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THE INTEGRATED USER EXPERIENCE EVALUATION MODEL: A SYSTEMATIC APPROACH TO INTEGRATING USER EXPERIENCE DATA SOURCES
Title
THE INTEGRATED USER EXPERIENCE EVALUATION MODEL: A SYSTEMATIC APPROACH TO INTEGRATING USER EXPERIENCE DATA SOURCES.
Creator
Champney, Roberto, Malone, Linda, University of Central Florida
Abstract / Description
Evaluating the user experience (UX) associated with product interaction is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to assess the UX and a paucity of tools to support such evaluation. This dissertation provided a framework and tools for guiding and supporting evaluation of the user experience. This doctoral research involved reviewing the literature on UX, using this knowledge to build first build a...
Show moreEvaluating the user experience (UX) associated with product interaction is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to assess the UX and a paucity of tools to support such evaluation. This dissertation provided a framework and tools for guiding and supporting evaluation of the user experience. This doctoral research involved reviewing the literature on UX, using this knowledge to build first build a theoretical model of the UX construct and later develop a theoretical model to for the evaluation of UX in order to aid evaluators – the integrated User eXperience EValuation (iUXEV), and empirically validating select components of the model through three case studies. The developed evaluation model was subjected to a three phase validation process that included the development and application of different components of the model separately. The first case study focused on developing a tool and method for assessing the affective component of UX which resulted in lessons learned for the integration of the tool and method into the iUXEV model. The second case study focused on integrating several tools that target different components of UX and resulted in a better understanding of how the data could be utilized as well as identify the need for an integration method to bring the data together. The third case study focused on the application of the results of an usability evaluation on an organizational setting which resulted in the identification of challenges and needs faced by practitioners. Taken together, this body of research, from the theoretically-driven iUXEV model to the newly developed emotional assessment tool, extends the user experience / usability body of knowledge and state-of-practice for interaction design practitioners who are challenged with holistic user experience evaluations, thereby advancing the state-of-the-art in UX design and evaluation.
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Date Issued
2009
Identifier
CFE0002761, ucf:48098
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002761
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516