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Guidelines for the design of knowledge-based e-learning usability systems are absent from the current recognized set of usability design heuristics and from an established evaluation methodology of e-learning system developments. Such systems can help Web designers and instructional designers design for different user needs and decide which properties are of a higher priority, thus meriting more design and development efforts. The authors aim to help students develop higher-order thinking skills, such as application, evaluation and syntheses of knowledge.

The authors applied Merrill ' s first principles of instruction and usability properties as pedagogical and usability design guidelines, knowledge management (KM) and hierarchical task analysis as methodological knowledge bases. The authors proposed a KM e-learning usability framework which frames our mapping of Web usability attributes to e-learning usability properties. The authors aim to investigate whether adopting Merrill ' s first principles of instruction and usability properties as knowledge-based guidelines/design factors would help learners develop higher-order thinking skills and whether this design would result in positive technology acceptance. The authors also developed a method matrix to map the selected methods of cognitive engineering to its potential uses in the KM e-learning usability framework of this paper and mapped e-learning usability tools with components in the KM e-learning usability system.

Findings indicated that our design effectively helped learners to demonstrate higher-order thinking skills and positive technology acceptance, promising indications toward the design and development of knowledge-based usability frameworks and systems.

The sample size of this paper is small. Hence, conclusions are not generalizable at this moment.

The authors’ contributions are twofold: First, the authors proposed a KM e-learning usability framework, which frames the mapping of KM processes to e-learning principles and usability properties. Second, the authors proposed a method matrix which maps the selected methods of cognitive engineering to its potential uses in their KM e-learning usability framework. Based on these mappings and focusing on the usability properties navigation and learning support, the authors used ICT/Web2.0 tools to present/visualize information more clearly and more sensibly/manageably to students, to help trigger new knowledge and develop higher-order thinking skills, such as application, evaluation and syntheses of knowledge and articulate information from different perspectives throughout the KM life cycle.

The purpose of this study is to present an approach to evaluating the usability of digital libraries in terms of knowledge states within the information search process (ISP) by investigating the connections among components with which users interact, perceived usability and task stages. The China National Knowledge Infrastructure (CNKI), the most popular digital library in China, was chosen to be studied.

With the research framework, measurements were generated for perceived usability in task stages for efficiency, effectiveness and satisfaction. Two usability experiments and usability tests were administered to 22 subjects in two groups. Three information retrieval tasks were designed according to the characteristics of knowledge states within the ISP for each experiment. The transaction logs were captured and the experimental results were recorded. The users completed a pre-search questionnaire and post-search questionnaire, and interviews were conducted.

The study showed that both interactions on components of the digital library and usability scores differed with sequential tasks characterized by knowledge states within the ISP; new usability problems relating to the CNKI were found based on the empirical results.

Many studies on the usability evaluation of digital libraries focused on the outcome rather than on the ISP. This study proposed an effective approach to usability evaluation based on users’ knowledge states within the ISP.

This article describes advances in the study of knowledge transfer (KT) in project-based organizations (PBOs). Project management offices (PMOs) have both a moderation role and a mediation role to play in KT between projects. In order to improve KT between projects, this paper explores the mediation role of the PMO in the transfer of knowledge with different levels of articulability. The aim is to improve the usability of transferred knowledge.

The case study method was used to investigate KT in five-divisional PMOs within a multinational engineering and project management PBO. Fifteen semi-structured interviews were conducted and the results were analysed using ATLAS.Ti (a computer-aided qualitative data analysis software).

The findings show that it is the way in which the PMO structures knowledge management (KM) infrastructure and processes, which determines the success of its mediation role in the transfer of tacit and explicit knowledge between projects. The articulability of knowledge influences the PMO's mediation role and the PMO's mediation role in turn improves the usability of knowledge, thereby creating a conducive environment for a competitive advantage.

This study offers a framework to assist scholars and practitioners to understand the mediation role of the PMO in the transfer of knowledge with different levels of articulability within the projects environment. Such understanding can improve the usability of transferred knowledge, thereby creating a competitive edge for a PBO. The study shows that the PMO can be used as an instrument for KT between projects, a theme that was not found in literature. The paper thus offers new empirical information.

