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vii | |
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xi | |
Foreword |
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xiii | |
About the Editors |
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xvii | |
Contributors |
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xix | |
About the Contributors |
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xxi | |
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Section I Comprehending Complexity: Solutions for Understanding the Usability of Information |
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1 Usability of Complex Information Systems |
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3 | (14) |
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Examining the Definition of Usability |
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8 | (3) |
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Syntactic, Lexiconal, and Pragmatic (How-To Layers) |
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11 | (1) |
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Semantic (Functionality Layer) |
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12 | (1) |
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13 | (1) |
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14 | (1) |
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15 | (2) |
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2 Combining Rhetorical Theory with Usability Theory to Evaluate Quality of Writing in Web-Based Texts |
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17 | (30) |
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18 | (4) |
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Even the Software We Use Has Evolved |
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19 | (1) |
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A Need for More Effective Metrics |
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19 | (2) |
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21 | (1) |
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Relationship between Usability and Writing |
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22 | (3) |
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22 | (1) |
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A Test of Writers' Ability to Evaluate Texts |
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23 | (1) |
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The Subjects Began by Discussing Design |
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23 | (1) |
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The Subjects Moved to Discussing Navigation |
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23 | (1) |
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Eventually... They Discussed Writing Quality |
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23 | (1) |
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Effectively Discussing Writing Quality |
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24 | (1) |
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24 | (1) |
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Incomplete Rhetorical Filters |
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24 | (1) |
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Genres and Filters in Websites |
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25 | (1) |
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Applying Genre Theory to Content Evaluation |
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25 | (1) |
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A More Extended Theory of Genres |
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26 | (1) |
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26 | (1) |
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Combining the Components into a Schema |
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27 | (12) |
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28 | (1) |
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Knowing the Exigency and Purpose of a Text Is Critical for Describing Its Genre |
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29 | (1) |
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Exigency, Purpose, and Audience in Complex Information Systems |
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30 | (1) |
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Individual Pages with Independent Exigencies, Purposes, and Audiences |
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31 | (1) |
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Audience Need and Expectation Follow Naturally from Purpose |
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32 | (1) |
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32 | (1) |
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Even More Subtle: Rhetorical Need |
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32 | (1) |
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Complexity of Audience Analysis |
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33 | (1) |
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34 | (1) |
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Conceptual Structure of the Text |
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35 | (1) |
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Conceptual Structures in Web Design |
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36 | (1) |
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Conceptual Structures in Complex Information Systems |
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37 | (1) |
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Physical Structure, including Medium |
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38 | (1) |
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Expectations and Demands on the Author |
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38 | (1) |
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38 | (1) |
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39 | (4) |
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40 | (1) |
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40 | (1) |
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Practical Application: At Page Level |
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41 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (1) |
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44 | (3) |
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3 Language Complexity and Usability |
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47 | (20) |
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48 | (1) |
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Language as a Complex System |
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48 | (1) |
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Language Complexity in Writer's Help |
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49 | (8) |
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50 | (2) |
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Test Environment and Procedure |
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52 | (1) |
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53 | (1) |
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54 | (2) |
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56 | (1) |
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57 | (4) |
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58 | (1) |
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59 | (1) |
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Cognitive Load Learning Theory and Language Acquisition |
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60 | (1) |
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Composition Instruction at Texas Tech |
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61 | (3) |
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62 | (1) |
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Usability and the Complex System |
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63 | (1) |
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64 | (1) |
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65 | (1) |
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65 | (2) |
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4 Innovation and Collaboration in Product Development: Creating a New Role for Usability Studies in Educational Publishing |
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67 | (22) |
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68 | (1) |
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Background of the Product |
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68 | (2) |
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Finding Opportunity in "Failures" |
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70 | (3) |
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73 | (6) |
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74 | (2) |
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76 | (2) |
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78 | (1) |
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Collaboration and Rhetoric |
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79 | (3) |
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Driving Innovation in Product Development |
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82 | (2) |
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84 | (1) |
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85 | (1) |
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86 | (3) |
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Section II Theorizing Complexity: Ideas for Conceptualizing Usability and Complex Systems |
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5 Mapping Usability: An Ecological Framework for Analyzing User Experience |
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89 | (20) |
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90 | (3) |
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93 | (10) |
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93 | (2) |
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Mapping the User Experience |
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95 | (2) |
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Embracing the Hypothetical |
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97 | (3) |
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Making the Business Case for Evaluating Complexity |
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100 | (1) |
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Repurposing the Small-Scale Usability Test |
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101 | (2) |
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Discount Testing versus the Ecological Approach |
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103 | (2) |
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Other Methods for the Ecological Approach |
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103 | (2) |
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105 | (1) |
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106 | (1) |
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107 | (2) |
