Search results

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.

The purpose of this paper is to chronicle new user experience (UX) design approaches being pioneered in an international, multi‐institution, multi‐sector, cross‐project initiative called the Fluid Project, covering the strengths and shortcomings of these approaches and the lessons learned about design and development in distributed communities.

Open source and community source software development projects have not fulfilled their promise of innovation and natively optimized tools and applications in large part due to a lack of integrated UX design and development processes. Fluid has developed a UX approach that aims to address the need to accommodate the huge diversity of users and contexts in academic communities as well as the critical need to improve the user experience.

It has been found that the Fluid approach challenges common or traditional notions integral to teaching in higher education, software design, user interaction design methods, usability research and accessibility strategies. It proposes greater individual control over the UX than most users may be ready to assume despite obvious benefits. An unexpected UX challenge is creating tools and applications that prompt and support users in configuring their systems to their personal needs and contexts.

Fluid has designed and prototyped new UX design methods, pedagogical practices, and usability and accessibility approaches to suit the context of distributed academic communities and open source development, while at the same time producing a UX system of benefit to the mashup or integration of any set of disparate tools.

This paper aims to report on signs of public awareness and empowerment among the general public that are presumed to determine the viability of the smart contracting (SC) approach and identifies prevailing concerns regarding individual transactional experiences.

A mixed approach was followed to explore perceptions of self-regulation and transaction friendliness by using an interpretative multiple case study method and by presenting a descriptive summative analysis of the data.

On self-regulation, the study reveals spread awareness, empowerment, contractual competences and responsibility. Regarding transaction friendliness, subject matter influences transaction experiences the most, and trust and engagement are the most problematic factors. The findings support the viability of SC, endorsing the application of proactive perspectives in legal and managerial practice.

The study confirms the foundational assumptions of SC, identifies key transactional issues that should be further addressed to improve the functionality of digital trade environments and contributes to the consolidation of the legal design research field on transaction usability.

The findings point to the viability of SC. Organizations and practitioners are given indications on transaction upgrade priorities and invited to adopt and help disseminate the proposal.

The expansion of a collaborative transactional culture can reduce legal disputes, improving the legal environment of business and strengthening private governance regulatory models.

This is the first empirical study on the viability conditions of the SC-approach, identifying transactional usability testing and intervention priorities.

The purpose of this paper is to explore graphic design best practices and approval processes used by librarians.

This paper used an online, qualitative survey to collect data on librarians’ design processes and best practices. The responses were reviewed to determine categories and themes of librarians’ design processes and best practices to gain an understanding of the state of graphic design in libraries.

The majority of the respondents reported that there were no formal guidelines, design committees or approval processes at their libraries. While some librarians were aware of and used graphic design best practices, many respondents were unsure of what constituted a best practice in graphic design.

The paper was exploratory and the respondents cannot be said to be representative of all librarians and, therefore, generalizations to all librarians are not possible.

Findings may help librarians who assume design duties in their libraries in exploring best practices and discussing design approval processes.

This paper is one of the few papers in the library science literature on graphic design as applied specifically to librarians. It increases our understanding of graphic design in libraries.

The purpose of this paper is to provide a characterization of the editorial design methods of technical books in a hybrid publishing context.

The paper starts by characterizing editorial design as a discipline itself within graphic design, which is then further identified as in urgent need to adapt strategies to technologies, communication processes and existing information flows. Along with the literature review, the paper includes an analysis of one particular case study, O’Reilly Media.

The paper provides arguments to conclude that the classical approach to the designer’s workflow should be reviewed and the way of framing the editorial problem should also be different: it should focus on the content.

The paper includes implications for the improvement of digital workflows and design processes in the STM hybrid publishing field.

This paper examines how bonded design (BD), a participatory design methodology, was influenced by the transition to working in a virtual environment necessitated by the coronavirus disease 2019 (COVID-19) pandemic.

Abiding by the participatory design tenets of creativity, learning-by-doing and mutual learning, the BD methodology was created for the specific purpose of fostering meaningful communication and interaction between two disparate groups. Previous iterations of BD are discussed, including its naissance with intergenerational teams, its adaptation to provide a framework for a university-wide initiative, the Faculty Information Technology (IT) Liaison Program that brought together faculty members and IT professional staff, and its current use in helping public librarians to develop with older adults, targeted library programming and services.

Analysis of the findings from the assessment of the BD methodology in different physical contexts demonstrates that the flexibility in the makeup and order of design techniques (discussion, evaluation, brainstorming, prototyping, consensus-building) makes BD potentially adaptable to online spaces. Recommendations for implementing the BD methodology online are outlined. It is argued that BD’s adaptability makes it an ideal method for creating meaningful and productive collaborations within both physical and virtual environments.

The proposed iteration of the BD methodology responds to a need for innovative practices to foster collaborative work in a virtual environment. BD is a unique, inclusive and cost-effective methodology to encourage meaningful interaction and communication between disparate groups in physical or online contexts.