The document summarizes research conducted on adaptive software-based feedback acquisition using a personas-based design approach. The researchers conducted interviews and surveys to identify different user types and behaviors regarding feedback. They developed personas representing the different user clusters and integrated the personas into the design of an adaptive feedback acquisition system to accommodate various user preferences and behaviors. The goal was to improve software quality and user experience by obtaining tailored feedback from different users.
This research was conducted in the framework of the Grundtvig Multilateral project “Blended Learning Quality-Concepts Optimized for Adult Education / BLAdEdu”. The aim of this project is to develop a quality system for Blended Learning (bLearning).
In order to achieve that, trainers and trainees of the involved institutions, experienced an e/blended Learning course were asked for their needs, proposals and necessary features for a LMS by completing an on-line survey.
1007 people from 9 countries replied in the 15 closed and 1 open questions of the survey. The results were statistically analysed and the teachers/ trainers aspects and proposals were recorded. Along with that, the responses were correlated with the nationality, the experience and the educational level of the questioned persons.
The results of this research were used from the BLAdEdu project for creating a list of absolutely necessary features for the LMS used in a Blended Learning course focusing on the technical and pedagogical background as well as on the learner’s situation.
Blackboard is committed not only to delivering accessible products, but also to providing accessibility consulting. Understanding that a digital accessibility program encompasses so much more than their products, Blackboard works with schools to develop comprehensive eLearning accessibility plans.
In this webinar, you'll learn more about Blackboard's accessibility initiatives and core beliefs. Presented by JoAnna Hunt (Accessibility Manager), Scott Ready (Director of Customer Relations), and Nicolaas Matthijs (Ally Product Manager), this session will cover:
Blackboard's accessibility mission statement & core beliefs
How Blackboard makes their products accessible
How Blackboard works with schools to plan for accessibility
How Blackboard developed their rubric for accessibility
Common challenges of making eLearning programs accessible
Using Blackboard Ally to get insight into how accessible your courses are
The future of accessibility at Blackboard
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
This research was conducted in the framework of the Grundtvig Multilateral project “Blended Learning Quality-Concepts Optimized for Adult Education / BLAdEdu”. The aim of this project is to develop a quality system for Blended Learning (bLearning).
In order to achieve that, trainers and trainees of the involved institutions, experienced an e/blended Learning course were asked for their needs, proposals and necessary features for a LMS by completing an on-line survey.
1007 people from 9 countries replied in the 15 closed and 1 open questions of the survey. The results were statistically analysed and the teachers/ trainers aspects and proposals were recorded. Along with that, the responses were correlated with the nationality, the experience and the educational level of the questioned persons.
The results of this research were used from the BLAdEdu project for creating a list of absolutely necessary features for the LMS used in a Blended Learning course focusing on the technical and pedagogical background as well as on the learner’s situation.
Blackboard is committed not only to delivering accessible products, but also to providing accessibility consulting. Understanding that a digital accessibility program encompasses so much more than their products, Blackboard works with schools to develop comprehensive eLearning accessibility plans.
In this webinar, you'll learn more about Blackboard's accessibility initiatives and core beliefs. Presented by JoAnna Hunt (Accessibility Manager), Scott Ready (Director of Customer Relations), and Nicolaas Matthijs (Ally Product Manager), this session will cover:
Blackboard's accessibility mission statement & core beliefs
How Blackboard makes their products accessible
How Blackboard works with schools to plan for accessibility
How Blackboard developed their rubric for accessibility
Common challenges of making eLearning programs accessible
Using Blackboard Ally to get insight into how accessible your courses are
The future of accessibility at Blackboard
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
Usability and Accessibility Have a Conversation: How Accessibility and UI/UX ...3Play Media
Starting with Jesse James Garrett's model of User Experience, this webinar will examine where accessibility and usability dovetail in areas such as user research, information architecture, persona, wireframes, visual design, and user testing. By understanding more about each other, we may better navigate each other's challenges and solve each other's problems more effectively.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
Usability and Accessibility Have a Conversation: How Accessibility and UI/UX ...3Play Media
Starting with Jesse James Garrett's model of User Experience, this webinar will examine where accessibility and usability dovetail in areas such as user research, information architecture, persona, wireframes, visual design, and user testing. By understanding more about each other, we may better navigate each other's challenges and solve each other's problems more effectively.
