This study explored how the UI of booking sunbeds could be designed to be efficient and effective while being satisfactory to use for novice admin users of the system. Personas were created through a workshop that together with visual heuristics helped drive the design of an initial paper prototype that was evaluated with users. Iterating the design of the paper prototype, a hi-fi prototype was created using Adobe XD. The hi-fi prototype was evaluated using a task-based usability test with seven participants who provided quantitative data of time spent per task and number of clicks required, and qualitative data through a SUS questionnaire along with semi-structured interviews. The prototype was effective and efficient while scoring a high 90 points on the SUS scale. Qualitative data from the participants indicated that the inclusion of transitions and transformation in the UI helped create a playful experience and a system that was perceived to be easy to learn and use. The results and data of evaluating the prototype can help future designers of systems account for transitions and transformations earlier in the design process that could improve the overall usability for novice users in general. / Den här studien utforskade hur ett gränssnitt för ett bokningssystem kunde designas för att vara effektivt och ändamålsenligt samtidigt som användargruppen av administrativa förstagångsanvändare uppfattar systemet som tillfredsställande. En workshop hölls för att skapa personas, vilket tillsammans med visuella heuristiker drev designen av en första pappersprototyp som utvärderades med användare. Med feedback från pappersprototypen skapades en digitalt interaktiv prototyp som utvärderades baserat på kvantitativa data från hur användare klarade av att utföra uppgifter, samt kvalitativa data från semistrukturerade intervjuer och användbarhetsenkäten SUS (System Usability Scale). Prototypen var effektiv och ändamålsenlig och fick 90 poäng enligt SUS-skalan. Den kvalitativa data indikerade att inkluderingen av övergångar och transformeringar i gränssnittet skapade en lekfull upplevelse och gjorde att systemet ansågs vara enkelt att använda. Studiens insamlade data och resultat kan hjälpa framtida designers av system ta hänsyn till övergångar och transformationer tidigt i designprocessen för att öka den generella användbarheten för förstagångsanvändare

This thesis explores the integration of gamification into the Software Development Process (SDP) at Saab, a defense and aerospace company. The thesis aims to address some of the complexities of the SDP standard used in the industry, DO-178C. The research primarily focuses on how gamification principles can enhance the usability of software development processes in aerospace. The method includes a pre-study, an inception phase, and two sprints, where a gamified tool is designed, implemented, and revised based on feedback from developers at Saab. The results of interviews after these sprints, along with insights from the inception phase, are discussed to evaluate the effectiveness and impact of the gamified tool.  The findings indicate that gamification can make the SDP more approachable and engaging for developers, with elements like real-time progress tracking, quizzes, and certificates being well-received. However, the effectiveness of these gamification elements varies among individuals, underscoring the importance of tailoring these elements to user preferences and the specific context of aerospace software development. This research contributes to the understanding of gamification's role in improving SDP usability in the aerospace industry, highlighting the need for careful customization of gamification to individuals and the context. Although the study provides valuable insights, it also acknowledges limitations, including the hypothetical nature of the gamified tool used and the reliance on user feedback, suggesting future research should involve more practical implementations and a focus on long-term impacts on productivity and user satisfaction.

