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Notice bibliographique
Résumé
Empathy is imperative for the creation of user-friendly products, and can be both taught and learned according to Jon Kolko in his book, “Well-Designed”. In it, he suggests that successful design requires the integration of human factors and an empathy with the users. However, in such statements as “the left circle is engineering, the right circle is design” and “engineering is a reductive activity… design, however, is frequently a generative activity” seem to imply that engineering does not overlap with design. Section headings including “Motivating Engineers”, and “How do you bridge the …gap between engineers and designers?” also strengthen the idea that engineering and design are not performed by the same people. Much of the literature on human factors implies that engineers are analytical, solution-oriented, and thorough. However, creativity and human considerations seem to have been left to someone else, or pushed to the end of the design process as a last-minute add-on. In this work, we focused on how to change this perception by helping engineers to better integrate human factors and empathy into their design processes.We have been exploring potential approaches that could encourage the two seemingly disparate worlds to merge together. After an initial design project with a focus on incorporating experiential learning and human factors did not achieve the expected outcomes, it was clear that encouragement and intentions were not enough to integrate empathetic principles into engineering design. Our research included analyzing different product choices based on experience in a specific area, and a case study to identify the source of human consideration in a capstone design project. This has culminated in the idea that a tool needed to be created to help novice designers introduce human factors into the early stages of their design process.We avoided making a checklist which could be completed with no real consideration for the user. Instead, we created a prototype of an application which we believe would help spark discussion and ideation, while interacting with designers on a platform that is accessible and recognizable. In this paper, we will describe the development activities that were required for this tool as well as the additional work needed to create an operational application for multiple operating platforms. In addition, we will discuss how we believe this will influence the incorporation of human factors into the design processes of novice designers and in which applications we believe this will be the most useful.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle