42,942 research outputs found
IAMS framework: a new framework for acceptable user experiences for integrating physical and virtual identity access management systems
The modern world is populated with so many virtual and physical Identity Access Management Systems (IAMSs) that individuals are required to maintain numerous passwords and login credentials. The tedious task of remembering multiple login credentials can be minimised through the utilisation of an innovative approach of single sign-in mechanisms. During recent times, several systems have been developed to provide physical and virtual identity management systems; however, most have not been very successful. Many of the available systems do not provide the feature of virtual access on mobile devices via the internet; this proves to be a limiting factor in the usage of the systems. Physical spaces, such as offices and government entities, are also favourable places for the deployment of interoperable physical and virtual identity management systems, although this area has only been explored to a minimal level. Alongside increasing the level of awareness for the need to deploy interoperable physical and virtual identity management systems, this paper addresses the immediate need to establish clear standards and guidelines for successful integration of the two medium
Cultures of Sustainability: âWays of doingâ cooking
In our research, we have been expanding our conceptual and methodological frames of reference as designers, in order to explore the complexity of factors involved in environmental sustainability and the consequent challenges posed for design research. In this paper, we discuss some of these issues in user-centered and sustainable design, drawing out and developing relations to concepts from other fields of study, such as the sociology of consumption and material culture. In order to better understand the role that (sustainable) design products might play within peopleâs everyday lives and lifestyles, we interpret and discuss notions of âsocio-cultural practicesâ of consumption and frame an approach to studying peopleâs âways of doingâ with artifacts. We point to two examples from our previous research on designing for energy awareness and for sustainable bathing practices.
A current study is presented in depth, in which families and singles, resident in The Netherlands but originating from different countries, have been observed and interviewed during preparation of a meal, eating and clearing up afterwards. Through studying and reflecting on the different âways of doingâ cooking, we gained insights into how cooking and a range of associated practices and artifacts are deeply embedded in traditions, meanings and aspirations. Issues of environmental consumption, such as water, energy and waste, are at stake in such design research but, as we argue, so is attention and sensitivity to how these are interwoven in meaningful socio-cultural practices. The setup and findings are presented, as a point of departure for raising conceptual and methodological questions to be developed in future work
The effect of culture on online learning
The author is conducting survey research to identify possible effects of\ud
culture on online learning success. The research will consider the cultural\ud
dimension of uncertainty avoidance identified by Hofstede (2001). The research\ud
participants will be students at Canadian post-secondary institutions. The survey\ud
will ask learners about their perceptions of the online learning tools they had used,\ud
their own impressions of their learning success as influenced by the online\ud
learning tools, and information about their cultural values. This paper will outline\ud
the research underpinnings, approach, and expected results
Reflecting on the usability of research on culture in designing interaction
The concept of culture has been attractive to producers of interactive\ud
systems who are willing to design useful and relevant solutions to users\ud
increasingly located in culturally diverse contexts. Despite a substantial body of\ud
research on culture and technology, interaction designers have not always been\ud
able to apply these research outputs to effectively define requirements for\ud
culturally diverse users. This paper frames this issue as one of understanding of\ud
the different paradigms underpinning the cultural models being applied to\ud
interface development and research. Drawing on different social science theories,\ud
the authors discuss top-down and bottom-up perspectives in the study of usersâ\ud
cultural differences and discuss the extent to which each provides usable design\ud
knowledge. The case is made for combining bottom-up and top-down perspectives\ud
into a sociotechnical approach that can produce knowledge useful and usable by\ud
interaction designers. This is illustrated with a case study about the design of\ud
interactive systems for farmers in rural Kenya
Exploring Cultural Differences in HCI Education
The discipline of human-computer interaction has become a subject taught across universities around the world, outside of the cultures where it originated. However, the intercultural implication of its assimilation into the\ud
syllabus of courses offered by universities around the world remains underresearched. The purpose of this ongoing research project is to provide insights for these implications in terms of the student and teacher experience of HCI. How this subject is socially represented across the different universities studied is a key question. In order to develop intercultural awareness of these questions\ud
universities from UK, Namibia, Mexico and China are collaborating in a multiple case study involving students and lecturers engaged in evaluation and design tasks. Findings will then be used to propose an international HCI curriculum more supportive of local perspectives. This paper describes the initial steps of this study and some preliminary findings from Namibia, India and Mexico about cognitive styles and cultural attitudes
Introducing New Methodologies for Identifying Design Patterns for Internationalization and Localization
This paper describes a new methodology for deriving interaction design patterns from an analysis of ethnographic data. It suggests using inductive and deductive analysis processes to identify and articulate patterns that address the needs of culturally diverse users of interactive, collaborative systems. This might inform the internationalization and localization process of computer supported collaboration systems
Usability as a focus of multiprofessional collaboration: a teaching case study on user-centered translation
As professional communication needs are increasingly multilingual, the merging of
translator and technical communicator roles has been predicted. However, it may be
more advantageous for these two professional groups to increase cooperation. This
means learning to identify and appreciate their distinct but mutually complementary core
competencies. Since both professions share the ideology of being the userâs advocate,
usability is a common denominator that can function as a focal point of collaboration.
While many translation theories focus on the reader and the target context, usability
methods have not traditionally been a part of translator training. An innovation called
User-Centered Translation (UCT), which is a model based on usability and user-centered
design, is intended to help translators speak the same language as technical
communicators, and it offers concrete usability tools which have been missing from
translation theories. In this teaching case study, we discuss the teaching of four UCT
methods: personas, the implied reader, heuristic evaluation, and usability testing. We
describe our teaching experiences, analyze student feedback on all four, and report on
the implementation of a student assignment on heuristics. This case study suggests ways
in which UCT can form an important nexus of professional skills and multiprofessional
collaboration
Learning localization through Trans-Atlantic collaboration: bridging the gap between professions
In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues
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