Proceedings of the Human Factors and Ergonomics Society Annual Meeting http://pro.sagepub.com/

Video Game Design for Older Adults : Usability Observations from an Intervention Study Laura A. Whitlock, Anne Collins McLaughlin and Jason C. Allaire Proceedings of the Human Factors and Ergonomics Society Annual Meeting 2011 55: 187 DOI: 10.1177/1071181311551039

The online version of this article can be found at: http://pro.sagepub.com/content/55/1/187

Published by:

http://www.sagepublications.com

On behalf of:

Human Factors and Ergonomics Society

Additional services and information for Proceedings of the Human Factors and Ergonomics Society Annual Meeting can be found at:

Email Alerts: http://pro.sagepub.com/cgi/alerts

Subscriptions: http://pro.sagepub.com/subscriptions

Reprints: http://www.sagepub.com/journalsReprints.nav

Permissions: http://www.sagepub.com/journalsPermissions.nav

Citations: http://pro.sagepub.com/content/55/1/187.refs.html

>> Version of Record - Sep 1, 2011

What is This?

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012 PROCEEDINGS of the HUMAN FACTORS and ERGONOMICS SOCIETY 55th ANNUAL MEETING - 2011 187

Video Game Design for Older Adults: Usability Observations from an Intervention Study

Laura A. Whitlock, Anne Collins McLaughlin, & Jason C. Allaire North Carolina State University Raleigh, North Carolina

Video games are increasingly used as tools in therapeutic interventions, both for younger and older adults. However, relatively little is known about video game usability for older adults, and age-related changes may affect some older players’ capacity to benefit from video games. We examined video recordings and open-ended questionnaire responses of 56 older adults taking part in a video game-based cognitive intervention study. Usability findings and recommendations for inclusive video game design for older adults are discussed.

al., 1988), perceptual speed (Verhaeghen & Salthouse, 1997), INTRODUCTION and executive function (Cepeda, Kramer & Gonzalez de Sather, 2001; Verhaeghen & Cerella, 2002) are examples of Video games are a popular form of entertainment in the the types of abilities that tend to decline. Certain aspects of United States, and their popularity extends across age groups. visual perception also exhibit age-related decline, such as Over half of American adults report playing video games, useful field of view (Ball et al., 1988), contrast sensitivity including 23% of adults aged 65 and older (Lenhart, Jones, & (Crassini, Brown, & Bowman, 1999), and color discrimination Macgill, 2008). Video games are increasingly used as tools (Haegerstrom-Portnoy, Schneck, & Brabyn, 1999). Fine for positive outcomes across a variety of domains. They have motor control, often needed to control a computer mouse, been used as aids in physical therapy (Betker, Desai, Nett, exhibits decrements associated with increasing age (Smith, Kapadia, & Szturm, 2007; Charles, Krebs, Volpe, Lynch, & Sharit, & Czaja, 1999). Hand pain may also contribute to Hogan, 2005), as educational tools (Dondlinger, 2007), to motor difficulties in older adults: in one study of 7878 improve medication adherence (Kato, Cole, Bradlyn, & respondents aged 50 and older from general practices in the Pollock, 2008), for pain management (Hoffman et al., 2008), UK, 43.8% reported experiencing hand pain during the last and for cognitive enhancement in both younger and older year (Dziedzic, Thomas, Hill, Wilkie, Peat, & Croft, 2007). adults (Basak, Boot, Voss, & Kramer, 