a persuasive case that innumeracy causes bad decisions. Because math is omnipresent, you need a practical understanding of it to make smart judgments. She argues that innumeracy negatively impacts financial, social, professional, and health & wellbeing results. Innumeracy affects politics. Many underestimate macroeconomic statistics, budget, population demographics, and public policy metrics. Factual misunderstandings affect attitudes, which affect voting behavior. Despite disagreements between psychologists and behavioral scientists on the accuracy of health-related risk estimates, innumeracy and primary bias appear to significantly increase misperceptions. Numeracy levels are linked to financial literacy, with low levels resulting in a 4.8% decrease and high levels resulting in a 5.6% rise.
Questionnaire
In the initial phase of the thesis, the objective was to ascertain the levels of numeracy among underprivileged workers within our campus. In order to proceed, it was imperative to develop a precise definition of numeracy levels in the initial stages. The evaluation of adult numeracy competence in England and Wales comprises a spectrum of five levels, ranging from Entry Level 1 to Functional Skill Level 2. The questionnaire was intentionally constructed with consideration for this aspect, ensuring that each level aligns with a unique set of skills.
Entry Level 1
Understanding basic graphical, numerical, and textual data. This involves coin recognition, selection, and numerical value arrangement and evaluation from zero to ten.
Entry Level 2
Understanding numerical numbers, symbols, basic diagrams, and charts in written, numerical, and visual formats. This involves calculating expenses, discrepancies, and adding and subtracting two-digit numbers.
Entry Level 3
Understanding numbers, symbols, graphs, and charts. This information serves several purposes in graphic, numerical, and written formats. Includes dividing two-digit numbers by single-digit numbers and understanding remainders.
Functional Skills Level 1
Understanding basic mathematical facts used for numerous purposes. It also requires the ability to autonomously select relevant graphic, numerical, and written information. This includes simple percentage and unit conversion calculations.
Functional Skills Level 2
Understanding mathematical knowledge used for various purposes and independently selecting and assessing relevant information from graphical, numerical, and written sources. Skills below Level 2 may make it difficult to compare prices and create a household budget.
Interviews
Following the development of the questionnaire, individual interviews were conducted with disadvantaged workers to assess their numeracy levels, using the questionnaire as a foundation. Before initiating the process of data collecting, the participants were presented with a thorough exposition of the study's aims, procedures, potential hazards, and advantages. Subsequently, each participant submitted their informed consent.
Initial Results
A total of 25 interviews were conducted, yielding the subsequent findings. The campus's economically disadvantaged workforce was classified into five overarching groups: Hostel Office Assistants, Security Personnel, Housekeeping Staff, Retail Store Assistants, and Mess Workers. If numerical values like 1 to Entry Level 1, 2 to Entry Level 2, and so forth, assigned for the purpose of facilitating comprehension, it becomes evident that the average numeracy level for security personnel is 4 (FSL1). Similarly, the average numeracy level for retail store helpers is 2.143 (between EL2 and EL3), the average numeracy level for hostel help is 3.25 (between EL3 and FSL1), the average numeracy level for mess workers is 2.75 (between EL2 and EL3), and the average numeracy level for housekeeping is 2.667 (between EL2 and EL3). Similarly, the mean numeracy levels by different factors are shown below.
Mean Numeracy Level By Occupation
Mean Numeracy Level By Gender
Mean Numeracy Level By Education
Mean Numeracy Level By Age
Statistical Analysis
After the completion of data collection, statistical tests were performed to ascertain the presence of any correlation between the numeracy levels
of the subjects and their occupation, education, gender, and age. Given that the predictor variable (occupation, education, gender, or age) was categorical and the outcome variable was a quantitative measure of numeracy level (the numeracylevels were assigned numerical counterparts, such as EL1 being represented by the number 1, EL2 being represented by the number 2, and so on, to enhance the accessibility and clarity ofthe results.), it was determined that employing a multivariate analysis of variance (MANOVA) approach was appropriate. MANOVA is a statistical technique used to assess the statistical significance of the effects of categorical variables, either in interaction or independently, on a collection of dependent continuous variables. The emphasis of the MANOVA test in XLSTAT lies in the interpretation of the Wilk's Lambda Test. A smaller value of lambda signifies a stronger correlation between the factors. However, in order to reject the null hypothesis, the estimated p-value must also be less than 0.05.
H0: The variable or the interaction of the corresponding column has no significant effect on the dependent variables.
Ha: The variable or the interaction of the corresponding column has a significant effect on the dependent variables.
Numeracy and Occupation
Lambda: 0.589
p-value: 0.026
As the computed p-value is lower than the significance level alpha=0.05, one should
reject the null hypothesis H0, and accept the alternative hypothesis Ha. The risk to reject the
null hypothesis H0 while it is true is lower than 2.56%.
Numeracy and
Age
Lambda: 0.125
p-value: 0.408
As the computed p-value is greater than the significance level alpha=0.05, one cannot
reject the null hypothesis H0. The risk to reject the null hypothesis H0 while it is true is 40.81%.
