Mobile phones interaction techniques for second economy people

Second economy people in developing countries are people living in communities that are underserved in terms of basic amenities and social services. Due to literacy challenges and user accessibility problems in rural communities, it is often difficult to design user interfaces that conform to the capabilities and cultural experiences of low-literacy rural community users. Rural community users are technologically illiterate and lack the knowledge of the potential of information and communication technologies. In order to embrace new technology, users will need to perceive the user interface and application as useful and easy to interact with. This requires proper understanding of the users and their socio-cultural environment. This will enable the interfaces and interactions to conform to their behaviours, motivations as well as cultural experiences and preferences and thus enhance usability and user experience. Mobile phones have the potential to increase access to information and provide a platform for economic development in rural communities. Rural communities have economic potential in terms of agriculture and micro-enterprises. Information technology can be used to enhance socio-economic activities and improve rural livelihood. We conducted a study to design user interfaces for a mobile commerce application for micro-entrepreneurs in a rural community in South Africa. The aim of the study was to design mobile interfaces and interaction techniques that are easy to use and meet the cultural preferences and experiences of users who have little to no previous experience of mobile commerce technology. And also to explore the potentials of information technologies rural community users, and bring mobile added value services to rural micro-entrepreneurs. We applied a user-centred design approach in Dwesa community and used qualitative and quantitative research methods to collect data for the design of the user interfaces (graphic user interface and voice user interface) and mobile commerce application. We identified and used several interface elements to design and finally evaluate the graphical user interface. The statistics analysis of the evaluation results show that the users in the community have positive perception of the usefulness of the application, the ease of use and intention to use the application. Community users with no prior experience with this technology were able to learn and understand the interface, recorded minimum errors and a high level of v precision during task performance when they interacted with the shop-owner graphic user interface. The voice user interface designed in this study consists of two flavours (dual tone multi-frequency input and voice input) for rural users. The evaluation results show that community users recorded higher tasks successes and minimum errors with the dual tone multi-frequency input interface than the voice only input interface. Also, a higher percentage of users prefer the dual tone multi-frequency input interface. The t-Test statistical analysis performed on the tasks completion times and error rate show that there was significant statistical difference between the dual tone multi-frequency input interface and the voice input interface. The interfaces were easy to learn, understand and use. Properly designed user interfaces that meet the experience and capabilities of low-literacy users in rural areas will improve usability and users‟ experiences. Adaptation of interfaces to users‟ culture and preferences will enhance information services accessibility among different user groups in different regions. This will promote technology acceptance in rural communities for socio-economic benefits. The user interfaces presented in this study can be adapted to different cultures to provide similar services for marginalised communities in developing countrie

Online Surveys in Collecting Cross-Cultural Qualitative User Experience Feedback

Globalisation of markets means that many interactive technology products and services need to be usable and provide a positive User Experience (UX) to people in various target market areas. Simultaneously, over the last decade, positive UX has become an important quality attribute and a business-critical asset in the design of interactive technology products and services. Different countries have different cultural values, which direct the way in which people interpret and use technology products and services. Therefore, to ensure that products and services are easy to use and that they provide a positive UX across cultural boundaries, there is a need to understand how local cultures may affect the use of and interaction with technology. Cultural issues affect not only the UX of technology products and services but also the UX research methods. Culture itself is a complex concept affecting a vast area of human life and interaction. Consequently, designers are facing challenges in creating a delightful UX for an increasing number of users from different cultural backgrounds.In this thesis work, we aim to produce original contributions by investigating and developing better online survey tools and insights about their applicability in cross-cultural remote online UX research. Remote online methods are needed in increasing cross-cultural UX research, and they are considered practical, and may have extensive and wide scale samples suited to cross-cultural UX research. In particular, we aim to understand how an online survey fits into a cross-cultural UX research in terms of collecting qualitative feedback. As the goal is to understand online UX surveys and users in different local cultures it is our aim to gain knowledge about what kind of cultural issues affect these surveys and how they should be taken into consideration in human-centred design (HCD). We focus on studying how qualitative material such as textual and visual materials can be used in cross-cultural online UX surveys. We reflect on the practical implications of the results in a theoretical concept of cross-cultural online UX survey process. Our research has a multiple-case research design strategy and most of our case studies were executed in a real product development context with an emphasis on the qualitative research.We found that online surveys with sentence completion, diaries and storyboards are well suited to crosscultural UX research in collecting qualitative feedback. The central cross-cultural issues having implications for cross-cultural, qualitative online UX surveys concerned textual and visual materials. With regards to the textual material in collecting cross-cultural, qualitative UX feedback, we found that there are cultural differences in how respondents understand, interpret and share their experiences in an online UX survey. For example, culture has an effect on language and communication style, which in turn have an effect on the answers. Furthermore, we found that the use of the sentence completion method in an online UX survey is relatively fast and easy way to collect a large amount of cross-cultural, qualitative UX feedback regarding the different UX dimensions for product development purposes. The use of Hofstede’s cultural dimensions in the data analysis gives a better understanding of the impact of specific cultures on the results.Concerning the visual material, we found that storyboards assisted respondents in providing rich answers to a long survey because of a sound understanding of the intended situations, and ease of imagining themselves in different usage scenarios. The use of internationalised and localised storyboards allowed us to collect UX feedback, even though respondents had never used or seen the intended product. They were able to give feedback and ideas for design in the early phase of product development in requirement gathering. Using culture as a resource for design involving local users in the design process supports HCD principles. We presented the main phases in a theoretical concept of cross-cultural online UX survey process to help designers include cultural issues in the design of a cross-cultural online UX survey