2008; Feng, Spence, & These age-related cognitive and motor changes can affect Pratt, 2007; Green & Bavelier, 2007). multiple aspects of video game use, from perceiving elements There exists much information on game design, from its of the visual display to using the input device. A mismatch theoretical framework (Salen & Zimmerman, 2003) to between the abilities of the user and the demands of the game usability testing and analysis (Pagulayan, Keeker, Wixon, can lead to poor performance and frustration. However, it is Romero, & Fuller, 2003; Pinelle, Wong, & Stach, 2008). important to note that the methods employed to make video Much of the existing knowledge on good game design can be games optimally usable may be different than those for other applied to making games usable for older adults, and indeed non-game types of systems, due to the different nature of often an appropriate design for younger adults is also an games and productivity-oriented software (Pagulayan et al., appropriate design for older adults. However, at times older 2003). The main purpose of a word processor is to allow the users may benefit from tailored designs. When an interface is user to create a document as quickly and with as few errors as difficult to use younger adults may have the technology possible. However, the goal of a game is to allow the user to experience and cognitive reserve to help counter the spend time immersed in an experience, which requires interface's shortcomings, while older adults using the same allowing errors as part of the learning and reasoning process, interface may suffer a greater penalty. For example, older and providing difficulties that challenge the player and prevent adults using a device with a mismatch between task demands fast success. Enjoyment comes from the process of achieving and input device characteristics show greater performance these goals, not just the end state of goal achievement. decrement than do younger adults (McLaughlin, Rogers, & Further, when the game is meant to be a physical or Fisk, 2009). Inadequate game design for older adults can cognitively therapeutic the game play may need to balance therefore act as a barrier preventing older adults from engagement and frustration even more tightly than a normal experiencing the potential cognitive, social, and health game (Whitlock, McLaughlin, & Allaire, 2010). enrichment that video games can offer (Ijsselsteijn, Nap, de While much is known about interface design for older Kort, & Poels, 2007). adults (see Pak & McLaughlin, 2010, for an overview) as well Part of the difficulties some older adults may face when as about game design in general, video game design for older using video game interfaces can be attributed to the adults is an area still in need of substantial research perceptual, motor, and cognitive changes that tend to occur (Ijsselsteijn et al., 2007). Our current goal was to contribute to with age. Age-related cognitive decline is a well-studied the body of knowledge on video game design for older adults Copyright 2011 by Human Factors and Ergonomics Society, Inc. All rights reserved DOI 10.1177/1071181311551039 phenomenon that begins as soon as early adulthood using observations of older players taking part in a game- (Salthouse, 2004) and has been demonstrated in multiple based cognitive intervention, emphasizing the areas in which cognitive abilities. Working memory capacity (Wingfield et games may present specific challenges to older adults and

