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Article
Publication date: 20 June 2019

Misbahu S. Zubair, David Brown, Thomas Hughes-Roberts and Matthew Bates

Personae are simple tools for describing users, their characteristics and their goals. They are valuable tools when designing for a specific group of users, such as children with…

203

Abstract

Purpose

Personae are simple tools for describing users, their characteristics and their goals. They are valuable tools when designing for a specific group of users, such as children with autism spectrum condition (ASC). The purpose of this paper is to propose, validate and revise a methodology for creating accurate, data grounded personae for children with ASC.

Design/methodology/approach

The proposed method is based mainly on Cooper et al.’s (2007) persona construction method. It proposes gathering and analysing qualitative data from users and experts to either create a new persona or extend an existing one. The method is then applied to create personae for the design of a visual programming tool for children with ASC. Based on the results of the application, observations and lessons learnt, a revised version of the method is proposed.

Findings

The method’s combined use of user data and expert knowledge produced a set of personae that have been well reviewed by experts so far. The method’s use of a questionnaire to validate personae also produced relevant qualitative feedback. On review, possible downsides of extending existing personae were identified. Therefore, a revised method was introduced, eliminating the need to extend existing personae, and stressing the importance of utilising user data, expert knowledge and feedback.

Originality/value

This paper addresses the need for a well-defined method for creating data grounded personae that accurately describe the characteristics and goals of children with ASC. Such personae can be used to design and develop more accessible and usable products.

Details

Journal of Enabling Technologies, vol. 13 no. 2
Type: Research Article
ISSN: 2398-6263

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Article
Publication date: 12 October 2015

Thomas Hughes-Roberts

The purpose of this paper is to report on results of an investigation into the impact of adding privacy salient information (defined through the theory of planned behaviour) into…

348

Abstract

Purpose

The purpose of this paper is to report on results of an investigation into the impact of adding privacy salient information (defined through the theory of planned behaviour) into the user interface (UI) of a faux social network.

Design/methodology/approach

Participants were asked to create their profiles on a new social network specifically for Nottingham Trent University students by answering a series of questions that vary in the sensitivity of personal information requested. A treatment is designed that allows participants to review their answers and make amendments based on suggestions from the treatment. A dynamic privacy score that improves as amendments are made is designed to encourage privacy-oriented behaviour. Results from the treatment group are compared to a control group.

Findings

Participants within the treatment group disclosed less than those in the control with statistical significance. The more sensitive questions in particular were answered less when compared to the control, suggesting that participants were making more privacy-conscious decisions.

Practical implications

Work within this paper suggests that simple UI changes can promote more privacy-conscious behaviour. These simple changes could provide a low-cost method to ensuring the Internet safety of a wide range of users.

Originality/value

This study provides a clear definition of privacy salient UI mechanisms based on a well-established theory of behaviour and examines their potential effect on end-users through a novel experiment. Results and methods from this work can enable researchers to better understand privacy behaviour.

Details

Information & Computer Security, vol. 23 no. 4
Type: Research Article
ISSN: 2056-4961

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Article
Publication date: 2 October 2024

Ingo Karl Bosse, Daniela Nussbaumer and Dennis Christian Hövel

Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of…

87

Abstract

Purpose

Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of learning technologies (LT) in inclusive and special education. They mostly provide findings for specific groups, technologies, and countries. This systematic review aims to identify changes in the use of information and communication technologies (ICT) as LT that evolved globally in inclusive and special education over the last 12 years.

Design/methodology/approach

Web of Science, Scopus, and EBSCOhost were systematically searched for publications for 2012 to 2023. Only peer-reviewed English publications were included to ensure a comprehensive review. The findings of the 421 included papers were then analysed, reflecting diverse perspectives at the technology, learners, teachers, and institutional levels.

Findings

The most used devices were computers, iPads/tablets, and specifically designed apps. More studies were conducted in separate settings than in inclusive ones. The primary participant groups were students on the autism spectrum. More than half the research publications were related to technology use. Technology development was the most common research objective, with approximately 40% of test hypotheses based on standardised tests or observations.

Research limitations/implications

By shifting the focus from specific disabilities to a more usability-based approach, we can envision a future in which the quality of education for all students is substantially improved.

Practical implications

LT have the potential to significantly contribute to creating the least restrictive learning environment for students in need of special educational support. One step for practitioners is to consider the interdependencies between the different dimensions of heterogeneity relevant to digital inclusion. In order to solve these complex pedagogical tasks appropriately, multidisciplinary cooperation is necessary, involving experts in technical, pedagogical, didactic and inclusive education in digitalised societies.

Originality/value

All data were meticulously collected and analysed to ensure credibility and originality.

Details

Journal of Enabling Technologies, vol. 18 no. 2/3
Type: Research Article
ISSN: 2398-6263

Keywords

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