Malik Almaliki, Funmilade Faniyi, Rami Bahsoon, Keith Phalp, Raian Ali. Requirements-driven Social Adaptation: Expert Survey. The 20th International Working Conference on Requirements Engineering: Foundation for Software Quality (REFSQ 2014), Essen, Germany. April 2014.
Self-adaptation empowers software systems with the capability to meet stakeholders’ requirements in a dynamic environment. Such systems autonomously monitor changes and events which drive adaptation decisions at runtime. Social Adaptation is a recent kind of requirements-driven adaptation which enables users to give a runtime feedback on the success and quality of a system’s configurations in reaching their requirements. The system analyses users’ feedback, infers their collective judgement and then uses it to shape its adaptation decisions. However, there is still a lack of engineering mechanisms to guarantee a correct conduction of Social Adaptation. These slides report on a two-phase Expert Survey to identify core benefits, domain areas and challenges for Social Adaptation.We provide practitioners and researchers in adaptive
systems engineering with insights on this emerging role of users, or the crowd.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...clairemcdonnell5
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
Presentation at the 11 European Computer Science Summit in Vienna, 12-14th October 2015, ECSS2015
http://www.informatics-europe.org/ecss/ecss-2015.html
Nada Sherief, Nan Jiang, Mahmood Hosseini, Keith Phalp, Raian Ali. Crowdsourcing Software Evaluation. The 18th International Conference on Evaluation and Assessment in Software Engineering (EASE 2014). London, UK. 13-14 May 2014.
TEL Recommender systems have been used to improve experiences of students or teachers. Many such systems use information about students, such as interests, preferences, and demographic data. They also use resource metadata and ratings. The authors of this paper think that recommender systems are also valuable when implemented in online or blended courses using competence?based assessment since these systems can take advantage of social knowledge about competence development, and students? performance. By using collaborative filtering and knowledge?based techniques, it is possible to obtain recommendations from social knowledge and adapt the former to each student?s performance. In this paper, the authors propose a system to recommend activities and resources that help students in achieving competence levels throughout an online or blended course. This recommender system takes into consideration experiences previously stored and ranked by former students. In order to offer successful learning advice, this recommender system analyzes the student?s current competence levels against similar former students? performances. Functional test results indicate that the proposed technical approach is accurate. Moreover, these results seem to reflect that social knowledge and students' qualifications are sources of valuable recommendations for online and blended courses.
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
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Information about Digital Addiction from Literature and ESOTICS group studies for more information visit https://research.bournemouth.ac.uk/project/dar/
Digital Addiction, e.g. to social networks sites and games, is becoming a public interest issue which has a variety of socio-economic effects. Recent studies have shown correlation between Digital Addiction and certain negative consequences such as depression, reduced creativity and productivity, lack of sleep and disconnection from reality. Other research showed that Digital Addiction has withdrawal symptoms similar to those found in drug, tobacco, and alcohol addiction. While industries like tobacco and alcohol are required by certain laws to have a label to raise awareness of the potential consequences of the use, we still do not have the same for addictive software. In this study, we advocate the need for Digital Addiction labels as an emerging ethical and professional requirement. We investigate the design of such labels from a user’s perspective through an empirical study, following a mixed-methods approach, and report on the results. Our ultimate goal is to introduce the need for labelling to both researchers and developers and provide a checklist of questions to consider when handling this non-functional requirement.
Raian Ali, Nan Jiang, Sherry Jeary, Keith Phalp. Consideration in Software-mediated Social Interaction. The IEEE Eighth International Conference on Research Challenges in Information Science (RCIS 2014). Marrakesh, Morocco. 28-30 May 2014.
Nada Sherief. Software Evaluation via Users’ Feedback at Runtime. The 18th International Conference on Evaluation and Assessment in Software Engineering (EASE 2014) - Doctoral Symposium. London, UK. 13-14 May 2014.
Amen Alrobai, Keith Phalp, Raian Ali. Digital Addiction: a Requirements Engineering Perspective. The 20th International Working Conference on Requirements Engineering: Foundation for Software Quality (REFSQ 2014). Essen, Germany. April 2014.
Malik Almaliki, Cornelius Ncube, Raian Ali. The Design of Adaptive Acquisition of Users Feedback: an Empirical Study. The IEEE Eighth International Conference on Research Challenges in Information Science (RCIS 2014). Marrakesh, Morocco. 28-30 May 2014.
