Teaching Usability Methods to Undergraduate Students: Can We Measure Changes in Experience?

Author(s):  
Terence S. Andre ◽  
Margaret A. Schurig

Instructors at the Air Force Academy recently developed an undergraduate Human-Computer Interaction (HCI) laboratory to teach basic components of HCI concepts to undergraduate students. The objective was to develop a teaching laboratory so that students would gain the necessary experience to conduct usability evaluation on local projects. The purpose of this study was to examine the changes in a student's technique of identifying usability problems while using the HCI laboratory. Thirteen students in an undergraduate HCI course participated in the study. During a pre-and post-assessment, we collected several measures in order to quantify any changes experienced by the students as they logged usability problems. These measures included attention focus, number of problems identified, word count, and use of HCI terms in describing usability problems. Results showed that the metrics of number of usability problems identified and the use of HCI technical terms were particularly sensitive to changes over the semester.

2021 ◽  
Author(s):  
Michelle L Weber Rawlins ◽  
Brian R Johnson ◽  
Emily R Jones ◽  
Johna K Register-Mihalik ◽  
Craig Foster ◽  
...  

ABSTRACT Introduction United States Air Force Academy (USAFA) cadets are at risk for sustaining concussions; however, several factors inhibit disclosure. We aimed to better understand the role of social support in concussion disclosure. Methods and Materials We used a mixed methods approach with an electronic survey and interviews. The survey used a 9-point Likert scale (1 = strongly disagree and 9 = strongly agree) to assess concussion disclosure. Survey items asked cadets whom they felt most comfortable disclosing a concussion or bell-ringer/ding to, how quickly they would seek medical attention for a suspected concussion or bell-ringer/ding, whether cadets would be generally supportive/unsupportive of another cadet disclosing a concussion to medical staff, and whether other cadets important to them would be generally supportive/unsupportive if they reported a concussion to medical staff. Two multivariate linear regressions, one for concussion and one for bell-ringers/dings, were calculated to determine whether cadet choice of the person they felt most comfortable disclosing a concussion or bell-ringer/ding to predicted whether they would immediately seek medical attention for either condition. Choice of person included Air Officer Commanding (AOC)/Academy Military Trainer (AMT), upper classmen, cadet who had recovered from a concussion, cadet, closest friend, teammate, and squadmate. Descriptive analyses assessed whether cadets felt supported or unsupported by other cadets and by those who were important to them concerning concussion reporting. Thirty-four semi-structured interviews were conducted with cadets to explore their views on concussion disclosure. Results Increased comfort with disclosing a suspected concussion to an AOC/AMT had higher agreement seeking medical attention (β = 0.28, P < .001). For every 1-point increase in being comfortable disclosing a potential bell-ringer/ding to an AOC/AMT (β = 0.272, P < .001), squadmate (β = 0.241, P = .002), and teammate (β = −0.182, P = .035), agreement for seeking medical attention immediately increased 0.27, increased 0.24, and decreased 0.18, respectively. Interviews indicated cadets would often speak to a peer before seeking medical attention. Conclusions Our results suggested that cadets felt comfortable reporting a suspected concussion or bell-ringer/ding to various peers and that those peers would be supportive of that choice, indicating social support. Future interventions should include educating cadets that peers may come to them, especially if they are AOCs/AMTs or squadmates.


ILR Review ◽  
2021 ◽  
pp. 001979392199483
Author(s):  
Hani Mansour ◽  
Daniel I. Rees ◽  
Bryson M. Rintala ◽  
Nathan N. Wozny

Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor’s degrees, more than 70% of scientists and engineers are men. The authors explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, they examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. The results indicate that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master’s degree.


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