Designing a smooth service experience: Finding the balance between online and offline service

Tutkimuksen tavoitteena on selvittää, kuinka digitaalisen ja analogisen palvelun voi paremmin yhdistää kokonaispalveluksi niin, että asiakas saa mahdollisimman sujuvan palvelukokemuksen. Tutkimuksen aihe nousee Tunteesta arvoa palvelulle –hankkeesta, jossa toteutettiin palvelumuotoilun kehitysprojekteja yhdessä viiden yrityksen kanssa. Niistä useammassa konseptien osana oli digitaalinen palvelu, mutta haasteeksi nousi digitaalisen kanavan yhdistäminen analogiseen, eli fyysisessä tilassa tapahtuvaan palveluun. Nykypäivänä digitaalisten palveluiden yleisyys on kasvanut ja ihmiset ovat yhä tottuneempia käyttämään digitaalisia kanavia osana palvelukokonaisuutta. Toisaalta käyttäjät ovat myös tietoisia digitaalisten kanavien tarjoamista mahdollisuuksista ja siten heidän odotuksensa ja vaatimuksensa palvelua kohtaan kasvavat. Eri palvelukanavien välillä on kuitenkin havaittavissa eroavaisuuksia ja siten yhtenäisen ja sujuvan palvelukokemuksen syntyminen asiakkaalle on vaikeaa. Asiakkaan tarpeiden ja odotusten sekä yrityksen tavoitteiden huomioiden palvelupolun luomisessa mahdollistavat palvelun sujuvan etenemisen palvelukanavien välillä. Tässä on laadullisessa tutkimuksessa tutkimusaineisto on kerätty puolistrukturoituina teemahaastatteluina. Tutkimusaineisto on analysoitu teemoittelemalla ja tutkimuksen löydökset vastaavat kysymyksiin, miten sujuva palvelukokemus muotoillaan palvelumuotoilun menetelmin, ja miten digitaalisia ja analogisia palvelukanavia tasapainotetaan palvelupolussa. Tutkimuksen tuloksen muodostaa seitsemästä osasta koostuva työkalu, jonka tarkoituksena on toimia palvelun muotoilun ja kehittämisen tukena.While working as a research assistant in Value through Emotion research project at University of Lapland and doing service design projects with several companies, I noticed that there is a challenge in designing a service that combines online and offline service channels. Nowadays the trend is to have an online service, such as service application, as a part of the overall service path, but there is often a gap between the online and offline elements of the service in regards of the communication and the quality of service delivery. The customers are more and more used to digital service channels and they are aware of the possibilities that online channels can provide. Therefore the customers have high expectations about the service delivery. Designing a service that keeps the continuity throughout the service despite the form of delivery channel would be a solution for providing the customer a smooth service experience. In this research I study how a smooth service experience can be built using service design methods. I also study how the balance between online and offline service channels can be found in the overall service path. The research data of partly structured theme interviews are analysed by qualitative research methods. As a result for this case study I present a toolkit with seven templates that can be used as a guideline and support in the service design process when combining online and offline service elements as a smooth service experience

A study of touchpoints adaptability at Helsinki airport: from customer experience perspective

Touchpoints design is the crucial parts of service design because touchpoints are the interface of service that customers have direct interaction. The quality of touchpoints affects directly to customer experience. Thus, customers’ adaptability of touchpoint is the touchstone of touchpoint quality. The target research place is at Helsinki Airport. The study involves perspectives from both customers and designers. Customers give the insights about the airport experience (touchpoints) through customer experience survey while designers give the thoughts of touchpoint design during interviews. Customer journey map is applied as the main framework during research. The study concludes a guideline for designers to create adaptable touchpoints. It is consisted with the elements of customer journey map, customer adaptability and designer’s input

Soft systems modelling of design artefacts for blockchain-enabled precision healthcare as a service

Precision Healthcare (PHC) is a disruptive innovation in digital health that can support mass customisation. However, despite the potential, recent studies show that PHC is ineffectual due to the lower patient adoption into the system. This paper presents a Blockchain-enabled PHC ecosystem that addresses ongoing issues and challenges regarding low opt-in rates. Soft Systems Methodology was adopted to create and validate UML design artefacts. Research findings report that there is a need for data-driven, secure, transparent, scalable, individualised and precise medicine for the sustainability of healthcare and suggests further research and industry application of explainable AI, data standards for biosensor devices, affordable Blockchain solutions for storage, privacy and security policy, interoperability, and user-centricity

