20101013 - Kaveti, ...system for evaluating Mobile Web Usability

Design and implementation of a system for evaluating the mobile Web usability by Kaveti, Rajesh, M.S., University of Massachusetts Lowell, 2010 , 51 pages; AAT 1478732 My Interest: 1) Mobile web usability. 2) Usability analysis. 3) Elaboration on Design & Implementation. Action: To read the Dissertation in the future. Motivation Led by the rapid growth of the smartphone market, mobile Internet usage in US is expected to approach 100% penetration and to reach 50% total usage by 2013. The usability of the mobile Web, however, remains as a thorny issue. A recent study shows that the task completion rate using the mobile Web ranges from 38% to 75% on different phones. The average success rate was only 59%, substantially lower than the roughly 80% success rate when testing websites on a regular PC today. Thus it is important to conduct usability research that is specifically tailored for the mobile Web, which will help provide better user experience and make broader impacts on the fast-growing mobile industry. Research Goal In this thesis, we present the design and implementation of a data-collection system for mobile Web usability evaluation, which consists of the instrumented Web browser on the mobile phones for data collection and the back end server components for data analysis. Methodology We chose the iPhone as our mobile platform and we developed a Web browser with the same look and feel as the default Safari browser using the iPhone SDK. The instrumented Web browser passively collects user interaction events, such as URL clicks, soft key presses, and finger movements. GPS and accelerometer data are also collected to provide usage context. We have implemented simple timing and key error analysis, which can provide insights to mobile Web usability. Future Work In future work, we plan to implement additional analysis methods and extend our system to other mobile platforms. II. RELATED WORK:.... 6 III. SYSTEM DESIGN 9 IV. SYSTEM IMPLEMENTATION 12 The core application 12 UIApplication 12 The Application Delegate 13 Windows and Views 14 View Controllers 16 Event Handling 17 Text and Web 18 Instrumented Web Browser 19 Event Collection 25 Server Database 27 V. USABILITY ANALYSYS 30 VI. FEASIBILITY TESTING 34

20100926 - Platt, ..Electronic Performance Support System...

The efficacy of an electronic performance support system as a training tool for online faculty by Platt, Jeffrey Lynn, Ph.D., Iowa State University, 2008 , 336 pages; AAT 3342280 My Interest: 1) Usability Evaluation form. 2) EPSS – Electronic Performance Support System. 3) Methodology of Studies. Action: To read specific parts of the Dissertation in future. Background An instructional website was developed as an electronic performance support system (EPSS) to determine whether faculty would use and learn from such a resource. This website summarized pedagogical information about online instruction that users could access 24 hours a day, seven days a week. Methodology In Phase I of the study, five college professors with experience teaching online courses evaluated the usability of the website and made suggestions on how it could be improved. Revisions were made to the website to enhance clarity and comprehension in preparation for Phase II of the study. In Phase II, 35 college instructors agreed to use the website to learn about pedagogical information related to teaching online courses. Only two people visited at least 75% of the web pages, limiting the conclusions that could be drawn. Conclusion Two conclusions, however, seem warranted. First, an EPSS is not the most effective way to deliver non-mandatory faculty education because the primary goal of an EPSS is to enhance performance in a business setting rather than to facilitate learning in the academic setting. Second, any type of faculty development program must be developed from the learner's perspective and include interaction between the participants. CHAPTER 3. MATERIALS AND METHODS 29 Overview 29 Design of Ped·a·GO!·gy 29 Phase I: Usability Evaluation of Ped·a·GO!·gy 35 Phase I Participants 35 Phase I Procedure 35 Phase II Use of Ped·a·GO!·gy as a Learning Tool 35 Phase II Participants 35 Initial Phase II Questionnaire 37 Section 1 of the Phase II Questionnaire 37 Demographic Questions 37 Software Experience 37 Section 2 of the Phase II Questionnaire 38 Innovation Adopter Status Scale 38 Online Learning Platform 39 Section 3 of the Phase II Questionnaire 39 Phase II Procedure 43 Phase II Measures 44 Phase II Performance Measures 44 Phase II Exit Evaluation 45 Innovation Attribute Scale 45 Additional Questions 46 Chapter 3 Summary 46 CHAPTER 4. RESULTS AND DISCUSSION 48 Results 48 Phase I: Usability Evaluation of Ped·a·GO!·gy 48 Phase II: Use of Ped·a·GO!·gy as a Learning Tool 53 Computer Experience of Participants 53 Innovation Adopter Classification of Participants 54 Website Activity 57 Measures of Learning 60 Exit Evaluation of Ped·a·GO!·gy 63 Follow-Up Questionnaire for Non-Completers 65 Discussion 66 Efficacy as an Electronic Performance Support System 66 Diffusion of Innovation as a Theoretical Foundation 70 Hypothetical Outcomes 73 For Whom Ped·a·GO!·gy is the Most Useful 73 Concept Check Quizzes and Case Studies 74 Exit Evaluation of Ped·a·GO!·gy 75 Chapter 4 Summary 76 APPENDIX A. Ped·a·GO!·gy's INSTRUCTIONAL MATERIAL 84 APPENDIX B. PHASE I USABILITY EVALUATION FORM 300 APPENDIX C. PHASE II INITIAL QUESTIONNAIRE 301 APPENDIX D. PHASE II EXIT EVALUATION 308 APPENDIX E. PHASE I EVALUATOR RESPONSES TO Ped·a·GO!·gy 311 APPENDIX F. FOLLOW-UP QUESTIONNAIRE FOR NON-COMPLETERS 320