Vocational teachers need to equip their students with meaningful and relevant required workplace competencies. As a result, vocational teachers should always stay updated on their knowledge and skills regarding the development of science and technology in the world of work. More specifically, in the automotive vocational expertise domain, problem-solving abilities become the crucial skills students need to master. Hence, equipping prospective automotive vocational teachers with sustainable learning and problem-solving abilities is indispensable. In this case, the metacognition theory could facilitate students with learning-how-to-learn activities, which is an essential skill for sustainable learning and learning to teach and equip them with problem-solving abilities. Therefore, bringing the metacognition theory, supported by other relevant theories, into teaching and learning activities would be beneficial in dealing with those issues. This study aimed to design and develop a metacognition-based digital problem-solving worksheet. This digital worksheet was expected to facilitate students with learning-how-to-learn activities and equip them with problem-solving abilities effectively. There were four main research objectives and questions in this study, which were related to; 1) the practical problem that needs to be addressed, 2) the didactic design, 3) the usability, and 4) the effectiveness of the digital worksheet. Design-based research was used to answer the research questions. This is a multi-methods research design, which means many methods exist to achieve the research aim and objectives. This research design comprised six stages; analysis and exploration (stage 1), design and construction (stage 2), evaluation and reflection (stage 3), analysis and exploration (stage 4), design and construction (stage 5), and evaluation and reflection (stage 6). Stage 1 was used to explore the practical problem as the answer to the first research question. Stages 2 up to 5 were used to formulate the digital worksheet's didactic design as the answer to the second research question. Stage 6 was used to evaluate the usability and effectiveness of the digital worksheet as the answer to the third and fourth research questions, respectively. Firstly, in answering the first research question, three semi-structured interviews were used as the data collection techniques in the first research stage. The findings of this stage stated that sustainable learning, learning to teach, and problem-solving abilities became the needed competencies prospective automotive vocational teachers need to master. Additionally, the findings stated that automotive fault diagnosis learning was the highest-order thinking subject that had a practical problem on it. The quality of the instructional toolkit for this subject required to be improved since the existing toolkit was a conventional observation sheet and still allowed students to conduct trial-and-error stages. This was the practical problem that this research would address. Secondly, in answering the second research question, a focus group discussion, expert-based evaluations, user-based evaluations (formative usability evaluation), and final revisions were used in the second, third, fourth, and fifth research stages, respectively. The focus group discussion aimed to discuss the materials needed to develop the digital worksheet. Following that, expert-based evaluations and user-based evaluations were conducted to evaluate the initial digital worksheet based on the experts' and users' perspectives, respectively. Several revisions were done based on those evaluation results, and the digital worksheet's final didactic design was finally realized. The findings of the didactic design stated that the worksheet was in a digital form and used blended learning with flipped classroom strategy, so students need to have three different learning times; 1) before, 2) during, and 3) after classroom activities. Furthermore, constructivism learning theory, adult learning theory, metacognition theory, experiential learning theory, and reflection theory became the fundamental theoretical knowledge basis for developing this digital worksheet. Moreover, problem-based learning, automotive fault diagnosis procedures, and worksheet stages became the digital worksheet development's fundamental practical knowledge basis. There were seven stages that students need to do during the problem-solving learning; 1) introduction, 2) observing, 3) collecting information, 4) analyzing, 5) testing, 6) rectifying, and 7) checking all systems. There were many steps in every stage above, and many instructions and self-reflection questions in every single step. Additionally, in every step, the teachers had an opportunity to give feedback on the student's work, and the students could have discussions with other students at the end of every stage. The self-reflection questions on every instruction, the teacher's feedback on every step, and the discussion results at every stage were used to regulate the students' self-cognition. Thirdly, in answering the third and fourth research questions, a questionnaire survey and an experimental study were used as the final research stage, respectively. First, the survey of summative usability evaluation consisted of four elements: usefulness, ease of use, ease of learning, and satisfaction. The