Identification of user needs is an essential phase in the early stages of every design project. Many needs identification methodologies are described in the literature. When targeting users with special needs, the task becomes more challenging for different reasons (difficulty of retrieving information, performing prototype testing, etc.). This article presents a novel methodology, NIMID (Needs Identification Methodology for Inclusive Design), that guides the process of needs' identification in the inclusive design scenario considering users' physical, sensorial and cognitive capabilities. NIMID is grounded in Abowd and Beale's HCI framework and uses WHO's International Classification of Functionalities as the taxonomy that provides a common language. We exemplify the application of the methodology in the design of a smart oven for elderly people. We also compare NIMID with other methodologies evidencing its strong points: universality (common ICF language), systematicity (clearly defined phases and outcomes) and rationality (grounded in well-established interaction theory).
La atribución causal del resultado de un desempeño de un escolar afecta a su rendimiento y construcción de su identidad. El entorno formativo del fútbol escolar agudiza el impacto microsocial del resultado, dada su inherencia competitiva. El estudio tiene por objetivo comprender las implicaciones formativas del resultado competitivo y sus atribuciones justificativas. Para ello, se lleva a cabo un estudio de caso múltiple de modalidad etnográfica en el que, mediante la observación participante, se investigan los procesos formativos de ocho equipos de fútbol de seis y siete años. Las 178 sesiones de observación se contrastan con el dato cualitativo en la imagen y la etnografía virtual. Los resultados emergentes evidencian que el resultado competitivo es piedra angular de las evaluaciones formativas, que clasifican el rendimiento de equipos y diferencias individuales de los jugadores según sus aptitudes. Las atribuciones causales tienden a externalizar la responsabilidad del escolar de modo arbitrario y a sublimar sus capacidades en el éxito. Se reflexiona sobre la necesidad de continuar sensibilizando al entorno adulto sobre las implicaciones educativas que poseen las atribuciones causales, animando hacia su estabilidad, ya que afectan a la construcción del autoconcepto y a su desempeño formativo, así como la necesidad de armonización de modelos de competición que vinculen el aprendizaje de los escolares al resultadismo.
Abstract. The causal attribution of the result of a school's performance affects their performance and construction of their identity. The educational environment of school football exacerbates the micro-social impact of the result, due to its competitive inherence. The study aims to understand the educational implications of the competitive result and its justifying attributions. A multiple case study of ethnographic modality is applied in which, through participant observation, the formative processes of eight under seven football teams are investigated. The 178 observation sessions are contrasted with the qualitative data in the image and the virtual ethnography. The emerging results show that the competitive result is the cornerstone of the formative evaluations, which classify the performance of teams and individual differences of the players according to their aptitudes. The causal attributions tend to externalize the responsibility of the scholar in an arbitrary way and to sublimate their capacities in the success. The study reflects on the need to continue to sensitize the adult environment about the school implications of causal attributions, which affect the construction of self-concept and its educational performance. In addition, there is a need to harmonize the competition models that link the learning of schoolchildren with results.
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