4�9�4� EJEMPLO DE PREGUNTA MODBUS

The literature review identified two models within HIB and Mobile HIC, the systematic review has contextualised these models. The reviewed practices inform this research based around information behaviour and mobile testing research to inform practice, which formed

examples (Fig 4.1 – Fig 4.14) examples that inform teaching and testing practice as working cases. The review of practices and the examples also helped to form a model, which takes aspects from HIB and Mobile HCI creating a “Hybrid field based testing model” (Fig 15).

106

Fig 4.15: Hybrid Mobile Testing Model

The hybrid model is presented as an adaptive framework which will be used as an aid to the creation of mobile tests which will consider the wider implications i.e. contexts and situation where interaction will take place. The following discussion will summarize the model, the summary will acknowledge each component from the initial need to a seeking and use. The Context of need is the trigger (or problem to solve) to the test, distinctions made among the variety of “needs” can be bewildering (Case, 2012). To help the setting and philosophy the researcher noticed that most information models (if not all) referred to Maslow’s

Hierarchy of Needs to some degree (Ellis, 1993; Spink, 1997; Saracevic, 1997; Choo et al., 1999; Wilson, 1999). This has been a valuable focal point applying Maslow’s hierarchy – which is a key to Wilson’s models - helps “to layout the stages of need” (Poston, 2009, p349). Whilst this research it is not investigating basic needs for survival there is a

resonance between a craving and possibly the urgency to find something i.e. finding a room quickly on campus using a timetable application. This “physical” craving can cause stress and create levels of in-security, a gap in their knowledge not knowing where the room is possibly and being late for the next class.

107

The review acknowledged the need to cope with a given situation and the situation might be stressful. These factors could influence a users’ need and the immediacy of a need.

Alongside this is their own perceptions of completing the need and with this in mind considering levels of dissonance can support a tests ability to user profile (i.e. evaluating user perceptions of the timetable application vs a “responsive” timetable website). The activity is very much a fact-finding exercise but could be stressful due to differences in design, function and layout of the content. This coupled with possible time constraints between classes, or asked to communicate the findings to a social group could affect their ability. Dissonance supports activation mechanisms and the intervening variables, which extend user cognition providing the user profile (i.e., motivations, demographics and environmental contexts).

The activation mechanisms identify the types of technologies, programs and data needed to support the test. Technological choices made will influence and impact on a user’s cognitive state for example, a proficient Android user using a IOS phone for the first time will have design and ergonomic challenges to overcome, as well as possible dissonance. The

decisions made regarding the type of application and data produced can and will trigger the coping and stresses in any situation. However, to map the activations and cognitive

constraints the model considers “intervening variables” as a wider spectrum of constraints, which will support the user and context. Intervening variables help to map the wider user experience context the variables pull together user demographics, personal characteristics i.e. sight, physical cognition, disability (supporting web accessibility), selective exposure - consciously or unconsciously avoiding messages that are in conflict with our predispositions and environmental constraints (social and physical). Each variable builds the user profile helping to contextualise who, where and what influences the test.

Modalities by their nature have crossovers with the intervening variable “environments” and spatial considerations. Kakihara and Sørensen (2002) illustrated considerations as spatial, temporal, and contextual aspects of mobility to explain the relationship between mobility and human interaction. Spatial mobility means a shift from rigidly confined to moving freely. Temporal mobility means change from linear clock time to social time. Contextual mobility means a shift from locally conditioned to flexibly coordinated interaction. Spatial and mobility are aspects to human interaction will influence test design and the research applied by Kristoffersen and Ljungberg (1999) pull space and movement together. Applying these alongside the changing psychological and physiological constraints will support the contextualisation of a mobile test.