findings of this evaluation stated that the usability level and those elements' usability levels were all in very high categories. Additionally, it could be determined that the usefulness, ease of use, and ease of learning significantly influenced the students' satisfaction simultaneously and independently, except for the variable of ease of learning. Second, the effectiveness findings stated that the digital worksheet significantly effectively facilitated students' learning-how-to-learn activities and equipped them with problem-solving abilities.:ABSTRACT (EXECUTIVE SUMMARY) ABSTRAKT (ZUSAMMENFASSUNG) ACKNOWLEDGMENTS AND DEDICATION TABLE OF CONTENT LIST OF FIGURES LIST OF TABLES LIST OF ABBREVIATIONS CHAPTER 1. INTRODUCTION TO THE STUDY 1.1. Introductory of the Chapter 1.2. Research Background, State of the Art, and Motivation 1.3. Research Empirical Problems and Context Justification 1.4. Research Rationale 1.5. Research Aim and Objectives 1.6. Research Questions 1.7. Research Scope and Context Limitations 1.8. Research Significance 1.9. Definitions of the Important Terms 1.10. List of the Research Project Publication 1.11. Summary of the Chapter CHAPTER 2. LITERATURE REVIEW 2.1 Introductory of the Chapter 2.2 Literature Review – Contextual Domain 2.2.1 Vocational Education 2.2.2 Education System in Indonesia 2.2.3 Vocational Education (SMK-MAK) in Indonesia 2.2.4 Problems and Challenges of Vocational Education in Indonesia 2.2.5 Vocational Teachers 2.2.6 Vocational Teacher Education 2.3 Literature Review – Theoretical and Conceptual Domain 2.3.1 Constructivism and Adult Learning Theory 2.3.2 Metacognition Theory – Metacognitive Learning Strategies (Learning-How-to-Learn) 2.3.3 Experiential Learning Theory - Reflection Theory 2.3.4 Problem-Based Learning Method – Problem-Solving Ability 2.3.5 Blended Learning Technique – Flipped Classroom Learning Strategy 2.3.6 Instructional Media and Technology – Learning Worksheet 2.3.7 Usability Evaluation in Instructional Media and Technology 2.3.8 The Research Theoretical and Conceptual Framework 2.4 Literature Review – Methodological Domain 2.4.1 Research Methodologies in Instructional Media and Technology Development 2.4.2 Design-Based Research 2.5 Research Hypotheses 2.6 Summary of the Chapter CHAPTER 3. RESEARCH METHODOLOGY 3.1. Introductory of the Chapter 3.2. Research Paradigm, Philosophy, and Research Type 3.3. Research Design, Strategies, and Methods 3.4. Research Context and Participants 3.5. Research Data Collection Techniques and the Tools 3.5.1. Stage 1 – Semi-Structured Interview and the Protocol 3.5.2. Stages 2 & 4 – Focus Group and the Protocols 3.5.3. Stage 3 – Expert-Based Evaluation and the Questionnaires 3.5.4. Stages 4 & 6 – Survey and the USE Questionnaire 3.5.5. Stage 6 – Experimental Study and the Assessment Tools 3.6. Research Data Analysis Techniques 3.6.1. Stage 1 – Semi-Structured Interview 3.6.2. Stage 2 – Focus Group Discussion 3.6.3. Stage 3 – Expert-Based Evaluation (Survey Questionnaire) 3.6.4. Stage 4 – User-Based Evaluation (Survey Questionnaire and Focus Group Interview) 3.6.5. Stage 6 – Usability Evaluation (Survey Questionnaire) 3.6.6. Stage 6 – Effectiveness Evaluation (Experimental Study) 3.7. Summary of the Chapter CHAPTER 4. RESEARCH FINDINGS 4.1. Introductory of the Chapter 4.2. Finding 1: The Practical Problem 4.2.1. Stage 1 – First Semi-Structured Interview 4.2.2. Stage 1 – Second Semi-Structured Interview 4.2.3. Stage 1 – Third Semi-Structured Interview 4.3. Finding 2: The Didactic Design 4.3.1. Stage 2 – Focus Group Discussion 4.3.2. Stage 3 – Expert-Based Evaluation 4.3.3. Stage 4 – User-Based Evaluation 4.3.4. Stage 5 – Final Revision (The Didactic Design) 4.4. Finding 3: The Usability 4.5. Finding 4: The Effectiveness 4.5.1. Stage 6 – The Effectiveness Evaluation in Facilitating Students with Leaning-How-to-Learn Activities 4.5.2. Stage 6 – The Effectiveness Evaluation in Equipping Students with Problem-Solving Abilities 4.6. Summary of the Chapter CHAPTER 5. RESEARCH DISCUSSION AND CONCLUSION 5.1. Introductory of the Chapter 5.2. Discussion 1 – The Practical Problem 5.3. Discussion 2 – The Didactic Design 5.4. Discussion 3 – The Usability 5.5. Discussion 4 – The Effectiveness 5.6. Overall Discussion – The Research Findings' Interpretations and Implications in Intercultural-Global Contexts and Theoretical Design Principles 5.6.1. The Research Findings' Interpretations and Implications in Intercultural-Global Contexts 5.6.2. The Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 5.7. Research Conclusion 5.8. Research Limitations and Further Research 5.9. Summary of the Chapter REFERENCES STATEMENT OF AUTHORSHIP APPENDICES

