Cultural Factors in Users’ Evaluations of User Interfaces and Interactions: Exploration and representation of usage in Jordanian contexts

Culture shapes most human behaviour, including interaction with computers. In much Human-Computer Interaction (HCI) research, culture is assumed to impact design preferences. However, many cultural variables identified in the general literature have no clear link to design preferences. In this thesis, we develop a new model, the Diamond Model, to structure a wide range of cultural variables. This is used to organise a literature review of cultural variables and their impact in HCI, as well as to identify instances of Jordanian cultural variables, which is the focus of field studies in this thesis. The balance and range of cultural variables in the Diamond Model suggests that culture should have impact beyond design preferences, and should also influence how users react to, explain and evaluate difficulties when using computers. To investigate whether this was the case, a series of field studies was carried out to explore the balance between the impact of culture on design preferences and on reactions to usage difficulties. Each field study found Jordanian instances for cultural variables in the Diamond Model, but also added further cultural variables that had not been identified in either the general or the HCI literature. In the process, we identified more cultural variables that influenced reactions to usage difficulties in Jordan than influenced design preferences. This thesis presents the Diamond Model, applies it to existing literature on culture and HCI, and uses it to structure analysis of results from three field studies. The result is an extended Diamond Model with specific Jordanian instances of cultural variables. However, this alone may not help software developers to understand how culture impacts HCI in Jordan. To complement the Diamond Model, we developed a novel approach called “Dramatic Sketches” to communicate impact of cultural variables on HCI. We present example Dramatic sketches and conclude with guidance on developing software for Jordanian contexts

Cultural factors in users' evaluations of user interfaces and interactions : exploration and representation of usage in Jordanian contexts

Culture shapes most human behaviour, including interaction with computers. In much Human-Computer Interaction (HCI) research, culture is assumed to impact design preferences. However, many cultural variables identified in the general literature have no clear link to design preferences. In this thesis, we develop a new model, the Diamond Model, to structure a wide range of cultural variables. This is used to organise a literature review of cultural variables and their impact in HCI, as well as to identify instances of Jordanian cultural variables, which is the focus of field studies in this thesis. The balance and range of cultural variables in the Diamond Model suggests that culture should have impact beyond design preferences, and should also influence how users react to, explain and evaluate difficulties when using computers. To investigate whether this was the case, a series of field studies was carried out to explore the balance between the impact of culture on design preferences and on reactions to usage difficulties. Each field study found Jordanian instances for cultural variables in the Diamond Model, but also added further cultural variables that had not been identified in either the general or the HCI literature. In the process, we identified more cultural variables that influenced reactions to usage difficulties in Jordan than influenced design preferences. This thesis presents the Diamond Model, applies it to existing literature on culture and HCI, and uses it to structure analysis of results from three field studies. The result is an extended Diamond Model with specific Jordanian instances of cultural variables. However, this alone may not help software developers to understand how culture impacts HCI in Jordan. To complement the Diamond Model, we developed a novel approach called “Dramatic Sketches” to communicate impact of cultural variables on HCI. We present example Dramatic sketches and conclude with guidance on developing software for Jordanian contexts.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The Use of System Dynamics Simulation Models in Project Management Education

This thesis explores the impact of using System Dynamics (SD) as a simulation tool to help learners understand complex, dynamic concepts in project management education, and specifically with the learning of the theory associated with Earned Value Management (EVM). SD simulation models have been used widely but mainly in business contexts to support managers in the decision making process. However the application of SD in the field of project management education has been limited and particularly in terms of assessing its potential impact to help improve learners’ skills and understanding about project management concepts. ‘Projects’ are considered to be complex information feedback systems, characterized by causality and underlying dynamic relations between multiple variables, and the ability of junior project managers to apply and experience higher practical skills in the management of these complex systems presents a real challenge in the higher education context. The ability of SD to simulate the behaviour of a system, to reveal the underlying relationships, and to help visualize its dynamic changes over time, makes SD a potential modelling tool to help supporting the learners in the project management education area. This study sets out to evaluate the use of SD in an instructional context to help postgraduate project management students to visualize and to more understand the complex dynamic relationships in the concept of EVM, a topic that features significantly in project management education. In this study, SD was deployed to teach EVM through a series of computer based models to visualize changes of multiple interacting variables over time. The SD simulations were evaluated and improved in a series of pilot and formal studies. In an experimentally controlled study involving 46 students, EVM content was delivered with SD simulations and using traditional methods respectively. Results, both quantitative and qualitative, demonstrated a positive impact of SD on the learning of the EVM concept. Recommendations of further work to deploy SD in the delivery of complex project management content and other challenging topics, with wider pool of learners are discussed

The Use of System Dynamics Simulation Models in Project Management Education

This thesis explores the impact of using System Dynamics (SD) as a simulation tool to help learners understand complex, dynamic concepts in project management education, and specifically with the learning of the theory associated with Earned Value Management (EVM). SD simulation models have been used widely but mainly in business contexts to support managers in the decision making process. However the application of SD in the field of project management education has been limited and particularly in terms of assessing its potential impact to help improve learners’ skills and understanding about project management concepts. ‘Projects’ are considered to be complex information feedback systems, characterized by causality and underlying dynamic relations between multiple variables, and the ability of junior project managers to apply and experience higher practical skills in the management of these complex systems presents a real challenge in the higher education context. The ability of SD to simulate the behaviour of a system, to reveal the underlying relationships, and to help visualize its dynamic changes over time, makes SD a potential modelling tool to help supporting the learners in the project management education area. This study sets out to evaluate the use of SD in an instructional context to help postgraduate project management students to visualize and to more understand the complex dynamic relationships in the concept of EVM, a topic that features significantly in project management education. In this study, SD was deployed to teach EVM through a series of computer based models to visualize changes of multiple interacting variables over time. The SD simulations were evaluated and improved in a series of pilot and formal studies. In an experimentally controlled study involving 46 students, EVM content was delivered with SD simulations and using traditional methods respectively. Results, both quantitative and qualitative, demonstrated a positive impact of SD on the learning of the EVM concept. Recommendations of further work to deploy SD in the delivery of complex project management content and other challenging topics, with wider pool of learners are discussed