years of evaluating innovative accessible or assistive technology in
Human-Computer Interaction research and how we could do better
Quantitative, if possible experimental, studies and evaluations are central in Human-Computer Interaction (HCI) and to motivate policy initiatives. Yet, few technologies for children with visual impairments have been evaluated this way in education research; it is also an issue in research on technology for locomotion and mobility. Even if they were evaluated: the current replication crisis calls for revisiting our practices, and standards for quantitative evaluations have changed through time. We set to investigate how quantitative empirical evaluations of technology for visually impaired people are conducted in papers published by top HCI venues in this area (CHI, Tochi, Assets, Taccess), and to identify areas of improvements. We suggest that single subject experiment designs might be more adequate with this group. We also outline practical steps for authors and reviewers to improve their evaluation practices.
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Braun and Clarke’s thematic analysis have become a staple of qualitative HCI research. Here’s why themes don’t emerge and how to get started with reflexive Thematic Analysis
Braun and Clarke’s thematic analysis has become a staple of qualitative HCI research. Here’s how to get started with their reflexive Thematic Analysis method and why themes don’t emerge.
In 2015 at the very beginning of my PhD, my advisor gave me a simple yet essential advice for academic writing: look at papers similar to what you want to achieve. New to qualitative methods, I analyzed a sample of qualitative papers published at CHI that year. Qualitative analysis either referenced Grounded Theory by Charmaz, thematic analysis by Braun and Clarke (B&C), or simply stated using open coding. During CHI reviewing this year, Samantha and I noticed many references to thematic analysis used language and concepts Braun and Clarke have often disavowed. They have in face expressed frustrations regarding how their paper is interpreted and used. We thought it would be helpful to summarize their recent writings on the methods, in hope it would be helpful to researchers new to thematic analysis as we were.
These past few years, their 2006 paper took off, reaching 71 739 citations according to Google Scholar at the time we write this article. Some time last year, they even gave their approach a new name: reflexive thematic analysis. They’ve also vigorously opposed that ‘themes emerge from the data’. As junior researchers, we found applying thematic analysis both easy (a way to annotate data) and difficult (there are theoretical and methodological ramifications we don’t have a clear grasp on). We’ve also kept up with discussions on thematic analysis in psychology and social sciences. Here’s a summary of Braun and Clarke’s concerns regarding uses of their approach to TA and how it applies to HCI research.
Before we continue, let’s just note this article will not get into the matter of Grounded Theory and how to do it. We’ve included more resources at the end of this article.
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Many discussions about making our classrooms more inclusive in higher education revolve around our attitude as teachers. This post summarises them, then presents my classroom policy to encourage inclusive behavior between students, even outside of the learning contexts.
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There are countless articles and mailing lists debates about what is design and what is design research out there. This will not summarize these debates, nor is it an attempt to reconcile these views. It is a couple of observations on how I turned to ethnography, preparing a design research course at University of Sussex, my experiences as a designer turned academic and as committee member of a support and networking group for French design PhD students. I have read and taken part to many epistemological, etymological, historical and methodological debates about design research, but I am simply hoping this can provide some insights on design research as people and practices, a world, in reference to Howard Becker, as I have experienced it.
Part 1: A path from designer to academic;
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Part 2: Becoming an ethnographer;
Part 3: A network for French Design PhD students: sticking together through diverse PhD program requirements;
Part 4: Establishing a design research course at University of Sussex.
I helped organising two Special Interest Groups during the 2019 edition of the Human-computer Interaction conference called CHI (pronounced “Kay”), in Glasgow. Here are a few thoughts and tips about SIGs and their organisation.
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