With the rise of the smartphone industry, the domain of mobile-assisted language learning (MALL) has increasingly grown. A large number of language learning applications have been developed aiming to support individuals’ second language acquisition on various levels, e.g., by teaching vocabulary and grammar to improve reading and listening comprehension. The viability of these applications has been examined in literature and shows overall positive but mixed results. On one side, their success is partly attributed to gamified design elements. These are reported to improve the user experience (UX) and boost learners' motivation. On the other side, the primary reliance on decontextualized vocabulary and grammar exercises is criticized. In response, one such application, SVT Språkplay developed by the Swedish non-profit Språkkraft, incorporated television programs as a longer form of context. This introduced novel video-based learning functions. The first aim of this thesis was to start filling a gap in research by evaluating the usability and user experience of these functions. This was performed through user tests and interviews with seven second language students who used the app to learn Swedish over a period of at least two weeks. The second aim of the thesis was to improve the usability and user experience of the problematic learning functions through a user-centred design process with the ultimate goal to improve learner support and vocabulary acquisition outcomes. The study participants consisted of doctoral researchers and students recruited from a basic Swedish course at KTH. They represent a demographic that benefits from learning Swedish to improve their job opportunities. The initial evaluation results were analysed through the lens of the MUUX-E theoretical framework [10] , a framework for evaluating the “user experience and educational features of m-learning environments”. The evaluation showed that the core vocabulary learning aids directly integrated into the video watching experience were perceived as useful. Conversely, the gamified learning functions outside of the video watching experience were found to be scarcely used as intended. The subsequent user-centered design process improved upon the design of problematic learning functions by adhering to the principles of the MUUX-E framework. Concretely, more varied contextualized vocabulary exercises were designed, more options for user customization were included and feedback and progress metrics such as “streaks” were highlighted. An evaluation of the design with the same participants as the initial evaluation suggests that these changes would improve the usability and user experience of the application. Further research should evaluate an implemented end-product based on the proposed designs in a real-life setting. In that case, its pedagogical merit should also be evaluated. In summary, this thesis found that mobile video-based MALL apps such as Språkplay can provide usable and enjoyable language learning functions. / Med tillväxten av mobiltelefonbranschen har domänen för mobilassisterad språkinlärning (MALL) ökat alltmer. Ett stort antal språkinlärningsapplikationer har utvecklats för att stödja individers förvärv av andraspråk på olika nivåer, t.ex. genom att lära ut ordförråd och grammatik samt för att förbättra läs- och hörförståelsen. Dessa applikationer har undersökts i litteraturen och visar positiva men blandade resultat. Å ena sidan tillskrivit deras framgång delvis spelelementen. Dessa rapporteras förbättra användarupplevelsen (UX) och öka elevernas motivation. Å andra sidan kritiseras det primära förlitandet på dekontekstualiserade ordförråd och grammatikövningar. Som ett svar skapades en sådan applikation, SVT Språkplay, utvecklad av den svenska ideella föreningen Språkkraft, vilken använder TV-program som en längre form av språkligt sammanhang. Detta introducerade nya videobaserade inlärningsfunktioner. Det första syftet med denna uppsats var att börja fylla ett hål i forskningen genom att utvärdera användbarheten och användarupplevelsen av dessa funktioner. Det gjordes genom att genomföra användartester och intervjuer med sju andraspråkstudenter som använde appen för att lära sig svenska under en period av två veckor. Det andra syftet med arbetet var att förbättra användbarheten och användarupplevelsen för dessa inlärningsfunktioner genom en användarcentrerad designprocess med det slutliga målet att förbättra studentens stöd. Studiedeltagarna bestod av doktorander och studenter rekryterade från en nybörjarkurs i svenska på KTH. De representerar en demografisk nytta av att lära sig svenska för att öka deras tillgång till den svenska arbetsmarknaden. De första utvärderingsresultaten analyserades genom tillämpning av MUUX-E-ramverket, ett ramverk för att utvärdera “ u ser experience and e ducational features of m -learning e nvironments” [10] . Det visade att de grundläggande ordförrådets inlärningshjälpmedel som direkt integrerades i video upplevdes som användbara. Omvänt användes knappt alls de spelifierade inlärningsfunktionerna utanför videon. Den efterföljande användarcentrerade designprocessen förbättrades vid design av problematiska inlärningsfunktioner genom att följa principerna i MUUX-E-ramverket. Konkret utformades mer varierade kontextualiserade vokabulärövningar, fler alternativ för användaranpassning inkluderades och feedback- och framstegsmetriker som “streaks” lyftes fram. En utvärdering av designen med samma deltagare som den första utvärderingen tyder på att dessa förändringar skulle förbättra användbarheten och användarupplevelsen. Ytterligare forskning bör utvärdera en implementerad slutprodukt baserad på de föreslagna designförbättringarna i en verklig miljö. I så fall bör dess pedagogiska meriter också utvärderas. Sammanfattningsvis fann vi att videobaserade MALL-appar som Språkplay kan ge användbara och roliga språkinlärningsfunktioner.

Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment. This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module. Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.

