Abstract
In this research, the positive role of interface visual design in digital safety education was verified taking COVID-19 prevention and control knowledge as the content of public health safety education, where interface emotion (positive, negative, and neutral) and interface layout (waterfall typed and juxtaposition typed) were regarded as independent variables, and readers’ understanding, course evaluation and system usability score were dependent variables. As revealed in the results of a 3 × 2 two-factor experiment in which 252 college students participated: first, different interface emotion can cause significantly different understanding, where negative emotion has the best learning transfer effect; second, due to the difference in interface emotion, participants may give certain courses significantly different evaluation scores, while positive emotional interface contributes to the obviously high scores of three course-evaluation items, “appeal of the lesson”, “enjoyment of the lesson” and “interface quality”; third, significantly different system usability can be caused by different interface layout, where waterfall-type layout enjoys higher appraisal from users; fourth, interface emotion and interface layout have a similar interactive effects in terms of “effort of the lesson” and “interface quality”, where waterfall-type layout is favored in terms of positive emotional interface, and juxtaposition-type layout is more advantageous in terms of negative emotional interface. These results are of vital significance for interface design and safety education. Further, the visual design method for interface emotion and interface layout were analyzed to determine the most suitable design principles so as to improve the effect of digital public health safety education and provide constructive ideas for fighting against COVID-19 at the educational level.
Highlights
Safety education refers to the way to arrive at the knowledge necessary for safe conduct in daily life or specific activities, through education
As we have introduced in related work, interface layout can affect people’s cognitive process, which has been confirmed by multiple research fields [47,49,51]
There were five questions in total and participants were required to use known information to explain a problem in a new situation, for instance why a person once staying in the same indoor space as a COVID-19 patient has not been infected with the virus
Summary
Safety education refers to the way to arrive at the knowledge necessary for safe conduct in daily life or specific activities, through education. There have already been plenty of research results in safety education. Turgut et al [3] studied the methods of providing students aged 10–14 with water safety education on land, and surveyed the impact of different urban environments on children receiving water safety education. Song & Han [1] studied the influence of gender, age, experience and similar factors on teachers receiving online safety education. It was reckoned that only if teachers have deep and accurate understanding of the content of safety education can they play a good demonstrative role and pass on correct safety knowledge to students. A lot of valuable experience has already been accumulated, there is still extensive space for research in the subdivisions of safety education
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