Virtual Worlds have not been deployed widely in collaborative design, and their respective value is largely unknown. In this paper we make a combined use of established principles in design and computer-mediated communication studies to provide an account of their value for collaborative design by presenting three case studies concerned with: (a) review sessions of the architectural design of a cottage; (b) collaborative design of the interior space of an academic laboratory; (c) collaboration of design teams for the user interface design of a multimedia kiosk. We have found that collaborative design in VWs is a very engaging experience for remote participants and can add value to the activities of conceptual design and/or design review in the domains of design examined. Keywords: Virtual worlds; computer-supported collaborative design; case study;Virtual Worlds (VWs) are computer-generated, persistent 3D environments in which users co-exist as avatars exploring, building, interacting and communicating. The increase in processing power, graphics capabilities and network bandwidth of home computers have resulted to the emergence of a significant number of novel VW platforms and technologies during the last decade, like Second Life (SL) and World of Warcraft (WoW), drawing the attention of researchers from various disciplines. Maher (2011) presents VWs as the latest descendants of CVEs (Collaborative VirtualEnvironments) following (a) the first generation of CVEs (Benford et al, 2001) that were largely based on either Virtual Reality (VR) technologies or a mix of 2D and 3D user interfaces (e.g. VRML and the Web); and (b) Augmented Reality (AR) environments that offer virtual artifacts as replacements of tangible objects to the desktop computer screen. Indeed, VWs are the offspring of VR and networked 2 desktop technologies, having left behind several shortcomings of VR -like the excessive cost of hardware interfaces, and allowing for social interaction in 3D spaces from the desktop computer.It is not surprising that the design community is showing increasing interest in VWs for collaborative design. VWs have a number of affordances that are exploited to foster collaborative activities in various stages of design: communication, embodiment, presence and co-presence, 3D visualization and interaction, and increased user engagement as a result of all of the above. VWs have been employed to support some collaborative design activities including, among others: architecture and organizational or interior space design (Mobach, 2008;Vosinakis et al, 2008); virtual design studios (Bessière et al, 2009;Schmeil & Eppler 2008); and collaborative learning in design education (D' Souza et al, 2011;Vosinakis et al, 2011).Despite the increasing interest in exploring the affordances of VWs as a platform or 'tool' for mediating collaborative design activities, design studies in VWs are still scarce. This is reasonable not only because VWs are a new medium, but also because the design community would be interested in pragmatic use...

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Purpose -The purpose of this paper is to discuss heuristic evaluation as a method for evaluating e-learning courses and applications and more specifically to investigate the applicability and empirical use of two customized e-learning heuristic protocols. Design/methodology/approach -Two representative e-learning heuristic protocols were chosen for the comparative analysis. These protocols augment the "traditional" heuristic sets so as to cover technology-enhanced learning properties. Two reviewers that have considerable experience in usability evaluation as well as in e-learning were involved in this comparative analysis. Coverage, distribution and redundancy were employed as three basic criteria for conducting the evaluation Findings -The main results of the study indicate that both heuristic protocols exhibit wide coverage of potential usability problems. The distribution of usability problems is uneven to a large number of heuristics for both heuristic sets, which reveals that some heuristics are more general than others. Originality/value -This study shows the empirical application of two heuristic protocols in a usability evaluation of e-learning applications. Furthermore, it provides a comparison of the two heuristic sets according to a set of criteria and provides a first set of suggestions regarding further development and validation of these heuristic sets.

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Website redesign is a complex task that requires the organised use of design methods and guidelines as well as meaningful assessments. An important reason for website redesign is to enhance the usability and accessibility for 'non-traditional' user groups like the older population. The paper presents a case study of the redesign of a touristic web portal in order for it to be senior-friendly. The redesign process involved: (a) identification of a set of 7 principles and 45 guidelines (7p/45g) for web design for older adults; (b) heuristic evaluation of the original website on the basis of the identified 7p/45g set; (c) redesign of the website in an interactive online prototype; and (d) comparative summative usability evaluation, which involved 12 older users and post hoc interviews and questionnaires. The results showed that the redesigned website was significantly more usable and acceptable than the original. This study makes two contributions in the field: first, it outlines a web redesign process for older adults, which is effective in terms of time and cost, making use of various assessments of experts and users; second, it presents the application of this process in a manner that can be adopted and repeated in other redesign cases.

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Abstract. The paper suggests that Virtual Worlds (VWs) have many unique advantages for supporting interaction design studio activities, provided that they are designed to include appropriate workplaces and interactive tools to foster collaboration and creativity. We present an approach for employing VWs that proposes the use of prospective tools and workplaces throughout the following key activities of interaction design studio courses: design brief, design thinking, design practice (conceptual and detailed), the desk crit, design review and user evaluation. Then, we describe a blended interaction design studio course on the basis of this approach, that ran through a whole semester. We found that the VW design studio is an engaging and constructive experience for students: in the VW environment students and tutors held many online meetings, and students constructed several models about their design project, they developed a digital prototype and conducted a remote usability evaluation. In addition the persistence of the environment and the developed VW tools helped students and tutors to achieve careful feedback and reflection during the design project lifetime. Nevertheless, a number of challenges remain for wider implementation: the refinement of the instructional design approach, the usability of VW tools, further integration of VWs to professional design tools, and the conduction of other full-scale VW design studio courses.