Users’ feedback is a main source of knowledge on how users perceive the role of software in meeting their requirements. Collectively, such feedback helps shaping software autonomous and semi-autonomous adaptation decisions of what is called Social Adaptation. It also helps developers to identify loci in the system where an evolution should be introduced in the next release. Despite this role of users’ feedback, there is a lack of systematic engineering approaches on how to design its acquisition mechanisms. In these slides, we show that the acquisition of feedback should be itself adaptive to the context of use. The slides report on an empirical study following a mixed-method sequential exploratory approach to explore the main drivers of such adaptation and understand users’ attitude when being asked to provide feedback. We enrich the knowledge base for developers and researchers in users-centric, or crowd-centric, adaptation.
Mahmood Hosseini, Keith Phalp, Jacqui Taylor, Raian Ali. The Four Pillars of Crowdsourcing: A Reference Model. The IEEE Eighth International Conference on Research Challenges in Information Science (RCIS 2014). Marrakesh, Morocco. 28-30 May 2014.
This work is the first attempt to provide a taxonomy for the pervasive phenomenon of crowdsourcing.
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Looking for a reliable mobile app development company in Noida? Look no further than Drona Infotech. We specialize in creating customized apps for your business needs.
Visit Us For : https://www.dronainfotech.com/mobile-application-development/
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Do you want Software for your Business? Visit Deuglo
Deuglo has top Software Developers in India. They are experts in software development and help design and create custom Software solutions.
Deuglo follows seven steps methods for delivering their services to their customers. They called it the Software development life cycle process (SDLC).
Requirement — Collecting the Requirements is the first Phase in the SSLC process.
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👉👉 Click Here To Get More Info 👇👇
https://sumonreview.com/ai-fusion-buddy-review
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Adaptive software based feedback acquisition a personas-based design
1. www.bournemouth.ac.uk
Adaptive Software-based Feedback Acquisition:
A Personas-based Design
Malik Al Maliki, Cornelius Ncube and Raian Ali
Faculty of Science and Technology
Bournemouth University, UK
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015malmaliki@bournemouth.ac.uk
3. www.bournemouth.ac.uk 3
Users’ feedback impact
• Users’ feedback is crucial to improve software quality in
general:
• It can be used to identify missing features
• Clarify user trends and preferences for future improvement.
• Reporting software bugs/problems.
• Above all, giving users a voice.
• Users’ feedback highly impact the quality and validity of the so-
called socially-adaptive software.
• According to industrial reports, users’ feedback proved to
highly impact the overall success of businesses ( i.e. Ferret
feedback company and its success stories with big brands
such as BMW, Asda, Argos, etc)
(http://www.feedbackferret.com/)
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
5. www.bournemouth.ac.uk 5
Users’ behaviour and feedback
• Highly variant behaviours of users to
feedback acquisition
• Different motivations.
• Different preferences in interaction
• Different preferences in incentives
• Lack of engineering approaches to inform
the design of feedback acquisition to
accommodate these different behaviours
• Highly variant behaviours of users to
feedback acquisition
• Different motivations.
• Different preferences in interaction
• Different preferences in incentives
• Lack of engineering approaches to inform
the design of feedback acquisition to
accommodate these different behaviours
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
7. www.bournemouth.ac.uk 7
Aim of the study
• The aim was to :
• Empirically investigate users’ different
perspectives and behavioural aspects to
feedback acquisition
• Integrate these variations in behaviours in the
design of an adaptive feedback acquisition by
employing the concept of Persona
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
9. www.bournemouth.ac.uk 9
Methodology
• Mixed Method approach (sequential-exploratory)
• First phase (qualitative):
•Interviews with 7 participants
•Served as a foundation for the second phase
• Second phase (quantitative):
•Questionnaires, 100 participants (BU and overseas participants), Good
response rate (100 out of 180)
•The survey script contained 31 questions discussing and investigating the