20100926 - Lai, Evaluation of ..online courseware Usability & tools

Evaluation of WWW on-line courseware usability and tools by Lai, Horng-Ji, Ph.D., University of Idaho, 2004 , 134 pages; AAT 3123848 My Interest: 1) Relationship between Usability elements/dimensions & Learners' acceptance – how to analyse. 2) How to compare/evaluate significance of Usability elements/dimensions. Action: To read specific parts of Dissertation in future. Research Goal This study investigated the effectiveness of the interface design in two on-line course management packages, World Wide Web Course Tools (WebCT) and Idaho Virtual Campus (IVC). The study attempted to (1) explore the possible relationship between students' acceptance of courseware and demographic or general variables (gender, on-line courseware experience, academic status, and computer skills), (2) investigate the relationships between the usability elements (navigation, learnability, consistency, perceptual limitation, and user guidance) and learners' acceptance of on-line courseware, and (3) discover learners' attitudes toward the teaching tools (i.e., the discussion board). Methodology The participants were 140 WebCT students and 295 IVC students who were enrolled in courses exclusively on-line or who used on-line courseware as a learning supplement. Results Discussion The findings indicated that there was a significant difference between students' acceptance of on-line courseware, WebCT and IVC, based on their genders: female students were more satisfied than male students. Significant variance among academic status (Freshman, Sophomore, Junior, Senior, and Graduate) was observed in students' acceptance of WebCT, demonstrating that graduate students were more likely to prefer learning on-line than undergraduates. Two usability elements, perceptual limitation and learnability, were the most statistically significant predictors in both online coursewares. No significant differences were observed among students' acceptance of WebCT and IVC in terms of their previous online experiences and computer skills. In addition, the qualitative results provided compelling evidence that learners did not use the Help tools as their primary aid when encountering difficulties. Some problems associated with the use of the discussion board, such as sending/viewing attachments and time restrictions, were revealed in the qualitative analysis. Recommendation Based on the findings, practical suggestions are provided in the final chapter for on-line instructors. Comments: Softcopy Dissertation is scanned version; cannot copy and paste; difficult to blog about it.

