Figure 2 - uploaded by Christopher R. Wilkinson
Content may be subject to copyright.
Source publication
This thesis investigates the role of prior experience of products and its affect upon interaction. It has been shown within this work that technological experience of products is related to age, and that this has implications for the success of subsequent interaction. This research adds weight to a growing body of literature that has identified age...
Contexts in source publication
Context 1
... intention is that this knowledge might assist toward the subsequent design, development, and manufacture of products or tools that are more immediately accessible and usable to a wider proportion of the population, including the older generation. User involvement within the design process is seen as the key solution to overcoming this imbalance and, in this way, all participants within this research can be considered as members of a participatory design group, capable of influencing all aspects of design ( Figure 2). ...
Context 2
... initial (MOT) reaction-time test that also screens for vision, hearing, movement and comprehension impairment, highlighted no neuropsychological issues, but indicated differences in performance times between the 26-59 and other age groups ( Figure 20). The relationship between Age and MOT task completion time was also investigated using ...
Context 3
... older generation took longer to complete tasks 1 -6 than both the younger age groups, with the 16-25 age group completing tasks in the quickest overall times (Figure 22). An anomaly clearly exists with regard to Task 3 task completion time in that it took much longer for all participants to complete this specific task in comparison with the remaining tasks. ...
Context 4
... group took less time still, which may be indicative of a slower interactional approach being adopted by the older generation ( Figure 25). ...
Context 5
... overall results of the Technological Familiarity Questionnaire indicated that the 26-59 age group were most familiar with contemporary forms of technology; closely followed by the 16- 25 age group, with the older generation exhibiting the lowest familiarity ( Figure 26). There is a significant difference between older age group and the young age group and there is a significant difference between the older age group and the mid age group. ...
Context 6
... performance data indicates that with regard to task completion times, the younger generations exhibited faster responses and overall task completion times than the older generation ( Figure 22). Indeed, the older generation took considerably longer to complete tasks in comparison with the other age groups. ...
Context 7
... the older generation took considerably longer to complete tasks in comparison with the other age groups. Although it may be that the older generation took more time to consider each move for a variety of reasons, it would appear they made more attempts ( Figure 23) and consequently made a greater proportion of erroneous attempts ( Figure 24). Observed in conjunction with each groups TFQ Scores, it is evident that the 26-59 age group possess the greatest awareness and level of interaction with contemporary technology. ...
Context 8
... the older generation took considerably longer to complete tasks in comparison with the other age groups. Although it may be that the older generation took more time to consider each move for a variety of reasons, it would appear they made more attempts ( Figure 23) and consequently made a greater proportion of erroneous attempts ( Figure 24). Observed in conjunction with each groups TFQ Scores, it is evident that the 26-59 age group possess the greatest awareness and level of interaction with contemporary technology. ...
Context 9
... interaction and observational evidence presented would suggest that simple alterations to the physical design and the method of interaction would enhance individuals' ability to learn and use this product. Difficulty in interaction was highlighted in attempts to complete Task 3 - setting the unit cost, regardless of age ( Figure 22). ...
Context 10
... setting of the cost could have been improved by simply providing more effective feedback. From the verbal protocol and interview material it was evident that participants consistently recognised elements of the overall product concept, comprising of individual components, and outward aesthetic elements (Figure 27). The findings remain in line with Norman's (1988) views that internalisations are created and developed by the accurate perception of a device's function and likely behaviour through its design. ...
Context 11
... Black & Decker Laserplus laser-level ( Figure 29) is a multifunctional device contained within a unique and bespoke aesthetical design and is used to detect wooden and metallic studs or pipes and electricity cables obscured behind walls or fascias. It is also capable of emitting a laser beam to provide a straight level line. ...
Context 12
... the video-data and verbal report allowed assessment of feature recognition during initial exposure, and the development of the Product Feature Assessment Sheet (Figure 32) permitted the assessment of product features each participant recognised post exposure ( Figure 33). This approach allowed the determination of product features, usage and understanding development over the course of exposure. ...
