Observation-Based Dissipation and Input Terms for Spectral Wave Models, with End-User Testing

2014 ◽  
Author(s):  
Alexander V. Babanin ◽  
Ian R. Young ◽  
W. E. Rogers ◽  
Jane M. Smith ◽  
Hendrik L. Tolman
Keyword(s):  
End User ◽  
User Testing ◽  
Wave Models

Observation-Based Dissipation and Input Terms for Spectral Wave Models, with End-User Testing

2013 ◽  
Author(s):  
Alexander V. Babanin ◽  
Ian R. Young ◽  
W. E. Rogers ◽  
Jane M. Smith ◽  
Hendrik L. Tolman
Keyword(s):  
End User ◽  
User Testing ◽  
Wave Models

Observation-Based Dissipation and Input Terms for Spectral Wave Models, with End-User Testing

2012 ◽  
Author(s):  
Alexander V. Babanin ◽  
Ian R. Young ◽  
W. E. Rogers ◽  
Jane M. Smith ◽  
Hendrik L. Tolman
Keyword(s):  
End User ◽  
User Testing ◽  
Wave Models

Observation-Based Dissipation and Input Terms for Spectral Wave Models, with End-User Testing

2010 ◽  
Author(s):  
Alexander V. Babanin ◽  
Ian R. Young ◽  
W. E. Rogers ◽  
Jane M. Smith ◽  
Hendrik L. Tolman
Keyword(s):  
End User ◽  
User Testing ◽  
Wave Models

scholarly journals User conceptualizations of derivative relationships in the bibliographic universe

2018 ◽  
Vol 74 (4) ◽  
pp. 894-916 ◽  
Author(s):  
Kim Tallerås ◽  
Jørn Helge B. Dahl ◽  
Nils Pharo
Keyword(s):  
Design Methodology ◽  
Concept Maps ◽  
Conceptual Models ◽  
End User ◽  
User Testing ◽  
Considerable Effort ◽  
Fictional World ◽  
Content Type ◽  
High Level ◽  
Novice Students

Purpose Considerable effort is devoted to developing new models for organizing bibliographic metadata. However, such models have been repeatedly criticized for their lack of proper user testing. The purpose of this paper is to present a study on how non-experts in bibliographic systems map the bibliographic universe and, in particular, how they conceptualize relationships between independent but strongly related entities. Design/methodology/approach The study is based on an open concept-mapping task performed to externalize the conceptualizations of 98 novice students. The conceptualizations of the resulting concept maps are identified and analyzed statistically. Findings The study shows that the participants’ conceptualizations have great variety, differing in detail and granularity. These conceptualizations can be categorized into two main groups according to derivative relationships: those that apply a single-entity model directly relating document entities and those (the majority) that apply a multi-entity model relating documents through a high-level collocating node. These high-level nodes seem to be most adequately interpreted either as superwork devices collocating documents belonging to the same bibliographic family or as devices collocating documents belonging to a shared fictional world. Originality/value The findings can guide the work to develop bibliographic standards. Based on the diversity of the conceptualizations, the findings also emphasize the need for more user testing of both conceptual models and the bibliographic end-user systems implementing those models.

scholarly journals The impact of health literacy-sensitive design and heart age in a cardiovascular disease prevention decision aid: randomised controlled trial and end user testing

2021 ◽  
Author(s):  
Carissa Bonner ◽  
Carys Batcup ◽  
Julie Ayre ◽  
Erin Cvejic ◽  
Lyndal Trevena ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Decision Making ◽  
Health Literacy ◽  
Emotional Response ◽  
Decision Aid ◽  
Shared Decision ◽  
End User ◽  
User Testing ◽  
The Impact ◽  
Heart Age

Introduction: Shared decision making is as an essential principle for cardiovascular disease (CVD) prevention, where asymptomatic people are considering lifelong medication and lifestyle changes. This project aimed to develop and evaluate the first literacy-sensitive CVD prevention decision aid (DA) developed for people with low health literacy, and investigate the impact of literacy-sensitive design and heart age. Methods: We developed the standard DA based on international standards. The literacy-sensitive version included simple language, supporting images, white space and a lifestyle action plan. A randomised trial included 859 people aged 45-74 using a 3 (DA: standard, literacy-sensitive, control) x 2 (heart age: heart age + percentage risk, percentage risk only) factorial design, with outcomes including prevention intentions/behaviours, gist/verbatim knowledge of risk, credibility, emotional response and decisional conflict. We iteratively improved the literacy-sensitive version based on end user testing interviews with 20 people with varying health literacy levels. Results: Immediately post-intervention (n=859), there were no differences between the DA groups on any outcome. The heart age group was less likely to have a positive emotional response, perceived the message as less credible, and had higher gist/verbatim knowledge of heart age risk but not percentage risk. After 4 weeks (n=596), the DA groups had better gist knowledge of percentage risk than control. The literacy-sensitive decision aid group had higher fruit consumption, and the standard decision aid group had better verbatim knowledge of percentage risk. Verbatim knowledge was higher for heart age than percentage risk amongst those who received both. Discussion: The literacy-sensitive DA resulted in increased knowledge and lifestyle change for participants with varying health literacy levels and CVD risk results. Adding heart age did not increase lifestyle change intentions or behaviour but did affect psychological outcomes, consistent with previous findings. Key words: decision aids, shared decision making, risk communication, heart age, cardiovascular disease prevention, behaviour change, health literacy MeSH Terms: Health Literacy, Cardiovascular Diseases, Decision Making (Shared), Life Style, Decision Support Techniques  

