Personas with knowledge and cognitive process: tools for teaching conceptual design

Persona is a tool within User Centered Design principles to assist students to be mindful of the users of the system during the conceptual phase of the design. We conducted a series of empirical studies, involving over 200 information systems students who performed design activities, four groups of students were provided with four Personas authored to be different in knowledge and cognitive processes and a control group who received a list of requirements. We found that students\u27 performance, while designing to a Persona are as good as, or better than using the list of requirements. The students who were given one of the Personas thought of a user which had traits similar to the Personas\u27 traits but the students who received the list of requirements thought of themselves as users of the product. Our results indicate that Persona assists students to think of the target users during their design activity

Use Cases for Design Personas : A Systematic Review and New Frontiers

Personas represent the needs of users in diverse populations and impact design by endearing empathy and improving communication. While personas have been lauded for their benefits, we could locate no prior review of persona use cases in design, prompting the question: how are personas actually used to achieve these benefits? To address this question, we review 95 articles containing persona application across multiple domains, and identify software development, healthcare, and higher education as the top domains that employ personas. We then present a three-stage design hierarchy of persona usage to describe how personas are used in design tasks. Finally, we assess the increasing trend of persona initiatives aimed towards social good rather than solely commercial interests. Our findings establish a roadmap of best practices for how practitioners can innovatively employ personas to increase the value of designs and highlight avenues of using personas for socially impactful purposes.© 2022 Copyright held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-9157-3/22/04. https://doi.org/10.1145/3491102.3517589fi=vertaisarvioitu|en=peerReviewed

Global Design Studio: Advancing Cross-Disciplinary Experiential Education During the COVID-19 Pandemic

The COVID pandemic forced universities worldwide to shift to remote and online formats of teaching delivery. In design education, this shift has impacted Experiential Education (EE) pedagogical approach to studio teaching, an approach that gives students an opportunity to apply theory to a concrete experience in a reflective manner and provides cross-disciplinary learning opportunities. This paper discusses Global Design Studio (GDS), a collaborative cross-disciplinary teaching initiative between three design disciplines across three continents: Industrial Design in Australia, Interaction Design in Canada, and User Experience Design in Germany. The objective was to develop a support framework during emergency situations to facilitate cross-disciplinary EE to design students. This paper discusses the three teaching experiences as case studies that offer opportunity for deep analysis and reflection of challenges and enablers to EE education in the shift from traditional design studio to remote and online delivery. While navigating COVID-19 barriers to EE education, GDS aimed to achieve these objectives by sharing resources, ideas, and expertise across the three universities. Each unit dedicated the entire academic term to a first exploration of GDS through a semester-long project ‘Interactive Mannikin for children to learn CPR techniques’. This article discusses the context and outcomes of EE teaching and learning experiences at each unit. This paper also reviews the lessons design educators learned about: inter disciplinarity, inter-intra-cultural issues, group working, timing, remote collaboration, and proposing a GDS model for cross-disciplinary EE.&nbsp

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Dual Delivery Design Studios: Exploring Design Learning for Hybrid Cohorts

In the wake of 2020’s move to remote learning and teaching, institutions of higher education began experimenting with approaches that combine face-to-face and online learning. This article reviews one learning and teaching group’s development of guidance for “dual delivery” and reports on focus group conversations with staff coordinating dual delivery design studios. It highlights key considerations identified by the group—learner equity and access, cohort building, and staff and student perceptions—and reports on efforts to address these through the design and coordination of studio subjects. This marks the first known study exploring hybrid/dual delivery in the design studio context. Findings suggest that treating the hybrid split-cohort mode of 2021 as an amalgamation of online and blended learning approaches is to ignore its unique learning design challenges, and to underestimate the implications of dual delivery for studio teaching. In addition to specific strategies for the design of studio learning activities, teachers’ “on-the-ground” reflections offer additional insights for studio coordination—on distributed, place-based learning; on peer-to-peer interaction around student work; and on approaching learning design on the premise of “contingency”. The article encourages testing of new pedagogic forms that can combine learning modes across space, and engagement with activities over time, in support of rich design learning for emerging hybrid cohorts

Conference Proceedings SINO/NZ TVET Educational Research Forum - Tianjin, P.R. China

The New Zealand and Chinese Ministries of Education have signed a strategic educational partnership to strengthen the links between the two countries. They have agreed to host an annual symposium, showcasing best practice in the delivery of vocational teaching. This publication provides the papers presented by New Zealand authors to the second Sino / NZ TVET Educational Forum held in Tianjin, P.R. China in November 2014

Toxic text in personas: An experiment on user perceptions

When algorithms create personas from social media data, the personas can become noxious via automatically including toxic comments. To investigate how users perceive such personas, we conducted a 2 × 2 user experiment with 496 participants that showed participants toxic and non-toxic versions of data-driven personas. We found that participants gave higher credibility, likability, empathy, similarity, and willingness-to-use scores to non-toxic personas. Also, gender affected toxicity perceptions in that female toxic data-driven personas scored lower in likability, empathy, and similarity than their male counterparts. Female participants gave higher perceptions scores to non-toxic personas and lower scores to toxic personas than male participants. We discuss implications from our research for designing data-driven personas.info:eu-repo/semantics/publishedVersio

Toxic Text in Personas: An Experiment on User Perceptions

When algorithms create personas from social media data, the personas can become noxious via automatically including toxic comments. To investigate how users perceive such personas, we conducted a 2 × 2 user experiment with 496 participants that showed participants toxic and non-toxic versions of data-driven personas. We found that participants gave higher credibility, likability, empathy, similarity, and willingness-to-use scores to non-toxic personas. Also, gender affected toxicity perceptions in that female toxic data-driven personas scored lower in likability, empathy, and similarity than their male counterparts. Female participants gave higher perceptions scores to non-toxic personas and lower scores to toxic personas than male participants. We discuss implications from our research for designing data-driven personas