This thesis investigates human product interaction with a focus on the physical experience provided by products. The differences of users&#039 / perceptions are discussed according to the differences of bodily experiences served by products. The interaction with products is taken as a holistic experience phenomenon, and in order to assess users&#039 / understandings and evaluations about the experience with products / perceived pragmatic qualities, perceived hedonic qualities and elicited emotional reactions are analyzed. The research is conducted by means of surveys in order to compare users&#039 / perceptual differences in relation to two different product groups: automobiles and the iPhone, which differ in content of interaction, namely one serves a more physical (bodily) experience while the other a more virtual one. In order to find out the perceptual differences, verbal descriptions of perceived qualities and emotional states are used as measurement tools. A list consisting of bipolar word pairs in relation with pragmatic qualities, hedonic qualities and emotional reactions has been composed, and perceptual differences are investigated through the bipolar word pairs&#039 / relevancy levels according to the product. In addition, in order to show that meaning associations related to the same verbal description are context dependent, the meanings that are associated with the same word pairs for both products are investigated. Apparent differences between the relevant word pairs of the two different product groups have been observed, in addition with pragmatic qualities&#039 / higher relevancy scores compared to hedonic qualities and emotional reactions in defining users&#039 / interactions with products.

In today’s competitive landscape, shaping positive digital experiences with the brand is crucial for the company’s market success. The study aimed to investigate the interconnected relationship between User Experience (UX) and Brand Experience (BX) by exploring the potential for enhancing BX through the implementation of User Interface (UI) elements aligned with brand values within an e-commerce website. In this study, a two-phase quantitative experiment was employed, and four high-fidelity e-commerce web page prototypes were developed based on the Swedish multinational furniture retailer IKEA’s e-commerce website. In conclusion, this study establishes that the implementation of UI elements in line with brand values has the potential to enhance BX within the context of an e-commerce website. Through one of the prototypes, all dimensions of BX could be positively influenced. By emphasizing the interconnectedness between UX and BX, these findings contribute to our understanding of the critical role of UX design in shaping positive brand experiences online.

Com a Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008), as escolas regulares vêm recebendo um número maior de estudantes surdos ou com deficiência auditiva (S/DA), que antes frequentavam escolas especializadas. No entanto, dados apontam a diminuição do número de estudantes S/DA matriculados no ensino fundamental para o ensino médio, e do ensino médio para o ensino superior; ou seja, existem razões para se acreditar que barreiras educacionais se impõem no caminho desses estudantes para que conquistem uma formação educacional completa. Neste contexto, o objetivo deste trabalho é propor um modelo de aceitação de tecnologias levando em consideração fatores que envolvam aspectos do contexto da educação inclusiva, bem como efetuar experimento da interação de usuários S/DA com uma tecnologia para avaliar o modelo. Dentre os fatores mencionados um deles se refere às potenciais barreiras educacionais vivenciadas pelos estudantes S/DA em salas de aula inclusivas. Com relação à metodologia de pesquisa, o estudo desenvolveu-se em ciclos. Na medida em que as investigações avançavam, um novo estudo iniciava, se desenvolvia e se fechava. Isso permitiu que a proposta inicial tivesse sucessivos refinamentos ao longo do tempo até o ponto em que os questionamentos iniciais foram respondidos e o objetivo foi atingido. O modelo proposto mostrou resultados positivos, no sentido de conseguir capturar os fatores que podem influenciar a aceitação de tecnologias considerando o contexto de aplicação específico, uma vez que estes incorporam os aspectos da qualidade pragmática e os aspectos da qualidade hedônica, questões relacionadas à utilidade percebida da minimização de potenciais barreiras educacionais, expectativas futuras, e condições facilitadoras. Conclui-se que o modelo engloba tanto a investigação sobre questões motivacionais pessoais dos usuários quanto a investigação de aspectos do contexto de uso, e que o modelo pode ser utilizado para a finalidade a qual foi proposto, a avaliação de aceitação de tecnologias em ambientes de educação incluvisa. / With the foundation of the National Policy on Special Education on the Perspective of Inclusive Education (2008), mainstream schools are receiving a greater number of deaf or hard of hearing (D/HH) students, that once before were attending specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to high school, and from high school students to higher education; ie, there are reasons to believe that educational barriers are imposed on the way of these students to conquer a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account factors that ivolve aspects of the inclusive education context, as well as performing experiment on the interaction of D/HH users with a technology to evaluate the model. Among the factors, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles. To the extent that the investigations progressed, a new study began, was unfolded and closed. This allowed successive refinements over time to the point where the initial questions were answered and the goal was reached. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality, also issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users personal motivation and context of use aspects, and the model can be used for the purpose for which it was proposed, technology acceptance evaluation considering inclusive education contexts.