scholarly journals Development and Evaluation of a Cognitive Training Application for Children With Learning Difficulties

2021 ◽  
Vol 29 (6) ◽  
pp. 1-21
Author(s):  
Adel Shaban ◽  
Victor Chang ◽  
Andrew Bingham
Keyword(s):  
Cognitive Training ◽  
Primary Schools ◽  
Learning Difficulties ◽  
Future Research ◽  
End User ◽  
User Testing ◽  
Design Based Research ◽  
Practical Guidelines ◽  
User Friendly ◽  
Practical Implications

The studies targeting cognitive training via computerized applications focused on suggesting varied types of Working Memory's (WM) tasks rather than offering those tasks in a user-friendly way or suggesting practical guidelines targeting the end-user. Therefore, the purpose of the current study is to adopt the design based-research method (DBR) to design, develop, and evaluate a cognitive training application in the light of a set of proposed guidelines. This developed application is targeting children with LDs at primary schools. The current study focused on end-user testing by evaluating the children's perceived experience during and after engagement in the application. The results showed that most of the children (86.5%) perceived a good experience with the application as well as their verbal and no-verbal WM performance improved significantly after the training period. A set of theoretical and practical implications derived from the study was embedded for future research.

scholarly journals Development and Evaluation of a Cognitive Training Application for Children with Learning Difficulties- A Design-Based Approach

2021 ◽  
Vol 29 (6) ◽  
pp. 0-0
Keyword(s):  
Cognitive Training ◽  
Primary Schools ◽  
Learning Difficulties ◽  
Future Research ◽  
End User ◽  
User Testing ◽  
Design Based Research ◽  
Practical Guidelines ◽  
User Friendly ◽  
Practical Implications

The studies targeting cognitive training via computerized applications focused on suggesting varied types of Working Memory's (WM) tasks rather than offering those tasks in a user-friendly way or suggesting practical guidelines targeting the end-user. Therefore, the purpose of the current study is to adopt the design based-research method (DBR) to design, develop, and evaluate a cognitive training application in the light of a set of proposed guidelines. This developed application is targeting children with LDs at primary schools. The current study focused on end-user testing by evaluating the children's perceived experience during and after engagement in the application. The results showed that most of the children (86.5%) perceived a good experience with the application as well as their verbal and no-verbal WM performance improved significantly after the training period. A set of theoretical and practical implications derived from the study was embedded for future research.

scholarly journals Arab Online Courses and the Disabled: An Automated and User-Testing Approach

2021 ◽  
pp. 1-7
Author(s):  
Jamilah Alamri ◽  
Wejdan Barashi ◽  
Rehab Alsulami ◽  
Lulwah AlHarigy ◽  
Bassmah Shuaib ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Automated Testing ◽  
Online Course ◽  
Think Aloud ◽  
End User ◽  
User Testing ◽  
Pedagogical Tools ◽  
Think Aloud Protocol

There is a significant increase in the adoption of Learning Management Systems (LMSs) by higher education institutions worldwide and Saudi universities in particular. These pedagogical tools empower teaching and learning by providing access to online learning materials. However, all university students, including students with disabilities, encounter countless instances of inaccessibility that negatively impact their learning experience. In order to offer equal access to all students, it is of paramount importance to enhance the accessibility of LMSs and remove such barriers. The purpose of this case study is to evaluate an online course in the LMS Blackboard (Bb) using an automated and end-user evaluation approach. First, automated testing was carried out by Ally software. Second, end-user testing was conducted using a think-aloud protocol to understand the actual learning experiences. Data from the think-aloud protocol was examined to extract accessibility issues. The findings from the automated testing indicate that the online course is highly accessible in terms of the course materials. However, students were challenged by several accessibility obstacles that surfaced during the think-aloud Bb tasks. To the best of our knowledge, this is the first study that incorporates Bb Ally as an automated checker to test an online course for disabled Saudi students. KEYWORDS Think-aloud protocol, Ally software, Blackboard, Web content accessibility guidelines (WCAG 2.1), World Wide Web Consortium (W3C), Blind and visually impaired (BVI) students

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