Hyped but Invisible: Good UX and Good Gender Practices In and Out of the Conversational AI Sandbox

Rodwell, Elizabeth

doi:10.1080/08884552.2024.2305560

Cited by 1 publication

(2 citation statements)

References 13 publications

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“…The session's content was primarily informed by design thinking principles advocated by the Nielsen Norman Group (Alao et al ., 2022) and enriched by case studies aligned with these principles. The Nielsen Norman Group (NN/g) is a pioneer in user-centred design research and development, co-founded by the father of UX, Donald Norman, with their guidance on user experience and interaction design being one of the most referred to scholarly and practically (Alao et al ., 2022; Hasan, 2019; Rodwell, 2024). NN/g emphasizes the criticality of user testing in authentic business contexts, a practice they rigorously adhere to by engaging in global weekly research activities.…”

Section: Ux Workhop During Cole Regroup Trainingmentioning

confidence: 99%

“…NN/g emphasizes the criticality of user testing in authentic business contexts, a practice they rigorously adhere to by engaging in global weekly research activities. Their extensive empirical research, which underpins their training, consulting and research services, includes testing over 2,000 interfaces, observing more than 4,000 users across 18 countries on five continents and analysing thousands of hours of user observations (Rodwell, 2024).…”

Section: Ux Workhop During Cole Regroup Trainingmentioning

confidence: 99%

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Initiating and integrating user-centred design in upgrading the e-learning layout: a case study on FlexLearn (Brightspace) 2.0 template

Mohamad Noor

2024

AAOUJ

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PurposeThe purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders’ (CLs) feedback after the presentation of the new template.Design/methodology/approachSince the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively.FindingsThe findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0.Research limitations/implicationsThis paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners’ ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals.Practical implicationsThe integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone.Social implicationsUser-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing.Originality/valueBy articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.

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