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Stage Two of the analysis identified significant points from analysis of matrices (in Stage One) and contextualised these matrices through discussion. Stage Two channeled this discussion whereby the student sample provided vivid examples of interpretation and how the model was applied to experimental practice. The discussion used findings from both analysis (stage one and two) in an attempt to interpret these significant points referring back to theories which inform new test practices. At the end of each section within the discussion a summary pulled together findings demonstrating how this investigation begins to address objectives set out in Chapter One.
6.6.1 STUDENT INFORMED MODEL
Spatial contexts (social and physical) were clearly at the forefront of students’ thoughts as they attempted to interpret the meaning behind intervening variables. The analysis noted, “environmental configurations are not going to work” and “environmental perspective influencing stress and cope” as two of the most popular instances highlighting a level uncertainty. Spatial conditions are
quite complicated; there is a lack of detailed studies on the nature of spatial factors as a contextual qualifier (Savolainen, 2006).
However, students were encouraged to deconstruct the model, which they did, and presented some vivid interpretations. Figure 6.12 presents one of their outputs which makes a clear contribution to this research.
The variables grouped within this model to set out a “persona”, or sample with a setting for the test, the persona presents what Chowdhury (2012) calls the “electronic user” within a mobile context with “personal characteristics” by Wilson (1981). Using these two user characteristics builds into what Tan et al. (2009) calls “a range of activities in a scenario- based environment” the scenario is based upon a user interacting with a mobile application in a physical setting.
In the second formative session, a number of students had been less receptive about using the model to support field-testing. This minority did not want to venture outside the lab, so the point “don’t see the value of this element with in the model” appeared. In response,
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the researcher created a group activity where students discussed the influence of
environments (social and physical), and the impact different environmental situations will have on test participants. The discussions created a context of need (i.e., information or data) and based upon a need students felt that psychological demands were influenced by the physical and social environments. These influences will affect how the test participant copes with the activity (i.e., stress factors searching for information standing on a busy train). Their interpretation of psychological demands and environments are similar to what Folkman (1984) states as a “stress element which is the relationship between the person and the environment”. Relating Folkman’s work to the students’ discussion the relationship would be between the applications and the test participant’s ability to use the application to fulfill the need in the environment. As students worked through the influence of social and physical environments, a test persona emerged which grouped the stress and coping and the applications with the other intervening variables.
The grouping as a persona created a test setting and students agreed that based upon this persona a seeking approach will take place. As the test participant searches students felt that the test participant would move in the environment, so based upon the environment set a range of modalities (wandering, travelling or visiting) would be applied. The students’ interpretation was influenced by Kristoffersen and Ljungburg (1999) examples (i.e., the engineer up a ladder using the device). The model built by the students was interesting which spontaneously yielded results that were not expected but help appreciate their interpretations.
This new model (Figure 6.12) clear demonstrates how students interpreted the model (supporting objective 5) and will make a significant contribution to Objective 6 which will inform a new testing model that synthesizes theory and practice to inform future mobiles tests. These points to will pulled together and address within the conclusion.
6.6.2 COGNITIVE AND AFFECTIVE
The cognitive and affective states defined within a test help to depict the possible
psychological states a participant may display whilst interacting with information on a mobile device. Reflecting upon the Systematic Review, past studies within the Mobile HCI field have not considered stress and coping in this way to support mobile experiments. As students considered affective states they were able to build a clearer understanding of the test
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participants, and how this state could influence interaction as they search for information on the mobile application. This point has two benefits for a mobile test which will inform a new model;
1. It is an important point with any context-aware test that the participants “personal state of mind” will influence interaction within context.
2. The psychological state of the user helps in screening and sampling participants for a mobile test within a particular context.
Both points will help to plan a mobile test which will make a significant contribution to a new model supporting Objective 6
6.2.3 MODALITY STATES AND DATA CAPTURE
Modality states are pivotal in understanding how a user interacts as they move. The test design also needs to have the flexibility to capture these events as the user moved. The data capture and flexibility will drive the holistic nature of the context of need. The findings from the analysis and the Systematic Review noted that students should have a range of modality states and these can be used depending on the context of need activity under study.
Capturing data within a field context has been challenging and many research projects past and present have acknowledged this challenge that it is difficult to capture these real events as the participant move. This research attempted to blend new screen recording
technologies which were relatively new in 2013/14 as a data capture method, coupled with traditional research methods to create a range of tool which have been (and continue to be) powerful recording tools evaluating “on the move” interactions.
The Stage One and Two of the analysis found that there were some significant issues impacting on the models effectiveness. The main point to take from this related to the confusion between modality and environment. There are closely connected i.e. a participant changes his/her modality in an environment, so students repeated this in both parts of the model. A point with will need to be addressed in the conclusion to support the new model.
6.2.4 INFORMATION SEEKING
The analysis of formative sessions found that all students initially set out an active search in the class exercises (i.e., find a time, find and update something, find and delete something). A significant finding from the research found that no students considered ongoing, passive
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search or attention within the formative sessions. The analysis of matrices backed this point up, students connected with this type of search with 50 instances of active searches. Past research highlighted the importance of seeking and that the range of seeking behaviours are important in approaching the holistic nature of IB.
The seeking approaches used and applied by the sample are in affect attempting to “Sense- Make” of given context and this aims to evaluate the information need, behaviour and
situational context. Dervin’s (1993) “Sense Making Theory” helps to inform what the students interpreted where the context, interaction and seeking takes place is “central to the transfer of information seeking research and demonstrates that people strive towards a holistic view of their world” (p376, 2012). This holistic viewpoint attempts to contextualise something which Wilson’s (1981) IB research explains will support users within the given situation creating a realness to the situation and the potential challenges faced.
These findings will help to professional practice as the researcher presents examples of ISB to students within a mobile context reforming the examples used within the Systematic Review and will help to address Objectives 3 and 6.