Context 13
... current design (left) appeared to particularly disadvantage the older generation and significantly increased their task completion times. The design of the device and particularly its side-grips caused the LCD display to often be occluded by the users' hand ( Figure 42). Equally, due to this issue, it would be easy to overlook the illumination of the LED that indicates the detection of an electrical cable ( Figure 43). ...
Context 14
... data also allow examination of the type of knowledge sought by users when interacting with the product. Reflected within instances of interactional complexity, Figure 52 indicates when users were reduced to a knowledge-based level of interaction. These are key points when knowledge was both required and acquired to continue successful interaction with the product. ...
Similar publications
deal.II is a state-of-the-art finite element library focused on generality, dimension-independent programming, parallelism, and extensibility. Herein, we outline its primary design considerations and its sophisticated features such as distributed meshes, $hp$-adaptivity, support for complex geometries, and matrix-free algorithms. But deal.II is mor...
Citations
... According to Aguiló [85] errors at this level are associated with insufficient or incorrect information and limited resources. Wickens' extension (see Fig. 1.5) expands the view to include the cognitive processing required for a specific situation [86]. It is preferred to avoid knowledge-based behaviour (complex thinking) and humans, as well as the flexibility of this cooperation adapted to the situation [94]. ...
The overall objective of this work is to develop a comprehensive
and human-centred methodology for the analysis and design of digital
assistance systems. The research strategy is based on design science
research and employs a mixed-methods approach. Three distinct studies,
which contribute to the development of a robust methodology that
enhances the understanding and implementation of digital assistance
systems in assembly processes, validate the concept.
... During the design process, interactions and collaboration between experts from different fields of expertise and end-users contribute equally to the dissemination of information, results and methods [6]. The participatory design aims at the development of appropriate, applicable and user-friendly products through cycles of collection and analysis of requirements, prototype design, application and evaluation [11]. ...
Interdisciplinarity in scientific research and applied pedagogy is an approach that aims to go beyond the limits set by each discipline and to create an eclectic perspective, so as to organize teaching and learning around the construction of meaning in the context of real-world problems or activities. This paper showcases how technology, psychology, pedagogy and arts can work together harmoniously (and should also be combined
by other developers) for the development of transmedia gamified applications. The case study described in this work focuses on teaching daily living skills to students with special educational needs, within an inclusive education setting.
... Για τον σχεδιασμό και την ανάπτυξη των τριών διαμεσικών εφαρμογών, η ομάδα σχεδιασμού έλαβε υπόψη τις τέσσερις διαστάσεις του πλαισίου των de Freitas και Oliver (Πίνακα 1). Ο συμμετοχικός σχεδιασμός, δηλαδή ο σχεδιασμός με τη συμμετοχή των δυνητικών χρηστών και η διαμορφωτική αξιολόγηση είναι βασικές μεθοδολογίες στα στάδιο σχεδιασμού πρωτοτύπων και δοκιμών (prototyping-testing) (Σχήμα 3) (Ramadan & Widyani, 2013, Steinböck et al., 2019, Wilkinson, 2012. ...
