User-Centred Design (UCD)

User-centred design (UCD) can be described as a multidisciplinary design approach in which the needs and limitations of end users are given attention at every stage of the design process with the aim of improving the understanding of researcher (Galer et al., 2016). This user-centred design methodology is used as part of the research methodology in many research studies involving users. As this research focusses on users (students and other stakeholders in academia), the user-centred design methodology (UCD) is used throughout the research, particularly in security framework design in chapter six, specific experiments in chapters four and five, app design and implementation in chapter seven, in order to obtain users’ needs, requirements and opinions on the research. Consequently, this approach has been adopted from the early stages of this research as recommended by (Mohammadi, 2015), combined with the TAM and generally accepted system security principles (GASSP)to develop the first prototype of the m-learning security framework and m- learning security enhancement app. Thus, the use of user-centred design (UCD) is considered from the initial research assessment stages so that more user-friendly systems can be built (Preece at al., 2015).

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The aim of using a user centre design approach methodology is to provide the users the opportunity to express their perceptions, allow them to express their feelings and concerns on what is considered appropriate for enhancing their security when using mobile devices for learning (Quintana et al., 2013). It also helps the researcher to understand what the problems users are facing or encountering regarding m-learning security. At the initial planning stage, user-centred design questionnaires and interviews, were adopted, in order to specify users’ requirements. The subsequent chapters in this thesis outline the exploratory study that has been carried out using this approach, with the aim of identifying a set of requirements for an initial security enhancement framework as well as gathering data on concerns and preferences for further research. This approach was also used repeatedly at a later stage of the research in form of case studies and focus groups, when further improvement was needed on the first design.

This approach, therefore, allows gathering a pool of design needs that should be addressed in the theoretical model and app development. It facilitates the users’ participation in order to achieve a good level user experience in relation to the system design, functionality, usability and users’ acceptance. The benefit of using user- centred design (UCD) is to produce an appropriate methodology along with discussion points mentioned above and its connection to the research questions, in order to enable the researcher to understand m-learning security issues within the context of HEIs in Nigeria. The significance of user involvement in the design and development processes of any user-driven system or app can no longer be overlooked, because of their contribution to the effectiveness, efficiency, and usage (Quintana et al., 2013). There are, however, some drawbacks associated with the user-centred design methodology such as extra costs and slower development, which were put into consideration in the research timeframe.

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Many system design standards and principles were reviewed and explored with the conclusion that, this research focusses on UCD, one of the suitable standards for this research is the ISO-standard 9241 -210 (formerly known as ISO – 13407), which is based on Human-centred design for interactive systems (Giacomin, 2014.), this standard presents a high level overview of the activities that are recommended for human centred design for mobile phones. The standard describes six key principles to ensure that the design is user centred, which needs to be carried out, starting from the earliest point of the research.

 The design is based upon an explicit understanding of users, tasks and

environments.

This principle ensures understanding the users within the 'context of use'. This principle was adopted in this research by applying the ISO-standard 9241 - 210 process on need to understand the users, understand what they want to do with the system and also understand the environment in which the system is used (Travis, 2011). This was implemented during the early stages of the research, as presented in Chapters five and six.

 Users are involved throughout design and development.

The purpose of this principle is to ensure that the designer involves users in all design phases take active parts in development. This is implemented in this project engaging users in design stages, their input and recommendations are valued and incorporated to make a better release. It is also achieved through field studies carried out during the design and usability evaluation activities.

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 The design is driven and refined by user-centred evaluation.

To ensure that the users are an integral part of every stage of the process, there are some empirical methods that can be used. Interviews and questionnaires are highly appropriate for creating user driven design solutions. These methods are employed, as they are proven to be the most suitable means of obtaining information (Page, 2011). They were chosen as the most cost- effective methods of gathering data for the research in this thesis and were used to collect information and identify needs. The standard points out that usability evaluation should be carried out throughout the design process. The description of the way the questionnaires and interviews are applied in practice is provided in Chapters four to eight.

 The process is iterative.

The standard simply states that most appropriate design for an interactive system cannot typically be achieved without iteration. This is part of the experience gathered during this research as the first app developed, though was good at improving user security in m-learning, it was not adequate enough and was later improved upon, and the research eventually developed a final app describe in chapter seven.

 The design addresses the whole user experience.

The fifth stage involves evaluating user experience of the system byincluding the kind of perceptual and emotional aspects typically associated with user experience. This method involves monitoring users’ behaviour on the system and gathering information on their usage (Travis, 2011). The implementation tool used in the research for this purpose is app logging activity along with users’ responses during the interview stages. The feedback which has been evaluated appropriately as detailed in Chapters five to eight.

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 The design team includes multidisciplinary skills and perspectives.

The final point of standards is including a range of views in the system such as the voices of experts, users, domain experts, marketing, technical supports and writers and business analysts. It is to ensure that a robust solution is achieved and delivered at the end of the project. The relevant people involved in this research include students, academic staff, experts from the computer security field and university non-teaching and administrative staff who are involved in m-learning and security, the experience of these stakeholders are discussed in Chapter four.