背景:开发专注于性健康教育的数字教育应用程序需要一个有效整合文化考虑因素的框架。根据以前的研究,我们确定了将文化见解纳入解决方案开发的问题和基本要求。
目的:本研究旨在探索自我建立的跨文化研究模型的解决方案室,重点是创建一个可重用的框架,用于开发和实施可广泛使用的性健康数字教育工具。这项研究的重点是从低保真原型(She!Masomo)发展到高保真原型(We!Masomo),同时通过差异化评估其系统可用性。这项研究有助于实现可持续发展目标3、4和5。
方法:研究方法锚定在自我扩展的跨文化研究模型的解决方案室中,融合了文化因素。它使用多种方法,以用户为中心的设计思维方法,专注于开放式基于Web的应用程序的广泛人类参与。这包括收集自我评估的文本用户反馈,进行系统可用性量表(SUS)分析,进行4次面对面的半结构化专家访谈,遵循COREQ(报告定性研究综合标准)准则。
结果:根据确定的低保真度原型的局限性,她!Masomo(SUS得分67),通过文本用户反馈(63/77)和原型功能比较突出显示,实现了迭代开发和改进。此过程导致创建了增强的高保真原型(We!Masomo)。使用定性SUS分析(82/90)评估了增强型原型的改进效果,与之前的SUS得分67相比,低保真原型获得了77.3分。强调可访问的数字教育工具的重要性,这项研究进行了4次专家访谈(4/4),并按照CHERRIES(互联网电子调查结果报告清单)指南报告了电子调查结果.数字教育平台,我们!Masomo,旨在促进普遍和包容的自由获取信息。因此,开发的高保真原型在肯尼亚实施.
结论:这项研究的主要结果提供了利用案例研究方法来促进数字教育网络工具开发的全面探索,特别关注文化敏感性和敏感的教育主题。它为在资源有限的地区有效引入此类工具提供了重要见解。尽管如此,必须强调的是,研究结果强调了在设计阶段整合特定文化组件的重要性.这突出了进行彻底的需求工程分析和开发低保真原型的必要性,接下来是SUS分析。这些措施在传播敏感信息时尤其关键,比如性健康,通过数字平台。
■RR2-10.1186/s12905-023-02839-6。
BACKGROUND: Developing a digital educational application focused on sexual health education necessitates a framework that integrates cultural considerations effectively. Drawing from previous research, we identified the problem and essential requirements to incorporate cultural insights into the development of a solution.
OBJECTIVE: This study aims to explore the Solution Room of the self-established Intercultural Research Model, with a focus on creating a reusable framework for developing and implementing a widely accessible digital educational tool for sexual health. The study centers on advancing from a low-fidelity prototype (She!Masomo) to a high-fidelity prototype (We!Masomo), while evaluating its system usability through differentiation. This research contributes to the pursuit of Sustainable Development Goals 3, 4, and 5.
METHODS: The research methodology is anchored in the Solution Room of the self-expanded Intercultural Research Model, which integrates cultural considerations. It uses a multimethod, user-centered design thinking approach, focusing on extensive human involvement for the open web-based application. This includes gathering self-assessed textual user feedback, conducting a System Usability Scale (SUS) analysis, and conducting 4 face-to-face semistructured expert interviews, following COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines.
RESULTS: Based on the identified limitations of the low-fidelity prototype, She!Masomo (SUS score 67), which were highlighted through textual user feedback (63/77) and prototype feature comparisons, iterative development and improvement were implemented. This process led to the creation of an enhanced high-fidelity prototype (We!Masomo). The improved effectiveness of the enhanced prototype was evaluated using the qualitative SUS analysis (82/90), resulting in a favorable score of 77.3, compared with the previous SUS score of 67 for the low-fidelity prototype. Highlighting the importance of accessible digital educational tools, this study conducted 4 expert interviews (4/4) and reported e-survey results following the CHERRIES (Checklist for Reporting Results of Internet E-Surveys) guideline. The digital educational platform, We!Masomo, is specifically designed to promote universal and inclusive free access to information. Therefore, the developed high-fidelity prototype was implemented in Kenya.
CONCLUSIONS: The primary outcome of this research provides a comprehensive exploration of utilizing a case study methodology to advance the development of digital educational web tools, particularly focusing on cultural sensitivity and sensitive educational subjects. It offers critical insights for effectively introducing such tools in regions with limited resources. Nonetheless, it is crucial to emphasize that the findings underscore the importance of integrating culture-specific components during the design phase. This highlights the necessity of conducting a thorough requirement engineering analysis and developing a low-fidelity prototype, followed by an SUS analysis. These measures are particularly critical when disseminating sensitive information, such as sexual health, through digital platforms.
UNASSIGNED: RR2-10.1186/s12905-023-02839-6.