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Tractor-battling teenage road trip RPG Keep Driving is getting official mod support via Steam Workshop later this month

18 September 2026 at 16:04

Brendy (RPS in peace) liked Keep Driving. Nic (RPS in peace) liked Keep Driving. I (RPS still alive) liked Keep Driving. Julian (RPS currently boss) liked Keep Driving. You, reader, should play road trip RPG Keep Driving if you haven't already. A good excuse to do so is the fact that it's getting official mod support via the Steam Workshop on September 28th.

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Having taken over Cities: Skylines 2's resurrection, Iceflake Studios are also making a bricky city builder called Lego Skylines

25 August 2026 at 19:35

You probably don't need me to recap the difficult life Cities: Skylines 2 has had since hitting the streets in 2023. Plagued by performance issues and prompting questions over whether its additions made it a worthy sequel right out of the gate, thus followed years of tweaks aiming to undo the damage. Eventually, original developers Colossal Order handed over the game and series' reins to Iceflake Studios, with Paradox Interactive staying on as publishers.

The latter two have now revealed the next game in the Skylines series - a brick-built city builder dubbed Lego Skylines. It's not a bad name, but surely they could have gone with Lego Cities.

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Raise up a mech pilot and make sure she doesn't get Evangelion-level depressed in the sci-fi visual novel Valkyrie Iteration: Mecha Pilot Raising Pocket Simulator

22 August 2026 at 21:52

Raising sims aren't a genre I've partaken in, partially because so many of them are geared towards a sort of father, daughter vibe that doesn't quite fit me. Raising a mech pilot, however, seems like something a bit more my speed, so you won't be surprised to hear of my interest in Valkyrie Iteration: Mecha Pilot Raising Pocket Simulator, a visual novel with a name that seems to do what it says in the tin.

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What are we all playing this weekend?

22 August 2026 at 07:00

For the past ten days or so I've been whinging my way through a chest infection. My partner's been sent out for lemsips, tissues, the blood of a vital youth filled with hopes of a bright future, and chicken soup. With the last dregs of the lurgy coming out of me in runs of coughs I'm starting to feel well again, meaning I've a weekend of ignored chores to catch up on. That and attending a one-year-old's birthday party.

Fingers crossed my immune system is now in fighting form because, with Gamescom next week, it would be right annoying to pick up something else.

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Sandustry is the first factory simulation game I've played that gets heaps right

21 August 2026 at 17:00

Before we talk about Sandustry, the excellent new spelunking factory builder from Lantto Games and Hooded Horse, we need to revisit that most quintessentially vidyagame of topics, the post-industrial countryside of Wales. Early on in my recent 105-mile "review" of the MSI Cyborg 14 laptop, I walked through the old slate quarries near the village of Aberllefenni – the longest continually operated slate mining setup in the world until its closure in 2003.

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“My Teen Won’t Wake Up on Her Own!”

21 August 2026 at 09:09

Q: “My 14-year-old daughter’s time management is awful. I’ve provided watches, timers, calendars, planners, and alarms, but she still doesn’t wake up for school on her own. She forgets about homework, or she takes an insanely long time to do it. What should I do?”


Executive function skills, like time management, develop unpredictably in kids who have ADHD. Your daughter may be 14, but her time-management skills are probably more like those of an 11-year-old. To gauge her skill level, ask: What is her experience of time? How does she feel time? How does she regulate herself around time?

You’re offering great tools, but they’re not sticking. What is it about these tools that doesn’t resonate with your daughter?

[Webinar replay: “Beat The Clock: Time Estimation and Management Help for Students with ADHD” ]

The ADHD brain often resists waking up in the morning, and that has to do with issues related to norepinephrine and, sometimes, sleep disorders. It’s just remarkably hard to get up and out of bed.

If she has an alarm next to her, and an alarm across the room, and she is still in bed snoozing, it’s time to step in and say, “Okay, let’s work on this together.”

Effective time management requires seeing the time horizon and accurately answering the question, “How long is this actually going to take?” If something is not due immediately, and there isn’t pressure, the ADHD brain tends to think: “That is so far away. I don’t need to take care of that now.” This leads to procrastination, and then last-minute rushing.

I would want to know: Is there an area where your daughter manages time successfully? Is she slow to get up, but knows how long it takes to walk to a friend’s house? What are the conditions contributing to that, and how can you apply those to other areas of life?

[Self-Test: Could You Have an Executive Function Deficit?]

Faulty or inconsistent time management may lead to shame and wondering: Why can other people do this and I can’t? It’s important to remember that, if your daughter could do better, she would. She just doesn’t know how to — yet.

Keep offering her supports because they will stick with repetition, experience, and development. Be patient and consistent as you collaborate with her on improving one aspect of this struggle at a time — together.

How to Wake Yourself Up: Next Steps

Sharon Saline, Psy.D., is a clinical psychologist and author of What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life (#CommissionsEarned).


ADDITUDE IS HUMAN
Artificial intelligence does not create or edit any written content published by ADDitude. Our editorial team is 100% human, and our mission is simple: listen to and serve our readers with hand-crafted, expert-informed resources. To support ADDitude, please consider subscribing. Your readership and support help make our commitment possible. Thank you.

All of the pirates in Hooded Horse city builder Corsair Cove hate me because I can't make them eyepatches fast enough

20 August 2026 at 11:00

Stories of pirates are full of swashbuckling, daring-do, and grog. But Limbic Entertainment's city builder Corsair Cove reveals those hijinx are only a sideshow: logistics is the star. As the proud owner of a tropical island surrounded by high seas dotted with patrolling Spanish galleons, pirate hunters, and kraken, your focus is squarely on building the infrastructure to support pillaging, rather than taking a firsthand approach to the scallywaggery.

To keep your pirate populace happy, initially they'll only need basic food, drink, and shelter. In time, though, they'll start asking for finer things, like leather boots, jolly roger flags, and turtle soup. All of which you'll need to produce by rinsing the resource deposits on your island. Keep them happy, however, and they will set out on the ocean, crewing your vessels, and risking their lives against the threats that circle your enclave.

As a fan of the Anno series, the first hours of Corsair Cove were enthralling, but the sheen did begin to rub off after eight hours or so. Right about the time my pirates started to hate me.

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Trainwatch is a life sim, a horror game, and a time management experience rolled up into a haunting story about the eerie places you see from a speeding carriage

18 August 2026 at 15:24

Recently, RPS has seen a mighty renaissance of train game reporting. Look to east, and you will find James doing locomotive kickflips in Denshattack, a J-pop stunt racer turbocharged by the hope of a better world. Look to west, and you'll witness Julian bopping bandit Pullmen in Fogpiercer, or chuffing gaily between the plumpest asteroids in Profits 2167.

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The Lost Art of Saying “No”

18 August 2026 at 08:59

A major part of maintaining productivity is managing others’ expectations around how we spend our time and energy. Fear of criticism, feelings of inadequacy, past challenges with consistency, and problems prioritizing compel people with ADHD to stretch themselves too thin — sometimes at great cost to their mental health and work relationships.

While saying “yes” by default can feel like the correct response, self-care and personal power often come from the lost art of saying “no” — an underutilized but transformative productivity skill. Practice how to politely but firmly decline requests with responses such as:

  • “I don’t want to set myself up for failure or set you up for disappointment.”
  • “I’m maxed out this week and wouldn’t want to slow you down.”
  • “Thank you for the opportunity. I must pass, but please keep me in mind later.”
  • “I can’t take this on, but I can recommend someone who might help.”

[Free Resource: Get Control of Your Life and Schedule]

If you’re not sure whether to decline or accept a particular request, recall moments when overloading your plate backfired. Otherwise, circumstances and what is left over at the end of the day will determine what you get done.

