Dramatistic User Experience Design: The Usability Testing of an e-Government System in A Non-Western Setting

This dissertation investigates rhetorical situatedness as a factor that culturally designates users’ motives in adopting a new technology. The application of Kenneth Burke’s dramatism extends the discussion about the situation where an interaction takes place to include acting and meaning-making in Non-Western settings as contextual and situated. This expansion is essential to reinforce the understanding of how cultural contexts impact users’ motives, specifically users from Non-Western settings, to adopt a technology. The traditional Human-Computer Interaction (HCI) research stresses mechanical and technical aspects between a user (agent) and a technology device (agency) in order to reduce user errors. This approach isolates the rhetorical situation of interaction in a computer interface, thus eliding the cultural situatedness by regarding the situation as something fixed, such as in a laboratory. Adding a cultural context provides a fuller picture of this interaction. Using a civic records online system called e-Lampid, which is administered by Surabaya City Government in Indonesia as a case study, I discover five elements of situatedness that contribute significantly to weave acting and meaning-making into a culturally informed interaction. User motives are shaped by internal and external situations that are collective, local, and both onsite and off. Dramatism is a tool for analysis and production that prioritizes cultural awareness. Dramatistic User Experience (UX) design offers analytical, comprehensive, and systematic perspectives on the design process. Dramatistic UX integrates three different approaches: usability testing, rhetorical awareness of situations, and needs analysis. The synergy of dramatism, user experience, and design thinking provides a holistic approach to construct a rhetorically grounded and culturally contingent user experience design

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

User-created persona: Namibian rural Otjiherero speakers

Persona is a communicative artefact for usability that currently functions under the umbrella of User-Centred Design (UCD). Since we argue usability methods differ across cultures, this project presents a cross-cultural research probe on persona generated by indigenous Otjiherero speakers in Namibia. The objective is to find out how participants in this milieu take on, understand and portray persona artefacts, what goals of User Experience (UX) emerge from the inquiry, and whether the artefacts created simulate or differ from those in literature. Tentative methods scaffold from benefits attained by persona in the attempt to advance persona technical communication in cross-cultural design. This experience report presents initial findings on narrative content, rhetorical preferences, and the physical layout of persona artefacts as so-far constructed by Otjiherero speakers in rural Namibia. The report draws to a close reflecting on present challenges and advances, and indicating upcoming pathways

Designing for Cultural Values: Towards a Theory-motivated Method for Culture-sensitive Adaptation of Information Systems

To ensure that an intended target group accepts and uses an information system (IS) is a major challenge for service systems engineering and a key interest in IS research. On the one hand, individuals’ cultural values affect their willingness to use an IS; on the other hand, information technology (IT) is neither value-neutral and, thus, also affects IT acceptance and usage. Therefore, the adaptation of IS should consider both sources of value. Thus, in this paper, we present the theory-driven design of a method for culture-sensitive IS adaptation that draws on IT-culture conflict theory. Our two-fold evaluation approach results show that the method enables to create feasible results for developing culture-sensitive design solutions for IS. As a theoretical contribution, we contribute to the exploration of culture in IS development; as a practical contribution, we provide guidance in how to adapt IS for specific target groups

Handling cultural factors in human-computer interaction

Available from British Library Document Supply Centre-DSC:DX216308 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Complexity, design and culture: convergences for digital experiences

The design of digital experiences and sociotechnical solutions in the contemporary society is characterized by increasing complexity. More and more variables are present and unpredictable effects are observed. The complexity of systems calls for increased awareness and problem-solving abilities. In this survey, design in general, and design of the user experience in particular, is positioned in the scope of complexity. Moreover, the design reasoning and methods are framed by culturally determined factors and cognitive styles. This survey aims to converge complexity and complex problem solving, design of the user experience, and cultural variations, reviewing bodies of work to inspire and map interdependencies that shape future challenges in systems and experience design.info:eu-repo/semantics/publishedVersio

Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening

Traditional identification methods in schools for determining students at-risk for emotional and behavioral disorders tend to rely on teacher referral. There is evidence that systematic approaches to screening for emotional and behavioral risk more effectively capture the full range of internalizing and externalizing symptoms and are less vulnerable to biases. The proposed study seeks to compare traditional identification methods for identifying youth with elevated behavioral and emotional risk (BER) with a self-report universal screening procedure in a school setting. The study will explore discrepancies between the two identification methods, including the degree to which they agree/disagree on “at risk” students, the racial/ethnic, socioeconomic status (SES), and language characteristics of identified students, and the presenting symptoms of students identified via the two methods. It is hypothesized that the two identification methods will frequently disagree on the risk status of individual students and that patterns based on racial/ethnic background, SES, language status, and symptom presentation will emerge. Data will analyzed using chi-squared goodness of fit, one-way repeated measures ANOVA, and Cohen’s kappa coefficientEducational Psycholog

Evaluating Nursing Education Diversity: A Minority Student Enrollment Dashboard for Quality Improvement DNP Project Submitted in

Healthcare organizations nationwide have identified a relationship between the absence of minority representation in the healthcare professions, and poor health outcomes for minority patients. The issue of healthcare disparities is complex, but it has become clear that an increase in the number of minority healthcare professionals improves patient access to culturally relevant care which can positively impact outcomes. As the largest segment of the healthcare workforce, nurses have a critical role in shifting the racial demographics in the healthcare workforce. The journey toward increased minority representation in nursing begins with efforts in nursing education to successfully recruit, retain, and graduate minority students. As with other hallmarks of nursing education excellence, program diversity goals should be integrated into the program outcomes and systematically evaluated as part of an annual quality cycle. Qualitative and quantitative data regarding minority student success is an integral part of establishing and evaluating program diversity. Minority student enrollment is one such source of data. Access to enrollment data is necessary to monitor patterns and trends in student numbers in response to strategies related to recruitment, admission, curriculum, pedagogy and other interventions implemented to support the success of minority students. This quality improvement project focused on increasing access to minority student enrollment data through the implementation of an information dashboard. The results of the project demonstrated the implementation of a dashboard increased access to minority student enrollment data and presented the data in a format that was clear and user friendly