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This technical report publishes the proceedings of the 26th Bilateral Student Workshop CTU Prague and HTW Dresden - User Interfaces & Visualization -, which was held on the 1st and 2nd December 2023. The workshop offers a possibility for young scientists to present their current research work in the fields of computer graphics, human-computer-interaction, robotics and usability. The workshop is intended to be a platform to bring together researchers from both the Czech Technical University in Prague (CTU) and the University of Applied Sciences Dresden (HTW). The German Academic Exchange Service offers its financial support to allow student participants the bilateral exchange between Prague and Dresden.:1) Václav Pavlovec: Multi-Boundary Labeling, pp. 2–5 2) Philipp Ballin: Influence of Speed, Direction, and Intensity of Vibrotactile Animations onto Emotional Level, pp. 6–14 3) Niklas Maximilian Kothe, Leon Kolosov: Errors In Pictures, pp. 15–21 4) Jan Trávníček: Automatic Sports Equipment Rental Service, pp. 22–26 5) Jimmy Orawetz, Felix Mühlberg: Capturing and Reproducing Atmospheres, pp. 27–32 6) Vojtěch Leischner: Time Based Audio-movement Graph, pp. 33–37 7) Markéta Machová: Balancing Exercises for Seniors in VR with Interactive Elements, pp. 38–41 8) Radka Olyšarová: MediaPipe Based Leg Tracking Method for Sensorimotor Walking Exercise for Elderly in VR, pp. 42–46 9) Vojtěch Radakulan: Application of Diegetic and Non-Diegetic Navigation in Virtual Reality, pp. 47–51 / Dieser Tagungsband enthält die Beiträge des 26. Bilateralen Studentenworkshops der CTU Prag und der HTW Dresden zu User Interfaces & Visualization, der am 1. und 2. Dezember 2023 stattfand. Der Workshop bietet jungen Wissenschaftlerinnen und Wissenschaftlern die Möglichkeit, ihre aktuellen Forschungsarbeiten in den Bereichen Computergrafik, Mensch-Computer-Interaktion, Robotik und Usability zu präsentieren. Der Workshop soll eine Plattform sein, um Forschende der Tschechischen Technischen Universität Prag (CTU) und der Hochschule für Technik und Wirtschaft Dresden (HTW) zusammenzubringen. Der Deutsche Akademische Austauschdienst stellt die finanzielle Unterstützung bereit, um den studentischen Teilnehmenden den bilateralen Austausch zwischen Prag und Dresden zu ermöglichen.:1) Václav Pavlovec: Multi-Boundary Labeling, pp. 2–5 2) Philipp Ballin: Influence of Speed, Direction, and Intensity of Vibrotactile Animations onto Emotional Level, pp. 6–14 3) Niklas Maximilian Kothe, Leon Kolosov: Errors In Pictures, pp. 15–21 4) Jan Trávníček: Automatic Sports Equipment Rental Service, pp. 22–26 5) Jimmy Orawetz, Felix Mühlberg: Capturing and Reproducing Atmospheres, pp. 27–32 6) Vojtěch Leischner: Time Based Audio-movement Graph, pp. 33–37 7) Markéta Machová: Balancing Exercises for Seniors in VR with Interactive Elements, pp. 38–41 8) Radka Olyšarová: MediaPipe Based Leg Tracking Method for Sensorimotor Walking Exercise for Elderly in VR, pp. 42–46 9) Vojtěch Radakulan: Application of Diegetic and Non-Diegetic Navigation in Virtual Reality, pp. 47–51

Es besteht eine starke Nachfrage nach einer positiven Applikation zum Lernen, um den strategischen Plan des indonesischen Ministeriums für Bildung und Kultur zu fördern, dass die Ratio von Berufsschule höher als die allgemeinbildende Schule werden kann. Die rasante entwicklung der Informations- und Kommunikationstechnologie könnte es ermöglichen, den Lernenden ein computergestütztes, personalisiertes E-Learning-System zur Verfügung zu stellen, um die Tatsache zu überwinden, dass jeder Lernende seine eigene Präferenz hat. Diese Studie bietet ein adaptives E-Learning-System, bei dem zwei Quellen der Personalisierung berücksichtigt werden: der Lernstil des Schülers und das Vorwissen. Um die Wirksamkeit des vorgeschlagenen E-Learning-Programms zu untersuchen, werden die Leistungen der Schüler bezüglich der drei niedrigsten Ebenen im kognitiven Bereich (Wissen, Verständnis und Anwendung) in der E-Learning-Gruppe mit denen der traditionellen Unterrichtsgruppe verglichen. Ein weiterer interessanter Bereich ist die sogannte schülerperspektive Usability-Bewertung und die Beziehung zwischen den Usability-Fragebogen angegebenen Aspekten zu