User-Centered Evaluation of Adaptive and Adaptable Systems

Adaptive and adaptable systems provide tailored output to various users in various contexts. While adaptive systems base their output on implicit inferences, adaptable systems use explicitly provided information. Since the presentation or output of these systems is adapted, standard user-centered evaluation methods do not produce results that can be easily generalized. This calls for a reflection on the appropriateness of standard evaluation methods for user-centered evaluations of these systems. We have conducted a literature review to create an overview of the methods that have been used. When reviewing the empirical evaluation studies we have, among other things, focused on the variables measured and the implementation of results in the (re)design process. The goal of our review has been to compose a framework for user-centered evaluation. In the next phase of the project, we intend to test some of the most valid and feasible methods with an adaptive or adaptable system

User-centered priority setting for accessible devices and applications

Currently, ICT applications and devices like 'smart glasses', are hitting the consumer market. These devices offer great potential for people with disabilities, such as the visually impaired, but only when they are accessible for all users. This study comprehends a user-centered design process thoroughly analysing the needs and priorities of the prospective users. In order to assess the possibilities and limitations of smart devices for people with visual impairments, we created a priority list for to-be-developed functions and apps based on different empirical studies, including an interview and a survey. We propose that both designers and developers use this list as a starting point for generating or assessing the feasibility of new ideas for apps for the visually impaired

Assessment of Communication Competencies in Engineering Design Projects

Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning