Aloud Method Research Articles

THINK-ALOUD METHOD: DEVELOPING STUDENTS' READING COMPREHENSION

The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choosing the learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of 30 eight graders who were assigned to be at the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.Some practical suggestions are provided in the study

The Role of Metacognitive Strategy Monitoring and Control in the Relationship between Creative Mindsets and Divergent Thinking Performance.

Previous research has shown that creative mindsets influence creativity. Compared with people with a fixed creative mindset, those with a growth creative mindset performed better in creative tasks. The underlying mechanism, however, is not completely understood. The present study has extended previous works to explore whether metacognitive strategy monitoring and control influence the relationship between creative mindsets and divergent thinking performance. The thinking aloud method was used to summarize four strategies in a divergent thinking task (an alternative uses task, AUT) in a pilot study: memory retrieval, splitting, property-based, and general use strategies. In the formal study, the creative mindsets scale, AUT, self-strategic utility judgment (i.e., an index of metacognitive strategy monitoring), and frequency of strategies usage (i.e., an index of metacognitive strategy control) were used to explore the relationships among creative mindsets, divergent thinking, and metacognitive strategy monitoring and control. The results indicated a positive correlation between a growth creative mindset and divergent thinking but a negative correlation between a fixed creative mindset and divergent thinking. More importantly, there were identified mediating roles of metacognitive monitoring and control of splitting and property-based strategies in the relationship between creative mindsets and divergent thinking. The findings reveal that creative mindsets are a critical predictor of divergent thinking, and metacognitive monitoring and control of abstract strategies mediate this association.

Exploring Students Reversible Reasoning when Sketching an Original Graph Involving Derivatives Concept

Background: Reversible reasoning, a key aspect of mental activity, is important for students at all levels of mathematics. Objective: The purpose of this study was to characterise students’ reversible reasoning when sketching graphs involving derivatives. Setting and participants: The data for this research was generated from a qualitative approach. We conducted clinical interviews with four students aged 18-19 who had completed and graduated in advanced calculus courses. They were selected for their high scores in the course. Data collection and analysis: Think aloud methods and task-based interviews were used to collect data. The analysis covered two original graph sketch assignments involving the graph of the derivative and its properties. Results: Through data analysis, we discovered two characteristics of reversible reasoning: Initial Reversible and Ongoing Reversible, which provide the initial framework for future research. These two characteristics are rooted in the student’s perspective of the problem at hand, where the Initial Reversible student is dominated by the accommodation process, while the Ongoing Reversible student tends to experience cognitive conflicts that cause him to change his direction of thinking. Conclusions: We discuss the implications of our findings for future teaching and curriculum development in calculus.

Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training

ABSTRACT Purpose Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students’ learning. By addressing this gap, the present study provides recommendations for EME teacher training. Approach Finland, with its long EME traditions, was the present study’s context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” The Qualitative Report 20 (9): 1408–1416] was achieved by interviewing four teachers, each from a different English-medium master’s programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it. Findings As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation. Value As a contribution to developing EME teacher training, this study recommends promoting the combination of the backward design and community of practice via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities.

Qualitative methods show that surveys misrepresent “ought implies can” judgments

ABSTRACT Experimental philosophers rely almost exclusively on quantitative surveys that potentially misrepresent participants’ multifarious judgments. To assess the efficacy of qualitative methods in experimental philosophy and reveal limitations with quantitative surveys, a study was conducted on the Kantian principle that ‘ought implies can’, which limits moral obligation to actions that agents can do. Specifically, the think aloud method and a follow-up interview were employed in a modified version of a prominent experiment that recorded participants’ judgments of ability, blame, and obligation using quantitative surveys. The modified version produced quantitative results similar to the original experiment along with qualitative data that reveal that the surveys fundamentally misrepresented participants’ judgments. The qualitative transcripts from 40 participants are analyzed to show that ‘ought implies can’ judgments are complex and multifarious, that ‘ought implies can’ judgments are misrepresented by quantitative survey questions, and that the majority of participants uphold or preserve ‘ought implies can.’ The results suggest that experimental philosophers can more accurately capture judgments by using qualitative methods, and that studies which rely on quantitative surveys possibly misrepresent participants’ judgments.

