Anticipating user eXperience with a desired product: The AUX framework

Positive user experience (UX) has become a key factor in designing interactive products. It acts as a differentiator which can determine a product’s success on the mature market. However, current UX frameworks and methods do not fully support the early stages of product design and development. During these phases, assessment of UX is challenging as no actual user-product interaction can be tested. This qualitative study investigated anticipated user experience (AUX) to address this problem. Using the co-discovery method, participants were asked to imagine a desired product, anticipate experiences with it, and discuss their views with another participant. Fourteen sub-categories emerged from the data, and relationships among them were defined through co-occurrence analysis. These data formed the basis of the AUX framework which consists of two networks which elucidate 1) how users imagine a desired product and 2) how they anticipate positive experiences with that product. Through this AUX framework, important factors in the process of imagining future products and experiences were learnt, including the way in which these factors interrelate. Focusing on and exploring each component of the two networks in the framework will allow designers to obtain a deeper understanding of the required pragmatic and hedonic qualities of product, intended uses of product, user characteristics, potential contexts of experience, and anticipated emotions embedded within the experience. This understanding, in turn, will help designers to better foresee users’ underlying needs and to focus on the most important aspects of their positive experience. Therefore, the use of the AUX framework in the early stages of product development will contribute to the design for pleasurable UX

Heuristic Evaluation for Serious Immersive Games and M-instruction

© Springer International Publishing Switzerland 2016. Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-Learning). Serious games are ones that are meant to be more than just entertainment. They have a serious use to educate or promote other types of activity. Immersive Games frequently involve many players interacting in a shared rich and complex-perhaps web-based-mixed reality world, where their circumstances will be multi and varied. Their reality may be augmented and often self-composed, as in a user-defined avatar in a virtual world. M-instruction and M-Learning is learning on the move; much of modern computer use is via smart devices, pads, and laptops. People use these devices all over the place and thus it is a natural extension to want to use these devices where they are to learn. This presents a problem if we wish to evaluate the effectiveness of the pedagogic media they are using. We have no way of knowing their situation, circumstance, education background and motivation, or potentially of the customisation of the final software they are using. Getting to the end user itself may also be problematic; these are learning environments that people will dip into at opportune moments. If access to the end user is hard because of location and user self-personalisation, then one solution is to look at the software before it goes out. Heuristic Evaluation allows us to get User Interface (UI) and User Experience (UX) experts to reflect on the software before it is deployed. The effective use of heuristic evaluation with pedagogical software [1] is extended here, with existing Heuristics Evaluation Methods that make the technique applicable to Serious Immersive Games and mobile instruction (M-instruction). We also consider how existing Heuristic Methods may be adopted. The result represents a new way of making this methodology applicable to this new developing area of learning technology

Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p

The power of immersive technologies: a sociopsychological analysis of the relationship between immersive environments, storytelling, sentiment, and the impact on user experience

This dissertation initially focused on exploring the potential of immersive technologies for the distant future. However, the emergence of the COVID-19 virus in late 2019 disrupted the world, causing a pause in many areas. Nevertheless, the butterfly effect of the pandemic spurred the development of immersive technologies, resulting in the rise of the metaverse, web3, non-fungible tokens (NFT), and avatars, which are gaining increasing popularity. The excitement for the metaverse is growing in both academia and industry, leading to new avenues of research, digital marketing, video games, tourism, and social media. This dissertation explores this rapidly emerging technological revolution and its effects on user experience (UX)

Improved user experience with realistic virtual environments and environmental states

