International Journal of Human-Computer Interaction

Erdinç, Oğuzhan; Lewis, James R.

doi: 10.1080/10447318.2012.711702pmid: N/A

This article describes the development of a standardized computer system usability questionnaire for use with speakers of the Turkish language, the Turkish Computer System Usability Questionnaire, Short Version (T-CSUQ-SV). This new questionnaire, based on the English-language CSUQ, underwent careful translation and transformation through comprehensive psychometric evaluation. The results of the psychometric evaluation revealed an acceptable level of reliability, appropriate construct validity, and sensitivity to manipulation, indicating that Turkish usability practitioners should be able to use the T-CSUQ-SV with confidence when conducting user research.

Schwark, Jeremy D.; Dolgov, Igor; Hor, Daniel; Graves, William

doi: 10.1080/10447318.2012.711703pmid: N/A

To date, affective computing research has acknowledged individual differences with regard to detecting affect, yet little research has explored how these individual differences may determine the degree to which affective computing is successful in manipulating the affect of specific computer users. The current study used individual difference measures to predict how much an individual can be influenced by a hedonic computing paradigm: a simple trivia game. Female participants responded in a greater way to positive affective feedback about their performance than did men. Moreover, several personality traits, including neuroticism, narcissism, self-esteem, and extraversion, augmented the degree to which affect changed as a result of playing the game. The results are consistent with the gender differences hypothesis, and the authors conclude that individual differences, particularly gender and personality traits, play a large role in the potential impact of computing platforms and would be useful in personalizing the affective nature of the human–computer interaction.

Hertzum, Morten; Hornbæk, Kasper

doi: 10.1080/10447318.2012.711704pmid: N/A

In point-and-click interfaces the location of targets is sometimes known to the user before visually identifying it, and sometimes not. This experiment investigates how pointing is affected by whether the target location is precued so that users know it in advance or nonprecued so that users learn it only at the onset of pointing trials. The study investigates this for young, adult, and elderly participants pointing with mouse and touchpad. Target precuing affects the trial completion time, the reaction time, the sheer movement time, and multiple movement kinematics. In addition, target precuing interacts with the use of either mouse or touchpad, with target distance, and with target size, but surprisingly little with participant age. Because the target location was always made known to participants no later than at the onset of the pointing trial, the effects of target precuing must be due to the different possibilities for mental and motor preparations.

Hertzum, Morten; Holmegaard, Kristin Due

doi: 10.1080/10447318.2012.711705pmid: N/A

Thinking aloud is widely used for usability evaluation, and its reactivity is therefore important to the quality of evaluation results. This study investigates whether thinking aloud (i.e., verbalization at Levels 1 and 2) affects the behavior of users who perform tasks that involve interruptions and time constraints, two frequent elements of real-world activities. The study finds that the presence of auditory, visual, audiovisual, or no interruptions interacts with thinking aloud for task solution rate, task completion time, and participants' fixation rate. Thinking-aloud participants also spend longer responding to interruptions than control participants. Conversely, the absence or presence of time constraints does not interact with thinking aloud, suggesting that time pressure is less likely to make thinking aloud reactive than previously assumed. These results inform practitioners faced with the decision to either restrict verbalizations in usability evaluation to thinking aloud to avoid reactivity or relax the constraints on verbalization to obtain additional information.

Nam, Chang S.; Bahn, Sangwoo; Lee, Raney

doi: 10.1080/10447318.2012.711990pmid: N/A

To investigate the acceptance of assistive technology (AT) by special education teachers, the present study developed and tested hypothesized relationships among key determinants of AT acceptance such as the facilitating condition, perceived ease of use, computer self-efficacy, result demonstrability, perceived usefulness, and behavioral intention. Results from analysis of data collected from a number of special education teachers in schools for the visually and/or auditory impaired confirmed the effects hypothesized in our conceptual model of AT acceptance. In particular, perceived usefulness was a dominant factor affecting AT usage. Facilitating condition was strongly related to perceived ease of use, whereas perceived ease of use had a significant effect on computer self-efficacy. This study also found the importance of result demonstrability factor, which had significant effects on both computer self-efficacy and perceived usefulness. This study expanded and enriched a traditional technology acceptance model by further investigating determinants associated with the acceptance of AT by special education teachers for the blind and/or the deaf. In addition, the results of the present study should provide some insights into the understanding of AT acceptance and the decisions of AT utilization, as well as its distribution and training.