We’re wired to learn. Research shows that babies spend more time looking at new faces than familiar ones. Novelty brings a form of excitement that pushes us to explore and learn, which is key to survival. Learning however can be a painful and frustrating experience, especially without the help of others.
There's a striking parallel between a toddler's quest for autonomy and a user navigating complex interfaces. Toddlers, driven by a desire for independence, grapple with frustration when their abilities don't meet aspirations, amplified by an underdeveloped Limbic System. Similarly, users facing cumbersome interfaces may experience frustration, known as 'Tap Rage,' triggered by unresponsive elements.
How do we help users surpass their current limits? Simplifying interfaces is one solution, akin to creating laceless shoes for toddlers: it enables independent use but risks limiting options. The delicate dance between simplicity and flexibility calls for a careful balancing act. Recognizing this dilemma, providing users with the choice between abstraction and customization can be an effective design approach.
In the analogy of a toddler, teaching how to tie shoelaces rather than providing laceless shoes proves to be a more fulfilling yet initially challenging path. Similarly, guiding users through navigating complex interfaces whilst providing adequate freedom and control (a user experience heuristic), rather than oversimplification, fosters the acquisition of valuable skills and enhanced flexibility in the long run.
This teaching intervention operates at the intersection of ability and empowerment, echoing psychologist Vygotsky's concept of the "zone of proximal development." This zone represents the territory where individuals can't independently perform a task but can do so with guidance. Interventions within this zone align with the user's realistic capabilities, ensuring that the challenge remains attainable.