TY - JOUR
T1 - Low-literates’ support needs for societal participation learning
T2 - Empirical grounding of theory- and model-based design
AU - Schouten, Dylan
AU - Paulissen, Rosie
AU - Hanekamp, Marieke
AU - Groot, Annemarie
AU - Neerincx, Mark
AU - Cremers, AHM
PY - 2017
Y1 - 2017
N2 - Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation Education of Low-literates. An initial high-level specification for this system is refined by incorporating the societal participation experiences of low-literate citizens into the design. In two series of user studies, the participant workshop and cultural probe methods were used with 23 low-literate participants. The Grounded Theory method was used to process the rich user data from these studies into the Societal Participation Experience of Low-Literates (SPELL) model. Using this experience model, the existing VESSEL specification was refined: requirements were empirically situated in the daily practice of low-literate societal participation, and new claims were written to explicate the learning effectiveness of the proposed VESSEL system. In conclusion, this study provides a comprehensive, theoretically and empirically grounded set of requirements and claims for the proposed VESSEL system, as well as the underlying SPELL model, which captures the societal participation experiences of low-literates citizens. The research methods used in this study are shown to be effective for requirements engineering with low-literate users.
AB - Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation Education of Low-literates. An initial high-level specification for this system is refined by incorporating the societal participation experiences of low-literate citizens into the design. In two series of user studies, the participant workshop and cultural probe methods were used with 23 low-literate participants. The Grounded Theory method was used to process the rich user data from these studies into the Societal Participation Experience of Low-Literates (SPELL) model. Using this experience model, the existing VESSEL specification was refined: requirements were empirically situated in the daily practice of low-literate societal participation, and new claims were written to explicate the learning effectiveness of the proposed VESSEL system. In conclusion, this study provides a comprehensive, theoretically and empirically grounded set of requirements and claims for the proposed VESSEL system, as well as the underlying SPELL model, which captures the societal participation experiences of low-literates citizens. The research methods used in this study are shown to be effective for requirements engineering with low-literate users.
KW - Societal participation
KW - Low-literacy
KW - Virtual learning environment
KW - Situated Cognitive Engineering
KW - Requirements engineering
KW - Qualitative methods
U2 - 10.1016/j.cogsys.2017.04.007
DO - 10.1016/j.cogsys.2017.04.007
M3 - Article
SN - 1389-0417
VL - 45
SP - 30
EP - 47
JO - Cognitive Systems Research
JF - Cognitive Systems Research
ER -