Reference : How Could an Intranet be Like a Friend to Me?: Why Standardized UX Scales Don't Always Fit
Scientific congresses, symposiums and conference proceedings : Paper published in a journal
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/10993/32791
How Could an Intranet be Like a Friend to Me?: Why Standardized UX Scales Don't Always Fit
English
Lallemand, Carine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Koenig, Vincent mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Oct-2017
Proceedings of the European Conference on Cognitive Ergonomics 2017
ACM
9-16
Yes
No
International
New York
USA
European Conference on Cognitive Ergonomics 2017
September 19 - 22, 2017
UmeƄ
Sweden
[en] Standardized UX scales ; meCUE questionnaire ; workplace UX assessment ; UX ; user experience ; evaluation ; intranet ; design
[en] "I hope that this survey is a joke because it made me laugh so much". This quote is just one example of many negative respondents' reactions gathered during a large-scale user experience (UX) study. Unfortunately, the survey was no joke, rather a well-constructed and validated standardized UX scale. This paper critically reflects on the use and relevance of standardized UX scales for the evaluation of UX in business contexts. We report on a real-world use case where the meCUE questionnaire has been used to assess employees' experience (N=263) with their organization's intranet. Strong users' reactions to the survey's items and statistical analyses both suggest that the scale is unsuitable for the evaluation of business-oriented systems. Drawing on the description of this inadequacy, we discuss the quality of academic UX tools, calling into question the relevance for practice of academic methods.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/32791
10.1145/3121283.3121288
http://dl.acm.org/citation.cfm?id=3121288&CFID=970440474&CFTOKEN=58576616

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