Agile development methodologies are becoming increasingly popular because they address many risks of software development through things such as quick delivery of working software and responsiveness to change. As agile organizations have begun to develop more user interface-intensive systems, they understand the value and need to design more usable systems. The fields of usability engineering and human-computer interaction are focused on exploring how people interact with computer systems. However, much of this work is inaccessible to agile practitioners because it does not align with core agile values and because there has not been adequate transfer of knowledge between practice and academia. This motivated my creation of the eXtreme Scenario-Based Design (XSBD) process, an integrated agile usability approach. XSBD provides key usability benefits of the scenario-based design (SBD) approach (an established usability engineering process) and is compatible with an agile development framework modeled on leading agile processes like XP and Scrum. XSBD was designed for use in projects in which a large part of the overall system quality is determined by system usability. This requires close communication and coordination of the disparate usability and agile development work practices. A core aspect of XSBD is the central design record (CDR), which is the shared design representation that guides usability design. It tightly couples usability evaluation results to design features and high level project goals, allowing the usability engineer to leverage key benefits of traditional SBD while working in an agile framework. I began developing XSBD at Virginia Tech, evaluating it through several student-led development efforts. To improve and demonstrate the applicability of XSBD in practice, I partnered with Meridium, Inc., a software and services company. Using an action research case study method, I worked with several development teams there who used XSBD to develop products. This directly linked usability and HCI research to practice, allowing me to demonstrate XSBD's utility in practice while evaluating it from a theoretical perspective. The results of this work suggest several avenues for further work both to increase its adoption in practice and to link to existing HCI research efforts such as design rationale and knowledge reuse. / Ph. D.

This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. / Ph. D.

Educational technology research studies have found computer and software technologies to be underutilized in U.S. classrooms. In general, many teachers have had difficulty integrating computer and software technologies into learning activities and classroom curricula because specific technologies are ill-suited to their needs, or they lack the ability to make effective use of these technologies. In the development of commercial and business applications, participatory design approaches have been applied to facilitate the direct participation of users in system analysis and design. Among the benefits of participatory design include mutual learning between users and developers, envisionment of software products and their use contexts, empowerment of users in analysis and design, grounding of design in the practices of users, and growth of users as designers and champions of technology. In the context of educational technology development, these similar consequences of participatory design may lead to more appropriate and effective education systems as well as greater capacities by teachers to apply and integrate educational systems into their teaching and classroom practices. We present a case study of a participatory design project that took place over a period of two and one half years, and in which teachers and developers engaged in the participatory analysis and design of a collaborative science learning environment. A significant aspect of the project was the development methodology we followed - Progressive Design. Progressive Design evolved as an integration of methods for participatory design, ethnography, and scenario-based design. In this dissertation, we describe the Progressive Design approach, how it was used, and its specific impacts and effects on the development of educational systems and the social and cognitive growth of teachers. / Ph. D.

Many software systems fail as a direct consequence of errors in requirements analysis. Establishing formal metrics early in the design process, using attributes like critical parameters, enables designers to properly assess software success. While critical parameters alone do not have the potential to drive design, establishing requirements tied to critical parameters helps designers capture design objectives. For the design of interactive systems, the use of scenario-based approaches offers natural user centricity and facilitates knowledge reuse through the generation of claims. Unfortunately, the requirements-analysis phase of scenario-based design does not offer sufficient built-in and explicit techniques needed for capturing the critical-parameter requirements of a system. Because success depends heavily on user involvement and proper requirements, there is a crucial need for a requirements-analysis technique that bridges the gap between scenarios and critical parameters. Better establishing requirements will benefit design. By adapting task-modeling techniques to support critical parameters within the requirements-analysis phase of scenario-based design, we are able to provide designers with a systematic technique for capturing requirements in a reusable form that enables and encourages knowledge transfer early in the development process. The research work presented concentrates on the domain of notification systems, as previous research efforts led to the identification of three critical parameters. Contributions of this work include establishment of a structured process for capturing critical-parameter requirements within a user-centric design framework and introduction of knowledge reuse at the requirements phase. On one hand, adapting task models to capture requirements bridges the gap between scenarios and critical parameters, which benefits design from user involvement and accurate requirements. On the other hand, using task models as a reusable component leverages requirements reuse which benefits design by increasing quality while reducing development costs and time-to-market. / Master of Science