Embrace Transparency

You already know that people-pleasing is a flawed coping mechanism that, in many cases, often becomes the quickest route to “people-disappointing.” So, if you need more time on a proposed deadline, for example, ask for a few extra days. Keep your request simple and clear.

Because ADHD interferes with predictability, it’s important to excel at transparency. Say, “You know what? I completely forgot about that, and I’m sorry. Here’s my plan to fix it.” It’s better to “disappoint” early, when there’s still time to develop a Plan B.

What’s Your (Self) Worth?

Consider how ADHD-related challenges have shaped your ideas about productivity, especially if you were diagnosed later in life. How much do you link self-worth to output? How comfortable are you setting boundaries? How much do you sacrifice in the name of productivity? Reflecting on your past experiences will help you abandon toxic practices.

[Webinar Replay: Stop People Pleasing!]

Saying “yes” to what is beyond our capacity can lead to burnout and resentment. At the same time, a history of productivity challenges and unmet expectations can lead us to feel like we don’t have the right to say “no.” But no one can take away our agency. ADHD or not, we are allowed to decide how we use our time and energy — without guilt or shame.

How to Say “No:” Next Steps

Ari Tuckman, Psy.D., MBA, is a psychologist and the author of The ADHD Productivity Manual(#CommissionsEarned).


ADDITUDE IS HUMAN
Artificial intelligence does not create or edit any written content published by ADDitude. Our editorial team is 100% human, and our mission is simple: listen to and serve our readers with hand-crafted, expert-informed resources. To support ADDitude, please consider subscribing. Your readership and support help make our commitment possible. Thank you.

Sandustry, the factory game where every single pixel is a resource you can build with, is out in early access

13 August 2026 at 16:32

It's quite the month for sand-related games! Sandcastle, a literal sandbox game, received a demo earlier this month, and now here we are today with the release of Sandustry, another, entirely different literal sandbox game. Where Sandcastle is about building, uh, castles out of sand, Sandustry is about building entire factories, and also, apparently, discovering an ancient civilization's secrets. Sure!

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Testing alternatives to video in student communications

Our previous research found that students often skipped videos on University webpages. This follow-up explores whether audio, timestamped videos or structured transcripts better support students in finding the information they need. 

In June, I wrote a blog post about whether students watched videos on University webpages, describing my research as part of the UX Service. 

Do students actually watch videos on websites? 

As part of that research, we ran a small qualitative study with three student participants, observing their natural behaviour as they encountered video content embedded in a student-facing newsletter from the University. We asked a simple question: when a University-wide communication points students to video content, do they actually watch it? 

Our first case study suggested the answer was often no. Two of the three participants were not engaged by video content, with one actively avoiding it and another being highly selective. In contrast, one participant was receptive to video, likely due to its relevance to his current situation, highlighting the importance of timing and context in determining video engagement. 

This blog post continues where that left off, testing why and what students would rather have instead. 

We investigated student reactions to alternative forms of video content

The obvious next question was what students would choose instead of a video if given the option. We decided to run A/B tests, which are controlled experiments that typically compare multiple versions of a digital interface, for example, a webpage to determine which performs better based on user behaviour. We recruited six participants and showed them the same newsletter in three different formats. 

  • Two participants were shown an audio version. 
  • Two were shown a video with timestamps. 
  • Two were shown a transcript, restructured into digestible text rather than auto-generated wall of text. 

The findings from this short experiment were interesting. We learnt that, of the three alternatives, the audio format was the least well perceived by the participants. The main reason was because an audio version offered no visual elements, no way to scan ahead, no quick way to extract the one piece of information someone actually needed. Even when the participants were explicitly told that audio was lighter in weight and reduced the carbon footprint of the web estate, it was still the least preferred option. 

The video with timestamps on the other hand, was much more positively received. Timestamps allow people jump straight to the relevant section rather than watching linearly, therefore allowing a more efficient way to consume information. 

Of all three alternative formats, the transcript was the clear preference of the participants, since this permitted them to quickly skim through the content and find the key information they were looking for. The transcript participants favoured wasn’t just “text instead of video”,which can often appear as a ‘wall of text’ it was text that had been deliberately restructured to pull out the key takeaway points. Taking these findings together, we learned that, for video transcripts to be easily read, and to ensure people can extract most value from them, it is worth putting effort into structuring and presenting text from transcripts, and not simply relying on the auto-generated ones.  

Our research revealed ways to make video content more impactful and effective

From a relatively small experiment, we learned a lot about the effectiveness of different formats of student communications and student preferences. The main findings were as follows: 

  1. When it came to assessing content in student communications, students did not seem to be primarily concerned with the digital sustainability of the format. While digital sustainability considerations did not drive student format preferences, it’s worth noting that the most preferred format (structured text) had the lowest environmental impact of those tested. 
  2. Audio did not appear effective for this type of student communication. Audio formats lack the scannability that students rely on, making them a less suitable choice for this type of communication. 
  3. Complying with accessibility requirements does not guarantee usability or a good user experience. A transcript can meet accessibility requirements, yet still fail to provide adequate scannability, highlighting the importance of considering both accessibility and usability. 
  4. Students prioritise their time and seek relevant information, emphasising the need for formats that can be easily updated and kept current. 
  5. More research is needed on video and text complementarity. Further study is required to determine the most effective ways to combine video and text to support communicating with students in the most effective ways possible.  
  6. When researching the effectiveness of student communications, hearing direct feedback from students is essential. A useful next step would be to ask students directly about their experiences with structured text content versus timestamped video and compare the accuracy as well as the completeness of their recall. 

We’re planning to continue our research into effectiveness of video content

Our findings have implications for the development of educational content. We shared our results with the Careers Service, who were interested in using our research to inform their content development. This collaboration has the potential to impact how they work with media in the future. Looking ahead, we would like to investigate how students interact with videos on social media platforms like LinkedIn, as their attitudes towards video seem to differ depending on whether it’s for entertainment or educational purposes. This could provide valuable insights into the role of video in student learning and engagement.

Manage a cafe by day, go to bed and fight in your dreams in a world without sleep by night in Hips N Noses

1 August 2026 at 21:53

"Don't even talk to me before I've had my coffee that restores my lost memories!" This is a line I imagine that the general public would oft repeat in the world of Hips N Noses, a cafe management sim/Vampire Survivors-esque roguelike that's set in a world where no one but you can sleep, and everyone's suffering from a touch of amnesia.

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What if Stop Killing Games win? Anthem, SpaceCraft and Warframe devs on the "massive undertaking" of preserving an always-online game

1 August 2026 at 13:04

Sci-fantasy shooter Warframe is the sexy cyborg fruit of 13 years of updates and expansions, encompassing scores upon scores of quests, areas, plotlines, systems and characters, together with a huge quantity of player-made art. Much of Warframe's original design still exists within the game, however tweaked and refreshed: the developers have removed a few larger chunks, including the underloved PvP raids, but they've mostly sought to polish up aspects that have lost their lustre, while playing out stories that range from spacey self-referentiality to commentary on indentured work. Currently, the studio are reworking Banshee, a sonic avenger who formed part of the Warframe launch roster way back in 2013.

"I know the Warframe team has been talking about bringing back raids, and doing stuff with that," the game's original design director Scott McGregor told me, at this year's Tennocon expo. "But overall, there's a lot of stuff from Warframe that's been in there for a long, long time. For better or for worse. I think, as a team, instead of mostly turning it off, we either improve it, or we replace it with something better."

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Can AI do a content audit of my website? A review of different ELM models and AI products

Content audits are a long-time staple of the user-centred website toolkit, but they take time and effort to complete, which many website owners struggle to find. In my ongoing AI experimentation, I tried using AI tools to help me with auditing web content.

