Syfte Mobila enheters skärmar har de senaste åren ökat mycket i storlek. Detta har skapat problem för användarupplevelsen. Därmed är studiens syfte: Hur appar till smartphones med större skärmar bör utvecklas i framtiden för att ge så bra UX som möjligt.   För att kunna besvara syftet har det brutits ned i tre frågeställningar:  Vilka parametrar(typer av objekt) påverkas mest av olika skärmstorlekar? Föredras olika layouter beroende på skärmstorlek?  Hur stor del av skärmen kan nås med ett enhandsgrepp? Metod För att besvara studiens första frågeställning har en litteraturstudie gjorts. Den utgjorde sedan grunden för en enkät i form av en applikation, som besvarade studiens andra och tredje frågeställningar. I den fick testpersonerna rangordna olika layouter beroende på hur de tyckte att användarupplevelsen var. Testerna genomfördes på en iPhone 4S och en iPhone 6S Plus för att få fram skillnader mellan olika skärmstorlekar. Resultat Det studien kom fram till var att det är viktigt att placera viktiga objekt inom räckvidd för användaren när ett enhandsgrepp används. Objekt som placerats i skärmens kanter eller hörn är ofta svåra att nå på en större skärm, vilket innebär att sådan placering bör undvikas. Implikationer Studien kan både hjälpa till vid framtida forskning om användarupplevelse och räckvidd, men också ge rekommendationer om vad som är viktigt att tänka på vid apputveckling till smartphones med större skärmar. Begränsningar Eftersom studien utfördes under begränsad tid fanns inte möjlighet till fler tester. / Purpose Smartphone screens have in recent years increased greatly in size. This has created problems for the user experience. Thus, the purpose of the study is: How mobile applications for smartphones with larger screens should be developed in the future to provide as good UX as possible. In order to answer the purpose it has been broken down into three research questions: Which parameters (type of objects) are most affected by different screen sizes? Depending on the screen size, are different layouts preferred? How much of the screen can be reached by one handed use? Method A study of literature is made to answer the first research question. It became the basis of a questionnaire in the form of an application, which answered the study's second and third research questions. The test subjects ranked different layouts depending on their perceived user experience. The tests were conducted on an iPhone 4S and an iPhone 6S Plus to evaluate the differences between different screen sizes. Findings The study concluded that it is important to place essential items within the user’s reach when one hand is used. Items placed at the edges or corners of the screen are often difficult to reach on a larger screen, which means that avoiding such placement is preferred. Implications The study can both be of service in future research on user experience and reach, but also give recommendations on what is important to take into consideration when developing mobile applications for smartphones with larger screens. Limitations Since the study was conducted over a limited period of time there was no opportunity for more tests.

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INTRODUCTION: While mobile device use by physicians increases, there is an increased risk that errors committed while using mobile devices can lead to harm. This mixed-method study evaluates the effects of screen size on clinical users’ perceptions of medical application usability and safety when interfacing to critical patient information. In this research, two mobile devices are examined: iPhone® and the iPad®. METHOD: Eleven physicians and one nurse practitioner participated in a chart-review simulation using an app that was an end-point to an electronic health record. Screen-recording, video-recording and a think-aloud protocol were used to gather data during the simulation. Additionally, participants completed Likert-based questionnaires and engaged in semi-structured interviews. RESULTS: A total of 105 usability, usefulness and safety problems were recorded and analysed. A strong preference was found for the larger screen when reviewing patient data due to the large quantity of data and the increased display size. The smaller device was preferred due to the devices portability when participants needed to remain informed when they were away from the point of care. CONCLUSION: There is an association between screen size and the perceived safety of the handheld device. The iPad was perceived to be safer to use in clinical practice. Participants preferred the iPad® because of the larger size, not because they thought it was safer or easier to use. The iPhone® was preferred for its portability and its usefulness was perceived to increase with greater distance from the point of care. / Graduate

Wikis are a popular collaboration technology. They support the collaborative editing of web pages through a simple mark-up language. Mobile devices are becoming ubiquitous, powerful and affordable. Thus it is advantageous for people to get the benefits of wikis in a mobile setting. However, mobile computing leads to its own challenges such as limited screen size, bandwidth, memory and battery life; they also have intermittent connectivity due to the mobility and the coverage of network. I investigate how wikis can be made mobile; that is how wiki forms of collaborative editing can be achieved through mobile devices such as PDAs and smart phones. A prototype mobile wiki has been created using .NET, which addresses these issues and enables simple collaborative working whilst on and offline through smart mobile devices. A cut down wiki runs on the mobile device. This communicates with a main central wiki to cache pages for off line use. When sitting in a powered cradle eager, downloading and synchronization of pages is supported. During mobile operation, pages are cached lazily on demand to minimize power use and to save the limited and expensive bandwidth. On re-connection, offline edited as well as new pages are synchronized with the main wiki server. Finally a pluggable page rendering engine enables pages to be rendered in different ways to suit different sized screens.

