SAAB, Support and Service, Ground Based Radar (GBR) i Arboga har föreskrifter med 2D-ritningar och bilder till hjälp vid service, reparationer och genomgångar av delar (enheter) till radarsystem. Dessa föreskrifter har visat sig bristfälliga när det kommer till att enkelt sätta sig in i arbetet för en nyanställd och vid uppdelning av servicearbeten bland de anställda. Projektets uppgift var att kvalitativt undersöka möjligheten för GBR att fortsätta arbetet för en digitalisering av föreskrifterna. Detta gjordes genom att kartlägga deras nuvarande serviceprocess samt undersöka nyttan av en digitalisering med hjälp av teorier och tidigare undersökningar. Det var även av intresse att utreda om det redan fanns ett system som skulle kunna tillgodose GBR:s behov. Resultaten visar att GBR bör fortsätta sitt arbete inom området då digitala föreskrifter har visat sig ha övervägande fördelar. Programmet UpTime från Combitech uppfyller deras behov enligt detta projekts avgränsning. Slutsatsen är att GBR bör börja uppdatera sina nuvarande föreskrifter innan arbetet med att implementera digitala föreskrifter fortsätter. / SAAB, Support and Service, Ground Based Radar (GBR) in Arboga uses technical instructions with 2D-drawings and pictures to help them in services, repairs and overhauls of parts to radar systems. These instructions have shown a lack of functionality when it comes to introducing the work to a new employee or when sharing work tasks among mechanics. The objective was to examine the possibility for GBR to implement digital instructions. This was done by qualitative analysis on their current state and by investigating benefits of digital instructions from previous theories and studies. It was also of interest to scan the market for existing systems that could fit GBR:s current need. The results show that digital instructions have positive effects and that GBR should continue their work in the field. Combitech’s system UpTime fulfils GBR:s need for digital instructions within the project restrictions. In conclusion, GBR should continue the work of updating their existing instructions before continuing the implementation of digital instructions.

Practitioners have proposed that Digital Natives prefer graphics while Digital Immigrants prefer text. While Instructional Design has been extensively studied and researched, the impact of the graphical emphasis in instructional designs as it relates to digital propensity has not been widely explored. Specifically, this study examined the performance of students when presented with text-only and graphic-only instructional formats. The purpose of this study was to test the relationship between Digital Propensity Index scores of individuals and their performance when interpreting online instruction. A sample of students from the population of a large metropolitan university received the Digital Propensity Index questionnaire, which is a measure of an individual's time spent interacting with digital media. Each student was randomly assigned varying formats of a computer-based instructional unit via a public survey. The instructional unit consisted of the DPI questionnaire and six tasks related to the Central Florida commuter rail system. Participants were asked to answer the DPI questionnaire on a website by clicking on a link in an emailed invitation. Following the DPI questionnaire, participants were randomly assigned to one of two groups. Group One saw three instructional tasks shown in text and shuffled in random order. Each task was displayed on its own webpage. By submitting an answer to the task, the group progressed through the website to the next task. Group Two saw graphic tasks first, again, shuffled in random order. After the first three tasks, the groups swapped instructional formats to view the opposing group's initial questions. Participants were timed on how many seconds they spent reviewing each task. Each task had an assessment question to evaluate the learning outcomes of the instructional unit. Finally, the DPI score of the participant was matched with the time spent viewing each presentation format. The findings indicate that DPI score had a statistically significant prediction of time spent navigating each type of instruction. Though the link between DPI score and time spent navigating instruction was statistically significant, the actual measurable time difference between navigating text and graphic formats was only a fraction of a second for each increment in DPI score. Limitations and potential future research related to the study are discussed as well.