As software systems continue to grow, and as project teams become larger and more distributed, support for project management in collaborative environments is critical. Management tasks include maintaining team coordination, monitoring progress, and, of particular interest for this work, managing risk tasks often add significant overhead to a project. To reduce overhead, management tasks must be integrated, whenever possible, directly into the software design and development process. Additionally, to prevent common problems from reoccurring in different projects, developers must focus on reusing the knowledge gained and the lessons learned through previous projects to guide future endeavors. The overall goals of the work contained within this thesis are to define reusable, project-related knowledge as project risks and to utilize that knowledge in the development of a risk-driven management model to be integrated within a human-computer interaction (HCI) design process. Existing risk management techniques typically involve process-related knowledge, such as project planning and client involvement. However, HCI as a discipline is more concerned with product-related design knowledge. Claims structure product-related knowledge for reuse by explicitly stating the positive and negative tradeoffs of incorporating a particular feature in the design of a system. By managing these negative tradeoffs as design risks, HCI designers can identify and focus on the most critical design issues throughout the course of a project. This systematic approach to solving design issues helps to ensure that designers make informed design decisions rather than following an ad hoc design process. Building upon existing risk management techniques from other domains, this thesis delivers a risk-driven, claims-based management model for HCI design. In doing so, this work transfers techniques traditionally used in managing process-related knowledge into a new domain for use in managing product-related design risks. The need for risk management in software design is argued through a review of existing collaborative tools, resulting in a series of guidelines for providing project management support. An initial risk model is then presented, along with the results of a user evaluation conducted to determine not only the accuracy of risk prioritization, but also the overall benefit of applying risk management within the context of HCI design. Following a discussion of these results, several directions for future work are mentioned both to further the quest for a true design science and to improve the standards by which software projects are managed. / Master of Science

The scenario-based design process, particularly with an emphasis on claims, captures and shares design knowledge that has promise in teaching design. However, the best methods are not fully understood yet. This thesis examines the areas of scenario-based design, claims relationships, and learning through cases with the goal of learning what can be improved to better support these processes. In investigating those areas, an information visualization tool is created for learning design through case studies. The tool combined claims from multiple visualization techniques to create an approach for supporting problem-based learning goals. In creating the tool, scenario-based design was used, with a particular emphasis on claims for driving the development and evaluation. All design rationale was captured in claims to create a tool that addressed the current problem issues identified. A recently developed claims relationship framework, used for the first time in development efforts, aided in structuring the design rationale. Using these relationships, the design was tracked from requirements analysis to problem claims to design claims and finally to claims that formed the basis of an evaluation. This thesis presents a case study of using claims relationships to drive the development and evaluation of a tool for supporting problem-based learning through case studies of scenario-based design. In creating a novel tool for learning about cases, a unique example of claims-centric scenario based design emerges, presenting as open questions new directions for merging scenarios, claims, and cases in knowledge storage, access, and learning systems. / Master of Science

Scenario-based testing emerges as the main approach to validate automated driving systems (ADS) and thus ensure safe road traffic. Thereby, the test scenarios used should represent the traffic event of the corresponding operational design domain (ODD) and should cover the traffic situation from normal driving to an accident. For this, the fusion of police accident data and video-based traffic observation data into one database for subsequent scenario generation is advisable. Therefore, this paper presents the Fuse4Representativity (Fuse4Rep) process model as part of the Dresden Method, which helps to fuse heterogeneous data sets into one ODD-representative database for lean, fast and comprehensive scenario generation. Hereby, statistical matching is used as the fusion approach building on probable matching variables, such as the 3-digit accident type, the collision type and the misconduct of participants. Moreover, the paper shows how the scenarios generated in this way can be hypothetically used to validate ADS, e.g. in a stochastic traffic simulation incorporating human driver behaviour models. Future studies should apply the Fuse4Rep model in practice and test its validity.