20100926 - Karlson, Interface & Interaction Design for one-handed Mobile Computing [touchscreen mobile phone]

Interface and interaction design for onehanded mobile computing by Karlson, Amy Kathleen, Ph.D., University of Maryland, College Park, 2007 , 282 pages; AAT 3297319 My Interest: 1) How she developed the Design Guidelines & Interaction Techniques. 2) How she tested/evaluated the Design Guideline – the 4 Applications. Action: To read specific parts of the Dissertation in future. Motivation Mobile phones are not only a ubiquitous social accessory, but rapid technology advances have transformed them into feature-rich, Internetenabled mobile PCs--a role once reserved for touchscreen-based personal digital assistants (PDAs). Although the most widespread phone styles in circulation feature the classic combination of numeric keypad and non-touchscreen display, larger touchscreen devices are gaining ground, as indicated by the fervor surrounding new devices such as Apple's iPhone and LG's Prada phone. Yet as devices evolve, users will remain constrained by the limits of their own visual, physical, and mental resources. Research Goal My research has focused on the specific limitation that mobile users often have only one hand available to operate a device, which can be especially problematic for touchscreen-based devices, since they are frequently designed for two-handed stylus operation. Considering the growing volumes of data that small devices can now store and connect to, as well as the expanding cultural role of mobile phones, improving usability in mobile computing has potentially enormous implications for user productivity, satisfaction and even safety. My own exploratory surveys have suggested that one-handed use of mobile devices is very common but that today's hardware and software designs do not support users in performing many tasks with only one hand. Motivated by these findings, the research goal of this dissertation is to contribute substantial knowledge in the form of empirically backed design guidelines and interaction techniques for improving one-handed usability and operation of mobile devices, with particular emphasis on those with touch-sensitive displays. The guidelines for one-handed mobile device design are the product of a series of studies conducted in pursuit of foundational knowledge in user behavior, preference, thumb capabilities and touchscreen-thumb interaction characteristics for singlehanded device use. Methodology I also demonstrate the application of these guidelines through the development and evaluation of four applications. Two involve designs for navigating among programs, one provides an interface for searching large data sets, and the last offers a generalized mechanism for controlling arbitrary touchscreen interfaces with a thumb. Each of these applications explores a different one-handed interaction technique and offers perspective on its viability for one-handed device use. Chapter 2 Foundations: Why Design for One-Handed Mobile Devices? 2.1 Related Work 2.1.1 Effects of Device Size on Design 2.1.2 Attention and Mobility 2.1.3 Impact of Form on Physical Resource Demands 2.1.4 Strategies for Reducing Hand Requirements 2.1.5 The Role of Audio in Mobile Interaction 2.2 Exploratory Study 1: Field Study 2.2.1 Method 2.2.2 Measures 2.2.3 Results 2.2.4 Discussion 2.3 Exploratory Study 2:Web Survey 2.3.1 Method 2.3.2 Measures 2.3.3 Results 2.3.4 Discussion 2.4 Conclusion Chapter 4 Applications: Touchscreen Design Strategies for One-Handed Mobile Computing 4.1 Overview 4.2 A Comparative Design Strategy 4.3 Related Work 4.7 AppLens and LaunchTile Formative Study 4.7.1 Participants 4.7.2 Measures 4.7.3 Materials 4.7.4 Tasks 4.7.5 Procedure 4.7.6 Results 4.8 Discussion 4.9 Conclusion Chapter 5 Applications: Search Strategies for One-Handed Mobile Computing 5.1 Motivation 5.2 Related Work 5.6 User Study 5.6.1 Participants 5.6.2 Method 5.6.3 Equipment 5.6.4 Tasks 5.6.5 Measures 5.6.6 Procedure 5.7 Study Results 5.7.1 Task Times 5.7.2 Percent Correct 5.7.3 Satisfaction 5.7.4 User comments 5.7.5 Usability Observations 5.8 Discussion 5.9 Conclusion Chapter 6 Applications: A Technique for Generalized One-Handed Interaction with Touchscreen Interfaces 6.1 Related Work 6.4 Study 1: Direct Interaction vs. Peripheral Hardware 6.4.1 Independent Variables 6.4.2 Tasks 6.4.3 Hypotheses 6.4.4 Implementation and Apparatus 6.4.5 Method 6.4.6 Participants 6.4.7 Procedure 6.5 Study 1: Results 6.5.1 Task Times 6.5.2 Error Rate 6.5.3 Satisfaction 6.5.4 Preference 6.5.5 Discussion 6.6 Study 2: ThumbSpace vs. Shift for Palm-Sized Touchscreen Devices 6.6.1 Independent Variables 6.6.2 Implementation and Apparatus 6.6.3 Tasks 6.6.4 Method 6.6.5 Participants 6.6.6 Procedure 6.7 Study 2: Results 6.7.1 Task Times 6.7.2 Error Rate 6.7.3 Input Choice 6.7.4 Satisfaction 6.7.5 Preference 6.8 Discussion