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012 PROCEEDINGS of the HUMAN FACTORS and ERGONOMICS SOCIETY 55th ANNUAL MEETING - 2011 188 consequently to designers of accessible games. top button and moved their arm or hand in a throwing motion. At the point during the swing at which one would release a BACKGROUND physical ball, players released the top button to “let go” of the in-game ball. The velocity of the ball corresponded to the Method force of the arm movement. A small movement resulted in a weak throw, while a larger movement resulted in a powerful The findings discussed in this paper were drawn from an throw that had greater capacity to move objects within the ongoing cognitive intervention study to investigate the use of a game world. Players could also change their view within the video game in improving the cognitive function of older game world by pressing and holding the bottom button and adults. All participants were aged 65 or older and were pointing the remote in the direction they wanted to look. recruited from independent living facilities, assisted living facilities, and the community. During a pre-test session FINDINGS participants completed demographic and health questionnaires. Following the pre-test, participants played the We examined game play session recordings and participant game over a period of 15 one-hour sessions, either singly or in questionnaire responses from 56 participants aged 65 to 93 (M randomly assigned pairs. All sessions were supervised by an = 79.77, SD = 6.64) to develop a better understanding of experimenter who was trained to assist participants only as problems older adults may face while using video games. Our necessary. Two cameras, one positioned in front of observations of usability issues can be organized under the participants and one positioned to the side, recorded video and categories of general physical issues that transcend task type audio during the sessions. Upon completion of the study all and those that relate to game display or motivational issues participants took part in a post-test and answered a that are more specific to video games. questionnaire detailing their experiences with the game, including a section of open-ended questions on what they General Physical Usability found most difficult about the game overall and most difficult about using the game’s input device. The greatest challenge observed during the study was the act of physically operating the . Two recurring Game Details motor problems encountered by participants playing the game were difficulty controlling the on-screen pointer precisely and The video game used in the study was Boom Blox for the difficulty pressing the correct button to perform the desired Wii. While Boom Blox was not developed action. Out of 56 participants who responded on a series of specifically for older adults, it was designed to be accessible open-ended questions about what they found most difficult enough for children to play while remaining challenging for with the game, 55.4% (n = 31) described experiencing either adults as well. Boom Blox is a three-dimensional game in type of problem. which players must solve puzzles by manipulating blocks Precision problems were the most common motor using various tools. These blocks largely behave in a manner problem described by participants, with 39.3% (n = 22) one would expect from physical objects in the real world, and reporting difficulty controlling the Wii remote precisely. obey forces such as gravity, momentum and friction. One Several participants mentioned the sensitivity of the remote, puzzle inside the game might require the player to throw such as one who explained that “The remote was very baseballs at a block tower to knock it down in three or fewer sensitive and sometimes difficult to point accurately.” They throws. While most of the blocks in the tower react the way described difficulty with “Keeping the remote steady and physical blocks in the real world would when struck with a pointing it where I wanted it” and “Holding steady with one ball, others might vanish or explode on contact. The player hand without support from other hand.” Hand shakiness or must therefore examine the tower, find structural weaknesses, trembling seemed to cause this problem for some participants, and target those areas to accomplish the intended goal. and was specifically mentioned by several in the open-ended The players interacted with the game world using the survey. One participant explained “My hand shakes so much Nintendo Wii remote. The Wii remote is held in the player’s it's hard to get the cursor in place” and another mentioned that hand much like a traditional television remote control and “dragging blocks from underneath others is hard with a shaky features buttons on the top and bottom, activated with the hand.” Precision problems also arose due to slip errors that thumb and forefinger respectively. Unlike a traditional occurred when participants’ movement of a button on the Wii remote, however, the Wii remote senses movement along three remote caused the on-screen pointer to move and resulted in axes using an internal accelerometer. The Nintendo Wii also unintentional deselection of their on-screen targets. utilizes a sensor bar that allows the system to determine where We observed slip errors to be particularly problematic the Wii remote is pointing. The accelerometer and sensor bar during selection of puzzles within the game. Participants allow the player to interact with the Boom Blox world in a could begin the next puzzle by selecting its corresponding icon manner analogous to real-world movements. from rows of closely-spaced icons that had the same or similar Selection of on-screen elements within Boom Blox is appearances. Hovering the in-game pointer over an icon done by pointing the Wii remote at the desired location on the revealed details about the puzzle, but this required the screen. Actions within the game world require use of the two participants to have the manual dexterity to keep the pointer buttons. To throw the virtual baseball, players held down the on target while reading about the puzzle. Since the icons were