Usability and Accessibility of the ArtontheBrain™ Virtual Recreation Activity for Older Adults With Low Vision Due to Age-Related Macular Degeneration.

Experiencing visual art can inspire, be an overall positive leisure activity, and has been linked to improved cognition, especially in older adults. Access to artwork in a museum environment can comprise a variety of barriers, including difficulties linked to its visual experience for persons that are visually impaired. The present study explored the barriers and facilitators experienced by 15 older adults (age 65 to 93) living with age-related macular degeneration when using an iPad to access ArtontheBrain™, a virtual art museum recreation experience created by members of this team. Using the Concurrent Think Aloud method, participants were asked to continuously comment on their experiences with the application while being audio/video recorded. Indeed, codes were determined by identifying frequently stated and emphasized ideas or behaviors of participants using the ArtontheBrain™ application. Transcripts underwent thematic analysis and indicated that the main access barriers were linked to control of the contrast, magnification, and the tactile interface on the tablet device. The learn and play activities as well as the text-to-speech feature were identified as facilitators for ArtontheBrain™ engagement. The present findings should also be considered in the larger context of application development, as this study provides insight pertaining to the needs of low vision individuals regarding usability and accessibility.

The Collaborative Metadata Repository (CoMetaR) Web App: Quantitative and Qualitative Usability Evaluation.

BackgroundIn the field of medicine and medical informatics, the importance of comprehensive metadata has long been recognized, and the composition of metadata has become its own field of profession and research. To ensure sustainable and meaningful metadata are maintained, standards and guidelines such as the FAIR (Findability, Accessibility, Interoperability, Reusability) principles have been published. The compilation and maintenance of metadata is performed by field experts supported by metadata management apps. The usability of these apps, for example, in terms of ease of use, efficiency, and error tolerance, crucially determines their benefit to those interested in the data.ObjectiveThis study aims to provide a metadata management app with high usability that assists scientists in compiling and using rich metadata. We aim to evaluate our recently developed interactive web app for our collaborative metadata repository (CoMetaR). This study reflects how real users perceive the app by assessing usability scores and explicit usability issues.MethodsWe evaluated the CoMetaR web app by measuring the usability of 3 modules: core module, provenance module, and data integration module. We defined 10 tasks in which users must acquire information specific to their user role. The participants were asked to complete the tasks in a live web meeting. We used the System Usability Scale questionnaire to measure the usability of the app. For qualitative analysis, we applied a modified think aloud method with the following thematic analysis and categorization into the ISO 9241-110 usability categories.ResultsA total of 12 individuals participated in the study. We found that over 97% (85/88) of all the tasks were completed successfully. We measured usability scores of 81, 81, and 72 for the 3 evaluated modules. The qualitative analysis resulted in 24 issues with the app.ConclusionsA usability score of 81 implies very good usability for the 2 modules, whereas a usability score of 72 still indicates acceptable usability for the third module. We identified 24 issues that serve as starting points for further development. Our method proved to be effective and efficient in terms of effort and outcome. It can be adapted to evaluate apps within the medical informatics field and potentially beyond.

The VITAAL Stepping Exergame Prototype for Older Adults With Major Neurocognitive Disorder: A Usability Study

