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Indrani Medhi We describe work toward the goal of a user interface (UI) designed such that
Assistant Researcher even novice, illiterate users require absolutely no intervention from anyone at
Microsoft Research India all to use. Our text-free UI is based on many hours of ethnographic design
196/36, 2nd Main conducted in collaboration with a community of illiterate domestic laborers in
Sadashivnagar three Bangalore slums. An ethnographic design process was used to under-
Bangalore 560080 India
stand what kind of application subjects would be interested in, how they re-
indranim@microsoft.com
spond to computing technology, and how they react to speciªc UI elements.
Aman Sagar We built two applications using these principles, one for job search for domes-
Adobe Systems India Pvt. Ltd. tic laborers and another for a generic map that could be used for navigating a
Noida, India city. The resulting designs are based on key lessons that we gained through
the design process. This article describes the design process, the design princi-
Kentaro Toyama ples, which evolved out of the process, the ªnal application designs, and re-
Microsoft Research India sults from initial user testing. Our results conªrm previous work that empha-
Bangalore, India sizes the need for semiabstracted graphics and voice feedback, but we
additionally ªnd that some aspects of design for illiterate users that have been
previously overlooked (such as a consistent help feature). Results also show
that the text-free designs are strongly preferred over standard text-based in-
terfaces by the communities which we address and that they are potentially
able to bring even complex computer functions within the reach of users who
are unable to read.
© The MIT Press 2008. Published under Creative Commons Attribution NonCommercial-NoDerivativeWorks Unported 3.0 license. All rights
not granted thereunder to the public are reserved to the publisher and may not be exercised without its express written permission.
Volume 4, Number 1, Fall 2007, 37–50 37
TEXT-FREE USER INTERFACES FOR ILLITERATE AND SEMILITERATE USERS
goals (Cooper & Reimann, 2003). We held inter- from extensive ªeld studies we conducted. We shall
views and conducted subject trials with our target explain these with examples elucidating each princi-
communities. We repeatedly went back to them ple in the following section:
to evaluate our designs and incorporated the neces-
sary changes in the next prototype we designed. Be-
Clearly, less text makes sense for subjects who can-
ing accepted and trusted by the community, making
not read. However, as we discovered that subjects
the subjects feel comfortable to talk and extracting
could easily recognize numerals (“0”, “1”, “2”,
relevant information from them (Parikh, Ghosh, &
“3”, “4,” . . .), these numerals can remain in the UI
Chavan, 2003b), helping them overcome fear and
(at least for certain target users). This is consistent
reluctance while using technology (Chand, 2002)
with advice in some earlier work (Parikh, 2002;
were a few of the challenges we faced during the
Parikh, Ghosh, & Chavan, 2003a, 2003b).
process of design.
We had to take various actions to accommodate
subjects and make them feel at ease. We spent con-
siderable time in the community, attending weekend We knew that for both applications the information
meetings to understand the context, culture, and had to be in graphical form, since our target users
practices (Parikh, Ghosh, & Chavan, 2003b). We vis- were not generally literate (Huenerfauth, 2002;
ited the communities on an average of two to three Parikh, Ghosh, & Chavan, 2003a, 2003b). While this
times a week, for 3–4 hours each session, for sev- is an obvious feature, the exact nature of the graph-
eral months. ics can make a huge difference, and, below, we out-
We used this approach to determine the applica- line some of the more subtle ªndings from the eth-
tion domain in which to test our user interfaces. Our nographic design process.
subjects—mostly domestic laborers—ªnd job infor- Frequent iterations with the target community
mation through word of mouth or through agents are necessary to ensure that graphical elements are
within the slum that informally connected employers interpreted the way they are intended. We observed
with employees. Most of the women often contin- that subjects recognized semiabstract cartoons and
ued working at the same place for low wages be- more photorealistic graphics much better than com-
cause they were not aware of better opportunities plex abstract graphics. As users delve deeper into an
elsewhere. We, therefore, decided ªrst to mock-up object to get more information, the representation
a job-search application. Our focus group–style dis- can become more photorealistic to provide more
cussions of 40–50 women showed that the women speciªc information.
were accustomed to asking the following informa- In general, subjects were able to identify both
tion about a job: speciªc tasks requested by the em- photographs and pure cartoons, but there was a
ployer, work schedule, break-up of wages by task, general preference for semiabstract cartoons. These
address of the employer, number of rooms in the cartoons were sketched by us and tested extensively
residence, number of people residing, and location in the ªeld.
within the city. Too much abstraction could cause some difªculty.
