Telehealth User Experiences During COVID-19: A Case Study of Outpatient Cardiovascular Clinics Affiliated With a Large Academic Practice

2021 ◽  
Vol 9 (4) ◽  
pp. 21-26
Keyword(s):  
User Experiences ◽  
Academic Practice

From reflection to action: a case study of an art psychotherapy group which drew on occupational therapy perspectives

2020 ◽  
Vol 25 (3) ◽  
pp. 197-213
Author(s):  
Ali Coles ◽  
Tom Elliott
Keyword(s):  
Mental Health ◽  
Occupational Therapy ◽  
Service User ◽  
Psychological Outcome ◽  
User Experiences ◽  
Content Type ◽  
Mental Health Difficulties ◽  
Art Psychotherapy ◽  
Post Therapy

Purpose This paper aims to describe service user experiences of an art psychotherapy group which drew on occupational therapy perspectives to help adults with severe and enduring mental health difficulties move forward in their recovery. Design/methodology/approach A case study approach incorporating outcome data was used. The data gathered comprised attendance, facilitators’ clinical notes, photographs of participant artworks, the Psychological Outcome Profiles questionnaire (PSYCHLOPS: www.psychlops.org), a post-therapy feedback form, discussion at post-therapy individual review sessions and participants’ achievements post-group. Findings All but one participant scored the group as “very helpful” or “helpful” and all felt that the group had helped them with the personal aims they had identified. The PSYCHLOPS questionnaire yielded a large average effect size, indicating positive change in terms of problems, functioning and well-being. Participants identified several ways in which the group was helpful, and their artwork and reflections indicate how they used the art making in the group to pursue their recovery goals. The service user experiences and outcomes suggest that this group was effective in facilitating recovery for these adults with severe and enduring mental health difficulties. Originality/value This group was innovative in integrating approaches from the different professional specialisms and the findings encourage further investigation into this way of working.

What Is It Like to Be a Bot?

2021 ◽  
Author(s):  
D. E. Wittkower
Keyword(s):  
Philosophy Of Technology ◽  
Intentional Stance ◽  
Structural Requirement ◽  
User Experiences ◽  
Central Case ◽  
Technical Systems ◽  
Technical Functions ◽  
Mental Contents

This chapter seeks to further develop, define, and differentiate human-technics alterity relations within postphenomenological philosophy of technology. A central case study of the Alexa digital assistant establishes that digital assistants require the adoption of the intentional stance, and illustrates that this structural requirement is different from anthropomorphic projection of mindedness onto technical objects. Human-technics alterity relations based on projection are then more generally differentiated from human-technics alterity relations based on actual encoded pseudo-mental contents, where there are matters of fact that directly correspond to user conceptualizations of “intentions” or “knowledge” in technical systems or objects. Finally, functions and user benefits to different alterity relations are explored, establishing that there is a meaningful set of cases where the projection of a mind in human-technics alterity relations positively impacts technical functions and user experiences.

scholarly journals Hello, computer. Approaches to designing speech-based user experiences

2021 ◽  
Author(s):  
◽  
Stefan Schultz
Keyword(s):  
Thematic Analysis ◽  
User Interfaces ◽  
Systematic Approach ◽  
End User ◽  
User Experiences ◽  
Human Interface ◽  
Business Goals ◽  
The Individual ◽  
Visual Element

<p>The burgeoning field of speech–based user interfaces, pushed heavily by most major technology vendors, including Google (with Assistant), Apple (Siri), Amazon (Alexa), and Microsoft (Cortana), presents a new challenge in designing end user experiences; one where we cannot rely on there being a visual element at all. With the individual interests of the vendors, we have seen a growth of very distinct guidelines and platforms, resulting in a lack of consistency across the field. There is an opportunity to consider these platforms and this modality of interaction, and how we can design for it more generally.  By reviewing the current array of literature on voice and conversational user interfaces, as well as general speech and user interface metaphors, an understand- ing and framing for the potential of this field is to be achieved. The different core vendors and their corporate attitudes and business goals are examined to find issues that may affect building for them. Thematic analysis of the current vendor and platform-specific guidelines (such as Apple’s Human Interface Guidelines) will allow for determining important commonalities, feeding the creation of a set of voice-focused usability heuristics to evaluate these designs. Finally, the broader research is distilled into a systematic approach for designing speech–based experiences. Technical case study work is informed, and reciprocally informs this approach, ensuring it works in practice.</p>

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

Measuring Anticipated User Experiences for Enhancing Development, Case Study on E-commerce