Purpose: This study investigates the usability of a stepping exergame in older adults with major neurocognitive disorder (MNCD) residing in a long-term care facility.Materials and Methods: A mixed methods study was conducted. Participants played exergames for 30 min on one try-out session. During the exergames, the think aloud method was used, and field notes were taken by the facilitator. Following the exergames, participants completed the System Usability Scale (SUS) and a semi-structured in-depth interview about usability including their personal experiences. Audio files were transcribed and a thematic content analysis of the think aloud data, field notes and interviews were performed using NVivo 12.Results: Twenty-two participants with MNCD were included [mean age = 84.3 ± 5.5 (70–95) years; 81.8% women; Short Physical Performance Battery score = 7.5 ± 3.2 (1–12), Montreal Cognitive Assessment score = 11.9 ± 4.4 (2–19)]. System usability was rated “ok to good” with a mean SUS score of 57.8 (SD = 12.3) with scores ranging from 37.5 to 90.0. Five main themes emerged from the thematic content analysis: (1) perceived user friendliness and acceptability of the exergames; (2) interactional experience; (3) motivational factors; (4) training modalities; and (5) risks. There were no adverse events nor dropouts.Conclusion: Participants evaluated the usability of the exergames positively. The results indicate that the stepping exergame is usable in older adults with MNCD.

Usability Evaluation in Electronic Employee Performance Reports Using the Usability Testing Method

Employee Performance Reports electronically (LKP) are used by lecturers to periodically report performance on performance for 6 months which includes teaching, research, and community service plus support. Sometimes in the reporting, there are obstacles experienced by lecturers related to filling out the report. The purpose of this research is to measure effectiveness, efficiency, and user satisfaction. Besides that, I want to know the topics that are often discussed by the lecturer participants. This research was conducted involving 5 lecturers who actively used E-LKP. Data collection was carried out through experiments in which participants used E-LKP and gave their opinions about E-LKP using the Think Aloud method and analyzed using QDA Miner Lite. This usability testing test results show that the effectiveness value is 95%, the efficiency value is 96% and the SUS value is 61. The results of think-aloud when working on assigned scenarios are analyzed using QDA Miner Lite software so that the 6 highest coding frequencies in this study are Activity, Assignment Letters, External Activities, Moving Activities, Activity Codes, and Research.

Mobile Health for Smoking Cessation Among Disadvantaged Young Women During and After Pregnancy: User-Centered Design and Usability Study.

BackgroundSmoking prevalence during and after pregnancy remains high among socioeconomically disadvantaged women. Mobile health (mHealth) apps with game and social support elements seem promising to support smoking cessation.ObjectiveThis study aims to describe the user-centered design and usability evaluation of Kindle, an mHealth app with game and social support elements, to support disadvantaged young women during and after pregnancy through the first stages of smoking cessation.MethodsDisadvantaged women (n=9), members of their social networks (n=4), and nurses supporting these women (n=51) were informants throughout the iterative prototype development of Kindle according to the International Organization for Standardization 9241-11:2018. Specific phases included understanding the context of use through secondary analysis of qualitative interview data (phase 1), establishing the user and organizational requirements (phase 2), production of design solutions (phase 3), and usability inspection of the prototype through a heuristic evaluation (3 experts) along with user testing by a think aloud method (5 disadvantaged women and 5 nurses; phase 4). Usability problems were categorized according to the principles of the Healthcare Information and Management Systems Society.ResultsPhase 1 resulted in an understanding of the VoorZorg program and the needs of VoorZorg nurses and clients (eg, focus on early stages of change and building new supportive networks to aid clients in smoking cessation). In phase 2, we established requirements (n=22; eg, mHealth app, secure communication between nurses and clients, easy-to-use interfaces, inclusion of game elements, and tailoring at early stages of change in smoking cessation). Phase 3 resulted in a prototype of Kindle, combining the interface for nurses and clients, including the following functionalities: personal goal setting with earning points; secured chat function between nurses and other clients; and tips, diary, and profile creation. The heuristic evaluation and thinking aloud method in phase 4 revealed 78 usability problems in the interfaces. Most usability problems concerned simplicity (eg, unclear clickable button) and naturalness (eg, unclear icon).ConclusionsThe user-centered design and usability testing of the mHealth app Kindle yielded useful insights. The involvement of end users, specifically socioeconomically disadvantaged women during and after their pregnancy, resulted in a prototype that met their needs and requirements (eg, mHealth app, secure communication between nurses and clients, easy-to-use interfaces, inclusion of game elements, and tailoring to the early stages of change in smoking cessation) to achieve readiness for smoking cessation. Moreover, the usability evaluation by end users and experts revealed unique usability problems for this population. These insights allow for further optimization of Kindle and encourage future studies to engage disadvantaged populations in all phases of mHealth intervention design and usability testing.