To ensure that the design principles were not ap- For example, in the map application, animated ar-
plication speciªc, we also implemented a map appli- rows for depicting one- or two-way trafªc were not
cation that was meant to provide geographic readily understood. When the arrows were replaced
information. Maps were not common artifacts for with small icons of cars, subjects immediately under-
the women we worked with, even though geogra- stood the meaning (Foltz & Davis, 2001). There was
phy was a critical factor in the daily decisions they also a tendency to take some abstracted elements
made; as a result, we felt it was a good testbed for literally. Color of the graphical elements, for exam-
text-free UI. ple, played a role in interpretation of map entities.
For example initially we tried to depict roads in 80%
black that on mouse hover become yellow. The idea
We arrived at a set of design principles as guidelines was to highlight and separate the road as an indi-
for text-free UIs as a result of the lessons learned vidual entity. We received the feedback from the us-
ers that roads can never be yellow and they are
The use of help instructions allows an application to Throughout all of our queries about physical loca-
be more autonomously used, even for novice users. tion, one abundant piece of feedback was that our
Optionally, an on-screen character could be placed subjects relied primarily on landmarks—and not ab-
so that users can put a visual ªgure to voice play- solute (north–south–east–west) direction or ad-
back. dresses and street names—for navigation. Thus, in
our employment-search application, we restricted
our attention to an almost purely landmark based
interface; whereas in our map application, we ex-
plored additional map functions while keeping a
As expected from novice users, the subjects did not landmark-based presentation (Figure 6).
have ºuent control of the mouse and stylus and
hesitated to click the mouse or press the stylus, as
also mentioned in some previous work (Chand,
2002). At one point, we tried a click-free interface We put these design principles into use as thor-
in which actions associated with clicking occurred oughly as possible in designing our two applications.
after a 3-second mouse hover. The ªnal prototypes are as follows (voiced help in-
However, subjects were as confused by this as by structions for the employment application are in the
experienced PC users (who typically ªnd such behav- appendix):
ior annoying). We therefore ultimately removed the
click-free feature and kept click-free actions to be
Introduction Page
those which were either (a) associated with addi-
The ªrst page consists of an icon that represents job
tional information (e.g., photo display or voice on
information for employees. This page is intentionally
mousing over an icon) or (b) immediately associated
simple to avoid overwhelming ªrst-time users (Figure
with moving the mouse onto an actionable icon
7). Even “decorative” text was removed so as not to
(e.g., panning the map using the borders of the ap-
Figure 9. Design of the “Job Listing” page of the ªnal The ªnal prototype for map application consisted of
prototype of the application. one screen having all the major landmarks and
roads. It allowed its users to pan, rotate, and zoom
the map from any point (Figure 11). The additional
intimidate illiterate users. On clicking this icon, one features applied in this application are panning on
arrives at the “Location” page (Figure 8). mouse hover using a border of 16 pixels on all the
four sides, rotation of map, visual ªltering of land-
Location Page
marks, and virtual companion.
The user can retrieve information about how many
jobs are available in each area. On mousing over a
landmark, the placename is called out, and the rect-
angular icons animate into an enlarged image of the We performed preliminary subject testing with both
landmark. A click on one of these rectangles on the applications to get a sense for the following ques-
map allows the user to navigate to the “Job Listing” tions, before proceeding with a large-scale study:
page (Figure 9). 1. Can illiterate or semiliterate users use tradi-
Job Listing Pages tional text-based UIs at all?
In these pages, the jobs available in a neighborhood 2. Do the proposed design principles for text-free
are listed along with the basic information about UIs allow illiterate users to use computers, and
each job. In order to proceed to detailed job descrip- to what extent?