Abstract. Virtual reality has been a topic of keen research for last three decades. Recent advances on display technology and wireless network systems combined with easily maintainable and expandable social networks allow more pervasive experiences and better collaboration than ever before. Still the virtual reality remains as rarely used resource and a niche form of entertainment. Virtual Reality is still far from its Science Fiction epitome. Sci-fi presents virtual reality as a ubiquitous technology that generally provides an immersive experience that transforms the concept of communication and collaboration by taking the user into completely another reality. Thanks to leaps in technology, users can experience previously unseen levels of resolution with minimal network lag on consumer priced products. Despite of this VR technology has not caught on. From users’ perspective, this is affected by user experience. This thesis sets out to discover use cases for realistic virtual environments and states and issues in user experience affecting adoption. It will also take a look on different hindrances and difficulties concerning the mass adaption of virtual reality tools and applications.Realististen virtuaaliympäristöjen ja tilojen käyttö käyttäjäkokemuksen parantamiseen. Tiivistelmä. Virtuaalitodellisuutta on tutkittu vilkkaasti 80-luvulta saakka. Näyttöteknologian ja langattomien verkkojärjestelmien viimeaikainen kehitys yhdessä helposti ylläpidettävien ja laajennettavien sosiaalisten verkostojen kanssa mahdollistavat aiempaa kokonaisvaltaisempia kokemuksia ja yhteistyömahdollisuuksia. Tästä huolimatta virtuaalitodellisuus pysyy edelleen harvoin käytettynä resurssina ja viihteen erikoismuotona. Virtuaalitodellisuus on edelleen kaukana sci-fi visualistien haaveesta: kaikkialla läsnäolevana, ubiikkina teknologiana, joka tarjoaa mukaansatempaavia ja ainutlaatuisia kokemuksia, sekä muuttaa käsitystämme sosiaalisesta kanssakäynnistä. Uusimmat teknologiat tarjoavat käyttäjälle ennennäkemättömän korkearesoluutioista kuvaa ja minimaalista verkkoviivettä kuluttajahintaisilla laitteilla. Tästäkään huolimatta suuri yleisö ei ole lämminnyt VR-teknologialle. Käyttäjän näkökulmasta tähän vaikuttaa suuresti käyttökokemus. Tämä tutkimus käsittelee realististen virtuaaliympäristöjen ja -tilojen vaikutusta käyttäjäkokemukseen, sekä ottaa kantaa erilaisiin esteisiin ja hankaluuksiin virtuaaliteknologian leviämisessä suuren yleisön suosioon

Analysing the Role of Interactivity in User Experience

An experimental investigation into the role of interaction in user experience (UX) with a controlled manipulation of interactivity features (e.g. avatars, interactive video) in a university information website is reported. The more interactive version had better affect and hedonic ratings, even though its perceived usability was worse. Analysis of qualitative data showed users were attracted to the interactive features, although they complained about poor usability. The results of the experiments are discussed to consider the role of interactivity in user experience and the differences between users’ quantitative judgements of UX and their comments on interactive features which reveal different perspectives

Trends in virtual reality technologies for the learning patient

NextMed convened the Medicine Meets Virtual Reality 22 (MMVR 22) conference in 2016. Since 1992, the conference has brought together a diverse group of researchers to share creative solutions for the evolving challenge of integrating virtual reality tools into medical education. Virtual reality (VR) and its enabling technologies utilize hardware and software to simulate environments and encounters where users can interact and learn. The MMVR 22 symposium proceedings contain projects that support a variety of learners: medical students, practitioners, soldiers, and patients. This report will contemplate the trends in virtual reality technologies for patients navigating their medical and healthcare learning. The learning patient seeks more than intervention; they seek prevention. From virtual humans and environments to motion sensors and haptic devices, patients are surrounded by increasingly rich and transformative data-driven tools. Applied data enables VR applications to simulate experience, predict health outcomes, and motivate new behavior. The MMVR 22 presents investigations into the usability of wearable devices, the efficacy of avatar inclusion, and the viability of multi-player gaming. With increasing need for individualized and scalable programming, only committed open source efforts will align instructional designers, technology integrators, trainers, and clinicians. Curriculum and InstructionCurriculum and Instructio

Using immersive audio and vibration to enhance remote diagnosis of mechanical failure in uncrewed vessels.

There is increasing interest in the maritime industry in the potential use of uncrewed vessels to improve the efficiency and safety of maritime operations. This leads to a number of questions relating to the maintenance and repair of mechanical systems, in particular, critical propulsion systems which if a failure occurs could endanger the vessel. While control data is commonly monitored remotely, engineers on board ship also employ a wide variety of sensory feedback such as sound and vibration to diagnose the condition of systems, and these are often not replicated in remote monitoring. In order to assess the potential for enhancement of remote monitoring and diagnosis, this project simulated an engine room (ER) based on a real vessel in Unreal Engine 4 for the HTC ViveTM VR headset. Audio was recorded from the vessel, with mechanical faults synthesized to create a range of simulated failures. In order to simulate operational requirements, the system was remotely fed data from an external server. The system allowed users to view normal control room data, listen to the overall sound of the space presented spatially over loudspeakers, isolate the sound of particular machinery components, and feel the vibration of machinery through a body worn vibration transducer. Users could scroll through a 10-hour time history of system performance, including audio, vibration and data for snapshots at hourly intervals. Seven experienced marine engineers were asked to assess several scenarios for potential faults in different elements of the ER. They were assessed both quantitatively regarding correct fault identification, and qualitatively in order to assess their perception of usability of the system. Users were able to diagnose simulated mechanical failures with a high degree of accuracy, mainly utilising audio and vibration stimuli, and reported specifically that the immersive audio and vibration improved realism and increased their ability to diagnose system failures from a remote location