Seeing industrial services through experience lens - Revealing a customer experience map to design for an experiential service in B2B context

Nowadays, more and more companies become aware of the importance on experience investment, which not only brings customers pleasant and meaningful interactions during the business but also supports the company to formulate key brand differentiator compared to other competitors. Through the theoretical background research, it has been found that there is still a lack of academic studies and design cases about investigating industrial services with experiential thinking in business-to-business context. As a branch of UXUS research program, the thesis work relies on the case study in cooperation with Rolls-Royce Marine that deals with B2B transactions with customers. It depicts the exploration on how the customer experience map could be constructed under the product context ‘UUC azimuth thruster’ to support refining its industrial service through utilizing experience lens for the near future. Starting with project background introduction and study context definition, the objectives of this thesis have been framed as three research questions, which comprise of discovering the way to promote internal understanding on UUC customer journey as well as bringing the big picture of UUC customer service experience to in-house staff, and enhancing the focused service from the experiential aspect within a short-term outlook. After representing the literature review from both academic and practical domain, the in-house research is described about applying semi- structured interviews to map the industrial service process with touch points. It documents the identification regarding key service interactions and the internal standpoints about the customer service experience. The customer study process is explained then as collecting first-hand customer experience within the targeted UUC service scope, the information of customer journey context has been enriched at the same time. T o Integrate the internal and external study results, the first outcome of this thesis - UUC customer experience map has been uncovered to Rolls-Royce Marine. By identifying the key opportunity from the customer experience map, the thesis continues to illustrate the process of utilizing the experience goals for ideating the experience-driven actions that Rolls-Royce Marine could take on future service development. The developed concept is presented in detail as an experiential service story which has been further built up through information architecture, the flow of interaction and wireframes establishment, and Hi-Fi prototype creation. Lastly, the two outcomes of the thesis have been evaluated by internal experts to determine the directions for the following implementation. Through the in-house assessment, the customer experience map has been regarded as a valuable and meaningful tool that could help mapping the UUC customer journey and the related customer service experience. The re ned UUC service concept has also achieved quite positive feedback from the evaluators, which aims to boost the user experience both inside and outside the organization

Privacy as a Tradeoff: Introducing the Notion of Privacy Calculus for Context-Aware Mobile Applications

Evidences collected from smartphones users show a growing desire of personalization offered by services for mobile devices. However, the need to accurately identify users' contexts has important implications for user's privacy and it increases the amount of trust, which users are requested to have in the service providers. In this paper, we introduce a model that describes the role of personalization and control in users' assessment of cost and benefits associated to the disclosure of private information. We present an instantiation of such model, a context-aware application for smartphones based on the Android operating system, in which users' private information are protected. Focus group interviews were conducted to examine users' privacy concerns before and after having used our application. Obtained results confirm the utility of our artifact and provide support to our theoretical model, which extends previous literature on privacy calculus and user's acceptance of context-aware technology