108

Within the framework scoping the user needs, environments and modalities support and contextualise test design. The final variable is the fulfillment of need (i.e., seeking, locating and retrieving the information), there is a clear cross over between what a user needs and how they seek. Shih et al. (2012) argue that information seeking is “the act of obtaining information from existing resources in both human and technological contexts” which helps to determine the user needs”. Mobile application tests require a user need to acquire information (i.e., timetable application to find the room, which could have multiple technological contexts challenges within the spatial contexts). The synthesis identified evidence of all the searching approaches coined by Wilson’s (1997) model. Even though the synthesis only found predominately active and ongoing searches, the researcher was

intrigued to see how test could incorporate and apply passive elements within the model. The researcher proposes this framework as an aid to supports the applied elements of the research. Using the timetable example provides a platform for evaluation of students’ interpretations. The student assessment is a timetable case study, which will galvanize this model and help to present a new approach to user testing. Wilson (2005) noted that few researchers have proposed changes to his early model of human information behaviour. This research takes up that challenge in incorporating new insights into information needs, technology and behaviour. Table 4.2 pulls together all the examples from the synthesis to interpret how the codes can be modelled to support test planning. The table, depicted as a “matrix”, is used to support learning and teaching students are encouraged to use matrix as part of the assignment. The matrices will support the analysis of results and discussion.

109

Table 4.2: Building a Field based test based upon the

Systematic Review

(New Framework)

Stress/Coping theory

There are time constraints so activation needs to be quick and completed in a set time – class starts in 10 minutes.

The activity is deemed stressful the participant thinks they will be late for class and sharing this information could impact on their peers.

Visiting

N/A

Travelling

Train travel to University

Wandering

Moving around on the train

Modality

Participant is sitting and then standing on the train travelling to University and moves to a different stat and modality changes to (wandering) to the class.

START

Context of information

need

Activating mechanism

Cognitive activation causing stress

Application activation to fulfil context of need

Intervening variables :

Variables that build up into a understanding of who and where the test will task place

Activating mechanism:

The activation of motion and moving with the device within the environment

Activation to learn and gain gratification from the context of need

Information

seeking

behaviour:

How do they do it? What strategy should they deploy? What do we expect in this field environment?

END

Information

Processing & Use

Context: Class is about to start and a number of students unsure where this is taking place.

Context of need requires them to find the room and

disseminate this information to peers.

Information need/goal: Find and communicate the room location to peers. There are numerous pathways and methods to find the room using the timetable

application. Possible methods to communicate this

information could be by; text, use social media, email, phone call or a combination of the above.

Application

Test evaluates the ability to search for timetable information and the user’s ability to extract and share the information For example interacting with the timetable application to find information and then opens twitter tweeting information to peers.

Demographic

Male 18

Risk / reward theory

Reward: on time ability to send this information on the train.

Risk: Missing class and not letting peers know the room

Passive attention

(Not used)

Using the information to share with friends via Twitter.

Psychological

The student is using an Apple (IOS) phone to access the timetable application and want to review the user knowledge of mobile image

metaphors like the hamburger .

Passive search

(Not used)

Role/Interrelated

Participant completes search on behalf of his/her peer group. This social tier or level becomes the priority only after the physiological needs have been met they feel confident to complete the task to find timetable information before sharing with peer group – pressure is on!

Social learning theory

Active search

Very much an

immediate reaction to find the room using the timetable application. Use application to search by module code and time, then share via twitter

Self – efficacy

Relating this back to the timetable application there may be times when the given situation does result in the length of time someone will persist with the given activity i.e. the bandwidth is appalling and they keep losing connection causing more frustration and stress.

Environment:

Where and who is around

Ongoing search

This could be ongoing if they need to return to clarify which block i.e. Ellison room; A105, B105 or C105

Data

Data: Room information (copied)

Data: Information pasted & tweeted out

Physical Environment

Struggles to send a tweet to his peers. Situation needs one hand to balance device the other to type email whilst holding side of carriage

Social Environment

Rush hour on the train. Participant has to stand up to give his/her desk space up for a family.

Program

Application: Timetable application

Application: Twitter

Source characteristics

Web information driven from the universities timetable database

Twitter content – 140 char to express when and where the class takes place

110

5. CHAPTER FIVE: STAGE 1 ANALYSIS OF

In document MANUAL DE INSTRUCCIONES (página 72-79)