Understanding Barriers and Motivators: Designing for Readers Who Struggle to Start or Complete Books
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
Department
University of Baltimore. Yale Gordon College of Arts and Sciences
Program
University of Baltimore. Master of Science in Interaction Design and Information Architecture
Citation of Original Publication
Rights
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by The University of Baltimore for non-commercial research and educational purposes.
Abstract
This thesis examines the reasons many adults who wish to read find it difficult to initiate or finish books, despite having access to numerous digital reading resources. Many adults express a sincere interest in reading yet struggle to begin or finish books, even with the wide availability of digital reading tools. This study examines why that gap persists, focusing on distractions, decision fatigue, emotional pressure, and the difficulty of forming a lasting routine. Through a screener survey, individual interviews, and early prototype testing, the research documents how easily reading time is interrupted by phones, shifting moods, or uncertainty about what to pick up next. Participants emphasized the need for an environment that feels calmer than the rest of their device usage and encouragement that supports progress without pressure or comparison. Insights from this work informed design ideas aimed at reducing cognitive overload and helping readers return to books after breaks. The findings suggest that reading technology could play a more supportive role, one that protects attention, reinforces small wins, and helps readers stay connected with a habit they genuinely care about.