Differences in echocardiography interpretation techniques among trainees and expert readers

BackgroundTrainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers.MethodsWe performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis.ResultsExperts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool.ConclusionsIn this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

Think Aloud Method: Is it effective in Enhancing Indonesian EFL Students’ Reading Comprehension Skills?

The aim of this study is to investigate the effectiveness of the think-aloud method in teaching reading comprehension skills. The quasi-experimental research used pre-test and post-test design involving students of tenth grade at state senior high school Bolano in Parigi-Moutong, Sulawesi Tengah, Indonesia in academic 2019-2020 who were selected using probability sampling. The stratified sampling was used to divide the population on some specific characters. Then, a simple random sampling technique was conducted to assign the experimental and control group with 61 total participants. To collect the data, pre-test and post-test were assigned. The tests of reading skills were validated through peer validation and content validity. A split-half method is used to find the reliability of the instruments. The inferential statistics using SPSS 22 were applied to analyze the data, normality test, homogeneity test, and hypothesis testing result. The findings of this study revealed that the think-aloud method had a significant difference in enhancing students’ reading comprehension skills compare to the grammar-translation method. It was indicated by the value of 0.00 in the reading comprehension test which was lower than 0.05. This means that the use of the think-aloud method is effective to enhance students’ reading comprehension skills and help students to be effective readers.

Testing the Digital Health Literacy Instrument for Adolescents: Cognitive Interviews.

BackgroundDespite the increasing number of youth seeking health information on the internet, few studies have been conducted to measure digital health literacy in this population. The digital health literacy instrument (DHLI) is defined as a scale that measures the ability to operate digital devices and read and write in web-based modes, and it assesses seven subconstructs: operational skills, navigation skills, information searching, evaluating reliability, determining relevance, adding self-generated content to a web-based app, and protecting privacy. Currently, there is no validation process of this instrument among adolescents.ObjectiveThis study aims to explore the usability and content validity of DHLI.MethodsUpon the approval of institutional review board protocol, cognitive interviews were conducted. A total of 34 adolescents aged 10-18 years (n=17, 50% female) participated in individual cognitive interviews. Two rounds of concurrent cognitive interviews were conducted to assess the content validity of DHLI using the thinking aloud method and probing questions.ResultsClarity related to unclear wording, undefined technical terms, vague terms, and difficult vocabularies was a major issue identified. Problems related to potentially inappropriate assumptions were also identified. In addition, concerns related to recall bias and socially sensitive phenomena were raised. No issues regarding response options or instrument instructions were noted.ConclusionsThe initial round of interviews provided a potential resolution to the problems identified with comprehension and communication, whereas the second round prompted improvement in content validity. Dual rounds of cognitive interviews provided substantial insights into survey interpretation when introduced to US adolescents. This study examined the validity of the DHLI and suggests revision points for assessing adolescent digital health literacy.

The profile of 8th graders’ level of statistical thinking: A case of analyzing and interpreting data

This research aims to describe the profile of the level of statistical thinking of 8th graders of junior high school in the case of analyzing and interpreting data related to statistical problems. Using the statistical thinking framework by Mooney. The ability to think statistically is not only needed when students learn, but is needed when someone makes decisions. This is a qualitative research with the subjects of two eighth graders of SMP Walisongo 1 Semarang with the high initial abilities which can be seen from the subject behaviour in solving problems provided when the data were collected using Think Aloud method. The research findings showed that subjects with high initial abilities had the characteristics of statistical thinking at the 3rd level: Quantitative since the subjects were more effective and complete in presenting their ideas, and used quantitative information in solving statistical problems. The 3rd level: Quantitative showed that subjects provide several correct and appropriate responses to the data provided, subjects make a comparison of the several data, but they cannot compare the data as a whole, and subjects can only make correct conclusions based on the problem provided, even though the subject have not been able to make an overall conclusion.