Every day brings a raft of new AI developments. When choosing how to use AI, I’m less sold on getting it to do creative tasks for me because I like doing those myself. Instead, in pursuit of freeing up my time, I prefer to use AI to help me with the tedious tasks I never get around to, the ones I know will take me longer than I think, the ones I put off again and again. Here’s looking at you, content auditing.

Websites are easy to grow but difficult to keep in check

When people come to the UX Service for help with their websites, they tend to use several phrases to describe their site. These have included:  ‘It’s a mess!’ ‘It’s a bit out of control’. ‘It’s grown arms and legs’. None of this is unusual when you consider the lifecycle of websites. Over time, websites change hands. Pages once carefully crafted are easily forgotten as new editors take over. New content is created without knowing what’s already there. Very often, content needs to be published to a deadline and it’s quicker to publish a new page than seek out and amend an existing one. Seldomly do publishers want to get rid content that’s taken time and effort to produce.

Read some thoughts on content housekeeping by UX Service team members (current and past):

Digital housekeeping – applying content management practices to improve digital sustainability by me

Be a gardener by Ari Cass-Maran

Content Audit Findings and the 100k Challenge by Milo McLaughlin

How to get a grip of your website (and then keep hold) by Neil Allison

A content audit is the best place to start improving a website (not the homepage)

When people seek to bring order to disarray on a website it’s difficult know where to start, so typically, they start on the homepage with ideas to change images or add new content. While this gives sites a superficial makeover, it doesn’t really help site audiences in search of content. Fewer and fewer website audiences are starting out on homepages, instead they’re parachuting directly into site content from Google search and increasingly, from AI summaries. What does this mean? It’s more important than ever to make sure your web content is up-to-date, accurate, useful and relevant for your website users. Here’s looking at you, content auditing.

Read more about getting your content ready for AI from a recent Content Improvement Club session:

Auditing a website needs a methodical approach (which is where AI can help)

If audits are so important, why are they so easy to put off? Short answer, they can take prolonged amounts of time and concentrated effort. The larger and more complex your site is, it’s likely that there will be more content to review, and the more difficult it may be to maintain a consistent auditing approach. Going through multiple, long pages of web content, it can be easy to run out of the time you’ve allocated for your audit. Breaking the audit into chunks may lead to different results from different sessions as biases creep in. Bringing colleagues in to help can share the load, but can also introduce new perspectives and contradictory auditing decisions. There’s a need to maintain ruthless objectivity, to counter human subjectivity and avoid errors infiltrating. Here’s looking at you, AI.

If you can plan and describe a website content audit, you can ask AI to help you do it

Website content audits can be done for many purposes, but commonly, doing a content audit involves making decisions about what content to keep, what needs to go and what needs to be changed – all in pursuit of reaching a future state of your website. A good way to decide what content to keep is to consider who it’s for and the purposes it serves. If a piece of content doesn’t meet audience needs and doesn’t align with the site purpose, then it’s probably a candidate for deletion. A good content audit of a website therefore typically requires several things:

  1. An inventory of every piece of content in the site. Typically arranged in a spreadsheet, with one row per webpage. Can be organised into sections or content types, or grouped by root URL
  2. A note of the site audiences, ideally in order of priority (answering the question ‘Who is this site primarily for?)
  3. A list of the main reasons those audiences visit the site (answering the question ‘What tasks do people complete on this site?’) together with a list of the main goals of your site (answering the question ‘What do we want people to do on this site?’)

Considering each of these things as different pieces of data, where item 1 is data to be audited, items 2 and 3 are factors or auditing criteria used to decide what happens to those data (typically one of three outcomes: ‘Keep’, ‘Delete’ or ‘Modify’), I reasoned that I could give AI these data, tell it what a content audit was and and ask it to complete this process for a given website.

I experimented with ELM to help me do a content audit of a website

The University’s AI platform, ELM was the natural place to start experimenting with applying AI to aid content auditing. The ELM interface allows you to input a prompt, as well as add additional files and data sources. It also allows you to select different models to handle queries. I was curious to see the differences between the different models – both non-reasoning ones and reasoning ones so I needed to design a prompt that would work for both.

Read more about ELM and its models

ELM website

ELM new model guides (University log in required)

Being mindful of the environmental cost, I wanted to start with a small AI model (Llama 3.3)

AI comes with a significant environmental cost, which is highly dependent on the LLMs you use. Powerful models with more reasoning power are especially resource-intensive to run, so to avoid unnecessary wastage of tokens and other resources I’ve found it’s sometimes best to start with a smaller model and size up accordingly, as the need arises. The trade-off is that smaller models have limited reasoning power, however, so the responses they provide and the tasks they are able to complete can be limited.

Based on my previous experience of using AI and thinking about its potential application to a typical content auditing process, I had a hunch that providing a small model with something like a site inventory (such as a XML sitemap) and detailed data about website audiences and purposes could overload its context window and produce inferior results.

I therefore decided to begin with a lightweight prompt ‘Can you help me do a content audit of this website? (with a link to the website)’ to give a small model something manageable and learn how it approached handling the query. I chose a website that the UX team had recently worked on, so I was familiar with its content, and I entered the prompt, starting with the Llama 3.3 model – an open weights model (costed on computing power rather than per-token usage) which is hosted in University data centres (instead of being cloud-based). I toggled on the option to include web search so ELM was able to access the website.

The same prompt to different ELM models produced varied results

Having starting with Llama 3.3, I moved on to other models: Open AI’s GPT 5 and then Anthropic’s Sonnet 4.6. To assess and critique responses from each, I adopted the mindset of a person reluctant to begin a content audit and looking for AI help to kick-start action on this, and used this as a roleplay to review and compare the responses.

The response from Llama 3.3. was too generic to convince me to start auditing

Despite a glitch in formatting the response, Llama 3.3. provided some general information about content auditing. Its response included an initial assessment of the site, which made objective judgements of the homepage (assessing it as ‘well-structured, with a clear introduction’), the navigation menu (labelling it ‘easy to use with links to key sections’), content quality (noting it as ‘high-quality, informative and engaging’) and accessibility (pulling out that the site had an accessibility statement).

The response then acknowledged that in order to do a thorough content audit on the site in question there was a need to provide guidance on the aspects to focus on, and rounding off, the response noted some of the aspects a typical content audit would examine: content quantity, content quality, accessibility and consistency across different parts of a site.

Reviewing this response, I felt that if I was a site owner looking to improve my site, this response could very easily persuade me that I didn’t need to bother auditing it at all – and I wasn’t left any wiser about how to meaningfully provide guidance on the aspects to focus on if I did decide to proceed with an audit.

