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Allowing users to freely modify the tag list of user-contributed example sentences can be dangerous. Does not have a safety for when users accidentally modify and update the tag list field of user contributed example sentences.
Differences:
Overall Interface:
1. Design 1: This design consists of a single and simple standalone page. The vocabulary and grammar that the user wants to read is represented by the order of the sentences in the list. Vocabulary and grammar included in the sentences directly below the currently being read sentence are the ones that the user wants to practice reading.
2. Design 2: This design provides the user an organization of all his reading material, which aids in navigation to his desired task. For example, the user has his own textbooks, which are divided into ‘Removed’ and ‘Not Removed’. Navigation is performed via searches and quick look-ups, and available actions are controlled by what state the user interface is in (eg. using the practice cards, selecting a chapter).
3. Design 3: This design provides the user with an interface that hides complexity. A common theme is that extra information is displayed only upon actions (such as clicks) by the user (e.g. if a user wants to reveal additional information about a sentence, he can click the question mark button to open a new window, this window in effect encapsulates the extra information so that is easy for the user to hide/show).
Finding Reading Material:
Design 1: The user does not explicitly search for particular vocab or grammatical items. Rather, the user is displayed a list of sentences, and he uses prioritize and de-prioritize operations on vocabulary and grammar items to reorder the reading list to make grammar and vocab he wants to practice appear below where he is currently reading, and to exclude vocab and grammar he does not want to read.
Design 2: The user has the option of either initiating a search for vocabulary, or manually going through the list of words in a chapter or filtered look-up. Similarly, to find a book, the user can do a search or search via full listings. Users also have saved books.
Design 3: The user fills out a form (textbook, chapter, tags) to identify what types of reading he wants. Also available is a search option that can be used to search specific tags.
Reading Material:
Design 1: Information about sentences are arranged in accordion menus.
Design 2: The user can read from a full or filtered listing of words, or read words via flashcards, one at a time, which is the intended way of practicing.
Design 3: Readings are listed in reading blocks. Each block has one sentence and an options button, which provides more info on the sentence in a new window. So reading sentences and extra information is separated.
Contributing Reading Material:
Design 1: Sentences are added via a tagging system.
Design 2: To add words, the user must be look up the word in the chapter (either by list view or search view), then make an entry for the specific vocab.
Design 3: Adding reading material occurs in its own part of the quick search screen. The user fills out a form and contributes the sentence.