Scenario-based testing emerges as the main approach to validate automated driving systems (ADS) and thus ensure safe road traffic. Thereby, the test scenarios used should represent the traffic event of the corresponding operational design domain (ODD) and should cover the traffic situation from normal driving to an accident. For this, the fusion of police accident data and video-based traffic observation data into one database for subsequent scenario generation is advisable. Therefore, this paper presents the Fuse4Representativity (Fuse4Rep) process model as part of the Dresden Method, which helps to fuse heterogeneous data sets into one ODD-representative database for lean, fast and comprehensive scenario generation. Hereby, statistical matching is used as the fusion approach building on probable matching variables, such as the 3-digit accident type, the collision type and the misconduct of participants. Moreover, the paper shows how the scenarios generated in this way can be hypothetically used to validate ADS, e.g. in a stochastic traffic simulation incorporating human driver behaviour models. Future studies should apply the Fuse4Rep model in practice and test its validity.

Design and evaluation of input methods for secondary tasks in dual-task systems presents specific challenges not covered by traditional human-computer interaction design techniques. Emerging trends in the fields of mobile, ubiquitous, and in-vehicle information systems demonstrate a desire for users to interact with information systems while engaging in other tasks. Research on interaction within these various fields has revealed input methods that perform well for a particular task. However, few focus on the tradeoffs of attention that must be made to react to this notification information. A design analysis technique for input methods is proposed focusing on the design objectives of interruption, reaction, and comprehension for the secondary task made at the cost of primary task attention. Through a study conducted using a reusable usability test platform constructed for this thesis, a typical in-vehicle information system is analyzed using the proposed design analysis. Three input methods were designed and compared: a graffiti character recognizer, a touch screen, and a remote control for their proficiency at selecting an item from a list while operating a driving simulator. The results of the study revealed similar task performance between the varied input methods; however, the design analysis enabled recommendations about future design directions, confirming the viability of the technique for notification systems research. / Master of Science

Computing is moving away from the desktop, permeating into many everyday objects and the environments in which we live. Many researchers in ubiquitous computing are excited about the potential to profoundly change the way we live by revolutionizing how we interact with information. Despite the excitement, few successful applications are making the transition from the laboratories to the mass market. While this could easily be attributed to the immaturity of the research area, it is also a manifestation of a larger problem—the lack of coherent methods, processes or tools that assist designers in thinking about issues pertinent to ubiquitous computing, as they explore potential ideas and develop some of these into working prototypes. To this end, this research presents an overview of the important characteristics of ubiquitous computing systems identified by many of the leading researchers in the field. Contrasting with conventional systems, we discuss the resulting issues and challenges, and their implications on the future directions of this emerging research area. In a case study, we use scenario-based design to walkthrough the design of a community computing application. At various stages of the design process, the need to focus on more issues relevant to ubiquitous computing design became apparent, resulting in the augmentation of scenario-based design. The augmented scenario-based design process is proposed as a tool for helping designers conceptualize user activities within given usage circumstances and at various stages of the design process. New questions help to identify the most common pitfalls, enabling designers to produce systems that are more socially acceptable and provide a higher likelihood for adoption by everyday users beyond the laboratory. In initial testing, the augmented process was shown to produce better designs. The ultimate ambition of ubiquitous computing technology is to be able to serve users anywhere, at anytime. However, taking into account the dynamic nature of user needs and usage situations, is a novel and non trivial undertaking. In essence, it is a fundamental change that requires designers to rethink many of the conventional answers and processes that help guide the creation of interactive systems. We provide a promising approach. / Master of Science