results of the first phase
•Improved the quality and generalizability of the first phase results
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
10. www.bournemouth.ac.uk 10
Methodology
• Third phase, follow up phase (qualitative):
•4 focus groups (with Middle Eastern and Westerns), 27 participants,
further investigation of cultural role on users’ behaviour to feedback
• Personas Creation
• PAFA, a Persona-based Method for Adaptive
Feedback Acquisition
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
12. www.bournemouth.ac.uk 12
• First phase participants:
• Second phase participants:
Participants’ characteristics
Participants Age Gender Education Level Home Country
P1
P2
P3
P4
P5
P6
P7
19
29
24
19
23
28
26
Male
Male
Female
Female
Male
Male
Female
Undergraduate
Postgraduate
Postgraduate
Undergraduate
Undergraduate
Undergraduate
Postgraduate
UK
Nigeria
Nigeria
KSA
UK
USA
KSA
Age Range Gender
18-25 26-34 35-54 55-64 Total Male Female Total
level of
education
High school 3 0 0 0 3 3 0 3
Bachelor’s degree 9 3 6 0 18 13 5 18
Master’s degree 6 36 10 3 55 30 25 55
Professional degree 0 0 1 1 2 1 1 2
Doctorate degree 3 11 5 0 19 10 9 19
Others 0 3 0 0 3 2 1 3
Total 21 53 22 4 100 59 41 100
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
13. www.bournemouth.ac.uk 13
Participants’ Characteristics
Participant Age Gender
Home
Country
European Participants
P1 58 Female Italian
P2 45 Female English
P3 22 Male Polish
P4 71 Male French
P5 34 Female Polish
P6 43 Female French
P7 49 Female Swiss
P8 39 Male Sweden
P9 56 Male Irish
P10 35 Female Romania
P11 41 Male UK
P12 27 Female Polish
P13 19 Male Sweden
Total 13 Participants
Middle Eastern
Participants
P1 41 Female KSA
P2 45 Female KSA
P3 35 Female KSA
P4 18 Male KSA
P5 20 Male KSA
P6 27 Female KSA
P7 55 Male KSA
P8 30 Male KSA
P9 22 Male KSA
P10 18 Female KSA
P11 61 Male KSA
P12 28 Female KSA
P13 25 Male KSA
P14 19 Male KSA
Total 14 Participants
• Third phase participants:
Participants’ characteristics
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
15. www.bournemouth.ac.uk 15
Users Clusters
• Initial clusters of users’ behaviour to feedback acquisition:
Clusters N Likeness
to be
asked
Method Explicit/
Implicit
Reminder Visibility-
Willingness
increases
Social
Activity-
interest
Social
recognition
-willingness
increases-
impact
Feedback
Volume
Feedback
Similarity
Cluster 1 (feedback
antagonists)
38 No Online No No No No No No
Cluster 2
(passive and stingy
people)
27 No Passive No No No No No No
Cluster 3
(privacy fanatic and
generous people)
21 Yes Offline Very
Explicit
Yes Yes_ If able
to see others
feedback first
No Yes Few-
increase
50%
Cluster 4
(privacy tolerant and
socially ostentatious
people)
14 No Hint+
Online
Implicit is
also OK
No Yes_ If able
to see others
feedback first
Yes Yes Large-
increase
Similar-
increase
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
16. www.bournemouth.ac.uk 16
Conceptual Framework for
Adaptive Feedback Acquisition
Conceptual Framework for an adaptive acquisition of users’ feedback.
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
17. www.bournemouth.ac.uk 17
Previous studies
• Publication:
• Almaliki, M., Faniyi, F., Bahsoon, R., Phalp, K. and Ali, R., 2014. Requirements- driven Social Adaptation: Expert
Survey. In the 19th working conference on Requirement Engineering Foundation for Software Quality (REFSQ’14).
• Almaliki, M.,C.Ncube and Ali, R., 2014. The Design of Adaptive Acquisition of Users Feedback: an Empirical Study. In the
IEEE 8th International Conference on Research Challenges in Information Science (RCIS’14).
• Almaliki, M., Jiang, N., Ali, R. and Dalpiaz, F., 2014. Gamified Culture-aware Feedback Acquisition. In: The 2nd
International Workshop on Crowdsourcing and Gamification in the Cloud (CGCloud 2014), Co-located with UCC 2014. 8
December 2014 London, UK
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
19. www.bournemouth.ac.uk 19
Definition and role
• Personas as interactive design tool are fictional characters that
represent different types of users and their behaviours based
on data gathered from ethnographic and empirical analysis of
actual users (Cooper 1999).
The role of a persona throughout the design phase of software (Seffah et al. 2009).
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
20. www.bournemouth.ac.uk 20
Why Personas?
• An easier design process by relating to human face and name
instead of abstract user/customer data.
• Shared, fast and effective form of communication.
• Limitation of stakeholders’ ability to shape users to their
convenience.
• keeping the focus on the limited subset of users (persona) at a
time which can result in more robust design decisions.
