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Completing a task immediately after training does not establish unassisted use weeks later. For devices used infrequently, consider elapsed time in the investigation design and observation plan.
Define the assessment
Record intervals between training, previous use and assessment. Define which reminder materials users can access. Removing support that would exist in real use, or providing help that would not, changes the question answered by the test. The assessment should represent the intended support model rather than an artificially easy or difficult scenario.
Worked example
For example, users complete home-device setup on the training day. In a simulation one month later, some confuse the connection sequence. The team examines access to instructions and connector design instead of attributing everything to forgetfulness. Success after retraining is reported separately from performance in the initial delayed assessment.
Practical checks
- Make the training-to-assessment interval visible for every participating user.
- Explain the role of reminder cards, in-app assistance and telephone support in the test.
- Assess whether problems following a long interruption indicate a design or training change.
Decision and limitations
Acceptance should not rely only on first-day success. Seek evidence representing expected use intervals and critical tasks. Rather than recommending one retraining interval for every product, explain the device context, risk and characteristics of the intended users.
Frequently asked questions
- Does a long interruption always require retraining?
- Not automatically. Consider the task, consequences of error and available support together.
- Is using a reminder a failure?
- Define the role of support that would exist in real use, and keep assisted and unassisted outcomes distinguishable.