Likelihood to convince me to audit: 3/10

Open AI’s GPT 5’s response was detailed and thorough but a bit overwhelming

As would be expected from a reasoning model, the response when I used GPT 5 was more detailed than Llama 3.3’s. Arranged in two sections, the first part included preliminary observations using the site URL provided – which were split into the following categories:

  • Information architecture and navigation – commending the site’s positioning on user intents, yet suggesting improvements with more explicit audience pathways and call-to-action signposting
  • Content coverage and freshness – using the site’s range of content types to assess content structure and assessing freshness based on recency of news items
  • Call to actions – acknowledging that the site had were multiple calls-to-action which could be combined into primary CTAs for each audience
  • Accessibility and usability – calling out the need for more meaningful and less duplicated alt text on the site images
  • Trust and governance signals – recognising the role of the site’s strong branding to demonstrate authenticity
  • SEO – suggesting the site’s page titles and meta descriptions were reviewed for relevance

The second part of the response outlined a plan for a full audit. The plan began by posing three questions to be answered:

  1. What are the primary goals? e.g. increase visitors, boost traffic, showcase outputs
  2. Who are the priority audiences? (with suggestions of the different groups)
  3. What’s in scope? (suggesting either the entire site or specific sections)

The response then provided a suggested series of 7 steps to follow to complete the audit:

  1. Inventory and crawl (with detail of the inventory to start with and the tools to complete the crawl)
  2. Editorial quality review (with detail of criteria to score each page – such as inclusivity, accuracy, audience-fit etc)
  3. UX and IA review (with suggestions to evaluate navigation labels and connections between content and pathways to achieve top tasks)
  4. Accessibility (with suggestions of accessibility checking tools to use as well as manual checks to complete)
  5. SEO and technical (with suggestions to check data points like metatags, internal links, robots files and performance)
  6. Analytics (with suggestions to use analytic data such as bounce rates, page views, site searches etc)
  7. Recommendations and roadmap (detailing prioritisation measures to make the identified site changes)

It rounded off suggesting a template structure for the content inventory (and offering to create this template as a Google Sheet), an idea for a scoring rubric, and reiterating different tools to use (naming products like Screaming Frog, Google Analytics and SEMrush). To conclude, it offered to do the audit, requesting answers to the three initial questions and asking for access to a sitemap, external tools and governance documents (such as style guide and brand voice guidelines).

Reviewing the response, which was presented as text content, I found it a bit too much to scan and digest, and putting myself in the place of someone facing content auditing with some reluctance, it felt that this large amount of detail could be off-putting to even start the process. I could appreciate the relevance of suggesting of external tools, but knowing that each of those would require setting up accounts and logins, as well as going through a process to integrate with Open AI, it had the effect of making me mentally push content auditing to the bottom of a to-do list.

Likelihood to convince me to audit: 6/10

Anthropic’s Sonnet 4.6’s response gave structured guidance which was easier to follow

The output from the Anthropic model stood out compared to the others from ELM since it was not just plain text, instead, it had been structured with headings, tables and icons. This made scanning and digesting this response much easier than the others.

The response was structured into 10 sections, as follows:

  1. Site overview – table summarising the site name, owner, primary purposes and date of confirmed content
  2. Information architecture – list of the top-level navigation elements with an assessment of what worked well and issues identified in a bulleted list
  3. Content inventory – table of pages, with noted audiences, details of last update (if known) and inferred status (on a red, green and amber scale)
  4. Calls to action – list of CTAs on the homepage, with assessments and recommendations
  5. Content freshness – table containing list of most recent items in each section and related assessment
  6. Accessibility – list of accessible features that were present, table of items that needed checking and recommended accessibility tools to make the assessment
  7. SEO and technical – table containing an SEO assessment, considering elements like meta descriptions, structured data, mobile responsiveness – each with an allocated status, associated notes and combined recommendations
  8. Content quality and tone – list of observations and recommendations
  9. Priority recommendations summary – table of priority actions with an effort/impact score
  10. To complete the full audit I need – list of requirements to complete the full audit (including sitemap, CMS page list, Google Analytics data, etc.)

Content within each of these sections was comparable to that included in the GPT 5 response, but in the Sonnet 4.6 response, these sections referred directly to information from the site in question – for example, instead of making general assessments of site aspects like navigation and content coverage, it contained direct detail about the site itself with mention of specific pieces of content, noting what was already known (for example, referring to issues noted in the accessibility statement). Arranging this in tables with use of icons and red, green and amber priority indicators made it easy for me to pinpoint what to address and with what urgency, and having this consolidated in the final table was easier to parse than reading it in text format (as in the GPT 5’s response).

Reviewing this response from Sonnet 4.6, it was the best of the bunch from ELM, it contained enough detail to help me get started but not so much that it was overwhelming. Putting myself in the position of a time-poor site owner unsure where to start, I had clear pointers of the priority areas and a mix of quick wins and bigger tasks to choose from.

Likelihood to convince me to audit: 7/10

Three sets of two side-by-side screenshots, showing the output from Open AI GPT 5.5 (on the left) compared to the output from Anthropic's Sonnet 4.6 (on the right) showing Anthropic's more structured and visually appealing approach to presenting the responses

Three sets of two side-by-side screenshots, showing the output from Open AI GPT 5.5 (on the left) compared to the output from Anthropic’s Sonnet 4.6 (on the right) showing Anthropic’s more structured and visually appealing approach to presenting the responses

As well as ELM, I experimented with Chat GPT and Claude to provide content audit help

Models within ELM can also be accessed through interfaces provided by AI products. Two of the best-known AI products are Chat GPT (by Open AI) and Claude (by Anthropic). I was curious to see the responses each of these products would provide in response to my query asking for content auditing help so I prompted each of them in the same way. In both cases I used the free versions.

Chat GPT gave a suggested approach and produced initial findings

The response from Chat GPT was comparable to the output from ELM choosing an Open AI model, but the response was structured and annotated with tables and icons, in a style similar to the Anthropic response. It began with a suggested audit approach which set out different areas to consider and related questions. In the next section (headed ‘Initial observations’) it contained an analysis of the site itself, which included site strengths and highlighted the following six areas for improvement on the site in question:

  1. Homepage is quite academic – pulling out some audience questions that would be relevant to be answered on the homepage instead of the content that was there
  2. Navigation could be more task-focused – noting that the current navigation was driven by organisational structure rather than tasks users would want to complete
  3. News archive – picking out the need for recent articles
  4. Calls to action – acknowledging that many of these are worded to provide information not prompt an active response
  5. Content consistency – advising a uniform page structure for easier reading
  6. Audience segmentation – recommending clearer delineation between groups of site users

The response concluded with an example audit table and some content recommendations, organised under ‘Keep’, ‘Improve’ and ‘Review’.

Reviewing this response as a whole, I liked the up-front suggestion of an auditing approach and the example audit table which was then supplemented with detail about the site itself and recommendations relevant to different aspects of the site in question. This helped me visualise what the audit outputs could look like, and I could see ways to get there.

Likelihood to convince me to audit: 7/10

A screen showing the output from Open AI after being prompted for help content auditing. The suggested audit approach laid out in a table with columns for the different areas of auditing and associated questions to ask in the right-hand column

A screen showing the output from Open AI after being prompted for help content auditing. The suggested audit approach laid out in a table with columns for the different areas of auditing and associated questions to ask in the right-hand column

Another screen showing the output from Open AI after being prompted for help content auditing. An example audit table is laid out with rows for each URL, and columns containing associated purpose, audience, quality and recommendations.

Another screen showing the output from Open AI after being prompted for help content auditing. An example audit table is laid out with rows for each URL, and columns containing associated purpose, audience, quality and recommendations.

Another screen showing the output from Open AI after being prompted for help content auditing. Content recommendations are laid out with colour coding for 'Keep', 'Improve' and 'Review'.

Another screen showing the output from Open AI after being prompted for help content auditing. Content recommendations are laid out with colour coding for ‘Keep’, ‘Improve’ and ‘Review’.

Claude presented interactives to actively take me through an audit process

Anthropic’s Claude interface took a different approach to the other AI products, immediately asking about the main goal of the audit with options to pick. I picked ‘full inventory’. It then asked the desired breadth of the audit with another set of options, from which I picked ‘full site crawl’. The next screen asked me about the output format, and I picked ‘spreadsheet’.