• Software/product validation tool in which proposed designs are
reviewed against the needs described by an individual persona.
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
21. www.bournemouth.ac.uk 21
Personas creation
Visual view of the persona creation approach used within this research (adapted from Mulder and Yaar
2006)
Quantitative Phase
Qualitative phase
Users’ behaviours/attitude
Personas creation
User Interviews Observations
Field Studies, etc
User Surveys Usage data
Log data, etc
Foundations and/or
hypotheses forming
Clustering
Domain experts
involvment
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
Experts Sector Years of
experience
Expertise/Role
Expert 1 Industry (Small-medium Enterprise) 16 Managing director and co-founder
Expert 2 Industry (Small-medium Enterprise) 3 Client service director
Expert 3 Industry (Large Enterprise) 15 Principle Engineer and user UE expert
Expert 4 Industry (Large Enterprise) 15 Researcher and user-centred design expert
Expert 5 Industry (Small-medium Enterprise) 9 Product support manager
Expert 6 Industry (Small-medium Enterprise) 4 Sales manager
Expert 7 Academia 6 User-centred design expert
Expert 8 Academia 7 HCI expert
Expert 9 Academia 11 Persona expert
Expert 10 Academia 9 HCI expert
Expert 11 Academia 4 User-centred design expert
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Personas Components
Persona components used within this research (adapted from Courage and Baxter 2005)
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
components Description
Identity includes a short statement/status describing the overall persona’s attitude to
feedback acquisition (i.e. anti-user of the application)
Profile (fictional) Includes the first name and a picture of the persona. It also includes a
description of basic demographic information such as age group, gender,
profession, etc.
Note: in this work, fictional information is only meant to bring life to the persona and make
it memorable and should not impact the design of the feedback acquisition.
Goals Indicates persona’s goals of responding to feedback requests in software
applications.
Behaviour Describes persona’s behaviour and attitude to feedback acquisition.
Culture
Suitability
Indicates the persona’s suitability to a certain culture.
Note: culture suitability doesn’t restrict a persona to a certain culture. It just gives a slight
and initial indication of its potential suitability to that culture. We mainly studied the
difference between western and middle eastern only.
26. www.bournemouth.ac.uk 26
PAFA; a Persona-based Method for
Adaptive Feedback Acquisition
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
Scenario 1:
Linda is navigating a CompanyX’s website looking for product X then a pop up feedback
request is triggered to ask her about the ease of navigating the website. The pop up
feedback request shows her how her previous feedbacks on some of the website aspects
were influential and liked/recognized by many costumers. The pop up also shows that her
response could lead to awarding her a badge as an appreciation for her feedback. Linda’s
willingness increases and she responds to the feedback requests. Linda is then
awarded a badge on her profile status.
• I prefer to work:
• Alone.
• In a team.
• I consider myself to be:
• Social.
• Private.
• When I have free time:
• I almost always prefer to do something with others.
• I usually prefer to do something with others.
• I sometimes like to be with others but also enjoy spending time by myself.
• I usually prefer to spend time alone.
• I almost always prefer to spend time alone.
27. www.bournemouth.ac.uk 27
Conclusion
• This work provides a clearer view and a deeper understanding of users’
different behaviours to feedback acquisition represented in seven
personas of users’ behaviour to feedback acquisition.
• This highlights the need for an adaptive feedback acquisition to cater for
these various behaviours.
• Additionally, this work gives a clear view on how the introduced
personas can benefit software engineers when designing an adaptive
feedback acquisition.
• PAFA method was also introduced to adopt the proposed personas to
inform the design of an adaptive feedback acquisition.
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
28. www.bournemouth.ac.uk 28
Future work
• Elaboration on the PAFA method and applying it on
case studies aiming to refine it more and propose
tools to support it.
• Further investigation of PAFA’s novel techniques
such as the staged configuration and personality
questions.
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015
29. www.bournemouth.ac.uk 29
Acknowledgement
• We would like to thank the experts who took part in our
study for their valuable input.
• We also thank experts who took part on our study for their
valuable input.
• The research is supported by:
• Bournemouth University through the Software System Research Centre (SSRC) fund
• Saudi Ministry of Higher Education through the 4th scholarship program
• FP7 Marie Curie Grant (the SOCIAD project)
• Bournemouth University Fusion Investment Fund (BBB, VolaComp and BUUU projects)
malmaliki@bournemouth.ac.uk RCIS, Athens, Greece, 13-15 May, 2015