Toward an Evaluation Model of User Experiences on Virtual Reality Indoor Bikes

This paper deals with deriving a model or framework to evaluate user experiences (UX) of virtual reality (VR) systems, especially, VR indoor bikes which are under construction. Recently, VR is one of the most appealing areas attracting people’s interests around the world. Many products armed with it increasingly emerge on the market, and it is expected that the use of VR systems will continue to increase sharply in the future. However, UX of such products cannot be evaluated appropriately at the moment due to a lack of proper evaluation models. In a broad sense, UX that may stem from human machine interface in ergonomics covers affect, usability, and user value in spite of some differences in definition among the researchers. While evaluations of UX on the products without VR have been overall justifiably performed, UX has been evaluated neither systematically nor strictly on the products with VR. Through the analyses of expert reviews, we newly identify an additional component and its elements, and modify some elements of the three existing components for evaluating UX on the VR systems. As a result, we propose a comprehensive evaluation model of UX, which consists of four factors: usability, affect, user value, and presence feeling. In addition, we determine the components and their elements for specific VR indoor bikes similarly through the analyses of expert surveys and focus-group discussions, which results in developing a questionnaire for users. Finally, along with the questionnaire, we propose a specific evaluation model for VR indoor bikes

Measuring Learnability in Human-Computer Interaction

It is well accepted that learnability is a crucial attribute of usability that should be considered in almost every software system. A good learnability leads within a short time and with minimal effort to a high level of proficiency of the user. Therefore, expensive training time of complex systems is reduced. However, there is only few consensus on how to define and evaluate learnability. In addition, gathering detailed information on learnability is quite difficult. In todays books on usability evaluation, learnability gets only few attention, research publications are spread to several other fields and the term learnability is also used in other context. The objective of this thesis is to give an structured overview of learnability and methods for evaluation and additionally assist in the evaluator’s individual choice of an appropriate method. First of all, several definitions of learnability are discussed. For a deeper understanding psychological background knowledge is provided. Afterwards, methods to asses learnability are presented. This comprises nine methods that seem particularly appropriate to measure learnability. As this methods are very diverse, a framework based on analytical hierarchy process is provided. This framework aims to classify presented methods with respect to certain criteria and assess practitioners in selecting an appropriate method to measure learnability

User Experience in the Visual Notifications on Smart Devices

Notifications on smart devices have a crucial role for the end-users to help decide their action to the information. Despite the flexible customization of notifications for the intuitive user experience, users feel overwhelmed by the number of notifications they receive daily. The nature of notifications is short-lived, but they are extremely intrusive and disengaging. While user experience and user interface are advanced, notifications have remained broken despite their complexity. In fact, the notifications have the poorest usability that users may struggle to customize notifications in their smart devices and choose to ignore them. Irrelevant notifications not only get ignored, but it causes frustration and a false sense of urgency. Notifications must become conversational rather than a default system to feel as a helpful personal assistant. Previous research has identified the positive emotional influence from conversational and relevant signages in the physical space (Kim, 2017). The primary focus of this dissertation is to enrich the current notifications on smart devices, to establish the new concept – the smart notifications with the optimized visual signals that provide intuitive (e.g., helpful, personal, and relevant) user experience, and to propose applicable smart visual notification signals. The System Usability Scale (SUS) (Brooke, 1986) and Nielsen’s Heuristic (Nielsen, 1994) were used to measure the usability and user interface design of notifications on smart devices from participants. The results of this dissertation can be applied in future research as researchers can continue developing smart notifications that are intuitive and designers can use it as a guideline to build better user interfaces

Impactful contributions of usability practitioners to open source software projects:a multiple case study

Abstract. Open source software (OSS) has been described as being designed by and for technically advanced users. As OSS has been gaining popularity among non-technical users, concern about its usability has been raised, as it is difficult for technically-minded developers to design for average users. Hiring usability experts to represent the needs of average users has been used in commercial software development as an effective solution for improving usability. It has been also suggested as a way of addressing the usability issues of OSS, but it has been observed that it is often difficult for usability experts to contribute to OSS so that their work has a major impact on the usability of the software. In this thesis, a multiple case study of four usability interventions was conducted. The cases were a part of a larger research program called UKKOSS, which aims to test ways how usability experts can meaningfully contribute to OSS by conducting usability interventions, where student teams act as usability practitioners who enter OSS projects and carry out usability work on them. This study examined how OSS developers reacted to four of those usability interventions by examining the data gathered during those interventions. The analysed data included documents, such as summary reports, communication logs, project plans, and reports on the conducted usability activities. The larger goal of studying these cases was to gather information on how usability practitioners can conduct impactful usability work on OSS projects. The outcomes of the cases were examined through the lens of prior research, and the factors that may have contributed to the success of the cases were examined through cross-case analysis. The developers welcomed the usability work of the usability teams in generally all of the four cases, but the actual impacts the interventions had varied from none of the suggested usability changes being implemented to most of them being implemented to the software. The outcomes of the most successful cases suggest that an approach where usability practitioners implement their suggested changes themselves after discussing about them with the core developers, establishing trust with the developers by contacting them via voice call or video conferencing instead of using only asynchronous communication, and making usability reports as persuasive as possible by including user testing metrics which strengthen the validity of the issues, should be studied further to evaluate if they can have a positive effect on the impact of the work of usability practitioners. The main contributions of this research were supporting the prior research on the obstacles faced by usability experts entering OSS projects by supporting it with empirical evidence and proposing new areas of research on the subject based on the outcomes of the cases

Accessibility considerations of Massive Online Open Courses as creditable courses in Engineering Programs

This paper proposal is to include MOOCs (Massive Open Online Courses) as creditable courses in engineering programs at the National Polytechnic School of Ecuador. In addition to fulfilling a number of requirements related to the content and duration of the courses, one important challenge is that these selected MOOCs should comply with web accessibility requirements specific for the special needs of non-native speakers. Web accessibility is the property of a website to support the same level of effectiveness for people with disabilities as it does for non-disabled people. As an accessible website is designed to meet different user needs, preferences, skills and situations, this flexibility also benefits people without disabilities in certain situations, such as MOOC students who are non-native speakers. Unfortunately, MOOCs raise new challenges on web accessibility. For example, cultural differences and background knowledge have to be taken into account when choosing contents, examples, and learning activities which might be unfamiliar or even offensive to certain cultures. Also, user interfaces requires special adaptations for non-native speakers. We present a preliminary list of web accessibility requirements and highlight the challenges non-native speakers experience when using MOOCs. The goal is to raise awareness about the particular needs of non-native speakers. This understanding will be the base for establishing criteria for a preliminary selection of MOOCs as creditable courses in engineering programs at the National Polytechnic School. These criteria can also be useful for other higher education institutions interested in including MOOCs in their official programs.This research has been partly supported by the projects MESOLAP (TIN2010-14860) and GEODASBI (TIN2012-37493-C03-03) from the Spanish Ministry of Economy and Competitiveness