Numeracy and Gender
Lambda: 0.928
p-value: 0.195
As the computed p-value is greater than the significance level alpha=0.05, one cannot
reject the null hypothesis H0. The risk to reject the null hypothesis H0 while it is true is 19.46%.
Numeracy and Education
Lambda: 0.504
p-value: 0.002
As the computed p-value is lower than the significance level alpha=0.05, one should
reject the null hypothesis H0, and accept the alternative hypothesis Ha. The risk to reject the
null hypothesis H0 while it is true is lower than 0.21%.
ICT Based Application
Following the completion of the analysis, the subsequent phase involved the development of an information and communication technology (ICT) based application for numeracy. To start this process, a preliminary investigation into existing apps was conducted. The following applications were identified as the highest-rated options in the app store during a search for numeracy.
App 1
No learning curriculum, only a bunch of tests.
Too many options up front, can make people will less experience with technology nervous.
A Hierarchical structure rather than a linear structure, which can be harder to understand.
The free version of the app has access to only 7 tests.
App 2
App size was 341 MB, too big for people who might have data restrictions.
Rated ages 1-8 years.
App design is very child like, can be demeaning to older users.
Text heavy.
No text to speech option.
App 3
Only quick quizzes, no learning assessment.
No text to speech option.
Text heavy application.
No use of icons.
No use of animations to explain concepts.
Curriculum based on classes, so cant see progress in numeracy levels.
Design Choices
Minimal Text
Usage of text was limited, except where it played crucial roles
Icons and Animations
Visually representing information
was crucial for the audience
Text To Speech
Incorporating voice with such an application would be helpful for users
Progress Bars
Gamifying progress with progress bars for users and their friends
Prototype
The application's design is characterized by its simplicity and straightforwardness. Upon initiation, the user is required to login and complete a questionnaire that assesses their level of numeracy. Upon finishing, the user is presented with a review page displaying their numeracy level. They are given the choice to either repeat the quiz or go to the learning modules for that specific level. Users also have the option to select learning modules from a page dedicated to module selection. The application features small consistent microphone symbols that audibly articulate the text for the user. The instructional modules incorporate straightforward animations to enhance the user's understanding.
Experimental Setup
To evaluate the efficacy of the application, a comparative analysis was conducted by pitting it against two similar applications. For the aim of this study, two of the highest-rated applications were selected from the app store using the search term ’numeracy’. Before the commencement of the test, the participants were provided with a comprehensive explanation of the experiment, along with a concise overview of numeracy and the objectives of the study. Subsequently, the participants were presented with two prompts. The initial prompt required participants to answer five questions in the prototype and one application from the app store. In the subsequent prompt, participants were instructed to complete two numeracy modules using the prototype and compare their pre and post-knowledge. During these tests, the users’ errors made, time consumed, and prompts needed to complete the tasks were noted.
In order to facilitate the investigation, the applications obtained from the app store will be denoted as App P and App Q. Application P will be employed for the preliminary assessment, consisting of completing five questions. On the other hand, Application Q will be utilized to evaluate the users’ comprehension before and after engaging with the multiplication and division modules.
Navigation
The initial examination was carried out to evaluate the navigation and user-friendliness of both applications. Participants were required to respond to a set of five questions, all of which pertained to the concept of addition to ensure consistent levels of complexity. Users had the option to request prompts in situations when they encountered difficulties, and any errors made by them, such as clicking on an incorrect button, were duly recorded.
Retention
During the assessment, participants, all of whom were at the Entry Level 2, were instructed to respond to a set of 10 basic multiplication and division questions from App Q. As anticipated based on their level of numeracy, they were unable to provide answers to any of the questions. Following this, participants were instructed to engage with the multiplication module of the prototype and subsequently respond to the identical set of questions. The findings are given in the following tables.
Multiplication
Division
Note: These scores do not demonstrate the subjects’ proficiency in the indicated topics of multiplication and division. Due to the simplicity of the single-digit multiplication problems, the subjects showed a rudimentary comprehension of the concept and arrived at the solutions at their own pace.
Discussion
This study analyzes how innumeracy affects underprivileged workers, also exploring the correlation between workers' numeracy proficiency and factors like occupation, education, gender, and age. Research has already shown the harmful effects of innumeracy on individuals' financial, social, professional, and political well-being. A comprehensive survey was undertaken to evaluate the numeracy levels of impoverished workers on campus. After determining innumeracy levels, the study examined relationships with worker socioeconomic factors such as occupation, education, age, and gender. Correlations tell a fascinating story. Lower numeracy levels are linked to occupations requiring fewer numerical skills, highlighting the need for tailored interventions in certain employment sectors. A link between education and numeracy skills suggests an early onset of the condition. People with lower education levels tend to have lesser numeracy proficiency in the future. The research proposes creating an ICT-based solution to solve this problem. The prototype was designed utilizing human-centered concepts and compared to similar market applications. Successful implementation of the proposed application can improve the numeracy proficiency of the targeted demographic, improving their overall level of living.