Judy van Biljon

Predicting technology acceptance and adoption by the elderly: a qualitative study

Technology adoption has been studied from a variety of perspectives. Information systems, Sociology and Human-Computer Interaction researchers have come up with various models incorporating factors and phases to predict adoption that, in turn, will lead to persistent use. Technology acceptance by the elderly mobile phone user has received less attention and no model currently exists to predict factors influencing their technology adoption. A literature study yielded a set of acceptance factors (derived mostly from quantitative studies) and adoption phases (derived mostly from qualitative studies) that could influence and predict mobile phone adoption by the elderly user. We confirmed a subset of these factors by consulting findings from research into the context of senior mobile phone users, including the needs and limitations of these users. We then verified the factors qualitatively by means of structured interviews with senior mobile phone users. The interviews included the use of scenarios as well as a mobile phone design activity. Triangulating the quantitative findings from literature with the qualitative findings from this study led to a set of interlinked acceptance factors and adoption phases that we present as the Senior Technology Acceptance& Adoption model for Mobile technology (STAM). This paper makes a contribution to understanding technology acceptance by senior users and should be of interest to researchers, designers and decision-makers on technology adoption, especially mobile features and services.

Modelling the factors that influence mobile phone adoption

Technology adoption models specify a pathway of technology acceptance from external variables to beliefs, intentions, adoption and actual usage. Mobile phone adoption has been studied from a variety of perspectives, including sociology, computer-supported cooperative work and human-computer interaction. What is lacking is a model integrating all these factors influencing mobile phone adoption. This paper investigates technology adoption models as a strategy to match mobile phone design to users technological needs and expectations. Based on the literature study we integrate three existing technology adoption models and then evaluate the proposed model with interviews and a survey. The contribution of this paper is a model for representing the factors that influence mobile phone adoption.

A Qualitative Study of the Applicability of Technology Acceptance Models to Senior Mobile Phone Users

This paper investigates the factors that influence mobile phone adoption by the older user. Technology adoption is a process, with the adopter progressing from a state of ignorance of the technology to embracing it and considering it a necessity. Full progression can only occur if the adopter fully acceptsthe technology. If not, he or she is unlikely to progress towards wholehearted adoption and remain a reluctant user or discard the technology altogether. Many theoretical models explain the dynamics of technology acceptance by proposing particular predictive factors and are based on quantitative studies built on the responses of students or economically active adults. This begs the question: Do existing technology acceptance models incorporate the factors that lead to mobile phone adoption and use by older adults? We consulted findings from studies of senior mobile phone users and extracted a number of issues concerning needs, uses and limitations, which we verified by means of structured interviews with senior mobile phone users. We compare these qualitatively derived issues with the factors from existing quantitative models. This led to the identification of a two-dimensional adoption matrix where verified acceptance factors, derived from the experiences and opinions of our participants, are mapped against a recognised adoption process, highlighting the fact that current models only partly predict adoption and acceptance by the senior mobile phone user.

Usability evaluation methods: mind the gaps

The strengths and weaknesses of heuristic evaluation have been well researched. Despite known weaknesses, heuristic evaluation is still widely used since formal usability testing (also referred to as empirical user testing) is more costly and time consuming. What has received less attention is the type of information heuristic evaluation conveys in comparison to empirical user testing supported by eye tracking and user observation. If usability methods are combined, it becomes even more important to distinguish the information contribution by each method. This paper investigates the application of two usability evaluation methods, namely heuristic evaluation and empirical user testing supported by eye tracking, to the website of a learning management system with the intent of discovering the difference in the usability information yielded. Heuristic evaluation as an inspection method is accepted to be fundamentally different from empirical user testing. This paper contributes to a deeper understanding of the nature of the differences by identifying the kind of usability problems identified through each method. The findings should be of interest to researchers, designers and usability practitioners involved in website design and evaluation.

Don't do this - Pitfalls in using anti-patterns in teaching human-computer interaction principles

This paper explores the use of design patterns and anti-patterns in teaching human-computer interaction principles. Patterns are increasingly popular and are seen as an efficient knowledge transfer mechanism in many fields, including software development in the field of software engineering, and more recently in the field of human-computer interaction. In software engineering a concerted effort is also being made to identify and document anti-patterns for recording the experiences of expert software developers to caution novices against potential bad practices. It is, however, essential that we ensure compatibility with the learners internal knowledge representation and acquisition processes, whether we are attempting to convey the knowledge in the form of a pattern or an anti-pattern. Since teaching with anti-patterns implies using negation, the primary aim of the research reported in this paper is to explore the efficacy of negative, rather than positive, teaching mechanisms. Evidence from theories of mental modelling and knowledge acquisition that highlight significant dangers in the use of anti-patterns to teach novices human-computer interaction principles is presented and supported with empirical findings. We started off by investigating the use of patterns (positive) in teaching, and then carried out experiments to test the use of anti-patterns (negative) in teaching HCI principles. This paper, whilst reporting mainly on our findings with respect to HCI design anti-patterns, will also identify some problems with the structure and use of patterns and anti-patterns in pedagogy.

Motivational needs-driven mobile phone design

This paper provides support for the use of motivational needs in identifying mobile phone uses and related features. Drawing on motivational human and usage space research, the findings of interviews and surveys, this paper proposes the Mobile phone Usage Space Model (MUSM). MUSM distinguishes between two groups of features by identifying necessary and additional features, thus focusing the designers activity on motivational needs-driven design, rather than feature escalation that currently appears to dominate.