erforschen. Der Entwurfs- und Entwicklungsprozess des adaptiven E-Learning-Systems in dieser Studie berücksichtigte sowohl das Instruktionsdesign als auch das Software-Engineering. Die erste Phase begann mit der Analyse des Kandidaten der Teilnehmer, des Fachkurses und des Online-Liefermediums. Der nächste Schritt bestand darin, die Prozedur, die Regelwerk der Adaptation und die Benutzeroberfläche zu entwerfen. Dann wurde Entwicklungsprozess des Lehrsystems auf der Grundlage der aus den vorherigen Phasen gesammelten Daten durchgeführt. Die nächste Phase war die Implementierung des Unterrichtsprogramms für die Schüler in einer kleinen Gruppe. Schließlich wurde die E-Learning-Anwendung in drei verschiedenen Teststrategien bewertet: Funktionsbasiertes Testen, Expertenbasierte Bewertung und benutzerperspektivische Bewertung. Die nächste Aktion ist eine experimentelle Studie, bei der das adaptive E-Learning-System im Lernprozess angewendet wird. An diesem Experiment waren zwei Gruppen beteiligt. Die Experimentalgruppe bestand aus 21 Studenten, die den Unterrichtsfach Digital Simulation mithilfe des adaptiven E-Learning-Systems lernten. Eine andere Gruppe war die Kontrollgruppe, die 21 Schüler umfasste, die dasselbe Unterrichtsfach in der traditionellen Klasse lernten. Es wurden zwei Instrumente verwendet, um die erforderlichen Daten zu erheben. Das erste Instrument bestand aus 30 Multiple-Choice-Fragen, die die kognitiven Ebenen von Wissen, Verstehen und Anwendung enthielten. Dieses Instrument wurde verwendet, um die Schülerleistung bei dem obengeschriebenen Unterrichtsfach zu bewerten. Das zweite Instrument war der Usability-Fragebogen, der aus 30 4-Punkte-Likert Aussagen bestand. Dieser Fragebogen bestand aus vier Dimensionen nämlich Nützlichkeit, Benutzerfreundlichkeit, Lernfreundlichkeit und Zufriedenheit. Mit diesem Fragebogen wurde die Usability der adaptiven E-Learning-Applikation basierend auf die Perspektive des Schülers bewertet. Der Befund dieser Studie ergab ein ungewöhnliches Phänomen, bei dem das Ergebnis des Pre-Tests der Kontrollgruppe signifikant höher als Experimentalgruppe. Zum Post-Test Vergleich, obwohl die Leistung der E-Learning Gruppe höher als der von der regulären war, war der Unterschied zwischen den beiden statistisch nicht signifikant. Der Vergleich der Punktzahlsteigerung wurde gemacht, um zu untersuchen, welche Behandlungsgruppe effektiver war. Die Ergebnisse zeigten, dass die gesamte Punktzahlsteigerung von der Experimentalgruppe signifikant höher als die von der Kontrollgruppe war. Diese Beweise waren auch im Hinblick auf das Wissen, das Verständnis und die Anwendungsebene des kognitiven Bereichs gültig. Diese Ergebnisse bestätigten, dass die Gruppe des adaptiven E-Learning-Systems bezüglich ihrer Leistung effektiver war als die Gruppe der Studenten, die in der traditionellen Klasse lernten. Ein weiterer wichtiger Befund betraf die Bewertung der Usability. Die Punktzahl der Messung wurde anhand verschiedener Ansätze analysiert und ergab, dass der Usability-Score in allen Aspekten (Nützlichkeit, Benutzerfreundlichkeit, Lernfreundlichkeit und Zufriedenheit) den akzeptablen Kriterien zuzuordnen ist. Darüber hinaus wurde die Regressionsanalyse durchgeführt, um die Beziehung zwischen den Variablen zu untersuchen. Der erste Befund ergab, dass die unabhängigen Variablen (Nützlichkeit, Benutzerfreundlichkeit und Lernfreundlichkeit) gleichzeitig die abhängige Variable (Zufriedenheit) beeinflussten. In der Zwischenzeit ergab der Teil t-Test unterschiedliche Ergebnisse. Die Ergebnisse zeigten, dass die variable Benutzerfreundlichkeit die variable Zufriedenheit signifikant beeinflusste. Der variable Nützlichkeit und die Lernfreundlichkeit wirkten sich indessen nicht signifikant auf die variable Zufriedenheit aus. / There is a strong demand for a positive instructional application in order to address the strategic plan of the Ministry of Education and Culture in Indonesia to change the ratio of vocational secondary school to be higher than the general school one. The immense growth of information and communication technology may be possible to provide a computer-based personalized e-learning system to the learners in order to overcome the fact that each student has their own preferences