20100926 - Harmons, Usability Study of Postconference Online Selfassessment...

A usability study of a postconference online selfassessment program for health care professionals by Harmons, Eric M., M.A., Texas Woman's University, 2005 , 49 pages; AAT 1428775 My Interest: 1) Usability analysis/study. 2) QUIS – Questionnaire User Interface Survey. 3) Phone interview. 4) Post-conference online assessment. 5) Blackboard Academic Suite. Action: To read the Dissertation in the future. Motivation Continuing education (CE) conferences are widely used by professionals for the enhancement of clinical proficiency. Professionals view these types of educational activities as a vital means to enhance their professional practice and maintain clinical competency. The current environment of continuing education conferences revolves around a single-phase (didactic only) approach to learning. Current literature supports the notion of a multi-phased approach to enhance the learning experience for the lifelong learner. Research Goal The purpose of this study was a pilot usability analysis of a post-conference online selfassessment, developed within a Blackboard Academic Suite(TM) (Blackboard) classroom. Methodology The Questionnaire User Interaction Survey (QUIS) and phone interviews were utilized to assess the user interaction satisfaction with completing the self-assessment program. Results Discussion The overall response of participants to the system was a mean of 7.86 (scale from 1--9) across all the categories of usability. Based on the results, the Blackboard system is viewed by healthcare professionals as an effective medium for delivering an online self-assessment. Participants felt the self-assessment provided an effective tool to reflect on the presented material and direct their learning. Comments: Softcopy Dissertation is scanned version; cannot copy and paste; difficult to blog about it.

20100926 - Goode, Evaluating Quality, Usability & Potential Effectiveness of Online Learning Modules...

Evaluating the quality, usability, and potential effectiveness of online learning modules: A case study of teaching with technology grant recipients at the University of Tennessee, Knoxville by Goode, Christina M., Ed.D., The University of Tennessee, 2003 , 74 pages; AAT 3119283 My Interest: 1) How she evaluated Quality, Usability, Potential Effectiveness. 2) Usability issues. 3) Issues related to pedagogy, instructional design. Action: To read specific parts of the Dissertation in future. Motivation Online learning has become an ever-increasing means of acquiring knowledge. As educational institutions worldwide are trying to keep pace with the demand, faculty are being urged or mandated to move their curriculum online. Research Goal This research addressed * selected factors involved in developing quality and effective instruction, and * how these factors can be applied to the development of quality learning modules that are usable and effective in online teaching and learning. Specific emphasis was given to the pedagogical, instructional design, and developmental support issues involved in developing online learning modules. Methodology Online learning modules (11) submitted in fulfillment of the Innovative Technology Center's 2001 Teaching with Technology Grant were evaluated on quality, usability, and potential effectiveness as a teaching tool. Comments: Methodology was clearly stated in this Abstract. Results Discussion Independent reviewers were in agreement that overall, the modules met the criteria for being quality, and usable online learning modules. However, the reviewers agreed that six (55%) modules did not meet the criteria for potential effectiveness as a teaching tool. In fact, the reviewers were in agreement on the recommendation of only four (36%) modules as effective teaching tools. The developers' agreed as well that overall, their modules rated lower (satisfactory) on potential effectiveness than quality or usability. Recommendation Recommendations for factors to consider in developing online learning modules are provided as well as recommendations for further research. Comments: Softcopy Dissertation is scanned version; cannot copy and paste; difficult to blog about it.