Once we were satisªed that they understood the ca- example from our test participant of each of the
pability of the application, we then told them the categories is as follows:
following story: A friend of theirs who lived in their 1. Has never seen a computer: Newly migrated
neighborhood was in trouble and desperately look- into the city from the village; has never seen a
ing for a job. Their objective was to ªnd the best- computer before.
paying job in a nearby neighborhood and to be able
2. Has only seen a computer rarely, but never
to report the address of the potential employer. (We
one being used: Typical of part-time domestic
initially started by asking them to ªnd a job for
helper who has seen a seen a computer at an
themselves but switched to this scenario after one
employer’s house but has never touched a
woman in one of our earlier trials seemed agitated
computer, even to clean one.
by the idea that she would need to ªnd herself a
job.) This was broken down into two subtasks for 3) Regularly sees people using a computer: Full-
testing purposes: (1) reach the point where they can time house-keeping staff member at an ofªce
identify their own neighborhood and (2) respond with PCs; has never used PCs; possibly came
with the address of the highest-paying job in their into contact while cleaning.
neighborhood. For the employment-search application, we
Map tested four single participants and two collaborative
In this we compared our text-free digital map UI groups of ªve women each. All subject sets were
with one commercially available text-based digital tested on all three versions of the application (text-
map of Bangalore. based, text-free with help, and text-free without
help), in randomized order. For the map application,
Script
three individuals were tested on both the text-based
We took a commercially available text-based digital
and text-free UI.
(MapCue Bangalore, 2001) and our text-free map of
These numbers are admittedly small, and the
Bangalore to the users for ªnal user testing. Unlike
quantitative results (presented in Appendix) do not
the more open methodology used in the user stud-
achieve statistical signiªcance. However, over the
ies, here we deªned three tasks for each of the us-
course of our design iterations, we interacted with
ers and embedded them into three stories. The goal
more than 80 women and men of varying ages (the
was to test both maps in lifelike situations that may
majority were adults, but some of the tests included
occur and to compare the degree to which subjects
children who were only 13 years old, but had adult
could complete the tasks. Each time, we presented
work responsibilities) for a total of more than 180
one of the maps to the users ªrst and asked them
hours spent with subjects, and, although most of
to accomplish the task on it. Once they completed
this time was not spent in formal subject testing,
the task (or had given up), we then presented the
these interactions provided a signiªcant amount of
other map and had them try the same task on that
informal data, which was consistent with what we
map. Half of the subjects saw the text-based map
found in our formal tests—if not quantitatively, at
ªrst; the others, the text-free map.
least qualitatively.
The two collaborative subject tests had two
Our subjects were drawn from the same community groups of ªve participants (with one person control-
as described in the “Target Community” Section. ling the stylus) interact with the employment search
The subjects were illiterate and semiliterate (could application. We noted signiªcant differences in indi-
write their names, read isolated words and do some vidual and group tests which are discussed in the
basic addition) adults living in slums who had no qualitative section of the results below.
previous exposure to computers. All have used pay
phones and TVs. We chose a range of such partici-
Results are given in Tables 1 and 2. Our tests an-
pants varying in age, environment in which they
swered the ªrst of our questions decisively. Overall,
lived and worked at present, and their familiarity
participants were totally unable to make any sense
and comfort with technology. The taxonomy with an
of the text-based user interfaces for either applica-
Subject 1 No 18 — No — —
Subject 2 No 19 — No — —
Subject 3 No 16 — No — —
Subject 4 No 5 — No — —
Average 0% 14.5 — 0% — —
Group 1 No 15 — No — —
Group 2 No 17 — No — —
Average 0% 16 — 0% — —
Subject 1 no — — no — —
Subject 2 yes 11 21.0 no — —
Subject 3 yes 10 17.0 no
Subject 4 no — — no — —
Average 50% 12 19 0%
tion. None of the seven individual subjects nor any none of the participants were even able to locate
of the subjects tested in groups were able to navi- the important landmarks for any of the tasks in the
gate the text-based UIs, even with prompting and text-based map. Moreover, without the voice feed-
encouragement. Most of the subjects were simply back, even users who had seen the text-free UI ªrst
unable to read the text at all, and even those who did not realize without signiªcant prompting that
could read isolated words were not able to read one could click on text to cause an action (and with
ºuently enough to put what was written into the prompting, they still did not understand what they
context of the scenario. For the map application, were clicking on).
