par Van Der Linden, Jan 
;Amadieu, Franck;Van De Leemput, Cécile
Référence 19th International Conference on Human-Computer Interaction (9-14 juillet: Vancouver)
Publication Non publié, 2017
;Amadieu, Franck;Van De Leemput, Cécile Référence 19th International Conference on Human-Computer Interaction (9-14 juillet: Vancouver)
Publication Non publié, 2017
Communication à un colloque
| Résumé : | The purpose of this study is twofold. The first objectivet is to underline the need for a User Experience approach allowing a better understanding of multi-touch devices usage, such as tablets, by students in educational context. The second objective is to highlight the importance of differentiating the user experience according to how the technology is used and device preference as well as the importance of encouragement by peers and faculty staff.Due to apparent flexibility of tablets, their innovative and playful aspects, the all-in-one technological devices are settling down gradually as a prominent tool for learning activities. For some years now, various public actions have been undertaken to introduce tablets in schools and universities. Tablets are used to stimulate students’ interest as well as to create new forms of interaction and learning situations (Ifenthaler & Schweinbenz, 2013; Clark & Lurckin, 2013; Karsenti & Fievez, 2014). To this day, this keen interest for tablet use in classrooms has been the object of only a limited number of studies. More precisely, literature lacks elaborated studies depicting a detailed picture on how tablet use is experienced by students. To our knowledge, studies focusing on the influence of hedonic qualities and emotions are not yet published. The User Experience (UX) approach aims at establishing the psychological reality of technology users. Despite the absence of a clear definition, the few studies in this approach share a set of common characteristics (Hassenzahl & Tractinsky, 2006; Law et al., 2008; Roto, 2007; Karapanos, Zimmermann, Forlizzi, & Martens, 2009; Yogasara, popovic, Kraal & Chamorro-Koc, 2011): a focus on the user and his subjective experience stemming from an effective or observed interaction; a holistic approach to exceed the limits of the more classical usability approach by taking the non-instrumental aspects of technology use into consideration, such as experienced emotions and hedonic qualities; and the recognition of the UX’s dynamic nature. Within this framework, several theoretical models were proposed (i.e.: Forlizzi & Batterbee, 2004; Hartmann, et al., 2008; Hassenzahl & Tractinsky, 2008). Among these, the Components of User Experience Model (CUE-Model) by Thüring and Mahlke (2007) specifies the psychological content of the user experience and tend to approach a better understanding of the involved processes. The CUE-model deems that UX stems directly from the interaction with the technology, and considers UX as the root cause for technology satisfaction, intention to use and usage behaviour. Moreover, the model depicts UX as a combination of three components: perceived instrumental qualities (perceived utility and perceived ease of use) and perceived non instrumental qualities (aesthetic, symbolic and motivational aspects), which both impact independently the third component, that is the user’s emotional reactions towards the technology. Nonetheless, this model neglects certain aspects. First, not much information is given as to the relative weight of each components in regard to technology satisfaction and to usage intention. Secondly, there is a lack of consideration of peer and faculty support. Encouragement to use a technology in educational context (Martins & Kellermanns, 2004) is known to influence technology usage. Therefore, it is necessary to further analyse the kind of interaction that affects global UX and its components. To achieve our goals, an online survey was created scales measuring the several components as defined by the CUE-model and sent to 437 Belgian university students. The survey asked students about the multi-touch devices they possessed, type and frequency of use, device preference for given tasks, as well as peers and faculty staff encouragement to use tablets at their university. Data was processed with the "Partial Least Squares (PLS) method" which is particularly suited for researches led to explore theoretical models (Lacroux, 2011; Fernande, 2012; Chin, 1998).The results indicate, that each scale used shows sufficient internal consistency and that they can be used to measure the several components of user experience. Moreover, the results show that the relative weight of each component (instrumental qualities, non-instrumental qualities, and emotional reactions) on technology satisfaction and intention to use varies according to the type of users and to the perceived support given by peers and teaching staff. Also, they indicate that 41.1% of university students own a tablet and use it for learning purposes, and more precisely, the more “passive” uses (i.e. information search, social networking, media playing) are more frequent than the more “active” uses (i.e. note taking, analysing data, doing exercises). Significant differences in UX in function of how the tablet is used has also been demonstrated. In conclusion, this study exposes a tool for assessing UX and its components, and demonstrates the existing links between UX, technology satisfaction, and further intention to use. More importantly, the study shows that the nature of UX varies in function of how the technology is used. These findings testify the need to consider UX not as a unified structure but as a plural construction built from several kinds of interactions influenced by social uses and representation of technology. |