in learning. This study offers an adaptive e-learning system by considering two sources of personalization: the student’s learning style and initial knowledge. In order to investigate the effectiveness of the proposed e-learning program, the students’ achievement in terms of three lowest levels in the cognitive domain (knowledge, comprehension, and application) in the e-learning group is compared with the traditional classroom group. Another area that is interesting to explore is the usability evaluation based on the students’ perspective and the relationship between aspects specified in the usability questionnaire. The design and development process of the adaptive e-learning system in this study was considering both the instructional system design and software engineering. The first phase was started by analyzing the participants’ candidate, the subject course, and the online delivery medium. The next step was designing the procedure, the adaptation set of rules, and the user interface. Then, the process to develop the instructional system based on the data collected from the previous phases was conducted. The next stage was implemented the instructional program to the students in a small group setting. Finally, the e-learning application was evaluated in three different settings: functional-based testing, experts-based assessment, and user-perspective evaluation. The next action is an experimental study by applying the adaptive e-learning system to the learning process. There were two groups involved in this experiment. The experimental group that consisted of 21 students who learned the Digital Simulation course by utilizing the adaptive e-learning system. Another group was the control group that included 21 students who studied the same course through the traditional classroom setting. There were two instruments used to collect the required data. The first instrument contained 30 multiple-choice questions that considered the cognitive levels of knowledge, comprehension, and application. This instrument was used to assess the student achievement of the intended course. The second instrument was the usability questionnaire that consisted of 30 4-point Likert scale statements. This questionnaire was composed of four dimensions, namely usefulness, ease of use, ease of learning, and satisfaction. This questionnaire aimed to evaluate the usability of the adaptive e-learning application based on the student’s perspective. The finding in this study revealed an unusual phenomenon which the pre-test result of the control group was significantly exceeding those of the experimental group. For the post-test score comparison, although there was a higher achievement in the e-learning group than in the regular group, the difference between both achievements was not statistically significant. The comparison in terms of the gain score was conducted in order to investigate which treatment group was more effective. The results indicated that the total gain score achieved by the experimental group was significantly higher than those recorded by the control group. This evidence was also valid with regard to the knowledge, comprehension, and application-level of the cognitive domain. These findings confirmed that the group who utilized the adaptive e-learning system was reported more effective in terms of the achievement score than the group of students who studied in the traditional setting. Another important finding was related to usability evaluation. The measurement score was analyzed through different approaches and revealed that the usability score categorized in the acceptable criteria in all aspects (usefulness, ease of use, ease of learning, and satisfaction). Furthermore, the regression analysis was conducted in order to explore the relation between the variables. The first finding reported that the independent variables (usefulness, ease of use, and ease of learning) simultaneously influenced the dependent variable (satisfaction). In the meantime, the partial t-Test found varying results. The results indicated that the variable ease of use was significantly influenced variable satisfaction. Meanwhile, variable usefulness and ease of learning were not significantly affected variable satisfaction.