From top to bottom, the interactive screens produced by Claude asking about the main goal of the audit, the breadth of the audit and the format for the audit output. Each has multiple choice answers to select

From top to bottom, the interactive screens produced by Claude asking about the main goal of the audit, the breadth of the audit and the format for the audit output. Each has multiple choice answers to select

After approximately 2-3 minutes, with a running commentary of what was being done, Claude presented a list of ‘headline findings’ of bugs, orphaned content, out-of-date content and broken content (dead links, incomplete calls-to-actions etc). It also produced a downloadable Google Sheet with two tabs – the first containing a summary of the issues to be fixed, their locations and a reason why they needed to be fixed, the second with a full inventory, with one row for every URL in the site and columns logging the page title, content type, date, status (with colour-coded options: ‘Keep’ (green), ‘Update’ (amber), ‘Rewrite’ (dark amber), ‘Review’ (blue) and ‘Critical’ (red)) and recommended actions for each page.

Screenshot of the audit output spreadsheet produced by Claude, showing one row per page URL and different columns logging content types, date, status and recommended actions.

Screenshot of the audit output spreadsheet produced by Claude, showing one row per page URL and different columns logging content types, date, status and recommended actions.

 

Reviewing this response, it was by far the most effective at making me feel I was starting the content auditing process and supporting me through it. Being presented with the opportunity to answer questions upfront meant I could control how the audit went, and having a spreadsheet created for me to review saved a lot of effort making this from scratch by scraping the site for a sitemap and page metadata.

Likelihood to convince me to audit: 9/10

Conclusion: If you’re putting off auditing your website, try getting AI to help

If you’re looking to improve your website, doing a content audit is one of the best steps you can take – working out what you have, what’s working and what’s not will put you in a strong place to move forward and make positive changes. Depending on how well you know your site, and how much time and resource you have to spend on it, you may appreciate some help to get started auditing its content.

From my quick experimentation with the different AI tools available I learned that, with the exception of the small non-reasoning model, each AI product offered something to help initiate the content auditing process of a website. At a basic level, asking AI to look at your website will pull out something you may not find yourself such as an out-of-date page, an irrelevant CTA or an accessibility glitch. AI can also take a zoomed-out look at your site that you may be too close to adopt yourself – such as reviewing your navigation pathways, appraising your audience segmentation or analysing the consistency of your content voice and tone.

If you’ve never audited a website before, AI can offer a lot of guidance to get you started, and whether you choose to do it yourself taking recommendations from the AI on tools and/or processes or whether you prefer to hand the heavy-lifting to AI to get your audit spreadsheet started – leaving you to deal with the more nuanced decisions that require specialist knowledge and experience, these tools can save you time and effort and may just be the nudge you need to do this all-important website maintenance task.

 

Using scenario-based research to understand how colleagues find inclusive language guidance

Earlier this year, the User Experience (UX) Service researched how colleagues find and use the University’s Inclusive Language Guide. This post explores why we used scenario-based research, what it revealed about colleagues’ behaviour and how the findings are improving the guide. 

The Inclusive Language Guide is only useful if people can find it 

The Inclusive Language Guide sits within the University’s Editorial Style Guide and provides practical guidance when writing about disability, race and ethnicity, and sex, sexuality and gender. The guide was developed in 2022 through a co-design process involving colleagues from across the University.

Inclusive Language Guide 

Having useful guidance is only part of the challenge. Colleagues also need to know it exists and be able to find it when they need it. 

More recently, we reviewed the Inclusive Language Guide to understand how discoverable it was for colleagues creating digital content. Emma Horrell has written about how this work prompted improvements to the guide’s visibility and signposting across the University. 

You don’t know what you don’t know: Improving the way we position inclusive language at the University

Why we used scenario-based research 

We wanted to understand more than whether colleagues were aware of the Inclusive Language Guide. Awareness alone does not tell us what people do when they need support, so we used realistic scenarios to observe how colleagues responded to situations where they might need guidance. 

We focused our research questions on four areas: 

  • How colleagues approached decisions about inclusive language. 
  • Where colleagues looked for support and whether they could find relevant guidance. 
  • Colleagues’ awareness of the Inclusive Language Guide and what they expected it to help with. 
  • Any gaps, ambiguities or areas of confusion. 

These questions shaped the structure of the interview and activities we designed. 

Researching colleagues approach to inclusive design decisions 

We combined semi-structured interviews with scenario-based activities to understand both colleagues’ existing experiences and how they approached real content decisions. 

We spoke to nine colleagues who create digital content 

We carried out nine interviews with colleagues in different roles across the University. Participants had a range of experiences creating digital content, including two student interns who brought perspectives of those newer to the University’s digital landscape. 

We began by exploring participants’ existing experiences 

Before looking at the scenarios or the guide itself, we asked participants about the types of content they create and whether they had ever needed to check terminology or wording before publishing. For example, we asked whether they had been in a position where they needed to consider how to word something to make sure the language was not excluding anyone. 

This helped us understand the approaches colleagues already used and the sources they relied on when dealing with these topics. 

Realistic scenarios showed how colleagues look for guidance 

We introduced a series of realistic scenarios based on everyday content tasks. 

Rather than asking whether participants knew about the guide, the scenarios allowed us to observe how they approached these situations in practice.

Example scenarios included: 

  • writing promotional content about a Pride initiative and wanting to ensure the language used was fair and respectful 
  • writing about someone who had experienced trauma and wanting to avoid misrepresenting them 
  • checking the preferred terminology for the chair of a company board before publishing a news article 

In posing the scenarios, we gained insight into where participants would usually look for this type of guidance, how confident they felt making language decisions and what they understood by the term ‘inclusive language’.

We adapted our scenarios as we learned more 

One of the original scenarios asked participants how they would write about someone elected to lead a company board. Rather than focusing on terminology, several participants described how they would research the individual or organisation before publishing. 

While this reflected realistic editorial practice, it did not help us answer the research question we were exploring. 

For later sessions, we refined the scenario so that it focused specifically on checking the preferred terminology for the role before publication. This encouraged participants to think about language choices and produced richer insights into where they expected to find guidance. 

What we learned: Four themes around finding and using inclusive language guidance

Across interviews, there were four themes that emerged consistently. 

Colleagues valued inclusive language even when they had not heard of the guide 

Across the interviews, participants consistently demonstrated that they valued using respectful and inclusive language. They were already thinking carefully about inclusive language, but they did not always know where to access University specific guidance.  

Many described that they would check terminology with colleagues or seek advice from specialist teams when writing about unfamiliar topics. They wanted confidence that they were using appropriate language. 

Awareness of the importance of inclusive language was much higher than awareness of the Inclusive Language Guide itself. 

Colleagues expected to find guidance through different routes 

The scenario-based activities helped us understand where colleagues naturally looked for support. 

Participants frequently described turning to colleagues, managers, Equality, Diversity and Inclusion (EDI) resources, staff networks and external websites. A few participants did eventually land on the guide, but they had not recalled it or looked there first. 

Several participants also relied on previous examples when writing content. Others spoke about balancing official guidance with lived experience and perspectives from the communities being represented. 

This highlighted an important consideration. Colleagues expected inclusive language guidance to be connected to the places they already look for support, linked from elsewhere rather than existing solely within the Editorial Style Guide.  

Improving signposting therefore remains just as important as the guide itself. 

Colleagues understood the phrase ‘inclusive language’ in different ways 

Participants interpreted the phrase ‘inclusive language’ in different ways. 

Some described it as “using the correct terminology”, while others framed it more broadly as “not leaving anyone out”. Those with accessibility backgrounds often drew direct connections between inclusive language and accessibility. 

Despite these differences, the term ‘inclusive’ was recognisable, with several participants using it unprompted when working through the scenarios.

Colleagues looked for practical guidance first 

After exploring how participants would approach different situations, we asked them to navigate the Inclusive Language Guide. This helped us understand whether the structure matched their expectations when looking for support. 