Table 2. Comparison of Results between Text-Based and Text-Free Map UI in Subject Testing
Collaborative Use
Throughout our design iterations and formal subject At one point when we were conducting subject
studies, we made a number of informal qualitative studies, a group of women began playing with the
observations, which we have so far not followed up application between our formal test sessions. As
with quantitative tests. Many of these were rolled they seemed more animated, we allowed them to
back into later redesigns. The others we offer here continue for some time. In our individual tests, sub-
as possible hypotheses for future veriªcation or for jects appeared nervous and uncomfortable, probably
application to future work with text-free UIs. because they were being videotaped and scrutinized
in isolation in front of researchers. The group, on
Immediate Comprehension of Voice Feedback
the other hand, seemed more conªdent, suggesting
With almost no exception, we found the same reac-
ideas to one another, discussing the purpose of the
tion to those who were exposed for the ªrst time to
application, advising each other, and interacting
voice feedback in their own language: Most were
more boldly with the computer. Their faces beamed
thrilled to hear a computer speak in their native lan-
and their voices were louder compared with single-
guage and went as far as to call others in the vicin-
subject tests. This prompted us to do the collabora-
ity to hear for themselves. In fact, voice feedback
tive studies cited above, but we feel there is the po-
appeared to make the applications fun for subjects,
tential for future design taking into account a
who seemed more engaged and eager to explore
collaborative user model, as well.
the application.
During our trials, there were a few cases when The Value of Help
subjects had heard from previous subjects that there In addition to the fact that the help feature short-
were both text-based and text-free versions of each ened the time that tasks were completed in the em-
application. If they were given the text-based UI ployment search application, they were also found
ªrst, they would frequently ask for the text-free ver- to be a constant source of reassurance to users.
sion, on which they felt they could perform better. There were occasions when before performing a
task on a particular page they referred to help three phasis on the need for contextual design methods
or four times. As with voice feedback, the help fea- to explore this problem, as illiterate users are very
ture made them eager to explore the text-free UI, different from the target user imagined by most UI
whereas without help the response was more sub- designers (Cooper & Reimann, 2003). We follow this
dued; participants did not seem as interested in ex- lead, and have spent literally hundreds of hours in
ploring. In one of the sessions, we observed that the ªeld, working with illiterate women. Most pre-
subjects went to the help icon themselves without vious work with illiterate users suggests the use of
any prompting and performed the actions exactly as graphical information. In particular, researchers im-
told by the help. The same pattern continued for mediately intuited the value of imagery in place of
forthcoming screens, and before taking any further text, and extensive use of graphics is advocated by
action they referred to help. most of this work (Griesdale, Graves, & Grunsteidl,
This was brought out in our map application, 1997; Huenerfauth 2002; Parikh, Ghosh, & Chavan,
which, although it provided functional help for each 2003a, 2003b; Medhi & Kuriyan, 2007; Medhi, Pitti,
icon, offered no overall help feature. Throughout & Toyama, 2005; Medhi, Prasad, & Toyama, 2007).
the study, we found that we needed to prompt and Some research groups have also investigated the
encourage subjects to try out things on screen. It is value of voice annotations and instructions, which
possible that a few encouraging voice instructions are of obvious value to illiterate users (Parikh 2002;
telling users how to operate the tool would be Medhi & Kuriyan, 2007; Medhi, Pitti, & Toyama,
helpful. 2005; Medhi, Prasad, & Toyama, 2007). Separately
Navigation Metaphor there is a body of research that looks at the use of
In our employment-search application, we felt that voice auditory interfaces for information communi-
subjects were quicker to understand hypertext navi- cation. However most of this work does not spe-
gation when they were told to think of the pages as ciªcally target illiterate populations. In this stream
pages in a book. Although no quantitative studies there are research papers that have demonstrated
were performed, the most recent version of the help the utility of auditory icons in addition to standard
recordings that made this analogy seemed to help graphical feedback in communicating information to
more than earlier versions that did not. users (Blattner, Sumikawa, & Greenberg, 1989;
Gaver, 1989). This conªrms our ªnding that graphi-
No Faith in Technology cal icons with voice annotation generally help users
For at least two of our subjects, it took a signiªcant in speed of comprehension. Existing literature also
effort to explain to them that a computer could pro- suggests that auditory icons are an intuitively acces-
vide them with the information they were asked to sible way to use sound to provide multidimensional,
ªnd in their scenarios. One test subject, in particular, organized information to users (Gaver, 1989a,
was ultimately not convinced about a computer’s 1989b).
ability to deliver job-related information and was ap- Some authors researching illiterate populations
athetic to the point that she refused to continue note the plausible inclusion of number, as illiterate
with the study. users are often numerate (Medhi, Pitti, & Toyama,
Subject Involvement Among Test Subjects 2005; Parikh, 2002; Parikh, Ghosh, & Chavan,
One thing we found repeatedly among our more 2003a, 2003b). Others focus on the need for ultra-
comfortable subjects was that they were eager to simpliªed navigability as a design element (Gries-
give us advice about design and potential features dale, Graves, & Grunsteidl, 1997).