Com a Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008), as escolas regulares vêm recebendo um número maior de estudantes surdos ou com deficiência auditiva (S/DA), que antes frequentavam escolas especializadas. No entanto, dados apontam a diminuição do número de estudantes S/DA matriculados no ensino fundamental para o ensino médio, e do ensino médio para o ensino superior; ou seja, existem razões para se acreditar que barreiras educacionais se impõem no caminho desses estudantes para que conquistem uma formação educacional completa. Neste contexto, o objetivo deste trabalho é propor um modelo de aceitação de tecnologias levando em consideração fatores que envolvam aspectos do contexto da educação inclusiva, bem como efetuar experimento da interação de usuários S/DA com uma tecnologia para avaliar o modelo. Dentre os fatores mencionados um deles se refere às potenciais barreiras educacionais vivenciadas pelos estudantes S/DA em salas de aula inclusivas. Com relação à metodologia de pesquisa, o estudo desenvolveu-se em ciclos. Na medida em que as investigações avançavam, um novo estudo iniciava, se desenvolvia e se fechava. Isso permitiu que a proposta inicial tivesse sucessivos refinamentos ao longo do tempo até o ponto em que os questionamentos iniciais foram respondidos e o objetivo foi atingido. O modelo proposto mostrou resultados positivos, no sentido de conseguir capturar os fatores que podem influenciar a aceitação de tecnologias considerando o contexto de aplicação específico, uma vez que estes incorporam os aspectos da qualidade pragmática e os aspectos da qualidade hedônica, questões relacionadas à utilidade percebida da minimização de potenciais barreiras educacionais, expectativas futuras, e condições facilitadoras. Conclui-se que o modelo engloba tanto a investigação sobre questões motivacionais pessoais dos usuários quanto a investigação de aspectos do contexto de uso, e que o modelo pode ser utilizado para a finalidade a qual foi proposto, a avaliação de aceitação de tecnologias em ambientes de educação incluvisa. / With the foundation of the National Policy on Special Education on the Perspective of Inclusive Education (2008), mainstream schools are receiving a greater number of deaf or hard of hearing (D/HH) students, that once before were attending specialized schools. However, data point to the declining number of D/HH students enrolled from primary school to high school, and from high school students to higher education; ie, there are reasons to believe that educational barriers are imposed on the way of these students to conquer a complete education. In this context, the goal of this work is to propose a technology acceptance model that takes into account factors that ivolve aspects of the inclusive education context, as well as performing experiment on the interaction of D/HH users with a technology to evaluate the model. Among the factors, one of them refers to the potential educational barriers experienced by D/HH students in inclusive classrooms. With regard to research methodology, the study was developed in cycles. To the extent that the investigations progressed, a new study began, was unfolded and closed. This allowed successive refinements over time to the point where the initial questions were answered and the goal was reached. The proposed model has shown positive results in capturing factors that influence technology acceptance given the domain specific context, since they incorporate aspects of pragmatic quality and hedonic quality, also issues related to perceived usefulness in minimizing potential educational barriers, future expectations, and facilitating conditions. We conclude that the model encompasses both users personal motivation and context of use aspects, and the model can be used for the purpose for which it was proposed, technology acceptance evaluation considering inclusive education contexts.