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012 PROCEEDINGS of the HUMAN FACTORS and ERGONOMICS SOCIETY 55th ANNUAL MEETING - 2011 189 close together on the display, pressing the button on the Wii problem to the participants. However, other decorative remote to activate the puzzle in many cases resulted in the on- backgrounds consisted of images of blocks. While the blocks screen pointer slipping off the desired icon. Larger and that made up the background differed stylistically from the visually distinct icons to represent the puzzles, spaced farther blocks in the foreground, the portion of the game with which apart on the display, would have reduced the occurrence of players could interact, for some participants the distinction these problems. between the two was too subtle. A player trying to pick up all Participants also described problems using the two the blue blocks in the foreground might mistake a blue block buttons on the Wii remote. Boom Blox required the use of in the background for one that must be picked up to complete two different buttons, one for initiating an in-game action and the puzzle. When the player was then unable to pick up the one for rotating the screen. Approximately one-fifth (n = 11) block in the background they reported believing the game was of participants described occurrences of button difficulty on behaving inconsistently and experienced frustration. the open-ended survey. The difficulty was sometimes the result of not remembering which button to press, as described by one participant who mentioned difficulty knowing “Whether to use A or B” or one who reported “I sometime confused the A and B buttons.” More frequently button difficulties arose from problems pressing or releasing a button as intended. As one participant described it, “I had never played with a control like this and had trouble at just learning when to "let go" with my thumb...had trouble the first day...a lot of trouble- finally "got it"!” Hand stiffness contributed to problems using the buttons; one participant reported “My finger stiffened up and I had difficulty letting go” and another explained “The most difficult part for me was to play while my fingers stiffened up.” Figure 1. A view from Boom Blox. The icon and “4” in the upper These physical difficulties experienced by left and the illustration of a hand in the bottom left are part of the participants in our study during Wii remote use were not a HUD. The tower of thin blocks in the center of the screen is the function of its nature as a game, but rather those that may foreground, the only part of the display with which players could occur during any task requiring precision pointing and button interact. The multi-colored cubes in the rest of the screen are part of the background and cannot be manipulated by the players. use. For example, the slip errors observed with the Wii remote were similar in nature to slip errors with a computer mouse Furthermore, the older players sometimes confused during a clicking task. Slip errors tend to be more of a elements of the game’s HUD with the foreground. In Boom problem for older than younger users (Smith, Sharit, & Czaja, Blox the HUD is superimposed over the foreground and 1999). includes elements such as the currently selected tool. For However, one advantage of the Wii remote was the example, a player might see the baseball icon meant to ease with which participants could use a second hand to steady indicate that the currently selected tool was a baseball and the main hand they used to hold the Wii remote. As compared point the Wii remote at the baseball to try and pick it up. This to input devices that require the simultaneous use of two usability issue could be addressed by increasing the contrast hands, like touch-typing on a computer keyboard, an input between these three display elements, e.g. by limiting all HUD device like the Wii remote can be utilized a single hand. This display items to black and white icons, using a full range of has the potential to make it more accessible to older adults color for the foreground, and a pastel palette of colors for the who experience unilateral hand or arm problems due to background. arthritis or stroke. Other game-related issues proved challenging to