(Parikh, Ghosh, & Chavan, 2003a, 2003b). Our work builds on many of these ªndings of
this previous work but also evolves the ideas further,
particularly in approach, design elements, and ªnal
The existing body of research that investigates user implementation. Because this is a relatively new area
interfaces for illiterate users work is recent and few of research for user-interface designers, interaction
research groups have looked at designing for this with the target user groups is essential. Using con-
population. Early researchers in this area place em- textual design methods similar to that used by the
research in rural microªnance (Parikh, Ghosh, &
Chavan, 2003b), we also spent a considerable be applicable to other user groups that are illiterate
amount of time with our subjects. For each of our and new to computer use. These include obvious
applications, we went through at least eight itera- and previously cited features such as graphical icons,
tions each of redesign and subject feedback. (Here voice feedback on all functional units, minimal use
we are counting instances when there were funda- of text, and active visual response on mouseover,
mental changes in the UI; there were many addi- but also thus far unnoted features such as semiab-
tional separate occasions when small groups were stracted, instead of purely iconic graphics, and con-
consulted for minor changes.) sistent help for all application “pages.” Results also
This close interaction leads to some subtle and showed that the text-free designs were strongly pre-
not-so-subtle differences in design elements. The ferred over standard text-based interfaces by the
subtle elements tend to be speciªc to the applica- communities we addressed.
tion domain and the target subjects. Previous work, Toward the end of our work, for example, we
for example, does not cite action cues in graphics to discovered that some users fundamentally doubted
indicate actions, but this may not arise in applica- the ability of a cold piece of technology to deliver
tions where icons only represent static objects. Our the information they were interested in. We ob-
reliance on landmarks in maps is also something we served that in spite of our subjects’ understanding
chose when subjects were repeatedly unable to of the UI mechanics, they experienced barriers be-
comprehend standard map representations. A sig- yond illiteracy in interacting with the computer: lack
niªcant requirement that previous work does not of awareness of what the PC could deliver, fear and
mention is the need for abundant and consistently mistrust of the technology, and lack of comprehen-
available help instructions. As we found ourselves sion about how information relevant to them was
repeating the same background material and in- embedded in the PC. We addressed these chal-
structions to our subjects each time we visited them, lenges with full-context video, which includes dra-
we thought that this material could be encapsulated matizations of how a user might use the application
into the application itself, and this addition had a and how relevant information comes to be con-
profound impact on the subjects’ sense of tained in the computer, in addition to a tutorial of
autonomy. the UI (Medhi & Toyama, 2007).
Finally, while all previous work suggests design Separately we also conducted research toward an
elements, none mention the importance that these understanding of the optimal audio-visual represen-
elements must be applied thoroughly across the ap- tation for illustrating concepts for illiterate and semi-
plication. Even a single icon missing voice annota- literate users of computers by comparing different
tion, for example, causes confusion, as subjects representational types in a way that fairly stacked
expect to be able to point to any graphical compo- one representational type against the others (Medhi,
nent and ªnd out what it represents. Similarly, help, Prasad, & Toyama, 2007). While we are not yet at
if it is made available, must be available all the time, a point where we have achieved the goal of a truly
or it will cause a loss in conªdence among subjects assistance-less user interface for novice, illiterate
who tend to blame themselves for the interface’s user, we believe this work takes us one step
shortcomings. closer. ■
In this article, we have presented two text-free user Blattner, M. M., Sumikawa, D. A., & Greenberg,
interfaces applied to the particular applications of R. M. (1989). Earcons and icons: Their structure
providing information about employment opportuni- and common design principles. Human-
ties for domestic laborers and a digital map de- Computer Interaction, 4: 11–44.
signed for illiterate and semiliterate subjects.
