Annotating Virtual Tai Chi Instruction to Improve Learning Outcomes for Older Adults

This study aimed to establish design guidelines that can facilitate the development of digital annotations for both real-time and pre-recorded virtual Tai Chi instruction. We designed 13 original annotations for a virtual Tai Chi platform with the help of 11 older adult co-designers. An iterative design methodology was applied in a focus group setting, with participant co-designers grouped into 2 focus groups of 5-6 participants each. Digital annotations were developed and iterated upon over the course of 18 weeks, with the objective of creating annotations that improve the learning experience for older adults in online Tai Chi classes. Subsequently, design guidelines for digital annotation development were deduced from themes that emerged in focus group discussions. We found that digital annotations for virtual Tai Chi should (1) avoid distracting attention away from the instructor, (2) avoid overwhelming users with information, and (3) optimize for clarity and accessibility. Annotations should also (4) account for the variation in experience level amongst practitioners. Experience level and accessibility can both be addressed when users are granted the ability to (5) customize their own annotations whenever possible.