Use of a technology-based system to motivate older adults in performing physical activity: a feasibility study

BackgroundMaintaining or initiating regular physical activity (PA) is important for successful aging. Technology-based systems may support and stimulate older adults to initiate and persevere in performing PA. The aim of the current study was to assess to which extent a customised Kinect system is 1) a credible tool to increase PA in older adults, 2) motivating to perform PA by older adults, and 3) easy to be used in older adults.MethodsA mixed-method cross-sectional feasibility study was performed in 5 aged care facilities in Flanders, Belgium. Aged participants were asked to perform a 20–30 min test with the intelligent Activity-based Client-centred Training (i-ACT) system. After the test, the ‘Credibility and Expectancy Questionnaire’ (CEQ), the ‘Intrinsic Motivation Inventory’(IMI), the System Usability Scale (SUS), and semi-structured interviews were conducted in the older adults. Feedback was gathered using the thinking aloud method in both aged participants and healthcare professionals.ResultsA total of 48 older adults (20 males and 28 females, mean age = 81.19 (SD = 8.10)), were included. The scores pertaining to system credibility and expectancy, system usability, and motivation towards use were moderate to good. Participants reported that they liked using the i-ACT system, but that the context could be more attractive by adding more visualisations. Twelve professionals stated that they observed involvement in older adults but think that i-ACT is better used in day care centres.ConclusionsThis study indicates that i-ACT is a usable and motivational system to engage older adults to perform PA and therefore supports successful aging. Future research is necessary to investigate the efficacy of i-ACT to perform PA and the transfer to regain and/or maintain engagement in ADLs that older adults find meaningful and purposeful at an older age. Also, further development of i-ACT is advisable to adapt the i-ACT system towards implementation at the home of older adults.Trial registrationClinicalTrial.gov ID NCT04489563, 23 July 2020 - Retrospectively registered.

How experts screen ideas: The complex interplay of intuition, analysis and sensemaking

AbstractOrganizations use idea screening to select which ideas will be developed into innovation projects. Extant research has revealed that, during idea screening, expert evaluators use intuition to make rapid holistic decisions about idea quality, analyze ideas in detail to determine their value and employ sensemaking to understand and elaborate on ideas. However, much of this takes place in the minds of the evaluators, which limits our understanding of how experts identify good ideas. This study addresses the issue by mapping the activities that expert evaluators use to screen ideas and by examining how these activities are used to identify high quality ideas. To study this, 204 idea screening cases were collected, using the think aloud method on two samples of experts. The data was analyzed using grounded theory techniques to outline the range of idea screening activities that expert evaluators use and then complemented with fuzzy set qualitative comparative analysis (fsQCA) to understand how these activities are combined together to make judgments of idea quality. The findings break down intuition, analysis, and sensemaking into seven key activities that experts use when screening ideas and detail their dimensions on the micro‐level. The fsQCA further shows that experts combine these activities into distinct patterns in order to find high quality ideas, where sensemaking plays a crucial role. This demonstrates that finding high quality ideas often requires effortful interpretation, while also generating opportunities to develop ideas further. These findings add depth to our understanding of how evaluators think when screening ideas, suggesting that expert evaluators can be used for both the screening and development of ideas during the idea screening stage. Integrating idea development into screening can potentially lead to the more effective use of resources, while saving time at the front‐end of innovation.

Literatur Review Metode Evaluasi Kualitas Usability Website

Website is a collection of online documents containing Web pages that are moored in a domain as a unique name. It can be accessed via the Internet so that existing information can be displayed and accessed by Web visitors. Web visitors tends to need websites with user interface which is easy to use, to interact (usability), or communicate in sharing information. There are basically some benchmarks that can be used to measure website usability, including (1) Learnability, easiness to learn; (2) Efficiency, user speed level; (3) memorability, easiness to remember; (4) Error and safety, low fault rate; and (6) Satisfaction, satisfied user. Moreover, there are several methods of evaluation of the website in this research, such as: (1) Thinking Aloud Method, (2) User Perfomance test, (3) Remote Usability Test, (4) Cooperative Evaluation, (5) Expert Review, (6) Heuristic Evaluation, (7) Cognitive Walkthrough, (8) Plurastic Walkthrough, (9) Field Observation, and (10) Interview and Focus group. In addition, the selection of a questionnaire or sampling deployment method and designing interface method may also affect the outcome of the evaluation of the website.