Several participants were unsure where the practical guidance began. Some mistook the introductory blog post for the guide itself, while others expected the examples and practical advice to appear much earlier on the page. 

Although participants valued the context and principles behind the guidance, they prioritised practical information they could apply immediately. The examples within the guide were consistently highlighted as the most useful content. 

The research continues to inform improvements to the Inclusive Language Guide 

Our findings have allowed us to identify some key areas for improvements to the Inclusive Language Guide.

Making practical guidance easier to find 

One area of focus is the guide’s landing page. We are reviewing its structure so that practical guidance is easier to find while retaining the contextual information that participants found valuable. 

The findings highlighted that the current structure does not always support the way colleagues use the guide. Participants wanted to move quickly to practical guidance while still being able to access the wider context when needed.

We are also reviewing page titles, navigation labels and the ordering of content to make it clearer where the guide begins and how it relates to the wider Editorial Style Guide. We’re considering how to better support both first-time and repeat use, making it easier for people to quickly find practical guidance while still providing the context and principles that many participants found valuable.

We’ll also consider how best to surface practical examples and support the different ways colleagues use the guide, whether they are reading it for the first time or returning to quickly check terminology and writing conventions.

Improving connections with related guidance 

The research also prompted us to consider how the guide connects with related guidance across the University’s web estate. 

Participants frequently expected to find inclusive language guidance within EDI resources or other specialist guidance. Improving discoverability means not only improving the guide itself, but also making sure it is connected to the places colleagues naturally go when seeking support.

As outlined in Emma’s blog, since completing the research, we have worked with colleagues responsible for complementary guidance across the University’s web estate to improve signposting between services.

This work will help ensure colleagues can find appropriate support regardless of where they begin their journey. 

Scenario-based research helped us understand behaviours 

The research reinforced an important principle in content design: guidance needs to be easy to find as well as useful.  

By combining colleagues’ existing experiences with scenario-based activities, we gained a better understanding of how people approach inclusive language decisions. These insights have already informed improvements to the Inclusive Language Guide and will continue to shape how we approach future content research.

QuillMark: The Technical Details Behind My Drupal Style-Guide Assistant

I previously introduced QuillMark, a tool I built to help web publishers check content against the University’s editorial style guide. In this post, I explain the technical design and methodology behind the prototype.

Introduction

My name is Shlok, and this summer I am working as an AI and UX Innovation Intern in the Information Services Group (ISG). During my internship, I have been developing QuillMark, a prototype tool designed to help web publishers check their content against the style guide. This post outlines the system design, methodology and AI pipeline behind the prototype, including how deterministic checks, language models and a MapReduce approach work together to improve reliability while keeping publishers in control.

 

QuillMark highlights violations in your existing text rather than generating an entirely new version. This:

  1. avoids the risk of AI making unnecessary changes to unrelated parts of the page, which would require a manual audit each time
  2. allows publishers to clearly see each violation and accept or reject suggested changes
  3. reduces output tokens, lowering both hallucination risk and cost

 

Problem: The style guide contains a large number of rules, around 60–70. If all rules are sent to the LLM at once, the model may not check the text against every rule reliably.

 

Research: https://openreview.net/pdf?id=R6q67CDBCH

 

Solution → MapReduce (Divide and Conquer: Map → Collapse → Reduce)

 

System Design and Methodology

 

Pipeline:

  1. Deterministic checks to flag blatant violations
  2. Fine-tuned small model flags likely obvious violations
  3. Large model audits the final page deeply for complex deeper violations

 

The deterministic checks are used to flag “obvious” violations that are directly detectable using regex or code. For example, this could include the use of a forbidden word, or a spelling convention such as using “benefited” instead of “benefitted”. These issues can be detected using a direct search of the page and do not require AI.

 

The second stage uses a smaller fine-tuned model. This model would be fine-tuned on the Style Guide rules and training examples. It would again be used to detect relatively “obvious” violations, but ones that are not simple enough to be detected reliably through deterministic checks. These issues are not highly complex, so they should still be visible to a smaller model.

 

After the publisher fixes the deterministic violations and the violations found by the fine-tuned small model, there are likely to be remaining deeper and more complex issues that both previous approaches did not pick up. The final large model can then focus mainly on these more complex issues. This means it spends less attention on obvious violations and more attention on issues that are easier to miss.

 

This improves the process in two ways.

 

First, it allows the final large model to focus on deeper issues. If the whole page was passed directly to the large model from the beginning, it would likely flag many obvious violations first and might miss some subtler issues. By fixing the most obvious issues earlier, the large model can focus more on smaller, judgement-based, or easily missed problems.

 

Second, it may reduce cost compared with running the large model multiple times. One alternative would be to run the large model once, fix the obvious issues + some deeper ones it finds, and then run the large model again to find the remaining deeper issues. In the first run, the large model may spend much of its output on obvious violations. In the second run, after those obvious issues are fixed, it may be able to look more deeply. The proposed approach tries to achieve a similar effect more cheaply by using deterministic checks and a smaller fine-tuned model before the final large-model review.

 

This pipeline is shown in Figure 1.

 

Style Guide Violation Detection Pipeline
Figure 1: Style Guide Violation Detection Pipeline

 

Using MapReduce to reduce instruction-following degradation

Based on personal experience with large language models, as well as existing research such as the Curse of Instructions, we cannot rely on a large language model to follow a very large number of rules at once. In this case, the style guide contains around 60–70 rules. If all of these rules are passed to the model in a single request, the model may not check the page against every rule properly. It may follow some rules, ignore others, or miss violations because there are too many instructions to apply at the same time.

 

To solve this, I propose using a MapReduce approach, which is a divide-and-conquer technique: Map → Collapse → Reduce.

 

The rules would be broken into smaller chunks, with each chunk containing a fixed number of rules. Each chunk would then be sent as a separate request, asking the model to check the page only against that smaller set of rules. This allows the model to focus on fewer rules at a time and check them with more attention.

 

After all the chunks have been processed, the responses would be gathered together and combined into one report. This is the collapse stage. The combined findings would then be passed through another large language model request in the reduce stage. This final request would clean up the output by removing duplicate findings, resolving overlapping issues between chunks, and filtering out possible false positives or hallucinated violations.

 

This approach makes the checking process more reliable because it avoids asking the model to apply all 60–70 rules at once. Instead, each group of rules is checked more carefully, and the final report is produced by combining and cleaning the results. This helps ensure that all rules are checked with more equal rigor, rather than relying on the model to remember and apply every rule in one large prompt.

 

The MapReduce approach is shown in Figure 2.

 

MapReduce Approach for Style-Guide Rule Checking
Figure 2: MapReduce Approach for Style-Guide Rule Checking

 

Update: Large-Model Cleanup from the Reduce stage was excluded from the prototype as the probability of duplicates occurring is low and the cost of such a cleanup is relatively high with minimal benefit.

 

Read more about the technical system plan: https://blogs.ed.ac.uk/website-communications/building-quillmark-testing-a-drupal-style-guide-assistant-with-web-publishers/

Watch a video demo: https://media.ed.ac.uk/media/t/1_yozad8ie

 

Future enhancements:

  • Strengthen Deterministic Regex-matching with more training data (web pages)
  • Audit deterministic findings using a cheap, local AI

Building QuillMark: testing a Drupal style-guide assistant with web publishers

I introduce QuillMark, a Drupal prototype designed to help web publishers check content against the University’s editorial style guide. I reflect on how I developed and tested the tool with publishers, focusing on what their feedback revealed about usability and how it will shape the next version.

Introduction

My name is Shlok, and this summer I am working as an AI and UX Innovation Intern in the Information Services Group (ISG). During my internship, I have been developing QuillMark, a prototype tool designed to help web publishers check their content against the style guide. This blog post explains the problem I was trying to solve, how I built and tested the prototype, what I learned from publishers and what I plan to do next.

