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Auflistung nach Schlagwort "User-centered design"

1 - 5 von 5
  • Konferenzbeitrag
    Bodystorming als Best Practice Methode für die Entwicklung von AAL-Lösungen
    (Mensch und Computer 2015 – Usability Professionals, 2015) Limbach, Tobias; Kim, Kathrin; Köppen, Jan; Klein,Peter
  • Zeitschriftenartikel
    Citizen Needs – To Be Considered
    (i-com: Vol. 20, No. 2, 2021) Maas, Franzisca; Wolf, Sara; Hohm, Anna; Hurtienne, Jörn
    In this paper, we argue for and present an empirical study of putting citizens into focus during the early stages of designing tools for civic participation in a mid-sized German town. Drawing on Contextual and Participatory Design, we involved 105 participants by conducting interviews, using Photovoice and participating in a local neighbourhood meeting. Together with citizens, we built an Affinity Diagram, consolidated the data and identified key insights. As a result, we present and discuss different participation identities such as Motivated Activists, Convenience Participants or Companions and a collection of citizen needs for local civic participation, e. g., personal contact is irreplaceable for motivation, trust and mutual understanding, and some citizens preferred to “stumble across” information rather than actively searching for it. We use existing participation tools to demonstrate how individual needs could be addressed. Finally, we apply our insights to an example in our local context. We conclude that if we want to build digital tools that go beyond tokenistic, top-down ways of civic participation and that treat citizens as one homogeneous group, citizens need to be part of the design process right from the start. Supplemental material can be retrieved from https://osf.io/rxd7h/.
  • Zeitschriftenartikel
    Formative Evaluation digitaler Weiterbildung im Handwerk: Eine Prozessbeschreibung zur Förderung der digitalen Transformation im Tischler- und Steinmetzhandwerk
    (HMD Praxis der Wirtschaftsinformatik: Vol. 61, No. 6, 2024) Friedrich, Ina; Tasliarmut, Melisa; Hoffmann, Holger; Schwarzkopf, Marc; Bullinger, Angelika C.
    Traditionell werden im Tischler- und Steinmetzhandwerk spezifische Fachkenntnisse durch das Prinzip des „learning by doing“ unter Anleitung qualifizierter Kolleg:innen oder im Fall von Maschinen durch herstellergebundene Präsenzschulungen vermittelt. Diese Art der Weiterbildung wird jedoch nur in seltenen Fällen hinsichtlich des Lernerfolgs, der Usability, der Didaktik sowie der zielgruppenspezifischen Passung systematisch evaluiert. Digitale Weiterbildungsformate gewinnen für die Vermittlung dieser Kompetenzen zunehmend an Bedeutung, da sie den Wissenszuwachs zeit- und ortsunabhängig ermöglichen und im dynamischen Arbeitsumfeld des Handwerks Unterbrechungen des Lernprozesses zulassen. In der bestehenden Literatur fehlen jedoch Vorgehensmodelle zur Entwicklung und Evaluation sowie Erkenntnisse über die konkreten Bedürfnisse von Lerner:innen im Handwerk. Dieser Beitrag präsentiert daher einen formativen Evaluationsprozess, der auf den Prinzipien des Design-based Research und des User-centered Design basiert. Er erläutert detailliert die Planung des Evaluationsprozesses und der eingesetzten Methoden sowie die daraus resultierenden Ergebnisse. Der Evaluationsansatz fördert nicht nur die kollaborative Arbeit mit Praktiker:innen, sondern berücksichtigt auch die Bedürfnisse der Lerner:innen im Handwerk durch einen iterativen Evaluationsprozess. Im Rahmen von mehrfachen Design- und Redesign-Phasen wurden Konstrukte wie Usability, Lernmotivation und Akzeptanz durch qualitative und quantitative Methoden erhoben. Die Ergebnisse zeigen, dass eine intensive Nutzer:innenintegration und die fortlaufende Anpassung digitaler Bildungsangebote hilfreich für die erfolgreiche Umsetzung digitaler Lehr- und Lernformate im Handwerk sind. Die Resultate unterstreichen die Bedeutung einer formativen Evaluation als Instrument zur Entwicklung nutzer:innenzentrierter digitaler Bildungsressourcen und leisten einen wichtigen Beitrag zur Evaluation von digitalen Bildungsangeboten im Handwerk. Traditionally, in the fields of carpentry and stonemasonry, specific technical skills are imparted through the principle of “learning by doing” under the guidance of qualified colleagues or, in the case of machinery, via manufacturer-specific onsite training. However, this type of further education is rarely systematically evaluated in terms of learning success, usability, didactics, or target group specificity. Digital training formats are increasingly vital for imparting these skills as they facilitate knowledge acquisition independent of time and location and accommodate interruptions in the dynamic work environment of the crafts. Yet, existing literature does not adequately address procedural models for development and evaluation or the specific needs of learners in the crafts. This paper presents a formative evaluation process grounded in the principles of Design-Based Research (DBR) and User-Centered Design (UCD). It details the planning of the evaluation process, the methods employed, and the outcomes derived. The evaluation approach not only promotes collaborative work with practitioners but also considers the needs of learners in the crafts through an iterative evaluation process. Constructs such as usability, learning motivation, and acceptance were assessed using both qualitative and quantitative methods throughout multiple design and redesign phases. The findings highlight that intensive user integration and continuous adaptation of digital educational programmes are crucial for the successful implementation of digital teaching and learning formats in the crafts. These results emphasize the significance of formative evaluation as a tool for developing user-centered digital educational resources and contribute importantly to the assessment of digital education programmes in the crafts.
  • Workshopbeitrag
    Framing Personas: Enhancing Engagement and Perspective Taking
    (Mensch und Computer 2017 - Tagungsband, 2017) Pröbster, Monika; Haque, Mirza; Haag, Maren; Marsden, Nicola
    Personas are a tool in user-centered software design to make users’ goals and needs tangible for the designers of the product. Engaging with personas is seen as a means for empathizing with users and avoiding product development from the developers' own perspective ("I-methodology"). In an empirical study with 59 participants, we investigated whether the instructions that framed the use of a persona had an impact on the engagement with the persona and the use of I-methodology. Using eye tracking, we showed that instructions mentioning a prospective brainstorming task lead to significantly longer visit durations of the persona description. Furthermore, the tendency to use I-methodology was significantly lower. The results of this study offer strategies using personas to enhance designers’ abilities to adopt a different perspective for their further software development tasks.
  • Zeitschriftenartikel
    Towards a User-Centered Feedback Design for Smart Meter Interfaces to Support Efficient Energy-Use Choices
    (Business & Information Systems Engineering: Vol. 59, No. 5, 2017) Dalén, Anders; Krämer, Jan
    Based on interviews of users’ experience with current smart-meter technologies the authors propose, implement and evaluate a user-centered design of an energy-use information system that assists private households in making efficient energy consumption decisions. Instead of providing disaggregated data, the envisioned system automatically calculates the monetary savings from replacing an appliance or by changing the operational behavior of an appliance. The information provided is personalized with respect to appliance use and also comprises information from external databases. A prototype is implemented and evaluated in a use case with white goods household appliances. The study concludes with directions for further interactivity improvements and research into the structures of an openly shared appliance database.