Η μάθηση είναι το κυριότερο ερευνητικό αντικείμενο της εκπαιδευτικής ψυχολογίας, η οποία αντλεί, συμπληρωματικά, πληροφορίες από την παιδαγωγική, την κοινωνιολογία, την εκπαιδευτική τεχνολογία, καθώς και τη σύγχρονη έρευνα για τον εγκέφαλο, ενώ η μάθηση που βασίζεται στο παιχνίδι κατέχει αξιοσημείωτη θέση στον διάλογο για την εκπαίδευση, τυπική και άτυπη, ανηλίκων και ενηλίκων. Ωστόσο, τα παιχνίδια δεν είναι νέο πεδίο στην παιδαγωγική έρευνα, καθώς αποτελούν μία από τις αρχαιότερες μορφές της ανθρώπινης αλληλεπίδρασης. Ο ρόλος της αλληλεπίδρασης στα ψηφιακά εκπαιδευτικά παιχνίδια ανανεώνει το ενδιαφέρον για τις θεωρίες μάθησης και τη συμβολή τους στην κατανόηση της διαδραστικότητας μέσω της ψηφιακής τεχνολογίας και των δυνατοτήτων της να ενισχύει τη μαθησιακή διαδικασία. Οι σύγχρονες έρευνες αναγνωρίζουν τις βασικές παραδοσιακές αρχές μάθησης ως καθοριστικές και θεμελιώδεις και στον σχεδιασμό των παιχνιδιών. Ο σχεδιασμός των παιχνιδιών είναι μια πολύπλοκη, διεπιστημονική δραστηριότητα και συχνά αποθαρρύνει τους εκπαιδευτικούς να τα εντάξουν στη μαθησιακή διαδικασία. Μέλημα της ακαδημαϊκής κοινότητας είναι να ενδυναμώσει τους εκπαιδευτικούς, παρέχοντάς τους θεωρητικά και πρακτικά εργαλεία, τεχνογνωσία και υποστηρικτικό υλικό, ώστε να δημιουργούν εύκολα και μαζί με τους μαθητές τους τα δικά τους παιχνίδια. Το παρόν κεφάλαιο είναι προϊόν του ερευνητικού προγράμματος "Waking Up In the Morning" (WUIM), το οποίο μελετά τη συμβολή της διαμεσικής μάθησης στην εκπαίδευση χωρίς αποκλεισμούς, και σκοπός των συγγραφέων είναι να παρουσιάσουν τα ευρήματα που προέκυψαν τόσο από τη βιβλιογραφική ανασκόπηση για τη συμβολή των θεωριών μάθησης στον σχεδιασμό διαμεσικών εκπαιδευτικών παιχνιδιών/εφαρμογών όσο και από την εμπειρική έρευνα για την αξία του συμμετοχικού σχεδιασμού στη βελτίωσή τους μέσω
της διαμορφωτικής αξιολόγησης.
... However, discussions with older participants demonstrated that many wished to maintain independent, community-based, active lifestyles, but that technology does not always facilitate or enhance such activity [15,16]. Further, research has shown that older people's interactional performance has been compromised, intentionally or otherwise, by design and decisions within the design process [17]. The goals of usability and inclusive designers are to create interactive technologies that are enjoyable, pleasurable, motivating, satisfying, and easy to use for the largest possible population, and should not be to the detriment of the performance of any subgroups. ...
... The results of the study confirmed the findings of Docampo-Rama [5] and Freudenthal [7] in that there was a moderate correlation between age and reaction time. In the study, older users within the age range 60-80 took longer to complete a simple reaction time task than younger participants within the ranges of 16-25 and 26-59 following existing approaches reported in literature (for an explanation on the categorisation methodologies employed, see Blackler [20], Lewis et al. [21,22], Wilkinson et al. [3,8,15,17]). This study also looked at a wider range of contemporary products including sat-nav systems, mobile phones, laptops, and televisions and consistently found that younger people completed tasks quicker. ...
... With the primary goal being to gain insight into human behaviour, attitudes, experience, and knowledge applied during interaction, a combination of both a quantitative, scientific approach and the application of more qualitative, ethnographic techniques has the potential to yield the most valuable data [17]. Multidisciplinary research that bridges cognitive theory, psychology, design, manufacturing, and engineering provides us with possibly the best approach to enhancing our understanding of humans' unique needs and capabilities, and the best chance of designing products, systems, or services that are more appropriate, usable, and accessible. ...
An understanding of the need for user-centred and participatory design continues to gain universal momentum both in academia and industry. It is essential this momentum is maintained as the population changes and technology develops. The contribution of this work draws on research from different disciplines to provide the design community with new knowledge and an awareness of the diversity of user needs, particularly the needs and skills of older people. A collection of usability and accessibility guidelines are referenced in terms of their applicability toward designing interfaces and interaction for an ageing population, in conjunction with results from studies that highlight the extent to which familiarity and successful interaction with contemporary products decreases according to age and prior experience, and identifies the problems users experience during interaction with technology. The hope is that more widespread awareness of this knowledge will encourage greater understanding and assist in the development of better design methods and better on- and offline products and tools for those of any age, but particularly those within an increasingly ageing demographic.