For decades, literature has reported on the perceived conflict between usability and security. This mutual trade-off needs to be considered and addressed whenever security products are developed. Achieving well-balanced levels of both is a precondition for sufficient security as users tend to reject unusable solutions. To assess it correctly, usability should be evaluated in the context of security. This paper aims to identify and describe universally applicable and solution-independent factors that affect the perceived usability of security mechanisms.

The selected methodology was a systematic literature review during which multiple database resources were queried. Application of predefined selection criteria led to the creation of a bibliography before backward snowballing was applied to minimize the risk of missing material of importance. All 70 included publications were then analyzed through thematic analysis.

The study resulted in the identification of 14 themes and 30 associated subthemes representing aspects with reported influence on perceived usability in the context of security. While some of them were only mentioned sparsely, the most prominent and thus presumably most significant ones were: simplicity, information and support, task completion time, error rates and error management.

The identified novel themes can increase knowledge about factors that influence usability. This can be useful for different groups: end users may be empowered to choose appropriate solutions more consciously, developers may be able to avoid common usability pitfalls when designing new products and system administrators may benefit from a better understanding of how to configure solutions and how to educate users efficiently.

The purpose of this study is to describe a framework of ontological techniques to restrengthen current content management systems of a natural science museum. The ontological approach is utilized to extend the service level from information to knowledge.

Two ontologies have been established to perform vascular plant and herbal drug knowledge bases that further facilitate knowledge integration and inference. Furthermore, this study presented ontology development processes, including knowledge acquisition, representation, and retrieval.

Empirical lessons related to development techniques are concluded as follows: first, the formal concept analysis can be used as a knowledge acquisition approach to acquire concepts and attributes from expertise. Second, the Ontology Web Language represents an XML‐based language which provides formal logic expressions for describing knowledge concepts. Finally, the Jena APIs can be further developed as an ontology reasoner to facilitate knowledge inference and retrieval.

The development of ontological knowledge base is time‐consuming and requires seamless collaboration among specialists, knowledge engineers, and information systems.

Empirical lessons indicate that ontological techniques provide potential approaches for library and museum communities to apply for next generation knowledge building.

This study indicates that ontological techniques have excellent potential for knowledge building.

This paper describes the organizational processes of knowledge acquisition, sharing, retention and utilisation as it affected the internal and external communication of knowledge about performance in an English police force. The research was gathered in three workshops for internal personnel, external stakeholders and chief officers, using Journey Making, a computer‐assisted method of developing shared understanding. The research concluded that there are multiple audiences for the communication of knowledge about police performance, impeded by the requirement to publish performance data. However, the intelligence‐led policing model could lead to a more focused means of communication with various stakeholder groups. Although technology investment was a preferred means of communicating knowledge about performance, without addressing cultural barriers, an investment in technology may not yield the appropriate changes in behaviour. Consequently, technology needs to be integrated with working practices in order to reduce organizational reliance on informal methods of communication.

This paper aims to propose a conceptual model for understanding the influence of change readiness on knowledge management processes and knowledge management effectiveness. It is suggested that change readiness should be assessed as a multidimensional construct consisting of psychological and structural facets. Furthermore, as the process of managing organizational knowledge requires interaction among members of the organization, a holistic view of readiness at individual and organizational levels is presented.

A comprehensive literature review results in the development of the conceptual model that depicts potential relationships between change readiness and knowledge management processes. It also postulates the effects of different knowledge management processes on effective knowledge management implementation.

Potential implications of change readiness from both psychological and structural dimensions for knowledge acquisition, creation and sharing processes are put forward. Further, it offers possible fruitful areas for continuous research of knowledge management effectiveness from a change perspective.

This article puts forward a number of potential relationships among the construct that are empirically testable to further understanding of multidimensional change readiness influences on the various types of knowledge management processes and its effective implementation.

Through a conceptualisation of the relationships between change readiness, knowledge management processes and knowledge management effectiveness, this paper offers a number of practical guidelines for the development of knowledge management policy and a road map from a change management perspective.

Previous literature on knowledge management focuses on understanding organizational readiness to promote successful knowledge management implementation in terms of the structural dimension. This paper proposes understanding of change readiness from a more comprehensive perspective comprising both psychological and structural readiness and its influences on knowledge management processes, which could affect overall effectiveness of knowledge management implementation.

The purpose of this paper is to identify and validate user requirement related building performance attributes and sub attributes for performance evaluation of government residential buildings.