학습자 동기 부여 지원을 위한 MOOCs 인터페이스 개발

학위논문(석사) -- 서울대학교대학원 : 사범대학 교육학과(교육공학전공), 2022.2. Young Hoan Cho.With the development of information and communication technology (ICT), many people get educated not only in traditional classrooms but also online nowadays. As one way of online education, the market of MOOCs (Massive Open Online Courses) has been growing continuously since the first platform was opened to the public in 2012. Today in 2021, the number of MOOCs learners has reached up to 220 million, and MOOCs are playing an irreplaceable role in higher education, lifelong education, corporate education, etc. Although we can expect that MOOCs will become increasingly important in the field of education, with its rapid growth during the last decade, some issues of it have been exposed. One of the issues is the low completion rate. Compared to traditional education, MOOCs learners are reported more likely to drop out, which leads to the average completion rate at around 10%. According to previous studies, one of the reasons that causes this phenomenon is lacking motivation. As a part that interacts directly with users of an application, interface is crucial because it offers affordance and determines the way users use the application. And the interface becomes even more important when it comes to E-learning because motivators, which can affect learners' motivation, can be designed in the user interface. However, studies have shown that the current interface design of MOOCs lacks motivation factors and fails to facilitate interactive communication among MOOCs learners. Therefore, in this research, a MOOCs interface that focuses on improving learners' motivation was designed. To achieve this goal, the research questions considered were: 1) What are the interface design guidelines and interface functions to motivate MOOCs learners to sustain their learning? 2) What is the interface to motivate MOOCs learners to sustain their learning? and 3) What are the learners' responses to the interface? To answer the research questions, the type 1 design and development methodology proposed by Richey and Klein was followed. First, MOOCs interface design guidelines were derived by literature review and followed by 2 rounds of expert review conducted by 4 experts to ensure the internal validity. Second, a prototype of MOOCs interface was designed based on the guidelines by using prototyping tool Figma. Third, the prototype was given to 5 learners along with a series of tasks for learner response tests to ensure the external validity of the design guidelines, and based on the result, both the prototype and the guidelines were revised. The final version of the MOOCs interface design guidelines consists of 3 motivational design principles （Autonomy, Competence, and Relatedness）, 12 motivational design guidelines (5 autonomy-supported, 4 competence-supported, and 3 relatedness-supported) along with 34 design guidelines developed for MOOCs interface. Based on these design guidelines, the functions of the MOOCs interface in this research were designed. Based on the autonomy-supported guidelines, functions such as learning mode selection (self-paced, scheduled, premiere), learning group, learning activity, goal setting, dashboard, reminder, recommendation, and feedback were designed. And based on the competence-supported guidelines, functions such as account register, course enrollment, learning path, team activity support, dashboard, and goal setting were designed. Meanwhile, based on the relatedness-supported guidelines, functions such as dashboard, feedback, keyword checklist, learning group, chatting window, group/team activity, course evaluation, team assignment, mind map, and note were designed. The participating learners were satisfied with the design. The survey data showed that learners’ general perceptions of the MOOCs interface reached 4.44, perceived autonomy reached 4.40, perceived competence reached 4.52, and perceived relatedness reached 4.66 (5 points Likert scale). The in-depth interview data was open coded into three categories: 1) Advantages of the MOOCs interface, 2) Problems with the MOOCs interface, and 3) Suggestions for improvement. The advantages include providing choices for autonomy support, providing scaffolding and adaptive learning for competence support, providing interactive learning for relatedness support, and providing novel meanwhile helpful functions that existing platforms don’t have. The problems include lacking tutorials for novel functions, inconsistent icons and choice of words, and improper positioning and interaction. The suggestions for improvement include adding the wiki function, adding the reminder function, and visualizing the timetable. The significance of this research can be summarized as follows: 1) proposed an intrinsic motivation oriented MOOCs interface. 