participants. In games it is especially necessary to strike a Video Game-Specific careful balance between challenge and player skill. If game

challenge greatly outmatches player skill, frustration will Many games feature a multi-layer visual display result, while a too-easy challenge will bore a skilled player consisting of something similar to a heads-up display (HUD) (Pagulayan et al., 2003). This balance between challenge and superimposed over the rest of the game. This HUD may be player skill may be particularly critical for games that are to be something with which the player can interact or it may exist used in physical or cognitive therapy because the intervention only to provide information to the player. In a game with an sometimes needs to be challenging to the point of frustration interactive HUD, pointing at the HUD and pushing a button (Whitlock, McLaughlin, & Allaire, 2010). Many games, may result in a fundamentally different type of interaction than including Boom Blox, address this issue by providing a pointing at the rest of the game and pushing the same button. progression of levels with varying but generally increasing Puzzles in Boom Blox featured three visual layers: an difficulty. In Boom Blox players first experienced a series of information-only HUD, the active foreground with which the training puzzles in which they are taught to play the game, and player can interact, and a decorative background. then proceed through progressively more challenging levels. Backgrounds used in the game varied. Some were scenes of However, some portions of the game were particularly forests, jungles or meadows, and these generally posed no challenging to older adult players, such as when the game was

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012 PROCEEDINGS of the HUMAN FACTORS and ERGONOMICS SOCIETY 55th ANNUAL MEETING - 2011 190 time-limited. Time limited tasks in games may be problematic to greater player motivation. for older adults due to slowed perceptual speed (Verhaeghen & Salthouse, 1997) and reduced ability to adjust a balance DISCUSSION between speed and accuracy during a self-paced task (Rabbitt, 1979). In Boom Blox these time-limited puzzles sometimes The increasing use of video games as tools in appeared in an early portion of the game that was intended to interventions calls for further exploration of game usability be relatively easy for the player. This mismatch between and design considerations for older players. Age-related player expectation of difficulty, an expectation that was based changes experienced by many older adults may make video on the natural progression of difficulty exhibited by the game games less usable, and in many cases the older adults who so far, and actual difficulty experienced by the older adult could benefit most from cognitive or physical therapies that players led to frustration. can be provided via video games may suffer the most from One potential solution that still allows for the inclusion of deficits in video game usability. The older adults in our study time-limited puzzles would be to base the time limit on past experienced both general physical usability issues and issues player performance. Players who completed earlier puzzles that were more specific to video games. While the very rapidly could be given shorter time limits than players observations in this study were drawn from a single game, the who required more time. This adaptive design technique has findings generalize to older adult game use and can be applied been suggested previously for managing frustration in video across game type. games (Gilleade & Dix, 2004) and should help compensate for perceptual and motor difficulties experienced by some older Suggestions for Accessible Design adults. However, some frustration may be unavoidable during To make games more usable for a wide range of older games, particularly for cognitively or physically therapeutic players it is important to take age related changes into account games that require challenges that push players to the limits of during the design and testing process. Designers should their abilities. To keep motivation high in spite of occasional consider how physical limitations, including reduced motor frustration most games feature a system of extrinsic rewards. dexterity, hand stiffness, or trembling, might affect use of the Boom Blox provided both feedback and reward through the game’s input device. A single-handed game controller, like a use of win screens. After each puzzle was completed mouse or Wii remote, might be a more accessible option than successfully the game displayed a “You win!” screen with one designed for use with two hands, like the dual-hand fireworks and cheering sounds. The win screen also displayed controllers for the Sony PlayStation or Microsoft Xbox. a medal that told players how well they performed on that Adaptive difficulty may be appropriate to address puzzle. Their degree of success on the puzzle was represented differences in player capabilities, particularly for games by different colored medals: bronze, silver, or gold. Although intended for therapeutic purposes. Adjusting game difficulty older adults tend to be less motivated to optimize their based on player performance can result in a game that performance than younger adults (Freund, 2006), we observed minimizes player frustration while maintaining challenge. that this performance feedback was important for some but not This may be an especially useful technique when the designer all players. Upon receiving a gold medal some participants does not have the time or money to conduct playtest with a reacted by cheering or even standing up to dance. Others did variety of participants with a wide range of motivation and not react visibly and a few expressed disinterest in the medal ability. system; one participant commented that her objective was not It may also be helpful to conduct a cognitive task analysis to obtain bronze, silver, or gold medals, but to complete the prior to playtesting to identify tasks within the game that may task. be particularly challenging to older players. These tasks can Part of the mixed success of the achievement system may then be more extensively examined during playtesting and have been the result of usability issues. While some players adjusted if necessary. appeared to quickly understand how the medal achievement system was organized, others seemed confused. Upon Future Directions completing the puzzle and after seeing the “You win!” screen, on more than one occasion participants asked the experimenter Further research is needed to examine video game how they had done. This confusion may have arisen from the usability for older adults, as well as the differing needs of fact that the win screen looked largely the same regardless of older players. However, by acknowledging the wide range of medal achieved. If the player received the silver medal this ability levels, interests, and motivations of older players and was indicated by motion, flashing, and general character incorporating these considerations into the design process, exuberance on the part of the “silver” character. However, the video game designers can better address video game usability bronze and gold medals were still displayed on the screen. We for older players. This will allow older adults to benefit more observed older adults study this screen and then use the Wii from the potential cognitive, social, and mental health remote in an attempt to “choose” the gold medal. Different enrichment that video games can offer, particularly within the win screens and sound effects for each of achievement domain of therapeutic video games. would have increased the distinctiveness of the different achievements, consequently strengthening the relationship between participant performance and the feedback and leading

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012 PROCEEDINGS of the HUMAN FACTORS and ERGONOMICS SOCIETY 55th ANNUAL MEETING - 2011 191