 

The problem

Our style guide contains more than 60 rules covering areas such as spelling, punctuation, tone, formatting and terminology. Previous research showed that web publishers found it difficult to remember and apply every rule while writing and editing content.

 

This is understandable. Publishers are often working under time pressure, and checking a page manually against dozens of rules adds a significant cognitive burden. Even experienced publishers can miss small details, particularly when they are concentrating on the meaning and accuracy of the content.

 

I began exploring whether a tool could make this process easier. The aim was not to replace publishers’ judgement or rewrite their content automatically. Instead, the tool would identify possible style-guide violations, explain the relevant rule and allow the publisher to decide whether to apply or dismiss each suggestion.

 

This became QuillMark.

 

Read more about the Style Guide

 

Why I built the prototype in Drupal

Drupal is where publishers already create and edit web content, so it made sense to build the prototype directly into that environment rather than create a separate tool.

Before starting development, I attended Drupal in a Day to understand the platform, its content-editing interface and how a custom tool could fit into an existing publishing workflow.

 

Building QuillMark within Drupal meant publishers could check their content without copying it into another system. It also allowed me to test the tool in a realistic environment, using the same types of fields, buttons and interactions that publishers encounter in their day-to-day work.

 

Read more about Drupal in a Day

 

Planning the checking process

Before writing the prototype, I planned the system in detail.

 

One of the main design decisions was that QuillMark should highlight individual issues in the existing content instead of generating a completely rewritten version. Rewriting an entire page could introduce unnecessary changes and would require the publisher to audit every sentence. Showing individual findings makes it clearer what the tool has identified and keeps the publisher in control. This also prioritises the HITL (Human-in-the-Loop) framework, which I intend to use in my AI-based projects to ensure that people remain involved in reviewing decisions made by AI.

 

The system design proposed three types of checking:

  1. Deterministic checks for clear violations that can be identified using code or regular expressions, such as prohibited words or spelling conventions.
  2. A smaller AI model for relatively straightforward issues that require more context than a simple text search.
  3. A larger language model for more complex, judgement-based rules involving areas such as tone, structure or plain language.

 

The plan also used a MapReduce-style approach. Rather than asking a language model to apply all 60–70 style-guide rules in one prompt, the rules would be divided into smaller groups. Each prompt could then concentrate on a limited number of rules before the results were combined. This was intended to reduce the risk of the model overlooking instructions because it had been given too many at once.

 

The original design included an additional AI step to remove duplicate findings and resolve overlaps. I left this out of the prototype because duplicates were expected to be relatively uncommon, while the extra model request would increase cost and complexity.

 

Read more about the technical system plan: https://blogs.ed.ac.uk/website-communications/quillmark-the-technical-details-behind-my-drupal-style-guide-assistant/

Coding the prototype

I developed the prototype iteratively, beginning with a small number of style-guide rules and expanding the checks once the basic workflow was working. For development, I used Codex. I gave it my plan and asked it to design the architecture. After reviewing it, I asked it to proceed with the implementation.

 

The first stage used deterministic checks for issues that could be found reliably without AI. These checks searched the content for recognisable patterns and returned the location of the issue, the relevant style-guide rule and, where appropriate, a suggested correction.

 

The second stage used a large language model to identify issues that depended more heavily on context. I divided the rules into smaller prompt groups so that the model could focus on a manageable set of instructions during each request.

 

The prompts asked the model to return structured findings rather than a rewritten page. Each finding needed to include enough information for QuillMark to:

  • identify the relevant content;
  • explain the problem;
  • show the related style-guide rule; and
  • suggest a possible correction.

 

Publishers still had to approve or dismiss each finding. This human-in-the-loop approach was intentional. Style rules can depend on context, and an automated suggestion will not always be appropriate. QuillMark was designed as a decision-support tool, not an automatic editor.

 

Watch a video demo: https://media.ed.ac.uk/media/t/1_yozad8ie

 

Designing the usability test

Once the first iteration was complete, I adapted an existing usability-testing template to create a test for QuillMark.

 

I conducted three sessions with web publishers. Participants were asked to work through a series of tasks covering the main parts of the prototype, including running the checks, understanding the two stages, locating an issue in the editor, reviewing a rule and applying or reverting a suggested fix.

 

I observed how participants used the interface, where they hesitated and whether the information on screen matched their expectations. I also asked how they might use the tool as part of their normal publishing process.

 

The purpose was not only to find technical bugs. I wanted to understand whether the concept itself was useful and whether the interface communicated how the tool was intended to work.

 

What publishers told me

The publishers thought the tool would be useful as a final check before publishing. They said they would still use their own judgement and would not automatically accept every suggestion.

 

Most of the feedback was about the usability of the tool. Some parts were unclear, such as the difference between the two stages and some of the button labels. There was also too much information on the screen, and some issues were repeated. The publishers also wanted to see what a suggested fix would change before applying it.

 

What I learned

The testing suggested that the core idea is useful, but the user experience needs to become simpler.

 

Publishers do not necessarily need to understand which checks use regular expressions and which use an AI model. They need to know what issue has been found, why it matters, what the proposed change is and what action they can take.

 

The sessions also reinforced the importance of designing for scanning. More explanation does not always create more clarity. In a publishing workflow, concise labels, clear states and well-grouped findings may be more valuable than displaying every piece of supporting information at once.

 

Next steps

My next step is to refactor and review the prototype code before making changes based on the usability feedback. This will include reviewing the AI-generated code to check whether each section is needed, whether the same result could be achieved more simply, and whether any parts repeat code that already exists. I will compare the generated code with the rest of the codebase so that it follows the same structure and does not add extra functions or files without a clear reason.

 

Where the code is longer than needed, I will simplify it by removing repeated checks, combining similar sections, and reusing existing functions. I will also keep individual files to a manageable size, generally no more than 1,000 to 3,000 lines depending on the file. Larger files will be split where this makes the code easier to follow, and hardcoded rules will be moved into the database where possible.

 

The next iteration will focus on:

  • clarifying or simplifying the two-stage workflow;
  • reducing repeated and overwhelming findings;
  • improving button labels, status messages and colour distinctions;
  • previewing changes before they are applied; and
  • making the interface more concise and easier to scan.

 

June Content Improvement Club: Is your content AI ready?

Our June Content Improvement Club session focused on AI. In particular we discussed the changes in search behaviour, how that’s impacting the way people consume content and some of the things you can do to make your content ready for this new search landscape. Attendees also got the chance to work in groups to put some of our top tips into practice.

This topic clearly resonated with with our community, as it was fully booked shortly after being advertised, so we ran a second session to enable more people to attend.

Changes in search behaviour in the wake of AI overviews

We started off the session by providing a bit of context around what has led to the change in the way people now search for information.

AI overviews help answer your question on the search results page itself

In 2024 AI overviews were launched by Google to answer search queries directly on the search results page. AI overviews take snippets of content from relevant webpages (often combining multiple sources) using Google’s existing search index and the same ranking systems as regular search.

Since their introduction, AI overviews have rapidly increased and are now a prominent feature on the majority of search results pages. U.S data from the end of 2025 shows that overviews appear in over 60% of all search queries, doubling from 2024.

New Data: Google AI Overviews Now Appear in 60% of Searches

The information source is attributed using tags, which contain a link to the website itself. However, we are seeing a trend of people finding the information they need and relying on the overview without visiting the website where the information originated. This is known as ‘zero click behaviour’.

Screenshot of an AI search summary about how to apply to the University of Edinburgh, with the University logo displayed. There is a circle around the source tag for emphasis.