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6 Usability and Information Relationships: Considering Content Relationships and Contextual Awareness When Testing Complex Information |
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109 | (24) |
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110 | (10) |
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Importance of Relationships and Contextual Awareness |
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112 | (5) |
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Usability Tests for Relationships and Contextual Awareness |
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117 | (3) |
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Building a Test Plan for Contextual Awareness Usability |
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120 | (4) |
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Factors to Consider When Building the Test Plan |
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121 | (1) |
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122 | (1) |
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123 | (1) |
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Information Relationships |
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123 | (1) |
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124 | (1) |
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124 | (2) |
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Tests While a Person Is Still Developing Contextual Awareness |
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125 | (1) |
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Tests of the Quality of a Person's Contextual Awareness |
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125 | (1) |
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126 | (1) |
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126 | (2) |
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128 | (1) |
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129 | (4) |
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7 Continuous Usability Evaluation of Increasingly Complex Systems |
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133 | (24) |
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134 | (1) |
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Overview of Usability Evaluation Methodology |
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135 | (3) |
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Process Evaluation of Domain Service |
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136 | (1) |
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Evaluation of the Existing Information Systems |
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136 | (1) |
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Identification of Decision Paths and Actions That Can Benefit from Increasingly Complex Systems |
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137 | (1) |
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137 | (1) |
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Usability Evaluation of Increasingly Complex Systems in Health Care |
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138 | (4) |
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Usability Evaluation Techniques |
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138 | (1) |
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138 | (2) |
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140 | (1) |
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Overview of Evaluation Results |
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140 | (2) |
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Usability Evaluation in Increasingly Complex Systems for Project Portfolio Management |
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142 | (11) |
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Tasks and Activities in Project Portfolio Management |
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144 | (1) |
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Increasingly Complex Systems for Project Portfolio Management |
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145 | (1) |
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Continuous Evaluation of PPM Systems |
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146 | (3) |
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Experimental Usability Evaluation |
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149 | (1) |
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150 | (1) |
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Domain Services of an Increasingly Complex PPM System |
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151 | (1) |
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151 | (2) |
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153 | (1) |
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153 | (1) |
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154 | (3) |
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8 Design Considerations for Usability Testing Complex Electronic Commerce Websites: A Perspective from the Literature |
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157 | (24) |
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158 | (1) |
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Usability and Complex E-Commerce Websites |
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158 | (2) |
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Website Usability Testing |
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159 | (1) |
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Reliability and Validity in Usability Testing Research |
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160 | (1) |
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160 | (2) |
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Designing a Reliable and Valid Usability Test |
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162 | (10) |
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162 | (2) |
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Design of the Scenario and/or Task |
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164 | (1) |
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Identifying and Recruiting Participants |
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165 | (1) |
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165 | (1) |
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166 | (5) |
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171 | (1) |
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Conducting the Usability Test and the Setting |
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171 | (1) |
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172 | (2) |
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174 | (1) |
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175 | (6) |
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Section III Designing for Complexity: Methods of Conceptualizing Design Needs of Complex Systems |
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9 An Activity-Theoretical Approach to the Usability Testing of Information Products Meant to Support Complex Use |
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181 | (26) |
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182 | (3) |
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Activity Theory: Operationalizing Context |
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185 | (8) |
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Overview of Activity Theory (e.g., Rubinstein, 1957)and Cultural-Historical Activity Theory |
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187 | (6) |
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The USDA Food Guide Pyramids: Overview and Re-View |
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193 | (10) |
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193 | (2) |
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Re-View: Activity-Theoretical Approach to the Usability Testing of MyPyramid |
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195 | (1) |
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Understand and Accommodate the Object of Users' Activity |
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196 | (3) |
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Choose Methods That Capture Data about All Levels of Activity in the System |
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199 | (2) |
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Commit to a Time Frame That Is Long Enough to Observe Changes in the Activity System |
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201 | (2) |
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203 | (1) |
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203 | (1) |
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204 | (3) |
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10 Designing Usable and Useful Solutions for Complex Systems: A Case Study for Genomics Research |
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207 | (16) |
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208 | (2) |
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Usability Issues in Designing Usability into the Genome Project |
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210 | (10) |
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The Necessity for a Single, Unified User Interface |
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211 | (1) |
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The Need for Domain Expertise and Field Testing and Observation |
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212 | (1) |
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Acquiring the Necessary Domain Expertise |
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213 | (1) |
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The Necessity for Field Studies and Observation |
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213 | (1) |
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Developmental Methodology |
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213 | (1) |
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214 | (1) |
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Usability Analysis through Field Studies and Contextual Inquiries |
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214 | (1) |
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Primary Design and Usability Challenges |
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215 | (1) |
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The Necessity for Supporting Collaborative, Complex Work |
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215 | (1) |
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The Necessity for Supporting the Paradox of Structure for Complex System Design |
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216 | (2) |
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Design and Usability Methodologies |
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218 | (1) |
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218 | (1) |
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218 | (1) |
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Extended Contextual Analysis |
