Browsing by Subject "user experience"

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  • Rossato, Chiara; Pluchino, Patrik; Cellini, Nicola; Jacucci, Giulio; Spagnolli, Anna; Gamberini, Luciano (2021)
    In the past few years, collaborative robots (i.e., cobots) have been largely adopted within industrial manufacturing. Although robots can support companies and workers in carrying out complex activities and improving productivity, human factors related to cobot operators have not yet been thoroughly investigated. The present study aims to understand the subjective experience of younger and senior workers interacting with an industrial collaborative robot. Results show that workers' acceptance of cobots is high, regardless of age and control modality used. Interesting differences between seniors and younger adults emerged in the evaluations of user experience, usability, and perceived workload of participants and are detailed and commented in the last part of the work.
  • Salo, Jukka-Pekka (Helsingin yliopisto, 2020)
    User experience has become vital for many software development projects but the software development methods and tools are not originally intended for it. Moreover, software development is fundamentally complex and an increasingly social profession. This shift towards designing for user experience as a diverse group has brought new challenges to software development. The objective of this study is to find how developers and designers form a shared understanding of the software system UX under development. Central theme are the activities of UX work: what are the methods in use (e.g. User-Centered Design, Agile) and how do they work in practice, that is, what kind of information developers and designers share and what kind of artifacts do they produce in collaboration. This study answers two research questions: (RQ1) How do developers and designers form a shared understanding of the software system UX under development; and (RQ2) What are the artifacts utilized in their collaboration. To answer the research questions, a single case study research was conducted by interviewing the employees of a Finnish startup company. The company develops enterprise resource planning software (ERP) for rental businesses. The results show that shared understanding of the UX is achieved with UX activities throughout the system’s lifecycle where the user participation is required from the beginning of new software development. Furthermore, the artifacts in combination with developers’ participation in some of the UX activities will convey the design intent to the implemented software.
  • Dristig, Amica (Helsingin yliopisto, 2020)
    The reduction of greenhouse gas emissions is one of the EU's top priorities for climate goals as it is for Helsinki. Emissions from heating alone stand for over half of the total emissions in Helsinki, presenting smart heating as an excellent opportunity to reduce both energy consumption and greenhouse gas emissions. Smart heating has gained attention as a means for reducing energy consumption due to its increased energy efficiency and automatic function. Previous studies confirm users having a more significant impact on residential heating consumption than previously considered. However, there is less understanding of what factors influences the user while using smart heating and how smart heating impacts the user. This study aims to contribute to better understand the different influencing factors by focusing on heating behavior and user experience with smart heating thermostats in a residential apartment building in Lauttasaari, Helsinki. A modified version of the Unified Theory of Acceptance of Technology (UTAUT) is used as a base. The model uses the original categories along with two added categories. Instead of using the traditional questionnaire as a method, this research uses semi-structured interviews to get a deeper perspective on the experiences in the post-implementation stage. The results indicate the most evident user experience influences to be information, trust, and the use of itself. Each user's life situation has an impact on the indoor temperature and the heating schedule. The smart thermostat increases control over indoor temperatures and individual heating possibilities due to more setting options. By gaining more control, the smart thermostat enabled the user to disregard the heating by letting the smart thermostat work in the background. Even with an increase of control, some of the participants experienced difficulties using the mobile application. Since this study is limited due to short follow-up time and small sample size, more comprehensive and in-depth research is required for the results to apply to a general population. This study shows a new point of view for influences towards the use of smart thermostats and brings up the potential benefits it can have for the city of Helsinki.
  • Vuorinen, Anna-Leena; Leppanen, Juha; Kaijanranta, Hannu; Kulju, Minna; Helio, Tiina; van Gils, Mark; Lahteenmaki, Jaakko (2014)
  • Laine, Joakim (Helsingin yliopisto, 2019)
    The purpose of this study is to implement immersive virtual reality (VR) technology as part of an environmental studies project in the actual complex school reality and analyze both the students’ and their teachers’ experiences and observations on the use of VR in learning and teaching. This study focuses on the user experiences and affordances that the appliance of VR technology brings forth in education. There are but few earlier studies on similar topics, most of which have been conducted in clinical settings. Three teachers and 59 students, 5-6th graders, from two different Finnish elementary schools participated in this study. The participants were all volunteers and took part in a nationwide VISIOT-project, coordinated by a nationwide Innokas Network. Its main purpose was to provide opportunities for trying out and developing virtual reality, augmented reality and Internet of things -technologies in education. The three teachers in this study applied a VR system that consisted of HTC Vive -device and Google Earth VR -program. The different ways in which the teachers ended up implementing the VR system turned out to be an important research topic in this study. The project went on for over three months, spanning from December 2017 to April 2018. The students assessed the use of the VR system during and after the project. Their experiences became another key research area in this study. Data was gathered with online questionnaires, pre and post-surveys for students, a test of the students’ spatial reasoning abilities, and with a pre-survey and innovative post interviews for the teachers. This mostly qualitative data was analyzed with clustering content analysis, where I would find similarities and differences in the participants’ answers and place them in schematized categories. The teacher’s encountered technical, spatial and temporal challenges, as well as challenges in orchestrating the implementation of the VR system. It appeared that VR’s implementation in education demanded more innovative scripts and different spatial, temporal and pedagogical arrangements than the two studied schools were used to. Albeit, the students adapted to the use of VR technology rather quickly and had a very positive emotional experience with it. The VR system was mostly used as a motivational addition to learning. Besides the visually enhanced exploration of the Earth and tourist role-play, the VR system’s actualized affordances included enjoyment and interest, realism and mental immersion, and mastery experiences. Students found the device as very comfortable and the program as user-friendly. Their conception of virtual reality was evidently affected by the applied VR system and its uses during the virtual field trip project. Despite of this, the students were able to imagine diverse learning worlds for VR. In addition to typical categories, they imagined high fantasy worlds and time travelling to the future. By and large, the students appeared willing to use VR technology again in the future. Their post-survey measures for self-efficacy and interest to engage with the technology were relatively high. The self-reported self-efficacy of boys was statistically significantly higher than the girls corresponding. The students found the VR program to be a credible source mostly due to the virtual world’s realism or resemblance with their experiences of the real world. Altogether, VR technology appears to be something that these 11-12-year-old students would gladly include in their learning environment, on the other hand, the teachers rightfully felt that the implemented VR system was too complex and demanding for permanent inclusion.