Current Research: User Experience (UX) Professionals and Pedagogy - with a focus on accessibility (2011 -> now)

Introduction -Working in UX can sometimes feel like climbing a mountain in a rainstorm. Just getting started is a daunting task; with so many things to learn and so many ways to learn it, where does one even begin? Then, just when you think you’ve finally got a solid footing, you find yourself fighting to keep your balance with the ground constantly shifting under your feet: there’s suddenly a new tool to master, or a new technology to learn, or a new process to adopt. Teaching UX can feel the same way.

We are three college professors in the United States who teach HCI/UX in three very different programs and at different levels: an undergraduate program based in rhetoric and technical communication, a graduate program based in computer science, and a graduate program based in design and information science. We each approach the field from a different perspective, but what brought us together was both the love of teaching UX-related topics and the shared struggles of what makes teaching UX so challenging. We stand in front of our students every year and inform them that they are entering an industry that is still in its infancy, is continually evolving, and will challenge them to constantly learn and grow. What they may not realize is that this is also true for us as educators. How can we teach our students the myriad skills they need when those skills change all the time? How can we help them develop the reflexive, ethical, and resilient mindset necessary to adapt to an industry that seems to always be in flux?

Abstract -One of the most important emerging trends in the field of user experience (UX) is the creation and use of design systems, which are a collection of documented elements that embody an organization’s design rules and principles. While design systems are becoming ubiquitous among organizations, especially those with mature design practices, few academic programs teach students how to use or create them. In this experience report, we share details on how we incorporated design systems into assignments and courses in three different academic programs. In this experience report, we provide a definition of design systems and introduce a scalable and flexible model for teaching them. We reflect on our motivations, insights, and lessons learned from implementing this model.

Abstract -While being a good communicator is a key skill for user experience (UX) practitioners, human-computer interaction (HCI) education typically prioritizes the creation of tangible project deliverables, e.g., wireframes, over providing students with a more complete set of communication skills. In this paper, we draw from an analysis of interviews with 71 experienced UX professionals to argue that a nuanced understanding of communication strategies should be explicitly included in HCI education. Specifically, we identify five goals that shape communications between UX practitioners and four distinct audiences and show that they select specific methods (techniques, artifacts, and tools) to achieve these goals. Drawing on theories of situated and authentic learning, we discuss three key implications for HCI educators: embracing rhetorical complexity, simulating real-world communication challenges, and highlighting the performative elements of communication. Educators must embrace these challenges to help students become more effective communicators and prepare them for UX careers.

Abstract -The field of user experience (UX) is growing and rapidly evolving. As instructors who teach in and help design UX programs for students in higher education, we are interested in developing compelling and relevant educational experiences for our students who aim to work as UX professionals. To gain a better understanding of the current expectations for working in the UX industry, we conducted 64 interviews with 71 senior UX industry professionals to learn about their current practices and their expectations of what skills new employees need to be successful working in UX. In this paper, we present a subset of findings from the study that focus on desired skills, (both human and technical) and dispositions of UX employees. We discuss the implications of this research for teachers and students and a call for future work.

Abstract -The field of user experience (UX) is growing and rapidly evolving. In this paper, we present two case studies describing how two organizations practiced User Experience (UX) in the summer of 2017; both were ‘in-house’ departments in consumer-facing companies in the Chicagoland area of Illinois. We conducted 16 interviews (involving 22 people) with leadership and practitioners, and observations (job-shadowing) with 14 of those we interviewed. Key takeaways included: (a) practitioners came from a variety of backgrounds resulting in multidisciplinary teams; (b) leadership desired UX employees that were generalists; and (c) inexpensive tools designed for UX were common for creating artifacts and facilitating communication resulting in a dynamic tool-scape. These findings have implications for instructors teaching in UX and students in UX programs; we also argue the findings will interest UX practitioners who are curious about sharing and learning from each other.

Abstract -Human-centered design philosophy proposes that end users be at the center of technical system designs. Building on a seminal study by Gould and Lewis, we present findings from two surveys that explored the practice of building interactive systems from the perspective of information and communication technology (ICT) professionals. We generated ICT job descriptions based on a lexicon derived from practitioners’ own words. We found that while “human-centeredness” has risen among ICT professionals, our respondents varied significantly in how they considered the original three Gould and Lewis principles with respect to their job titles and roles. We thus argue that tools that support clear communication among roles are critical; in this project, we analyzed personas as a common ICT communication tool. While personas were generally perceived positively, persona creators need to consider factors that contribute to buy-in from design teams, including quality research and effective presentation.

Abstract -In this paper, we present survey findings about how user experience (UX) and human-computer interaction (HCI) professionals, who create information and communication technologies (ICTs), reported considering accessibility in their work. Participants (N = 199) represented a wide range of job titles and nationalities. We found that most respondents (87%, N = 173) reported that accessibility was important or very important in their work; however, when considerations for accessibility were discussed in an open-ended question (N =185) the scope was limited. Additionally, we found that aspects of empathy and professional experience were associated with how accessibility considerations were reported. We also found that many respondents indicated that decisions about accessibility were not in their control. We argue that a better understanding about how accessibility is considered by professionals has implications for academic programs in HCI and UX as to how well programs are preparing students to consider and advocate for inclusive design.

Abstract -In this paper, we present findings from a pilot survey in which we investigated how industry practitioners who create interactive technologies discuss their work and include end users, (e.g. user research methods used). We also explored measures of empathy (a key concept for ''walking in end-user's shoes') among HCI professionals. We found that there were distinct and significant differences among individuals who claimed user-centric job titles (e.g. usability engineer) from those who claimed design-centric job titles (e.g. interaction designer, developer). Differences included how job-title groups considered end-users in their work and their empathetic profiles. We used results from this pilot study to inform a more comprehensive study we are currently undertaking.