2) introduced three learning modes to the MOOCs learning environment. 3) introduced the learning group and learning team to the MOOCs environment to facilitate learners’ interaction. 4) provided an example of the dashboard for the context of MOOCs. And 5) provided insight into how to help learners achieve personalized learning in the MOOCs environment.정보통신기술(ICT)의 발달로 오늘날 많은 사람이 전통적인 교실에서뿐만 아니라 온라인으로도 교육을 받고 있다. 온라인 교육의 한 방법으로 MOOC(Massive Open Online Courses)의 시장은 2012년 첫 플랫폼이 공개된 이후 지속적으로 성장하고 있으며, 교육학자에게 많은 관심을 받고 있다. 특히 MOOC는 고등교육, 평생교육, 기업교육 등에서 대체할 수 없는 역할을 한다는 연구 결과가 속속히 나오고 있다. 교육 분야에서 MOOC가 점점 더 중요해질 것이라고 예상되지만, 지난 10년 동안 MOOC의 급속한 성장과 함께 MOOC의 문제점들이 일부 발견되었다. 그중 하나는 낮은 이수율로서, 기존 교육에 비해 MOOC 학습자는 평균 이수율이 약 10%에 머무를 정도로 중도 탈락할 가능성이 높은 것으로 보고되었다. 선행 연구에 따르면 이러한 현상을 일으키는 원인 중 하나는 부족한 동기부여 때문이다. 사용자 인터페이스는 애플리케이션에서 사용자와 직접 상호 작용하는 부분으로서 어포던스를 제공하고, 사용자가 애플리케이션을 사용하는 방식을 결정하기 때문에 매우 중요하다고 말할 수 있다. 특히, E-learning 상황에서는 인터페이스가 더욱 중요한데, 이는 동기 부여에 영향을 미칠 수 있는 동기 요소들이 사용자 인터페이스에 설계될 수 있기 때문이다. 그러나 선행 연구에 따르면 현재의 MOOC 인터페이스 디자인은 동기 요소가 부족하고 MOOC 학습자 간의 상호 작용을 촉진하지 못하고 있다. 이에 따라서 본 연구에서는 학습자의 동기부여에 초점을 맞추어 MOOC 인터페이스를 설계하였고, 이를 위해 다음의 연구 문제들을 고려하였다. 1) MOOC 학습자가 학습을 지속하도록 동기를 부여하는 인터페이스 디자인 가이드라인은 무엇인가? 2) 인터페이스 디자인 가이드라인에 따른 예시적인 인터페이스는 무엇인가? 3) 인터페이스에 대한 학습자의 반응은 무엇인가? 연구 질문에 답하기 위해 Richey와 Klein이 제안한 설계ㆍ개발 방법론 중 유형 1을 따랐다. 먼저 문헌검토를 통해 MOOC 인터페이스 디자인 가이드라인을 도출하고, 내적 타당성을 확보하기 위해 4명의 전문가가 2차례에 걸쳐 전문가검토를 실시하였다. 다음으로, 프로토타이핑 도구인 Figma를 사용하여 가이드라인에 따라 MOOC 인터페이스의 프로토타입을 개발했다. 마지막으로, 디자인 가이드라인의 외적 타당성을 확보하기 위해 2차례에 걸쳐 사용성 평가를 하고 학습자의 반응을 측정했다. 일련의 과제와 함께 프로토타입을 5명의 학습자에게 제공하고, 그 결과를 바탕으로 프로토타입과 가이드라인을 모두 수정했다. MOOC 인터페이스 디자인 가이드라인의 최종 버전은 3가지 동기 부여 디자인 원리 (자율성, 유능성 및 관계성), 12가지 동기 부여 디자인 가이드라인 (5개 자율성 지원, 4개 유능성 지원, 3개 관계성 지원)과 34개의 MOOC 인터페이스 디자인 가이드라인으로 구성되었다. 본 연구에서 개발한 MOOC 인터페이스는 이러한 MOOC 인터페이스 디자인 가이드라인에 따른 기능을 포함하고 있다. 자율성 지원 가이드라인을 반영하는 기능으로 학습 모드 선택 (self-paced, scheduled, premiere), 학습 그룹, 학습활동 선택, 학습목표 설정, 대시보드, 리마인더, 추천, 피드백 등 기능이 있었고, 유능성 지원 가이드라인을 반영하는 기능으로 레지스터, 수업 등록, 학습 경로, 팀 활동 지원, 대시보드, 학습목표 설정 등 기능이 있었으며, 관계성 지원 가이드라인을 반영하는 기능으로 대시보드, 피드백, 키워드 체크리스트, 학습 그룹, 채팅창, 그룹/팀 활동, 수업 평가, 팀 과제, 마인드맵, 노트 등 기능이 있었다. 사용성 평가에 참여한 학습자들은 개발한 MOOCs 인터페이스에 만족했으며, 5점 척도 구성한 설문 문항으로 조사한 결과, 인터페이스 전반에 대한 인식 4.44점, 자율성에 대한 인식 4.40점, 유능성에 대한 인식 4.52점, 관계성에 대한 인식 4.66점이었다. 그리고 심층 인터뷰에서 취득한 질적 데이터를 오픈 코딩을 통해서 정리한 결과, 개발한 MOOCs 인터페이스의 장점, 문제점, 개선점을 도출했다. 장점으로 자율성 지원을 위한 선택 제공, 유능성 지원을 위한 스캐폴딩과 적응형 학습, 관계성 지원을 위해서 제공하는 상호작용, 그리고 기존 플랫폼과의 의미있는 차이점 등이 있었다. 문제점으로 기존 플랫폼들이 제공하지 않은 새로운 기능에 대한 가이드가 필요하다는 점, 불일치한 아이콘과 용어, 부적절한 포지셔닝과 인터랙션 등이 있었다. 개선점으로 위키 기능, 알림 메시지 기능을 추가하고 시간표를 시각화 등이 있었다. 본 연구의 의의는 다음과 같이 요약될 수 있다. 1) 내재적 동기부여 지향한 MOOC 인터페이스를 제안하였다. 2) MOOC 학습 환경에 3가지 학습 모드를 도입했다. 3) 학습자의 상호 작용을 촉진하기 위해 학습 그룹과 학습 팀을 MOOC 학습 환경에 도입했다. 4) MOOC 상황에 대시보드의 예시를 제공했다. 그리고 5) 학습자가 MOOC 환경에서 맞춤형 학습을 달성하도록 돕는 방법에 대한 인사이트를 제공했다.Chapter 1. Introduction 1 1.1. Problem Statement 1 1.2. Purpose of the Research 4 1.3. Research Questions 8 1.4. Definition of Terms 9 1.4.1. MOOCs 9 1.4.2. Motivation 11 1.4.3. User Interface 12 Chapter 2. Literature Review 14 2.1. MOOCs 14 2.1.1. Characteristics and Meaning 14 2.1.2. History of MOOCs 16 2.1.3. MOOCs Platforms and MOOCs Learners 20 2.1.4. The Critiques and Drop Out Phenomenon 26 2.2. Motivation 35 2.2.1. Motivation in Learning 35 2.2.2. Motivation Theories 37 2.3.1. User Interface Design & Interface Design for Education 45 2.3.2 Motivation Supported User Interface Design 48 Chapter 3. Research Method 54 3.1. Design and Development Methodology 54 3.2. Research Participants 58 3.3. Research Tools 60 3.3.1. Internal Validation Tools 60 3.3.2. Prototyping Tool 60 3.3.3. External Validation Tools 62 3.4. Data Collection and Analysis 65 3.4.1. Expert Review 65 3.4.2. Learners' Responses 66 Chapter 4. Findings 68 4.1. The MOOCs Interface Design Guidelines 68 4.1.1. The Final Version of the MOOCs Interface Design Guidelines 69 4.1.2. The Results of the Expert Review 80 4.2. Prototype of the MOOCs Interface 85 4.3. Learners' Responses to the MOOCs Interface 118 4.3.1. Learners' Response to the MOOCs Interface (First Usability Test) 119 4.3.2. Learners' Responses to the Revised Interface (Second Usability Test) 143 Chapter 5. Discussion and Conclusion 145 5.1. Discussion 146 5.2. Conclusion 151 Reference 154 APPENDIX 1 175 APPENDIX 2 189 APPENDIX 3 197 APPENDIX 4 206 APPENDIX 5 213 APPENDIX 6 220 국문초록 224석

