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Information behaviour has evolved to focus on the dynamic human information interactions (HII) between systems and users, to develop models that encompass user behaviour, cognition and affect, and to understand the ways in which context and tasks motivate information needs and shape information seeking and use. In recent years, user experience (UX) has gained prominence in human–computer interaction (HCI) and may provide further enrichment and new directions in the design and development of HII theories, methodologies, systems and services. This chapter seeks to provide an overview of UX, and to explore the intersection between HII and UX, specifically with respect to the shared emphasis on context, needs and sense making. The overarching aim is to provide new directions for information behaviour by proposing that we view HII through a UX lens as we strive to holistically conceptualize, evaluate and design for human information experiences. Taking a UX approach allows us to imagine information interactions as rich and varied narratives, and to explore information seeking and use as processes within, as well as outcomes and predictors of human experiences.

The purpose of this study is to explore the interplay between electronic service quality, user experience (UX) and overall customer satisfaction. Additionally, it aims to assess the suitability of E-S-QUAL and UX metrics within the cultural context of Greece.

Data were collected from 310 Internet users based on their last online purchase from an e-retail website. To evaluate the conceptual model, the authors used partial least squares structural equation modeling (PLS-SEM).

The findings of this study validate the scales' reliability and validity in the realm of electronic commerce (e-commerce) in Greece. The findings also emphasize the favorable association between e-service quality and UX with overall satisfaction, while indicating that e-service quality plays a partial mediating role in the relationship between UX and customer satisfaction.

The authors' study enhances the existing theory by introducing a new multi-dimensional conceptual framework that illuminates the relative importance of the dimensions within the scales. Additionally, it offers valuable insights into the impacts of e-service quality and UX on overall satisfaction, providing managers and practitioners with a tool to evaluate the quality of their electronic services and make necessary adjustments to meet the needs of their customers.

Establishing and developing digital science and education evaluation platforms (DSEEPs) have several practical implications for the development of China's science, technology and education. Identifying and analyzing the key factors influencing DSEEP user experience (UX) can improve the users' willingness to use the platform and effectively promote its sustainable development.

First, a literature survey, a five-element model of UX and semi-structured interviews were used in this study to develop a DSEEP UX-influencing factor model, which included five dimensions and 22 influencing factors. Second, the model validity was verified using questionnaire data. Finally, the key influencing factors were identified and analyzed using a fuzzy decision-making trial and evaluation laboratory (fuzzy-DEMATEL) method.

Fourteen influencing factors, including diverse information forms and comprehensive information content, are crucial for the DSEEP UX. Its optimization path is “‘Function Services’ → ‘Information Resources’ → ‘Interaction Design’ → ‘Interface Design’ and ‘Visual Design’.” In this regard, platform managers can take the following measures to optimize UX: strengthening functional services, improving information resources, enhancing the interactive experience and considering interface effects.

This study uses a combination of qualitative and quantitative research methods to determine the key influencing factors and optimization path of DSEEP UX. Optimization suggestions for UX are proposed from the perspective of platform managers, who provide an effective theoretical reference for innovating and developing a DSEEP.

The aim of this article is to map the use of AI in the user experience (UX) design process. Disrupting the UX process by introducing novel digital tools such as artificial intelligence (AI) has the potential to improve efficiency and accuracy, while creating more innovative and creative solutions. Thus, understanding how AI can be leveraged for UX has important research and practical implications.

This article builds on a systematic literature review approach and aims to understand how AI is used in UX design today, as well as uncover some prominent themes for future research. Through a process of selection and filtering, 46 research articles are analysed, with findings synthesized based on a user-centred design and development process.

The authors’ analysis shows how AI is leveraged in the UX design process at different key areas. Namely, these include understanding the context of use, uncovering user requirements, aiding solution design, and evaluating design, and for assisting development of solutions. The authors also highlight the ways in which AI is changing the UX design process through illustrative examples.

While there is increased interest in the use of AI in organizations, there is still limited work on how AI can be introduced into processes that depend heavily on human creativity and input. Thus, the authors show the ways in which AI can enhance such activities and assume tasks that have been typically performed by humans.

Social robot, a subtype of robots that is designed for the various interactive services for human, which must deliver superior user experience (UX) by expressing human-like social behavior or service and emotional sensitivity. This study develops a social robot app called the “Music Buddy” in ASUS Zenbo that provides a situational music based on the users' electroencephalogram (EEG) data. The research uses this app to explore its UX criteria and the prioritization of human robot interaction (HRI).

The research methodologies include the both system development and decision analysis for the social robot. The first part is to design and develop a social robot app. The second part is to investigate the criteria of HRI through the Analytic Hierarchy Process (AHP) from UX aspects.

In view of the results of the AHP, the first-layer criteria consist of personalized function, easy-to-use the system and intelligent process. In terms of prioritization of multi-criteria, the overall ranking discloses the nine criteria in order including autonomy for robot, easy-to-use EEG device, accurate music preference, simple operations for brainwave device and easy-to-use applications, active music recommendation, automatic updates of music and easy-to-use robot as well as fast detection for emotion.