2018 ◽  
Author(s):  
Evawaty Tanuar ◽  
Harco Leslie Hendric Spits Warnars ◽  
Ford Lumban Gaol ◽  
Edi Abdurachman ◽  
Benfano Soewito
Keyword(s):  
User Experiences

scholarly journals A New Approach to Teaching Emotional Design

2020 ◽  
Vol 9 (11) ◽  
pp. 210
Author(s):  
Qinghua Yu ◽  
Yukari Nagai
Keyword(s):  
Emotional Experience ◽  
Emotional Design ◽  
Systematic Method ◽  
User Experiences ◽  
New Approach ◽  
Testing Strategies ◽  
Approach To Teaching ◽  
Design Students ◽  
Feasibility Testing

Emotional design focuses on providing intended users with a positive emotional experience. Thus far, the concept of emotional design has primarily been restricted to the fields of research and industry. Most professionals using emotional design slowly acquired the required skills by experience and without direct education. Teaching emotional design to design students has been overlooked due to its difficulty. This research introduces a new approach to teaching emotional design, which aims to prevent negative influences from being added to the products created by design students. A systematic method is introduced to make it easier for inexperienced design students to grasp emotional design. Students are first taught proper methods of data collection to determine users’ emotional requirements. Students are then taught how to summarize the data, as well as develop feasibility testing strategies to obtain promising ideas. The proposed teaching approach for emotional design has been proven efficient in the case study course conducted in this research. Graduate-level design students learned how to design products according to users’ emotional requirements. The students successfully produced several designs that clearly provided positive user experiences.

scholarly journals A Transatlantic Perspective on Romani Thoughts, Movements, and Presence beyond Europe

2019 ◽  
Vol 2 (1) ◽  
pp. 42-60
Author(s):  
Esteban Acuña Cabanzo
Keyword(s):  
Knowledge Construction ◽  
Daily Life ◽  
Edward Said ◽  
Academic Practice ◽  
Academic Texts ◽  
Critical Perspectives

This article first aims to establish a genealogy of critical stances on knowledge construction on, about, and from Romani groups in academia. It focuses on critical perspectives that have challenged Eurocentric binary categorizations. Such categories have resulted in the historical perception of a universal “Gypsy”/“non-Gypsy” divide despite the diverse contexts in which Romani identities are negotiated in daily life. The text addresses the writings of authors who have been critical of how central this divide has been to the constitution of Romani Studies as a field, most of whom have relied on insights from Edward Said´s Orientalism (2003 [1978])and other postcolonial theorizations. The theoretical insights brought into conversation come from  ethnographic work with Romani individuals and groups whose mobilities exceed imagined European borders. Based on this work, the second part of the article gives an example of the consequences of Eurocentric categorizations: a review of how Romani transatlantic migration and presence in the Americas has been conceived in academic texts. To conclude, the author puts forward engagements with Romani transatlantic passages as one of the ways in which postcolonial stances can actually be operationalized in academic practice. Throughout the argument, transatlantic experiences become not only an epistemic tool but also a case study for a refined understanding of Romani life worlds.

scholarly journals Comparison of User Experiences Based on Watching 360° Immersive Video and Reality – A Case Study of a Scooter Ride

2020 ◽  
Vol 32 (2) ◽  
pp. 207-217
Author(s):  
Fei-Hui Huang
Keyword(s):  
Video Content ◽  
Safety Education ◽  
User Experiences ◽  
Projection System ◽  
The Road ◽  
Head Mounted Display ◽  
On The Road ◽  
Two Wheeler ◽  
Experience Questionnaire

This paper compares the user experiences (UXs) while riding a scooter on the road to watching a 360° immersive scooter ride video in a laboratory using a Head-mounted Display (HMD) projection system. The aim of this study is to determine whether watching through an HMD projection system produces similar feelings of attractiveness, practicality, and enjoyment for the riding experience as riding on a real scooter. The data were collected from an experiment involving a total of 59 individual scooter commuters. The participants were asked to watch a 360° immersive video and to complete a user experience questionnaire (UEQ). The results verified that a virtual reality (VR) service with an HMD and panoramic scooter riding video content may be used as an experience tool to create reality-like scooter riding experiences for the users. Furthermore, the important factors that influence a user’s continued usage of watching 360° immersive video services were found to be attractiveness and pragmatic quality. Based on these results, a number of suggestions are proposed for the design of related VR services to strengthen the advantages of 360° immersive video in simulated two-wheeler ride experiences and providing road safety education.

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