Experimenter Effects in Children Using the Smileyometer Scale

Scientific Conference (2020, November 19)

Researchers in the social sciences like human-computer interaction face novel challenges concerning the development of methods and tools for evaluating interactive technology with children. One of these ... [more ▼]

Researchers in the social sciences like human-computer interaction face novel challenges concerning the development of methods and tools for evaluating interactive technology with children. One of these challenges is related to the validity and reliability of user experience measurement tools. Scale designs, like the Smileyometer, have been proven to contain biases such as the tendency for children to rate almost every technology as great. This explorative paper discusses a possible effect of two experimenter styles on the distribution of 6-8 years old pupils' ratings (N= 73) to the Smileyometer. We administered the scale before and after a tablet-based assessment in two schools. Experimenter 1 employed a child-directed speech compared to a monotone speech of Experimenter 2. While brilliant (5 out of 5) was the most frequent answer option in all conditions, the mean scores were higher and associated with a lower variability across both conditions for Experimenter 2. We discuss a possible experimenter effect in the Smileyometer and implications for evaluating children’s user experiences. [less ▲]

The Framework of Security-Enhancing Friction: How UX Can Help Users Behave More Securely

in New Security Paradigms Workshop (2020, October 26)

A growing body of research in the usable privacy and security community addresses the question of how to best influence user behavior to reduce risk-taking.We propose to address this challenge by ... [more ▼]

A growing body of research in the usable privacy and security community addresses the question of how to best influence user behavior to reduce risk-taking.We propose to address this challenge by integrating the concept of user experience (UX) into empirical usable privacy and security studies that attempt to change risktaking behavior. UX enables us to study the complex interplay between user-related, system-related and contextual factors and provides insights into the experiential aspects underlying behavior change, including negative experiences. We first compare and contrast existing security-enhancing interventions (e.g., nudges, warnings, fear appeals) through the lens of friction. We then build on these insights to argue that it can be desirable to design for moments of negative UX in security-critical situations. For this purpose, we introduce the novel concept of security-enhancing friction, friction that effectively reduces the occurrence of risk-taking behavior and ensures that the overall UX (after use) is not compromised. We illustrate how security-enhancing friction provides an actionable way to systematically integrate the concept of UX into empirical usable privacy and security studies for meeting both the objectives of secure behavior and of overall acceptable experience. [less ▲]

Making Encryption Feel Secure: Investigating how Descriptions of Encryption Impact Perceived Security

in The 5th European Workshop on Usable Security (EuroUSEC 2020) (2020)

When communication about security to end users is ineffective, people frequently misinterpret the protection offered by a system. The discrepancy between the security users perceive a system to have and ... [more ▼]

When communication about security to end users is ineffective, people frequently misinterpret the protection offered by a system. The discrepancy between the security users perceive a system to have and the actual system state can lead to potentially risky behaviors. It is thus crucial to understand how security perceptions are shaped by interface elements such as text-based descriptions of encryption. This article addresses the question of how encryption should be described to non-experts in a way that enhances perceived security. We tested the following within-subject variables in an online experiment (N=309): a) how to best word encryption, b) whether encryption should be described with a focus on the process or outcome, or both c) whether the objective of encryption should be mentioned d) when mentioning the objective of encryption, how to best describe it e) whether a hash should be displayed to the user. We also investigated the role of context (between subjects). The verbs “encrypt” and “secure” performed comparatively well at enhancing perceived security. Overall, participants stated that they felt more secure not knowing about the objective of encryption. When it is necessary to state the objective, positive wording of the objective of encryption worked best. We discuss implications and why using these results to design for perceived lack of security might be of interest as well. This leads us to discuss ethical concerns, and we give guidelines for the design of user interfaces where encryption should be communicated to end users. [less ▲]

User Experience Design for E-Voting: How mental models align with security mechanisms

in Electronic Voting (2019, October)

This paper presents a mobile application for vote-casting and vote-verification based on the Selene e-voting protocol and explains how it was developed and implemented using the User Experience Design ... [more ▼]

This paper presents a mobile application for vote-casting and vote-verification based on the Selene e-voting protocol and explains how it was developed and implemented using the User Experience Design process. The resulting interface was tested with 38 participants, and user experience data was collected via questionnaires and semi-structured interviews on user experience and perceived security. Results concerning the impact of displaying security mechanisms on UX were presented in a complementary paper. Here we expand on this analysis by studying the mental models revealed during the interviews and compare them with theoretical security notions. Finally, we propose a list of improvements for designs of future voting protocols. [less ▲]

Art in Rich-Prospect: Evaluating Next-Generation User Interfaces for Cultural Heritage

in Morse, Christopher; Koenig, Vincent; Lallemand, Carine (Eds.) et al MW2019: Museums and the Web, Boston 2-6 April 2019 (2019, March)

The present study reports on the user experience (UX) of rich-prospect browsing, an emerging interface design trend for digital cultural heritage. Building on research that suggests online museum ... [more ▼]

