User Frustration with Technology in the Workplace (2004)

When hard to use computers cause users to become frustrated, it can affect workplace productivity, user mood, and interactions with other co-workers. Previous research has examined the frustration that graduate students and their families face in using computers. To learn more about the causes and effects of user frustration with computers in the workplace, we collected modified time diaries from 50 workplace users, who spent an average of 5.1 hours on the computer. In this experiment, users reported wasting on average, 42-43% of their time on the computer due to frustrating experiences. The causes of the frustrating experiences, the time lost due to the frustrating experiences, and the effects of the frustrating experiences on the mood of the users are discussed in this paper. Implications for designers, managers, users, information technology staff, and policymakers are discussed

Severity and Impact of Computer User Frustration: A Comparison of Student and Workplace Users (2002)

User frustration with information and computing technology is a pervasive and persistent problem. When computers crash, network congestion causes delays, and poor user interfaces trigger confusion there are dramatic consequences for individuals, organizations, and society. These frustrations not only cause personal dissatisfaction and loss of self-efficacy, but may disrupt workplaces, slow learning, and reduce participation in local and national communities. Our study of 107 student computer users and 50 workplace computer users shows high levels of frustration and loss of 1/3 to 1/2 of time spent. This paper reports on the incident-specific and user-specific causes of frustration, and they raise frustration severity. It examines the frustration impacts on the daily interactions of the users. The time lost and time to fix problem, and importance of task, strongly correlate with frustration levels for both student and workplace users. Differences between students and workplace users are discussed in the paper

The influence of cognition and emotion on Nigerian undergraduates frustration during e-Registration

This study was designed to investigate the relative and combined contributions of cognition and emotion to Nigerian undergraduates’ level of computer frustration in online environments. The 1972 students who participated in the study were randomly selected from the two state-owned universities in Ogun State, Nigeria. The data for the study were collected through the use of the Students’ Cognition Scale, Students’ Emotion Scale, and Students’ Computer Frustration Scale. Data analysis involved the use of mean and standard deviation as descriptive statistics, as well as the Pearson Product Moment Correlation and regression analysis as inferential statistics. The research findings revealed that students encountered various frustrating experiences during e-Registration and that a combination of the predictor variables, cognition and emotion, significantly accounted for 2.5% of the variance in the students’ level of frustration. Cognition was found to be the more potent contributor to this frustration. The results of this study further indicated that there was a statistically significant difference in the level of computer frustration among students at the two universities, potentially due to the relative differences in the schools’ technology facilities. Recommendations are made at the end of this paper in accordance with the findings of the study

A Worker Dialogue: Improving Health Safety and Security at DOE

During the summer of 2010, the Department of Energy Office of Health, Safety and Security (HSS) partnered with the National Academy of Public Administration to host an online dialogue to solicit ideas from front line union workers at DOE sites on how to improve worker safety across the DOE complex. Based on the results of the Dialogue, an expert Panel of the National Academy identified several themes that emerged from workers' suggestions and offered recommendations for HSS in following up on the issues raised as well as continuing to build its capacity for employee engagement.Key FindingsBased specifically on the Dialogue results, the Panel recommended HSS further investigate several issues and claims discussed by workers as well as assess the current state of reporting processes in DOE to determine if changes are necessary. In addition, the Dialogue revealed many knowledge gaps among workers regarding the substance of worker health and safety regulations in DOE, which should prompt HSS to consider expanding efforts to educate workers about these regulations.The Panel also issued several recommendations for HSS to build its capacity to engage union workers. These recommendations included considering alternate channels of reaching front-line workers and continuing engagement with workers by articulating and undertaking concrete next steps with the input received

The Influence of Occupational Driver Stress on Work-related Road Safety: An Exploratory Review

Research has identified a number of stressors that could impact on the occupational driver by increasing stress levels and, for some individuals, causing adverse behaviour and effects, for example, aggressive behaviour, fatigue, inattention/distraction, and substance abuse. For safety professionals and employers, one way to reduce the effects of occupational driver stress is to change perceptions so that management and drivers recognise that work-related driving is as important as other work-related tasks. This article explores relevant literature in relation to driver stress and suggests additions to risk management processes and safety procedures/policies, including assigning sufficient basic resources to target occupational stress (particularly occupational driver stress)

The true cost of unusable password policies: password use in the wild

HCI research published 10 years ago pointed out that many users cannot cope with the number and complexity of passwords, and resort to insecure workarounds as a consequence. We present a study which re-examined password policies and password practice in the workplace today. 32 staff members in two organisations kept a password diary for 1 week, which produced a sample of 196 passwords. The diary was followed by an interview which covered details of each password, in its context of use. We find that users are in general concerned to maintain security, but that existing security policies are too inflexible to match their capabilities, and the tasks and contexts in which they operate. As a result, these password policies can place demands on users which impact negatively on their productivity and, ultimately, that of the organisation. We conclude that, rather than focussing password policies on maximizing password strength and enforcing frequency alone, policies should be designed using HCI principles to help the user to set an appropriately strong password in a specific context of use

Rethinking professional learning in higher education: a study on how the use of Open Educational Resources triggers the adoption of Open Educational Practice

This study explores how the practices of higher education educators evolve towards open educational practice (OEP) as they use open educational resources (OER) as a form of social media. Drawing on the theories of self-regulated learning (SRL) and cultural-historical activity theory (CHAT), the study provides a novel way of analysing learning and development at work by focusing on related tensions. The interview data were, firstly, analysed by a thematic categorisation of 6 sub-categories of self-regulated learning and secondly, by using the method of discursive manifestations of contradictions. The findings evidence that educators find that their OEP does not fit easily within the current educational system. They have to balance conventional forms of education at scale with new and emerging open forms of education. This creates tensions indicating that educators need support in evolving their educational practice towards OEP and to reflect on what this change means for their practice

An analysis into early customer experiences of self-service checkouts:lessons for improved usability

The research aims to examine the perceptions of relative novice users of self-service checkouts (SSCOs) and if these perceptions change before, during and following use. Employing a diary approach with 31 respondents relatively unfamiliar with SSCOs, the research will document their experiences with this technology across stationary, hardware and grocery stores in two Scottish cities (Glasgow and Dundee). Findings suggest that the majority of respondents were motivated to use the technology because of time saving and convenience. However, the actual experience of using SSCOs was not always considered quicker when compared to staffed checkouts because of technical issues, lack of staff assistance and the impersonal, sometimes stressful and controlled nature of the cramped SSCO environment. Following post-use reflections, the majority of respondents’ opinions did not change from their initial perceptions and indicated that they would prefer not to use the technology in the future. Based on the findings, this study makes some practical suggestions centring on the design and usability of SSCOs, which may go some way to reducing customer dissatisfaction and frustration with the technology, especially from the perspective of new users of the technology

Learning Leaders: a multi-method evaluation, final report

This report investigates findings arising from a variety of forms of feedback on Cumbria Partnership Foundation Trust’s “Learning Leaders” Programme (henceforth LLP) running from 2012-2013