The Profile of Students with Moderate Initial Statistical Thinking Ability in Analyzing and Interpreting Data

Statistical thinking is a thinking process related to the ability to understand how to describe, organize, reduce, present, analyze and interpret the data that apply the statistical understanding in real problems. Most students had a difficulty in analyzing and interpreting data. They claimed that analyzing and interpreting data is a difficult and complicated assignment since it needs high level skill, accuracy, careful consideration and objective attitude. If the data is analyzed and interpreted well, we will draw the correct conclusion. Mooney's research states that there are five levels of statistical thinking in a statistical thinking framework, including: level 1: Idiosyncratic; level 2: Transitional; level 3: Quantitative; level 4: Analytical, and level 5: Extended Analytical. This research aims to describe the profile of the level of statistical thinking of students with moderate initial abilities in analyzing and interpreting data. The subjects of this research were two eighth graders with moderate initial abilities in Junior High School of 1 Walisongo, Semarang. Think Aloud method is applied to collect data. The results showed that the level of students with moderate initial statistical thinking abilities was at level 2: Transitional, in which students tried to present their ideas through quantitative and subjective thinking, indicated by naive thinking, hesitant, incomplete responses in counting, and only focus on one aspect of the data display.

Analysis of problem-solving difficulties at limits of sequences

Every year, most mathematics education students have difficulty learning real analysis courses on the material of sequences and series, especially in the sub material of the limit of sequences. Difficulties in learning the concept of limits include difficulties in understanding the limit concept’s definition and visualization. The purpose of this article is to analyze the difficulties of mathematics education students of Pancasakti University in the Tegal academic year 2019/2020 in problem solving at limits of sequences and providing appropriate Scaffolding to overcome these difficulties. This research is descriptive qualitative research. The research subjects were selected using the purposing sample technique, selected two students with high, medium, and low abilities. Two students chose each capacity. Interview with research subjects to inform the results of the test using the aloud method. Students experience difficulty thinking when solving the limit of sequences problem due to the lack of initial analysis and student analogy skills. When the procedure is rechecked, students have difficulty thinking too. This is due to the lack of mathematical connection skills of students. To overcome these student difficulties, the lecturer must provide Scaffolding.

ANALISIS USABILITAS WEBSITE SIAM UMRI MENGGUNAKAN METODE USABILITY TESTING

The thing that underlies the existence of a website is the development of information and communication technology. This study aims to measure the Usability level of the Student Academic Information System (SIAM) Website at Universitas Muhammadiyah Riau. Some problems encountered were that there was no reusability evaluation of the UMRI SIAM website, as well as complaints from UMRI students when accessing the website. The reusability problem in this study was resolved by conducting usability testing with five dimensions proposed by Nielsen (1993), namely learnability, efficiency, memorability, error & user satisfaction when accessing the SIAM UMRI website and using the thinking aloud method which required 3-5 respondents. The subjects studied were expert users (UMRI students) and novice users (non-UMRI students). Based on the results of the analysis on the learnability dimension, it is found that the respondents have the ability to learn a good website. In the efficiency dimension, the results of the increase in the speed of completing tasks by the respondents are obtained. Furthermore, in the memorability dimension, the results show that the respondents have good memory ability. In the error dimension, there are 38 problems when accessing the SIAM UMRI website, and in the satisfaction dimension, the results of respondents' satisfaction when accessing the SIAM UMRI website are obtained with a score of 70. In addition, in this study there are recommendations for improving the SIAM UMRI website.