The present study reports on the user experience (UX) of rich-prospect browsing, an emerging interface design trend for digital cultural heritage. Building on research that suggests online museum collections are used only infrequently by the general public, this study investigates the role of next-generation user interfaces in the design of optimal browsing experiences. Moreover, it describes the results of user testing for three different arts and culture collections that make use of rich-prospect. The study recruited 30 participants of varying ages, nationalities, and museum visiting habits to discuss their museum experiences and test three different applications: Coins, Curator Table, and Museum of the World. The results of the study provide insights into the user experience of a new browsing medium and reveal the information-seeking habits and patterns that occurred within these information environments. Moreover, the study isolated the core features of rich-prospect in order to define opportunities and pain points during the browsing experience and indicated which features in particular are most important to people during the browsing experience. Finally, we suggest some best practices going forward in the design of rich-prospect. [less ▲]

Experience matters: Bridging the gap between experience- and functionality-driven design in technology-enhanced learning

in International Journal on Interaction Design & Architecture(s) (2019), 42

With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without ... [more ▼]

With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without overwhelming users, to motivate users and ensure that they have positive learning experiences, and to allow users to realize their potential with the help of technology. Building on a case study of concept mapping for technology-enhanced learning, we combined experience-driven and functionality-driven approaches in co-design sessions in four school classes (67 students). We investigated the anticipated experiences that students imagined as well as the functionalities and characteristics they expected. We found that combining experience-driven and functionality-driven approaches is a valuable method for improving technology-enhanced learning. [less ▲]

Évaluations numériques: quel rôle pour l’expérience utilisateur ?

Scientific Conference (2018, January)

How Could an Intranet be Like a Friend to Me?: Why Standardized UX Scales Don't Always Fit

in Proceedings of the European Conference on Cognitive Ergonomics 2017 (2017, October)

"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 ... [more ▼]

"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. [less ▲]

Lab Testing Beyond Usability: Challenges and Recommendations for Assessing User Experiences

in Journal of Usability Studies (2017), 12(3), 133-154

In the “third wave” of human-computer interaction (HCI), the advent of the conceptual approach of UX broadens and changes the HCI landscape. Methods approved before, mainly within the conceptual approach ... [more ▼]

In the “third wave” of human-computer interaction (HCI), the advent of the conceptual approach of UX broadens and changes the HCI landscape. Methods approved before, mainly within the conceptual approach of usability, are still widely used, and yet their adequacy for UX evaluation remains uncertain in many applications. Laboratory testing is undoubtedly the most prominent example of such a method. Hence, in this study, we investigated how the more comprehensive and emotional scope of UX can be assessed by laboratory testing. In this paper, we report on a use case study involving 70 participants. They first took part in user/laboratory tests and then were asked to evaluate their experience with the two systems (perceived UX) by filling out an AttrakDiff scale and a UX needs fulfillment questionnaire. We conducted post-test interviews to better understand participants’ experiences. We analyzed how the participants’ perceived UX depends on quantitative (e.g., task completion time, task sequence, level of familiarity with the system) and qualitative aspects (think aloud, debriefing interviews) within the laboratory context. Results indicate that the laboratory setting has a strong impact on the participants’ perceived UX, and support a discussion of the quality and limitations of laboratory evaluations regarding UX assessment. In this paper, we have identified concrete challenges and have provided solutions and tips useful for both practitioners and researchers who seek to account for the subjective, situated, and temporal nature of the UX in their assessments. [less ▲]

L’utilisation de l’environnement numérique MathemaTIC pour développer les compétences dans le domaine de la résolution de problèmes arithmétiques

Scientific Conference (2016, November 21)

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses ... [more ▼]

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses différents ministères. Dans ce contexte, l’éducation nationale a initié le développement d’un environnement numérique pour l'apprentissage des mathématiques à l’écolefondamentale pour les élèves de cycle 4,Université du c'est-à-dire âgés de 10 à 12 ans. Suite au constat de faibles performances en mathématiques aux épreuves standardisées de début de cycle 3 (élèves de 8 à 10 ans), la question d'élargir l'implémentation de cet environnement numérique à ce cycle s'avère opportune. En effet, les résultats à ces épreuves indiquent que d’une part un quart de ces élèves n’arrive pas à atteindre le niveau socle et que d’autre part les résultats ne se sont que peu améliorés entre 2011 et2013. En d'autres termes, il y aurait donc un quart de la population scolaire de cycle 3 qui n’ aurait pas les compétences nécessaires pour suivre les apprentissages prévues en mathématiques. Les élèves concernés sont majoritairement d'un milieu socio-économique faible et issus de la migration.Ainsi, une étude est envisagée pour voir dans quelle mesure l’usage de l’environnement MathemaTIC favoriserait le développement des compétences en mathématiques, notamment dans le domaine de la résolution de problèmes arithmétiques. Cette étude se réalisera entre 2016 et 2018 avec un échantillon de 20 classes (400 élèves). Les items seront construits en partant des niveaux testés dans les Ep.Stan 3.1 et en se basant sur le plan d’études du cycle 3. Pour ce faire, l'approche adoptée est celle dite " centrée utilisateur ", issue du domaine des Interactions Hommes-Machines (IHM). Les compétences au début et à la fin de l’utilisation-même de l'environnement MathemaTIC par les élèves de cycle 3 seront mesurées par les épreuves standardisées Ep. Stan, sous le couvert du Lucet. [less ▲]