13,338 research outputs found
Experiences of in-home evaluation of independent living technologies for older adults
Evaluating home-based independent living technologies for older adults is essential. Whilst older adults are a diverse group with a range of computing experiences, it is likely that many of this user group may have little experience with technology and may be challenged with age-related impairments that can further impact upon their interaction with technology. However, the evaluation life cycle of independent living technologies does not only involve usability testing of such technologies in the home. It must also consider the evaluation of the older adultâs living space to ensure technologies can be easily integrated into their homes and daily routines. Assessing the impact of these technologies on older adults is equally critical as they can only be successful if older adults are willing to accept and adopt them. In this paper we present three case studies that illustrate the evaluation life cycle of independent living technologies within TRIL, which include ethnographic assessment of participant attitudes and expectations, evaluation of the living space prior to the deployment of any technology, to the final evaluation of usability and participant perspectives
Assessing fun: young children as evaluators of interactive systems.
In this paper, we describe an exploratory study on the challenges of conducting usability tests with very young children aged 3 to 4 years old (nursery age) and the differences when working with older children aged 5 to 6 years old (primary school). A pilot study was conducted at local nursery and primary schools to understand and experience the challenges working with young children interacting with computer products. We report on the studies and compare the experiences of working with children of different age groups in evaluation studies of interactive systems
Improving Primo Usability and Teachability with Help from the Users
In the aftermath of a consortium migration to a shared cloud-based resource management and discovery system, a small college library implemented a web usability test to uncover the kinds of difficulties students had with the new interface. Lessons learned from this study led to targeted changes, which simplified aspects of searching, but also enhanced the librariansâ ability to teach more effectively. The authors discuss the testing methods, results, and teaching opportunities, both realized and potential, which arose from implementing changes
Reflecting on E-Recruiting Research Using Grounded Theory
This paper presents a systematic review of the e-Recruiting literature through a grounded theory lens. The large number of publications and the increasing diversity of publications on e-Recruiting research, as the most studied area within e-HRM (Electronic Human Resource Management), calls for a synthesis of e-Recruiting research. We show interconnections between achievements, research gaps and future research directions in order to advance both e-Recruiting research and practice. Moreover, we provide a definition of e-Recruiting. The use of grounded theory enabled us to reach across sub-disciplines, methods used, perspectives studied, themes discussed and stakeholders involved. We demonstrate that the Grounded Theory Approach led to a better understanding of the interconnections that lay buried in the disparate e-Recruiting literature
Exploring Challenges in Conducting E-Mental Health Research Among Asian American Women
In this discussion paper, we explore the challenges of conducting e-mental health intervention research among Asian American women and propose a model for addressing these barriers. Based on an extensive literature review, we identify two main types of barriers to conducting e-mental health intervention research among Asian American women: recruitment barriers and adherence barriers. Recruitment barriers are further subcategorized into those related to (1) stigmatized cultural beliefs about mental illness and mental health services; (2) lack of awareness about mental health services; and (3) language barrier. As to adherence barriers, the two identified subtypes concern (1) acuity and severity of mental health condition; and (2) lack of time. In order to enhance recruitment and adherence in e-mental health intervention research among the studied population, we formulate the following three main research strategies, namely: (1) considering the cultural and social contexts of Asian American women in the development of e-mental health interventions; (2) determining appropriate program length; and (3) conducting feasibility studies to test e-mental health interventions. We suggest that nurse researchers integrate our proposed model in conducting e-mental health interventions among Asian American women. Our proposed model also implies that nurses play an important role in encouraging Asian American womenâs acceptance of and adherence to e-mental health interventions. In order to overcome the obstacles to conducting e-mental health research among Asian American women, we recommend that nurses familiarize themselves with credible, relevant, and evidence-based e-mental health resources and integrate online mental health services and information within their nursing practice
The Effect of Security Education and Expertise on Security Assessments: the Case of Software Vulnerabilities
In spite of the growing importance of software security and the industry
demand for more cyber security expertise in the workforce, the effect of
security education and experience on the ability to assess complex software
security problems has only been recently investigated. As proxy for the full
range of software security skills, we considered the problem of assessing the
severity of software vulnerabilities by means of a structured analysis
methodology widely used in industry (i.e. the Common Vulnerability Scoring
System (\CVSS) v3), and designed a study to compare how accurately individuals
with background in information technology but different professional experience
and education in cyber security are able to assess the severity of software
vulnerabilities. Our results provide some structural insights into the complex
relationship between education or experience of assessors and the quality of
their assessments. In particular we find that individual characteristics matter
more than professional experience or formal education; apparently it is the
\emph{combination} of skills that one owns (including the actual knowledge of
the system under study), rather than the specialization or the years of
experience, to influence more the assessment quality. Similarly, we find that
the overall advantage given by professional expertise significantly depends on
the composition of the individual security skills as well as on the available
information.Comment: Presented at the Workshop on the Economics of Information Security
(WEIS 2018), Innsbruck, Austria, June 201
How Do Tor Users Interact With Onion Services?
Onion services are anonymous network services that are exposed over the Tor
network. In contrast to conventional Internet services, onion services are
private, generally not indexed by search engines, and use self-certifying
domain names that are long and difficult for humans to read. In this paper, we
study how people perceive, understand, and use onion services based on data
from 17 semi-structured interviews and an online survey of 517 users. We find
that users have an incomplete mental model of onion services, use these
services for anonymity and have varying trust in onion services in general.
Users also have difficulty discovering and tracking onion sites and
authenticating them. Finally, users want technical improvements to onion
services and better information on how to use them. Our findings suggest
various improvements for the security and usability of Tor onion services,
including ways to automatically detect phishing of onion services, more clear
security indicators, and ways to manage onion domain names that are difficult
to remember.Comment: Appeared in USENIX Security Symposium 201
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