REFERENCES Ijsselsteijn, W., Nap, H. H., de Kort, Y., & Poels, K. (2007). Digital game design for elderly users. Proceedings of the 2007 Ball, K. K., Beard, B. L., Roenker, D.L., Miller, R.L., & Griggs, D.S. Conference on Future Play, 17 – 22. (1988). Age and visual search: Expanding the useful field of view. Journal of the Optical Society of America, 5(12), 2210- Kato, P. M., Cole, S. W., Bradlyn, A. S., & Pollock, B. H. (2008). A 2219. video game improves behavioral outcomes in adolescents and young adults with cancer: A randomized trial. Pediatrics, 122 Basak, C., Boot, W. R., Voss, M. W., & Kramer, A. F. (2008). Can (2), 305 – 317. training in a real-time attenuate cognitive decline in older adults? Psychology and Aging, 23(4), 765 – Lenhart, A., S. Jones and A. R. Macgill (2008) ‘Video Games: Adults 777. Are Players Too, Pew Internet & American Life Project. Retrieved from: http://pewresearch.org/pubs/1048/video-games- Betker, A. L., Desai, A., Nett, C., Kapadia, N., & Szturm, T. (2007). adults-are-players-too Game-based exercises for dynamic short-sitting balance rehabilitation of people with chronic spinal cord and traumatic McLaughlin, A. C., Rogers, W. A., & Fisk, A. D. (2009). Using brain injuries. Physical Therapy, 87 (10), 1289-1298. direct and indirect input devices: Attention demands and age- related differences. ACM Transactions on Computer Human Cepeda, N .J., Kramer, A.F., Gonzalez de Sather, J.C.M. (2001). Interaction (TOCHI), 16, 1–15. Changes in executive control across the life-span: Examination of task switching performance. Developmental Psychology, 37, Pagulayan, R.J., Keeker, K., Wixon, D., Romero, R. L., & Fuller, T. 715-730. (2003). User-centered design in games. In Sears, A., & Jacko, J. A. (Eds.), The human-computer interaction handbook (883 – Charles, S. K., Krebs, H. I., Volpe, B. T., Lynch, D., & Hogan, N. 906). (2005). Wrist rehabilitation following stroke: Initial clinical results. Proceedings of the 2005 IEEE 9th International Pinelle, D., Wong, N., & Stach, T.(2008). Heuristic evaluation for Conference on Rehabilitation Robotics. games: Usability principles for video game design. Proceedings of the Twenty-sixth Annual SIGCHI Conference on Crassini, B., Brown, B., & Bowman, K. (1988). Age-related changes Human Factors in Computing Systems, 1453 – 1462. in contrast sensitivity in central and peripheral retina. Perception, 17(3), 315-332. Rabbitt, P. M. A. (1979). How old and young subjects monitor and control responses for accuracy and speed. British Journal of Dondlinger, M. J. (2007). Educational video game design: A review Psychology, 70, 305-311. of the literature. Journal of Applied Educational Technology, 4 (1), 21 – 31. Salen, K., & Zimmerman, E. (2003). Rules of play: Game design fundamentals. Cambridge, Massachusetts: MIT Press. Dziedzic, K., Thomas, E., Hill, S., Wilkie, R., Peat, G., & Croft, P. R. (2007). Rheumatology, 46(6), 963-967. Salthouse, T. A. (2004). What and when of cognitive aging. Current Directions in Psychological Science, 13, 140-144. Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological Smith, M. W., Sharit, J., & Czaja, S.J. (1999). Aging, motor control, Science, 18(10), 850 – 855. and the performance of computer mouse tasks. Human Factors, 41(3), 389-396. Freund, A. M. (2006). Age-differential motivational consequences of optimizing versus compensation focus in younger and older Verhaeghen, P. & Cerella, J. (2002). Aging, executive control, and adults. Psychology and Aging, 21(2), 240-252. attention: A review of meta-analyses. Neuroscience and Biobehavioral Reviews, 26, 849-857. Gilleade, K. M., & Dix, A. (2004). Using frustration in the design of adaptive videogames. Proceedings of the 2004 ACM SIGCHI Verhaeghen, P. & Salthouse, T. A. (1997). Metaanalyses of age- International Conference on Advances in Computer cognition relations in adulthood: Estimates of linear and Entertainment Technology. nonlinear effects and structured models. Psychological Bulletin, 122, 231-249. Green, C.S., & Bavelier, D. (2007). Action-video-game experience alters the spatial resolution of vision. Psychological Science, 18 Whitlock, L. A., McLaughlin, A. C., & Allaire, J. C. (2010). (1), 88 – 94. Training requirements of a video game-based cognitive intervention for older adults: Lessons learned. Proceedings of Haegerstrom-Portnoy, G., Schneck, M. E., & Brabyn, J. A. (1999). the Human Factors and Ergonomics Society 54th Annual Seeing into old age: Vision function beyond acuity. Optometry Meeting, 2343 – 2346. and Vision Science, 76(3), 141-158. Wingfield, A., Stine, E. A. L, Lahar, C. J. & Aberdeen, J. S. (1988). Hoffman, H. G., Patterson, D. R., Seibel, E., Soltani, M., Jewett- Does the capacity of working memory change with age? Leahy, L., & Sharar, S. R. (2008). Virtual reality pain control Experimental Aging Research, 14(2), 103- 107. during burn wound debridement in the hydrotank. Clinical Journal of Pain, 24 (4), 299 – 304.

Downloaded from pro.sagepub.com at UNIVERSITE LAVAL on November 19, 2012