I ett allt mer digitaliserat samhälle har även utbildningen blivit genomsyrad av denna digitalisering. Det har lett till en ökning i produktion av videoföreläsningar som studenter, på högskolenivå främst, allt oftare använder sig av i inlärningssyfte. E-lärande har många fördelar eftersom det bland annat leder till ökad studieflexibilitet. Det finns ett rikt utbud av tidigare forskning som kretsar kring områdena inlärningsbeteenden, skärmstorlekar och videoföreläsningar. Tidigare studier visar både på att det kan skilja sig i inlärning beroende på skärmstorlek men det finns också studier som tyder på motsatsen. Detta kandidatarbete undersöker om skärmstorlek har någon påverkan på hur mycket man lär sig av att se på en videoföreläsning. Det gjordes genom att gruppera 34 försöksdeltagare i tre grupper där alla fick se en vald föreläsningsvideo på tre olika grupper av skärmstorlekar: liten (4-7 tum), medel (13-17 tum) eller stor (27 tum). Några dagar innan och direkt efter undersökningen besvarade deltagarna även en enkät med sakfrågor om innehållet i den valda videon. Utifrån de resultat som framkom så visar det sig att olikheter mellan dessa skärmstorlekar inte ger en signifikant påverkan på hur mycket man lär sig av en föreläsningsvideo av intervju-typ. Det innebär alltså att man för sådana föreläsningvideor inte behöver ta hänsyn till skärmstorleken, varken som student eller som videoproducent. / In a more and more digitized society, the education has also been steeped in this digitization. This has lead to a rise in the production of video lectures which students, mostly at degree level, more often use for learning purposes. E-learning has many advantages since it, among other things, leads to an increased flexibility when studying. There are many previous studies on learning behaviours, screen sizes and video lectures. Earlier studies show that learning can differ depending on screen size but there are also studies showing the opposite. This bachelor’s thesis examines if screen size has an effect on how much one learns from watching a video lecture. This was done by grouping 34 test participants into three groups where they all watched a video lecture on three groups of screen sizes: small (4”-7”), medium (13”-17”) or large (27”). A few days before and directly after the test the contestants answered a survey with questions regarding the content in the specific video. The results are that differences between these screen sizes do not have a significant impact on how much one learns from a video lecture of interview type. This therefore means that one does not have to consider the screen size for that type of video lecture, either as a student or a video producer.

This study aimed to understand the relationship between mobile device screen display size (laptops and smartphones) and text segmentation (continuous text, medium text segments, and small text segments) on learning outcomes, cognitive load, and user perception. This quantitative study occurred during the spring semester of 2015. Seven hundred and seventy-one chemistry students from a higher education university completed one of nine treatments in this 3x3 research design. Data collection took place over four class periods. The study revealed that learning outcomes were not affected by the mobile screen display size or orientation, nor was working memory. However, user perception was affected by the screen display size of the device, and results indicated that participants in the sample felt laptop screens were more acceptable for accessing the digital chemistry text than smartphone screens by a small margin. The study also found that neither learning outcomes, nor working memory was affected by the text segmentation viewed. Though user perception was generally not affected by text segmentation, the study found that for perceived ease of use, participants felt medium text segments were easier to learn from than either continuous or small test segments by a small margin. No interaction affects were found between mobile devices and text segmentation. These findings challenge the findings of some earlier studies that laptops may be better for learning than smartphones because of screen size, landscape orientation is better for learning than portrait orientation in small screen mobile devices, and meaningful text segments may be better for learning than non-meaningful, non-segmented, or overly segmented text. The results of this study suggest that customizing the design to the smartphone screen (as opposed to a one-size-fits-all approach) improves learning from smartphones, making them equal to learning from laptops in terms of learning outcomes and cognitive load, and in some cases, user perspective. / text