Example of an AI overview

 

 

 

 

 

 

 

 

 

The rise in ‘zero click behaviour’

The introduction of AI overviews has meant that people have started to become accustomed to getting an instant answer on the search results page. People are more often relying on overviews, rather than clicking a link to a relevant webpage to locate the information themselves. This means fewer people are making it to your webpage and if they do it may well be later on in their search journey.

In Q1 2026 studies report that 65% of searches on Google did not result in a click to anywhere.

Zero-Click Crisis Worsens – SuperPrompt

This figure is predicted to be significantly higher for those using mobile when searching.

Also statistics from 2025 show that 80% of people used answers directly on search pages and 50% relied on AI summaries for answers.

Zero-click searches reshape marketing strategies in 2025

These changes in search behaviour do require you to think a bit differently about the way your content is being used. This is summed up well by Guus Goorts, an education marketing coach, who says:

LLMs [Large Language Models] increasingly visit  your website on your audiences’ behalf.

Ways to make your content ready for AI

In the session we focused on the things that you can do to optimise your content for AI. Hopefully you will be glad to know that much of the evergreen content design advice we provide still stands strong in the face of the new AI search landscape.

Clear, self-contained content gives AI better material to work with

As AI can sometimes take just snippets of your page or grab sentences out of the wider context, one step you can take is to try to make sure that content makes sense even outwith its surrounding context.

The more self-contained and specific your content is, the more likely it is that AI systems will interpret it correctly and present accurate information to users. You can achieve this by avoiding:

  • non-specific or generic headings that rely on page context, but do not make sense when lifted off the page – for example ‘Funding’ rather than ‘Postgraduate funding options for international students’
  • references to content elsewhere on a page such as ‘see below’ or  ‘as mentioned above’ as AI may retrieve the sentence without the content it refers to
  • vague descriptors in the form of unclear or missing subjects such as ‘This must be submitted with your application’ as if the surrounding text is missing, neither the reader nor AI knows what ‘this’ refers to
  • videos without transcripts, captions or summaries as AI tools cannot watch video content, they process text far more reliably than video

Answer questions directly and avoid unnecessary preamble or woolly language

AI predicts likely answers from the content it finds. It can potentially miss the answer if it’s buried in long winded sentences, or not clearly explained.

In the session we gave the example of a prospective student asking: “What accommodation does the University offer?”

We provided two example bits of content that the AI could draw from.

Example 1 : ‘Our accommodation includes single rooms, shared flats and accessible housing.’ This contains the answer directly, it names the accommodation types and it can be lifted into an overview without losing meaning.

Example 2: ‘There are lots of options of different accommodation with various numbers of rooms depending on your needs.’ Whilst this sounds friendly it doesn’t provide much useful information. Phases such as ‘lots of options’ and ‘to suit your needs’ take up space without answering the question.

Content that is well structured and accessible is still key

Making sure your content is both well-structured and accessible is still key when we are looking at how AI will use and interpret it.

Frequent, meaningful headings add structure

Headings are one of the main ways people navigate content, they act as signposts, helping users quickly identify relevant sections and understand what information sits underneath them at a glance.

Frequent, meaningful headings also play an extra role in supporting the AI-generated summaries we know are becoming increasingly common. This is because headings help AI understand the structure of a page by breaking content into logical, retrievable chunks.

Headings also create a hierarchy that shows the relationship between different pieces of information on a page. Therefore, you should always mark up headings with the correct heading level, rather than using bold, underline or larger font sizes. AI also uses the heading hierarchy to:

  • understand, summarise and cite your information
  • work out which topics are primary, which are subordinate, and how information is grouped together

You can read more about using headings effectively in the style guide, our previous blog post and also on Caroline Jarrett’s ‘Editing that works’ website.

Accessible content and AI overlap

Content that has been made accessible is a big step towards being AI-ready as screen readers and AI systems rely on many of the same signals, although the outputs are different. Therefore many of the things you hopefully already do to make content accessible will also help AI understand it. We can demonstrate the overlap by looking at headings, link text and alternative text.

Headings: screen reader users use headings to navigate the page structure, whilst AI tools will use them to understand and prioritise your content.

Link text: descriptive link text provides context and helps screen reader users decide where to go next, whilst AI tools will use this link text to help interpret page meaning and relationships between content.

Alternative text: well written alternative text helps users who cannot see images extract meaning from them, whilst it also provides text that AI can use to understand image content.

You can read more about how to make your content accessible in Mel’s blog posts from previous Content Improvement Club sessions:

Descriptive link text supports users and AI

Descriptive link text is important for users as it helps them understand where the link will take them at a key decision point. This is increasingly important for AI too as AI search and retrieval tools use links and their surrounding context as signals to understand the relationship between different pieces of content.

Therefore, a link labelled ‘Accommodation options for postgraduate students’ provides a much stronger signal than ‘Learn more’ as it helps AI understand both the destination content and how it relates to the current page.

Descriptive link text also helps AI-generated summaries and citations. When AI retrieves content to answer a question, it attributes the source(s). Clear link text can reinforce what a linked page is about and strengthen the connections between related topics.

You can read more about writing effective link text in the style guide and Caroline Jarrett’s ‘Editing that works’ website:

Write for humans, using plain language

In the age of AI, it’s still important that we write for humans first and foremost. This means using language that your users understand within your content and explaining terms they might not know. Short paragraphs and sentences will also help.

Google’s advice for content to be successful with Google Search is to focus on creating ‘people-first content’, rather than content made ‘primarily to gain search engine rankings’.

Creating Helpful, Reliable, People-First Content | Google Search Central 

You may find Nick’s blog post from a previous Content Improvement Club useful on this topic:

Now you’re speaking my language – what we covered in the February Content Improvement Club session

We worked in small groups to put the theory into practice

After our whistlestop tour of advice to help make content AI-ready, we then worked in small groups, using pages that attendees had brought along to the session. We each picked one or two areas to focus on and shared suggestions to improve the content and talked about what was perhaps already working well. This created some interesting discussion and allowed attendees to gain feedback and new perspectives on their content from colleagues they may not usually work alongside.

Frequently Asked Questions – the debate continues

The debate around the effectiveness of Frequently Asked Questions (FAQs) is one which has been circulating for some time within the content design world. It has reared it’s head again in relation to AI, given the rise of the ‘answer economy’ where people are typically asking more focused questions and looking for a quick answer.

The main point of contention is whether or not we should be writing more content in a question and answer format. There are different views on this topic, we’ve seen advice to use questions in your content that aim to match the questions that users are asking AI tools.

On some interpretations of this advice, you could read this as a call for more FAQs on websites. We’d like to urge caution before you take this approach though as FAQs aren’t without their problems.

FAQs can often:

  • duplicate content that you have elsewhere on the site – this causes problems for site maintenance and search engines don’t tend to like it
  • answer questions that aren’t really frequently asked
  • make content hard to scan because they push keywords away from the left of the screen as they often start with ‘Can, What, How, Where’

So in summary, don’t rush to change all your headings to questions and create more FAQ sections. If you do use questions, answer them without waffle.

The University of Bath have written a helpful article about this topic.

Why AI doesn’t need Frequently Asked Questions (FAQs) | Digital Content and Development

Content maintenance is more important than ever

The final point we covered was the fact that content maintenance is more important than ever. This is because all published content can be cited by AI to generate an answer regardless of when it was last reviewed or updated. Therefore ensuring that you know what live content you have and whether it’s up to date is key if you want AI to bring back accurate information in response to search queries.

Duplicate content can also confuse AI, so regularly auditing your content to make sure there is effective cross referencing between pages and that the same information doesn’t appear on multiple pages, will again make it easier for AI to interpret and find what it needs.

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