Use of computerized systems with user interfaces (UIs) is very high in the developed world, and is increasing rapidly everywhere else. The security of these systems are of utmost importance, but so is also the perception of security that people have of them. Therefore, this study investigates if there is a link between how usable systems with UIs are, and how securely they are perceived. This was done by constructing a custom and novel experimental setup, where 37 people (n=37) participated online through a website. The website guided participants through a realistic scenario, and then gave them a number of tasks to perform in a mock E-banking application. Participants then answered some questions regarding the usability and security of the mock E-banking application. This E-banking application was designed with the help of the Design Thinking methodology and heuristic evaluations. For most of the results, statistical significance could not be demonstrated. However, the results suggest that there may be a link between usability and perceived security, albeit quite weak. The relationship is hypothesized to be easily overshadowed by other aspects such as authentication procedure and reputation. / Användningen av datoriserade system med användargränssnitt (UI) är mycket hög i den utvecklade världen, och ökar snabbt i övriga världen. säkerheten hos dessa system är av yttersta vikt, men så är även hur säkert dessa system uppfattas av människor. Därför undersöker denna studie om det finns ett samband mellan hur användbart ett system med användargränssnitt är, och hur säkert det uppfattas. Detta gjordes genom att skapa en skräddarsydd och unik experimentell uppställning, där 37 personer (n=37) medverkade online via en webbplats. Webbplatsen guidade de medverkande genom ett realistiskt scenario och gav dem ett antal uppgifter att slutföra i en fiktiv internetbank. Deltagarna svarade sedan på ett antal frågor angående användbarheten och säkerheten hos den fiktiva internetbanken. Denna internetbank designades med hjälp av “Design Thinking”-metodologin och heuristiska utvärderingar. För de flesta resultaten kunde statistisk signfikans inte påvisas. Däremot antyder resultaten att det kan finnas en svag länk mellan användbarhet och upplevd säkerhet. En hypotes är att detta samband enkelt kan överskuggas av andra aspekter såsom autensieringsprocedur och rykte.

Universell utformning är ett växande paradigmskifte inom samhällsplaneringen i de svenska ramverken som ett verktyg för att främja tillgängliga och användbara miljöer. Syftet med den aktuella studien är att undersöka hur effektivt universell utformning kan implementeras inom samhällsplaneringen genom att definiera begreppet och utforska dess möjligheter och utmaningar. Genom sex semistrukturerade intervjuer har målet varit att bidra till en bredare förståelse inom området. Intervjuerna har genomförts med aktörer från olika positioner och nivåer, inklusive representanter från både den offentliga sektorn, praktiker och den kommunala förvaltningen. Studien har inkluderat bakgrundsforskning med sökning i öppna och slutna databaser. Empirin har analyserats med hjälp av ett teoretiska ramverket inom områden såsom den sociala modellen för funktionshinder, universell utformning och funktionshinderspolitiken. Uppmärksamhet har riktats mot kunskapen inom Sveriges samhällsplanering och dess processer i relation till universell utformning. Resultatet presenterar att det finns en varierad kunskap inom området för universell utformning. Genom analysen kunde vi dra fyra slutsatser: 1. Teoretiker besitter större kunskap om universell utformning än praktiker 2. Det finns en begreppslig förvirring som uppstått till följd av en kunskapsbrist 3. Det finns ett bristande ansvarstagande om vem som bör ansvara för kunskapen 4. Universell utformning har potential att användas som ett verktyg för att skapa en mer inkluderande och jämlik värld. Diskussionen analyserar forskningsfrågor relaterade till den genomförda analysen, med särskild reflektion kring definitionen av universell utformning genom citatet av en respodent: “... Man ska inte behöva gå in genom bakdörren om man inte kan gå i trappor”. Vidare diskuteras det faktum att kunskap har en stor inverkan för att effektivt kunna implementera universell utformning och förstå dess betydelse. / Universal design is a growing paradigm shift in urban planning in the Swedish framework as a tool to promote accessible and usable environments. The aim of the study was to investigate how effectively universal design can be implemented in urban planning by defining the concept and exploring its opportunities and challenges. Through six semi-structured interviews, the aim has been to contribute to a broader understanding of the field. The interviews have been conducted with actors from different positions and levels, including representatives from both the public sector, practitioners and municipal administration. The study has included background research with searches in open and closed databases. The empirical data has been analyzed using a theoretical grounding in areas such as the social model of disability, universal design and disability policy. Attention has been paid to the knowledge within Swedish spatial planning and its processes in relation to universal design. The result presents that there is a varied knowledge in the field of universal design. Through the analysis, four conclusions could be drawn which included: 1. Theorists have more knowledge about universal design than practitioners 2. There is conceptual confusion resulting from a lack of knowledge 3. There is a lack of ownership of who should be responsible for the knowledge 4. Universal design has the potential to be used as a tool to create a more inclusive and equal world. The discussion analyzes research issues related to the conducted analysis, with particular reflection on the definition of universal design through the quote: “... You should not have to go in through the back door if you cannot enter by stairs”. Furthermore, it discusses the fact that knowledge has a great impact in order to effectively implement universal design and understand its importance.