This research includes a self-developed social robot app and its UX research using AHP. This paper contributes to the improvement and innovation of the social robot design according to the results of UX research on HRI of social robot.

This paper aims to explore the perspectives of university students on the learning management system (LMS) and determine factors that influence user experience and the outcomes of e-learning.

This paper employs a mixed-method approach. For qualitative data, 20 semi-structure interviews were conducted. Moreover, for quantitative data, a short survey was developed and distributed among the potential respondents.

The results showed that students, particularly in programs where courses are mainly offered online, are dependent on such learning platforms. Moreover, the use of modular object-oriented dynamic learning environment (Moodle) as an application of LMS was rated positively, and e-learning was considered as an effective sustainable learning solution in current conditions.

The authors have illustrated empirically how the notion of UX of the LMS provides a means of exploring both students' participation in e-learning and their intention towards using such learning platforms.

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.

In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.

In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.

At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.

This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

This paper examines in detail how the use of storytelling with parallax technology can influence the user experience (UX) in online shops as well as brand- and behavior-relevant variables. Furthermore, this study analyzes the causal relationships between UX, brand attitudes and brand-related behavioral intentions in terms of purchase intention and price premiums. Explicit and implicit paths of human information processing are considered.

A sample of 266 respondents completed a web-based experiment under two conditions (text-based vs parallax storytelling online shop). An existing and operational online shop was used. The causal relationships were assessed by using partial least squares structural equation modeling (PLS-SEM). To measure implicit information processing, a single category implicit association test was applied.

By applying the storytelling technique with parallax scrolling, the online shop increased visitors' UX on explicit and implicit information processing levels and increased the online shop's overall perceived attractiveness. Storytelling with parallax motion enables an efficient transmission of brand-related associations to consumers' minds, enhances their explicit and implicit brand attitudes and increases their willingness to pay a higher price. Moreover, this study provides empirical evidence on the effects of UX on brand-related measures by applying PLS-SEM and thus reveals a causal chain of effects from UX on online shop attractiveness, brand attitude and behavioral intentions. Again, explicit and implicit perceptions were considered.

Science and practice are increasingly emphasizing that storytelling emotionalizes content, which facilitates effective communication and builds strong relationships with customers. Little evidence exists about its efficient implementation in an online shopping context and in fulfilling hedonic and pragmatic needs throughout the online journey. This study provides novel insights into managing online shoppers' UX, brand-related perceptions and behavioral intentions with the optimal use of techniques to implement storytelling. Furthermore, this is one of the first studies to holistically consider the human perception of online shops by drawing on theories and methods of psychology, marketing, consumer behavior, brand research and consumer neuroscience and considering explicit and implicit information processing in terms of hedonic and pragmatic UX and brand-related measures.

This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania.

The study adopted questionnaire consisting of Nielsen’s heuristics and didactic metrics as pragmatic metrics and hedonic metrics followed by focus group discussions with students.

The study found that the eLearning system of University of Dar es Salaam had 43 UX problems related to Nielsen’s heuristics and 54 UX problems related to didactic heuristics. The eLearning system of the Open University of Tanzania had 50 UX problems related to Nielsen’s heuristics and 59 UX problems related to didactic heuristics. Moreover, the two systems provided positive UX hedonic quality on identification and evocation dimensions while stimulation was perceived to be neutral.

The study has used learners as evaluators rather than expert evaluators. Learners are not particularly experienced in the learning domain, and therefore, it is difficult for them to identify many didactic violations of the eLearning systems.

The study contributes toward finding the underlying factors for non-use or underuse of the installed eLearning systems in various universities in sub-Saharan Africa.

The purpose of this paper is to describe, analyze and understand international users' library experience in the Digital Age in order to inform library service design and ensure it provides an inclusive environment. In this study, the behavioral and experiential aspects of user library experience are merged to develop essential interconnections between information behavior (IB) and user experience (UX) in the context of the academic library with the goal of constructing a more holistic understanding of ‘library experience.

The study was built on the concept “library experience” through analyzing its essential components of IB and UX. It was developed through findings from mixed methods research, consisting of the quantitative investigation from a library log analysis, and qualitative investigations via cognitive mapping exercises and semi-structured interviews, both targeted on the largest single group of international students in United Kingdom – international Chinese students.

The findings demonstrated the complexity and multilayered characteristics of international Chinese students' library context, and three unique contexts emerged from the data shaping their library experience. Building on the previous findings on the connections between IB and UX, the work attempted to redefine “library experience” by joining both behavioral and experiential aspects. It is found that the key components of cultural library experience are the multilayered context, cultural group's perception needs, sense-making process and subjective evaluations.

This study joins the behavioral and experiential perspectives together to explore library experience in a more holistic way and proposes a systematic structure to understand and analyze library experience, especially that of international users in a cross-cultural context, which, in turn, will better serve their information needs and inform the design of a more equal and inclusive library system.