... Following an overview of the distinctions between the different user-focussed approaches available, this article details two exploratory and collaborative (Wilkinson, 2011) Applying user centred and participatory design approaches 615 projects in the United Kingdom and in Italy. Common themes were apparent across both projects that highlighted the importance of involving users throughout the process to understand in greater detail the impact of design upon user self-perception and self-esteem. ...
Traditional design approaches have been accused of failing to engage with users in the design process: compromising commercial opportunity and the interactional experience of users. Alternatively, a participatory design approach was applied to the generation of ideas for new product opportunities in the active wheelchair user market and to the initial stages of a European project aiming to develop an intelligent mobility aid for older people. Users were acutely aware of problems with existing technology or designs, and including them during early discussion and design stages was shown to facilitate new concept generation. This highly transferable approach enhances the user experience and commercial potential of products and services, and will be of interest to product manufacturers, designers, and researchers, alike.
In the age of rapid technological advance there are myths about older adults’ difficulties in using technology. Here I will debunk two common myths: first, the idea that age-related functional decline is entirely responsible; and second, the notion that everyone will be technologically adept once today’s older adults are gone.
An important prerequisite for a non-discriminatory society is education equality. The result of the policy for equality of educational opportunity was the creation of conditions for inclusive education of all students in the schools of their neighbourhood. The purpose of this doctoral dissertation is to investigate the impact of interactive education-entertainment systems on the successful implementation of inclusive education of children with and without special educational needs and/or disabilities and to develop a new methodology for designing inclusive educational materials. For this purpose, an interactive educational system was designed, developed and evaluated taking into account basic guidelines of instructional design models and frameworks. The educational content of the system focuses on the activities of daily living and is called Waking Up In the Morning (WUIM). It was created based on a new transmedia methodology developed to enhance the motivation to learn by combining traditional games with modern film production processes as well as new media such as 360-degree video production, gaming elements and rules and virtual and augmented reality technologies. WUIM pedagogical documentation is based on the eclectic approach, which incorporates the prevailing educational interventions in the field of special education and training, the principles of so-called traditional learning theories, such as behaviourism, information processing theories and constructivism with its branches, differentiated instruction, universal design for learning, multimedia learning, transmedia learning, game design principles, cutting-edge technology and user experience research field. Traditional and contemporary theories of learning draw their content from educational psychology, that particular branch of psychology that specializes in understanding teaching and learning in educational environments. WUIM has been evaluated in the field by potential users (children with disabilities and specialist therapists). A new research scale was used as a data collection tool, which records all the factors that shape users' overall perceptions of the learning experience when playing games. The results of the evaluation led to the conclusion that WUIM qualifies as a good practice and content creation guide for inclusive education. As learning does not take place in a vacuum, with teachers being considered the key to success in implementing any innovation, the dissertation also raises research questions about teachers' attitudes towards inclusive education and digital educational games, as well as the ethical issues and concerns associated with the use of cutting-edge technology by children.
Keywords: activities of daily living, augmented reality, digital educational games, educational technology, educational psychology, inclusive education, motivation, school psychology, transmedia learning, virtual reality, 360-degree video.
Younger people appear more adept at creating accurate mental models of product interaction and acquiring new and relevant knowledge through experiential learning. This article highlights some of the differences in interaction and learning that occur according to age. This is achieved by revealing the existence of age-effects regarding prior experience and its effect upon interaction with a novel contemporary household product, chosen at random for its newness to market, and by investigating if young people, based on their experience of contemporary technology, are able to create more accurate mental models of engagement that facilitate superior interaction with novel products.
From a User Centred Design perspective, the overall aim is to present best practice when involving teenagers and young people in research to optimise their influence on product and interaction design, and to maximise the output of ideation and design insight acquisition exercises. This is explored by framing interaction in terms of Rasmussen's (1993) Skill, Rule and Knowledge-based Model of Behaviour to determine how knowledge acquisition is facilitated and to identify instances of interactional complexity that could be overcome by better design with input from real users.
The approaches detailed illuminate how insight acquisition activity can be used to drive better and more effective design research in the real world, and lead to the development of more user-focussed products with a greater likelihood of adoption and increased commercial potential.