Introduction to Development Engineering

This open access textbook introduces the emerging field of Development Engineering and its constituent theories, methods, and applications. It is both a teaching text for students and a resource for researchers and practitioners engaged in the design and scaling of technologies for low-resource communities. The scope is broad, ranging from the development of mobile applications for low-literacy users to hardware and software solutions for providing electricity and water in remote settings. It is also highly interdisciplinary, drawing on methods and theory from the social sciences as well as engineering and the natural sciences. The opening section reviews the history of “technology-for-development” research, and presents a framework that formalizes this body of work and begins its transformation into an academic discipline. It identifies common challenges in development and explains the book’s iterative approach of “innovation, implementation, evaluation, adaptation.” Each of the next six thematic sections focuses on a different sector: energy and environment; market performance; education and labor; water, sanitation and health; digital governance; and connectivity. These thematic sections contain case studies from landmark research that directly integrates engineering innovation with technically rigorous methods from the social sciences. Each case study describes the design, evaluation, and/or scaling of a technology in the field and follows a single form, with common elements and discussion questions, to create continuity and pedagogical consistency. Together, they highlight successful solutions to development challenges, while also analyzing the rarely discussed failures. The book concludes by reiterating the core principles of development engineering illustrated in the case studies, highlighting common challenges that engineers and scientists will face in designing technology interventions that sustainably accelerate economic development. Development Engineering provides, for the first time, a coherent intellectual framework for attacking the challenges of poverty and global climate change through the design of better technologies. It offers the rigorous discipline needed to channel the energy of a new generation of scientists and engineers toward advancing social justice and improved living conditions in low-resource communities around the world

The Impact of Mobile Phones on Collaborative Learning Activities

In light of the ubiquitous nature of mobile communications technology, society is forced to rethink education. When considering the freedom of communication in terms of time and space that this mobile technology provides, educators need to understand how this ever present communications platform can be exploited to enhance collaborative learning. The central theme of this thesis is the role of mobile phones as a support for collaborative learning both in and out of the classroom. The questions asked are: What is the distinctive affordance offered by the mobile phone for collaborative learning? What is the affective relationship between student, mobile phone and homework? Does the intervention affect the relationship between students, their mobile phones and their homework? Does the affordance offered by the technology lead to more awareness of learning? What is the nature of the dialogue with the mobile phone technology? In this thesis, the methodology is designed to explore the area of collaborative learning and the use of mobile phones as a support for collaborative learning through critical reviews of the literature and a year-long exploratory multiple case study integrating both qualitative data analysis and quantitative data analysis. Qualitative exploratory interviews and surveys are combined with extensive quantitative internet log data to provide a detailed image of students’ mobile use during collaborative activities. The results are triangulated, and In light of current research key issues are interpreted and discussed. The findings of the study support four key hypotheses which emerge from the theoretical framework. First, that there are distinctive affordances offered by the mobile phone for collaborative learning that increase learning opportunities. Second, that the affective relationship between students and their mobile phone has a positive influence on attitudes towards homework when the homework involves the use of their mobile phones. Third, that the intervention affected the relationship between students their mobile phone and their homework by reducing barriers between private and public spaces. Fourth, the affordances offered by the technology led to more awareness of content through an increase in opportunities for reflection. In addition, some insights into the nature of the dialogue with the mobile phone technology are explored. These findings have implications for educational theory and practice since they provide evidence to support the incorporation of mobile devices into collaborative educational situations. This research will be of interest to those concerned with the impact of mobile devices on the area of collaborative learning specifically and the field of education in general. The contribution that this research brings to scholarship and to the educational community is an increased understanding of the ways that ubiquitous mobile technology can affect a student’s mobile-based collaborative learning experience. The integration of these findings into the current body of knowledge may lead to improvements in future educational design and highlight areas which require further research