User requirements in a building were listed from ISO 6241-1984 (E). Seven building performance attributes were identified through literature review and linked with the user requirements. Three more attributes not directly related to building performance but that could influence user satisfaction were also identified. The attributes were grouped into physical, environmental and external factors to suit the intervention strategies proposed to be implemented by maintenance agencies to enhance user satisfaction. The need for amplifying the attributes for better comprehension by occupants was felt; hence, characteristics of each of these attributes were listed based on literature survey and review. In total, 42 such sub attributes were identified to amplify ten attributes. To validate the adequacy of these attributes, an online survey was launched to garner feedback on first adequacy of the attributes and secondly to confirm whether there is a necessity for amplification of attributes for better comprehension by occupants. In total, 200 responses were received through the online survey, and the data received were categorized as per gender, location, sector, profession and finally civilian/military.

The outcome of the survey revealed that 84% of the participants felt that the attributes were adequate enough to assess building performance and 75% of them agreed that amplification of attributes through sub attributes as essential for better comprehension and to avoid ambiguity in response. Also the seven identified attributes were ranked from 1 to 7 with 1 being the most important. Weights of each attribute in the scale of 1 were also arrived at based on the responses. Similar exercise was carried out for all sub attributes.

Present research is confined to government residential buildings that are constructed and maintained through public funds and hence individual occupants are not constrained by economics. Other type of building infrastructure used for training, sports, storage, medical, etc., will have certain more specific performance parameters in addition to the ones identified in this paper for residential buildings. Economics also become a factor from users' perspective in case of private residential buildings which does not form part of the scope of this paper. However, as a future scope, the number of attributes can be escalated depending upon the type of building being surveyed, keeping the identified attributes as core attributes.

This paper links the end user satisfaction with building performance and the outcome of surveys will provide useful insights to the behaviour of buildings as well the efficiency and effectiveness of the existing maintenance management systems. Survey based on these attributes and sub attributes will enable the facility managers to ascertain the satisfaction level of occupants with respect to building performance, satisfaction with respect to external factors such as accessibility, amenities and societal issues other than building performance. It will enable the facility managers and decision makers to prioritize their maintenance according to importance, availability of funds, etc. It will also provide a data bank over the years that can indicate the changing aspirations of occupants of government residential buildings. This will enable policymakers to review specifications, authorizations and scales.

This paper links user requirement with building performance. ISO 6241-1984(E) forms the basis for user requirement. Survey based on these user requirement related building performance attributes shall enable facility managers prioritize their maintenance efforts in management of facilities.

Decades of innovation in designing usable (and unusable) interfaces have resulted in a plethora of guidelines, usability methods, and other design tools. The purpose of this research is to develop ways for novice developers to effectively leverage and contribute to the large and growing body of usability knowledge and methods.

This work presents the first extensive usage evaluation of an integrated design environment and knowledge management system, LINK‐UP. Key to this effort is the central design record (CDR), a design representation meant to prevent breakdowns occurring between design and evaluation phases.

The case study results show that a design knowledge IDE centered on the CDR can help novices make connections between requirements data, design representations and evaluation data and better understand how to leverage that information to improve designs.

Future efforts are focusing on exploring the utility of this approach for practitioners—especially agile developers.

A useful process and toolset for teaching usability design to novice developers and students.

The CDR makes designs coherent and understandable, thus supporting a principled, guided development process critical for student developers.

The purpose of this paper is to identify the core dimensions of user experiences in a physical and technologically embedded learning environment (LE) designed to support active student-led inquiry-based studies and collaborative knowledge creation in higher education.

The paper integrated the USEframe of usability of built environments and the inquiry-based engaging learning environment (ELE) to test and develop the usability and pedagogy of future LEs. A group of ten teacher students was studied and interviewed semi-structurally after a seven-week inquiry-based course unit. The findings were considered in light of the two frameworks.

The physical and embedded LEs provided the students with socio-digital affordances that promoted experienced study engagement, knowledge co-creation and sharing and a sense of safety and belonging in the scientific community. The application of the ELE model and the agile physical setting complemented and supported each other and promoted learning.

The results shed light on how to integrate understanding the user process, user experience and use of embedded LEs to develop usability of new LEs.

The living lab provides different stakeholders with tangible information about usability and helps the designers in concrete streamlining of pedagogy and physical LEs.