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219 | (1) |
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220 | (1) |
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221 | (1) |
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221 | (2) |
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11 Incorporating Usability into the API Design Process |
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223 | (30) |
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224 | (2) |
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226 | (14) |
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226 | (1) |
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227 | (1) |
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228 | (1) |
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Using an API in an Application |
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228 | (2) |
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Why is API Usability Important? |
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230 | (3) |
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What Makes an API Usable? |
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233 | (1) |
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234 | (1) |
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What Makes an API Difficult to Use? |
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235 | (5) |
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API Design, Development, and Usability |
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240 | (5) |
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Technical Writers Can Help with Usability |
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241 | (1) |
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241 | (1) |
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242 | (1) |
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API Usability Peer Reviews |
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242 | (2) |
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Technical Writers Should Help with Usability |
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244 | (1) |
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245 | (1) |
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246 | (1) |
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246 | (2) |
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248 | (5) |
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Section IV Practical Approaches: Methods for Evaluating Complexity |
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12 Tapping into Desirability in User Experience |
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253 | (28) |
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254 | (1) |
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You Can Lead a Horse to Water, but You Can't Make It Drink |
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254 | (3) |
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Satisfaction Ratings in Self-Rated Questionnaires |
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255 | (1) |
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Post-Test Questionnaries in Comparative Studies |
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256 | (1) |
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How (and Why) Microsoft Created (and Used) Product Reaction Cards |
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257 | (4) |
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257 | (1) |
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257 | (2) |
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Application and Use in 2004 |
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259 | (2) |
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How Others Have Used the Product Reaction Cards |
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261 | (2) |
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Other Methods Used to Study Affect |
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263 | (1) |
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Our Use of Product Reaction Cards |
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263 | (2) |
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Learning to Use the Cards |
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264 | (1) |
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Designing Methods to Show the Results |
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265 | (1) |
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Results from Our Studies, from Simple to Complex Systems |
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265 | (10) |
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265 | (2) |
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Hotel Group Study on Loyalty Program Enrollment |
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267 | (1) |
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Website for Teacher Professional Development |
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268 | (1) |
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Network Monitoring and Management |
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269 | (1) |
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A Major Hotel Group Reservation Study |
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270 | (4) |
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274 | (1) |
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275 | (2) |
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277 | (1) |
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278 | (1) |
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278 | (3) |
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13 Novel Interaction Styles, Complex Working Contexts, and the Role of Usability |
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281 | (24) |
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282 | (4) |
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282 | (1) |
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283 | (1) |
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283 | (3) |
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Case Domain 1 Collaborative Work Environments |
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286 | (3) |
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Case Domain 2 Virtual Environments |
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289 | (5) |
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Case Domain 3 Sociotechnical Systems |
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294 | (3) |
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The Implications of Complexity |
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297 | (2) |
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299 | (1) |
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300 | (1) |
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300 | (1) |
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301 | (4) |
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14 Information Usability Testing as Audience and Context Analysis for Risk Communication |
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305 | (28) |
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306 | (1) |
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Communicating about Risks and Emergencies |
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307 | (4) |
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Crisis and Emergency Risk Communication (CERC) |
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308 | (2) |
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Audiences for Risk and Emergency Information |
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310 | (1) |
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Usability Evaluation of Documents |
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311 | (2) |
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Feedback-Driven Audience Analysis |
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312 | (1) |
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Testing with the Hurricane Survival Guide |
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313 | (15) |
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314 | (1) |
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Document Usability Evaluation Protocol |
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315 | (1) |
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316 | (2) |
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318 | (2) |
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Comments about Design and Writing |
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320 | (3) |
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Comments about Information |
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323 | (5) |
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Conclusion: Document Usability Evaluation as Audience Analysis |
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328 | (1) |
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329 | (1) |
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330 | (3) |
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15 Usability Testing, User Goals, and Engagement in Educational Games |
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333 | (30) |
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334 | (3) |
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337 | (1) |
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337 | (1) |
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338 | (1) |
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Usability of Education Games |
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338 | (8) |
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Good and Bad Educational Games |
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338 | (2) |
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340 | (1) |
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Usability and Game Testing |
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341 | (1) |
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Usability Testing Defined |
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342 | (1) |
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343 | (2) |
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Quality Assurance Defined |
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345 | (1) |
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346 | (4) |
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347 | (1) |
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348 | (2) |
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350 | (4) |
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350 | (1) |
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351 | (3) |
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354 | (4) |
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358 | (1) |
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359 | (1) |
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359 | (1) |
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360 | (1) |
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360 | (3) |
Index |
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363 | |