A model for intelligent computer-aided education systems

Abstract Education is important. Some students learn faster than others, some have access to more and better resources, e.g. teachers, than others do. We can no longer teach all the relevant knowledge in any course. However, if we can teach the skill of finding the relevant information in a problem-solving situation, and using that information to solve a problem, then we are teaching a life skill. We propose a model for intelligent Computer-Aided Education (CAE) systems to provide such an education to a student. It bases on the paradigms of cooperative learning, constructive problem-solving and a problem-centred approach. Its implementation bases on the paradigms of object-oriented programming, highly interactive user interfaces, and expert systems techniques. The learner (student) interacts with the CAE system via an interface called the virtual world in which he/she has to solve a problem. In this way the student learns. The student can devote all his/her attention to the problem, because the user interface and the tools at his/her disposal, are all designed to support the student in the problem-solving attempt. The student is intelligently assisted by the system. The model also supports the teacher by analysing the problem-solving attempt of the student. It provides an analysis/diagnosis of the problem-solving skills and strategies employed by the student, and shows also weaknesses and omissions in the students problem-solving skills and strategies. The student has the opportunity of reviewing his actions and associated thought processes during a session with the teacher. The paper discusses the details of the model.

Worth-centred mobile phone design for older users

The twenty-first century society fights against an inherent tendency to over-classify and label people. In the case of the aged, despite all efforts, the perception of the helpless, feeble older person still prevails. The truth of the matter is that people over sixty often do not fit this profile. The aged are a heterogeneous group with varying different skills and abilities in many different areas. This paper challenges prevalent mobile phone design decisions that appear to have been made based on the erroneous pre-conception of the incapable elder. Designers currently produce “senior” mobile phones that are, at best, inadequate and, at worst, insulting to a sector of society that deserves respect and consideration. Age does indeed influence mobile phone usage, and people over sixty often have specific and special needs, quite apart from age-related limitations, that predict their use of mobile phones. Most mobile phones designed for older users simply reduce the number of features: the so-called simplification approach. Apart from reducing the effectiveness of the phone, this approach often incorporates the fatal design flaw of using numbers or letters, on speed-dial buttons, which requires the user to remember the button–person mappings. In fact, this design rationale reduces the value of the phone to the user. This paper argues that mobile phone design for older users should be worth-centred (Cockton G in Designing worth is worth designing. In: Proceedings of the 4th Nordic conference on human–computer interaction: changing roles. Oslo, Norway, pp 165–174, 2006) rather than simplification-driven. The worth-centred approach maximises worth to the user of the phone. This is achieved by maximising effectiveness while accommodating reduced capabilities. To maximise ease of use, and consequent accessibility, features may have to be reduced in an informed way. To facilitate this, a mapping process is proposed whereby user needs are linked to uses of the phone, and then to the features that facilitate these uses. Needs fall into a number of categories, and each category is characterised by a number of different uses, which form a usage space. Features can be linked to one or more usage spaces, and thus be used to support needs. The first step in the conducted research entailed the identification of the needs of the older mobile phone user. Then, it was determined whether these needs were indeed being met by the uses afforded in existing phones. Having concluded that most users’ needs were not being met, the next step was to capture data on the needs, limitations and expectations of people over the age of sixty. This was achieved by conducting a series of one-to-one interviews with a number of older mobile phone users and also supervising a participatory design experiment. Using the findings of the analysis, a usage space model is proposed, which serves to align feature inclusion with user needs. Based on this usage space model (the theoretical contribution), a prototype mobile phone design is presented as the practical contribution of the paper.

Learning Management Systems: ICT Skills, Usability and Learnability

Purpose – The purpose of this paper is to investigate the implications of usability and learnability in learning management systems (LMS) by considering the experiences of information and communications technology (ICT) experts and non‐experts in using the LMS of an open‐distance university.Design/methodology/approach – The paper uses task‐based usability testing augmented by eye tracking, post‐test questionnaires and interviews; and data captured by video recordings, eye tracking, post‐test questionnaires and interviews.Findings – Usability is critical in LMS where students’ ICT skills vary. The learnability of the LMS was high and providing assistance for first‐time users to get past the critical errors, rather than redesigning systems to accommodate low ICT skills, should be considered. Designing an LMS for novices may lead to a less efficient design for regular users.Research limitations/implications – Usability testing is limited to the LMS of one open‐distance university. ICT skills are identified a...

Moses -- method for selecting senior mobile phones: supporting design & choice for the elderly

The current focus on the development of mobile and ubiquitous computing technologies presents new and exciting challenges for the evaluation of interactive products. Despite a vast and growing literature on mobile phone requirements for the elderly there are no customisable design guidelines to support and inform designers and especially, the people who buy and sell mobile phones for the elderly. This paper presents a method for using a customisable, prioritised checklist to guide phone and feature selection, specifically for older adults. To identify and isolate the items for this list, we collected data relating to the needs of elderly mobile phone users by interviewing 147 elderly mobile phone users. The data was analysed and the findings used to construct the checklist. Building on and extending previous research involving guidelines and checklists, this paper adds value by proposing a prioritized checklist to inform the selection and design of mobile phones. The mechanism prioritises features, attaching a weight to each, to support quantification of the suitability of a particular phone for a specific person. The same mechanism can be used by interface designers who have to select an optimal set of features. The paper should be of interest to mobile phone users, designers, practitioners and researchers in the field of mobile Human-Computer interaction.