Complicated, by Design : The Dynamic Use of a User-Centred Design Process

Abstract

Software design, as a dynamic and context-dependent practice, plays a crucial role in addressing the evolving challenges of soft- ware development. It requires continuous adaptation to technological advancements and changing user expectations, making ideation and problem-framing vital for successful outcomes. User- Centred Design (UCD) is a foundational methodology prioritising user needs and iterative feedback, recognised as a potential avenue to achieving human-centred software solutions. However, the practical implementation of UCD faces challenges, particularly in educational settings where guidance for students is often insufficient, and the need for structure and scaffolding is dire. This discrepancy is compounded by the diverse needs of practitioners and the constraints of real-world environments, such as time, resources, and organisational goals, which can hinder the application of structured UCD processes. As software design challenges become more complex, the need for flexible, yet structured software design processes that balance detailed guidance with adaptability becomes more pronounced. This thesis explores the application of a structured UCD process called the UCD Sprint, that aims to support the needs of both students and practitioners in navigating these complexities effectively while maintaining alignment with user needs. Through five key papers, the research explores how the UCD Sprint can address the challenges faced by practitioners and students. Key findings include identifying limitations in current UCD practices, such as time constraints, insufficient managerial support, and conflicting stakeholder priorities, highlighting the flexibility required for practitioners to adapt UCD processes to unique project needs while ensuring that these processes remain efficient and scalable across various contexts. A significant focus of the thesis is on students, while learning to conduct UCD activities in the early stages of software development. The findings show that the structure offered through the UCD Sprint proves effective in addressing the needs of students learning UCD. The UCD Sprint provides essential scaffolding, aiding students in developing critical skills like problem framing and avoiding premature fixation on solutions. Feedback from classroom integration of the UCD Sprint shows positive outcomes, including improved comfort with core UCD activities. The structured process can bring value through bridging the gap between theoretical knowledge and practical application, thus demonstrating the importance of scaffolding in supporting students. The theoretical and practical implications of this thesis emphasise the need for adaptability, and context-sensitivity when aiming to cater to the specific needs of practitioners, and the role of UCD processes in this environment. Furthermore, the findings show the importance of breaking down complex projects into manageable components and exposing students to a variety of UCD activities to ensure a comprehensive understanding of the process. Ultimately, this thesis contributes to the knowledge of the needs of practitioners and students, but also to the knowledge of the development of UCD processes.