USER-DESIGN RESEARCH
USER-DESIGN RESEARCH
复制标题
用户设计研究
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Michael Savoy
中科院分区：
文献类型：
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作者：
A. Carr;Michael Savoy
本章的目的是描述在教学和信息科学的用户设计领域的研究和理论的状态。近几十年来，学习者和用户的重要性大大增加。然而，一个全面的考虑的基础理论，有助于用户设计作为一个结构，以及仔细解释的研究，有助于我们的理解，从事用户，目前缺乏文献。在教育技术文献中尤其如此。传统上，由于各种原因，对知识的追求和获得一直局限于社会上层的少数精英。在教学设计中，这无疑是一种情况，它完全沉浸在术语和特殊技术中，以便最好地利用教学科学的发现。学者们进行研究，以获得更深入的知识和了解社会的弱势大多数，迫使大多数人通过向用户公布的产品利用研究成果。然而，这项由专家指导和设计的研究的用户对他们所展示的产品几乎没有发言权。这导致许多创新无法被接受或使用，很少得到有效实施。教学科学也不能幸免于这种片面的、往往不成功的创新传播。专家和从业者对缺乏相关有用结果的沮丧导致了更多的合作努力，以设计，开发，实施和受益于研究，过程和产品。我们开始这一章与用户设计的定义和用户设计和其他渐进的原型，如学习者为中心，以用户为中心，解放设计模型之间的划定。其次是讨论用户设计研究的基础，包括斯堪的纳维亚设计文献和利益相关者的参与。在这些相关的学科，我们认为什么样的实证研究告诉我们，还有什么差距有待填补，以建立一个强大的研究议程的用户设计学科。然后，我们将注意力转向对用户设计障碍的简要讨论，并以一个潜在的研究议程和推进用户设计的相关方法的描述结束本章。本章的每一节都从解释各个相关领域和用户设计的概念和理论的细节开始。其次是仔细讨论的经验证据，有助于框架的关系，用户设计和需要进一步和具体的研究，以及进一步的用户设计调查所需的方法进行简要讨论。
The purpose of this chapter is to describe the state of research and theory in the area of user design in instructional and informational sciences. In recent decades the importance of the learner and user has increased considerably. However, a comprehensive consideration of the underlying theories that contribute to user design as a construct, as well as a careful explication of the research that contributes to our understanding of engaging users, is currently lacking in the literature. This is particularly the case in the educational technology literature. Traditionally, the quest for and attainment of knowledge have been restricted, for various reasons, to those select few in the upper echelons of society. And this is surely the case within instructional design thoroughly steeped in jargon and special techniques for taking best advantage of the findings of instructional science. Academics conduct research to gain deeper knowledge and understanding of the powerless majority of society to compel that majority to utilize the results of the research through products that are unveiled to the users. However, the users of this expert-conducted and designed research have had little say about the products with which they were presented. This has led to many innovations being less than acceptable or usable and rarely effectively implemented. The instructional sciences have not been exempt from this type of one-sided, often-unsuccessful diffusion of innovation. The experts’ and practitioners’ frustrations with the lack of relevant useful results have led to more collaborative efforts to design, develop, implement, and benefit from research, processes, and products. We begin this chapter with a definition of user design and delineation between user design and other progressive archetypes such as learner-centered, user-centered, and emancipatory design models. This is followed by a discussion of the foundations of user-design research including the Scandinavian design literature and stakeholder participation. Within these related disciplines, we consider what the empirical research tells us and what gaps remain to be filled to build a robust research agenda for the user-design discipline. We then turn our attention to a brief discussion of obstacles to user design and conclude the chapter with a description of a potential research agenda and associated methods for advancing user design. Each section of this chapter begins with an explication of the specfics of the concepts and theories of the various related areas and user design. This is followed by a careful discussion of empirical evidence that helps to frame the relationship to user design and the need for further and specific research as well as a brief discussion of the methods needed to further user-design inquiry.