Chand, A. (2002). Designing for the Indian rural
Through an extensive ethnographic design process
population: Interaction design challenges. Devel-
involving more than 180 hours with 80 women and
opment by Design Conference.
men from three Bangalore slum communities, we
discovered several design elements that were incor- Cooper, A., & Reimann, R. (2003). About Face 2.0:
porated into the ªnal design, that we believe could
The Essentials of Interaction Design. New York: Parikh, T., Ghosh, K., & Chavan, A. (2003a). Design
Wiley. Considerations for a Financial Management Sys-
tem for Rural, Semi-literate Users. ACM Confer-
Crabtree, A., & Rodden, T. (2002). Ethnography and
ence on Computer-Human Interaction.
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Approaches to Information Systems and Com- Parikh, T., Ghosh, K., & Chavan, A. (2003b). Design
puting Research, London, 70–74. Studies for a Financial Management System for
Micro-credit Groups in Rural India. ACM Confer-
Foltz, M. A., & Davis, R. (2001). Query by attention:
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Grisedale, S., Graves, M., & Grunsteidl, A. (1997). The help instructions provided in the ªnal prototype
Designing a graphical user interface for of employment search application in section 5 were
healthcare workers in rural India. Proceedings of as follows:
the SIGCHI Conference on Human Factors in Instruction 1: Are you looking for a well paying
Computing Systems. domestic help job in Bangalore and do not know
Huenerfauth, M. (2002). Developing design recom- where to get job information from? This computer
mendations for computer interfaces accessible to application will help you ªnd one. Now, how do you
illiterate users. Master’s thesis, University College interact with this computer/computer application?
Dublin. This application is like a book and you can go
from page to page. . . . I’ll tell you how, now. . . .
MapCue Bangalore. (2001). Spatial Data Pvt. Ltd. Hold the object which you have, like a pen. Do you
Medhi, I., & Kuriyan, R. (2007). Text-Free UI: Pros- see the big icon/picture at the center of the screen?
pects for Social-Inclusion. International Confer- Hold the head of the pen a very little away from the
ence on Social Implications of Computers in computer. You will hear the sound saying “Job in-
Developing Countries. Brazil. formation.” To know more about where all you can
get jobs, press the head of the pen on the picture
Medhi, I., Pitti, B., & Toyama, K. (2005). Text-Free with a little pressure.
User Interfaces for Employment Search. Asian And always remember, if you get lost or need
Applied Computing Conference. Nepal. help using this page, hold the pen over my picture.
Medhi, I., Prasad, A., & Toyama, K. (2007). Optimal Instruction 2: This is the map of Bangalore and
Audio-Visual Representations for Illiterate Users here you can ªnd your favorite job based on
of Computers. International World Wide Web location.
Conference. Canada. Do you see the little pictures on the map? Each
of them represents a particular locality.
Medhi, I., & Toyama, K. (2007). Full-Context Videos To know which locality it is, hold the head of the
for First-Time, Non-Literate PC Users. IEEE/ACM pen a very little way from the computer. You will
International Conference on Information and hear the sound saying the name of the place. To
Communication Technologies and Development. know more about what all jobs are available in that
India. particular locality, press the head of the pen on the
Parikh, T. (2002). HISAAB: An Experiment in Numeri- picture with a little pressure and you will move to
cal Interfaces, Media Lab Asia Panel Discussion, the next page.
Baramati Initiative on ICT and Development.
And always remember, if you get lost or need This page gives you information about your po-
help using this page, hold the pen over my picture. tential employer’s address, the time you will need to
Instruction 3: This shows you the jobs that are get to work, the wage you will get paid, the chores
available in this locality at present. you will have to perform and also in which rooms
Each row of pictures shows the kind of work you you would have to perform them.
will have to do in each house. Do you see the little pictures on the page? Each
Hold the head of the pen a very little away from of them will play a sound explaining the picture
the computer. After hearing sound, press the head when you hold the head of the pen a very little way
of the pen on the picture with a little pressure to from the computer.
move into the next page and know the details of Remember that if you do not like this particular
this particular job. job, you can move on to the previous page, where
If you want to choose a different locality at any the other jobs are listed. You can do that by press-
point of time, click on the blue bar on the top of ing the pen head on the blue bar at the top of the
the page. page.
And always remember, if you get lost or need And always remember, if you get lost or need
help using this page, hold the pen over my picture. help using this page, hold the pen over my picture.
Instruction 4: This page represents the particular
job in which you showed interest just now.