Joy Robinson is an Assistant Professor at The University of Alabama in Huntsville. and teaches Technical Communication, New Media and User Experience courses. She currently runs the UAH Evaluation and User Experience Lab where her research focuses on collaboration and teaming in various work contexts. Her work has been published in TCQ, JTWC, CDQ, and IEEE ProComm. Her latest article "A Geographic and Disciplinary Examination of UX Empirical Research Since 2000" investigated UX research in the US.
A few of my projects
Over the past few years, I have worked on a few UX related projects or project that leverage UX ideas or methods. Below are a few of them:
UX research over the years: This study included the analysis of UX field publications since 2000-2016 through a review and coding of over 800 empirical publications. A follow-up, a survey was issued to practitioners in the dataset inquiring about method priority in research as distinct from evaluation. The study found that publications and practices vary somewhat. Practitioners cite the value of qualitative triangulation but publish more readily quantitative studies.
Prototyping teacher sharing: In this study, students were asked to prototype various iterations of a website designed for teachers to share digital content. Each of the three prototypes was usability tested and refined. The study helped to refine specific aspects of the website.
Assessing the value of TW: This study included the evaluation of a technical writing course by examining the specific assignments created about the class. The evaluation included over 100 “letter to a future” student assignments and mapping of the assignments to better understand student takeaways. The results indicated students valued peer review as a critical component in the TW course
State of the field in teaching and learning: This study collected the digital habits of teachers in the writing and communication field and included surveys, interviews, and the collection of teacher artifacts. The survey revealed teachers rely on themselves for tech/digital assistance. Interviews showed that most teachers lack a cohesive digital pedagogy and instead rely on a patchwork of activities to define these processes.