User Personas as a Shared Lens for Library UX

Sundt, Alex; Davis, Erin

doi:10.3998/weave.12535642.0001.601

Cited by 19 publications

(22 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reflecting on the process it was conjectured that through observing the children creating the personas and analyzing the data a greater understanding of children within the UK and India would be obtained. It was also felt that by having access to the persona sets, these could be amalgamated into a small number of personas using affinity mapping [51] or correspondence analysis [18] to form a small number of personas that could represent the users. For inexperienced designers creating products for children the data provided by the children offers awareness of behaviours and routines that may be difficult to obtain from conventional persona creation techniques such as observations [15].…”

Section: Discussionmentioning

confidence: 99%

Child-Generated Personas to Aid Design Across Cultures

Sim

Shrivastava

Horton

et al. 2019

Human-Computer Interaction – INTERACT 2019

View full text Add to dashboard Cite

Designers frequently use personas to model potential users, but these personas need to be accurate portrayals of people. With personas needed to facilitate a cross-cultural participatory design project, it was recognized that the personas needed to not only describe children appropriately, but also capture differences in behaviours between cultures. 56 children aged 7-10 in the UK and India participated in the creation of personas of elementary school children, describing aspects such as school life, family life and technology use. A tool developed to evaluate personas demonstrated that both sets of children could individually create plausible personas, while content analysis of the personas demonstrated that children focused on behavioural and activity-based narratives that were similar between the two groups, with only limited cultural differences identified. The findings suggest that child-generated personas can be a viable method in the design process, and may offer insights that aid cross-cultural design.

show abstract

Section: Discussionmentioning

confidence: 99%

Child-Generated Personas to Aid Design Across Cultures

Sim

Shrivastava

Horton

et al. 2019

Human-Computer Interaction – INTERACT 2019

View full text Add to dashboard Cite

show abstract

“…User needs have often been described based on impressions and anecdotal narratives [2]. To achieve high usability and a high-quality user experience, it is crucial to include knowledge of user needs and emotions that is already in the design of a system [31].…”

Section: Characteristics and Definitions Of Personasmentioning

confidence: 99%

“…The development and use of personas is well established in user experience research (UX research) [1,2]. Personas are short and simplified descriptions of the potential users of a technology.…”

Section: Introductionmentioning

confidence: 99%

“…Personas are short and simplified descriptions of the potential users of a technology. They provide technology developers with authentic and lively representations of target user groups so they can focus design processes on the characteristics of the users [2]. Moreover, in the context of education, personas could be a valuable tool for communicating student characteristics to developers of technologies and technology-enhanced learning environments.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Personas Characterising Secondary School Mathematics Students: Development and Applications to Educational Technology

et al. 2022

View full text Add to dashboard Cite

Information technology plays an increasingly prominent role in our personal and professional lives. It also plays an important role in schools, and especially in mathematics education. To realise their full potential in education, technologies should be designed in a way that addresses the characteristics of the target students. In the context of learning mathematics, students often experience anxiety with regard to the content that needs to be learnt; therefore, this work considers mathematics anxiety as a characteristic that should be particularly relevant when designing technologies that assist with teaching and learning mathematics. The development of personas, i.e., prototypical and simplified user descriptions, is a widely used tool in user experience (UX) research that supports design processes. In this methodological paper, we combine this UX methodology with a grounded theory approach. This combination of methodologies could facilitate the establishment of guidelines for developing personas representing secondary school mathematics students, which constitutes the goal of this paper. We review existing persona development techniques in other fields and adapt them to the context of secondary mathematics education using qualitative secondary data. Our aim is to provide a research approach that produces a better understanding of students’ characteristics, needs, and fears. Despite limitations in terms of the amount of data included in developing and piloting this methodology, this work forms the basis for increasing the usability of educational technologies and for adapting them to individual learning styles to reduce mathematics anxiety.

show abstract

“…Personas not only help to communicate the goals, values, needs, and behaviors of potential users, but also assist product designers in developing user empathy, interest, and focus during early phase/conceptual design. As evidence of their growing appeal within the field of education, personas have been developed and implemented for a variety of education-related purposes including the (1) improvement of academic library services [13][14][15], (2) instruction of empathy among graduate students in a professional education program [16], (3) determination of patterns of scholarly reading among successful academics [17] and (4) development of social learning analytics for distance education students engaged in course-based online discussions [18].…”

Section: Literature Reviewmentioning

confidence: 99%