Supporting collaborative work using interactive tabletop

PhD ThesisCollaborative working is a key of success for organisations. People work together around tables at work, home, school, and coffee shops. With the explosion of the internet and computer systems, there are a variety of tools to support collaboration in groups, such as groupware, and tools that support online meetings. However, in the case of co-located meetings and face-to-face situations, facial expressions, body language, and the verbal communications have significant influence on the group decision making process. Often people have a natural preference for traditional pen-and-paper-based decision support solutions in such situations. Thus, it is a challenge to implement tools that rely advanced technological interfaces, such as interactive multi-touch tabletops, to support collaborative work. This thesis proposes a novel tabletop application to support group work and investigates the effectiveness and usability of the proposed system. The requirements for the developed system are based on a review of previous literature and also on requirements elicited from potential users. The innovative aspect of our system is that it allows the use of personal devices that allow some level of privacy for the participants in the group work. We expect that the personal devices may contribute to the effectiveness of the use of tabletops to support collaborative work. We chose for the purpose of evaluation experiment the collaborative development of mind maps by groups, which has been investigated earlier as a representative form of collaborative work. Two controlled laboratory experiments were designed to examine the usability features and associated emotional attitudes for the tabletop mind map application in comparison with the conventional pen-and-paper approach in the context of collaborative work. The evaluation clearly indicates that the combination of the tabletop and personal devices support and encourage multiple people working collaboratively. The comparison of the associated emotional attitudes indicates that the interactive tabletop facilitates the active involvement of participants in the group decision making significantly more than the use of the pen-and-paper conditions. The work reported here contributes significantly to our understanding of the usability and effectiveness of interactive tabletop applications in the context of supporting of collaborative work.The Royal Thai governmen