We are excited to announce that SACHI is supporting Digital Inclusion WikiConnect. This project aligns perfectly with our ongoing commitment to fostering community engagement and promoting high-social impact initiatives.

Digital Inclusion WikiConnect

Did you know you have the power to shape the world’s largest encyclopedia while making a real difference in digital inclusion? Whether you’re a Wikipedia beginner or a seasoned contributor, Digital Inclusion WikiConnect offers you the chance to develop new skills, contribute your expertise and help combat digital poverty. With plenty of support, workshops, and hands-on guidance, this is your chance to plug knowledge gaps and address the issue of digital poverty.

Photo CC 2.0 by Oliver Lavery on Flicker – Digital Divide

What is the project all about?

Digital Inclusion WikiConnect aims to foster collaboration between staff and students at the University of St Andrews by promoting inclusive practices and digital inclusion through the creation and editing of Wikipedia articles relevant to digital poverty and/or your area of expertise. By engaging participants in this event, we seek to increase student engagement, raise awareness about the importance of digital inclusion, particularly for marginalised communities, and celebrate good intergenerational practices within our University.

It is supported by the Equality, Diversity and Inclusion Fund, School of Computer Science, CS EDI Committee, and SACHI, and led by the Inclusion, Diversity, Equity, and Accessibility in Open Knowledge Network (IDEA Network for short!)

2nd Intake Announcement 📢

🗓️ Thursday 24 October 2024, 1:00pm – 3:30pm
📍 School of Physics and Astronomy

This is your opportunity to learn new skills, contribute valuable knowledge, and help shape the future of digital inclusion through Wikipedia.

🎉 Special Highlight: We’re thrilled to have Freddie Quek, a global digital inclusion leader and founder of the #joiningthedots initiative, joining us again, but this time in person! Freddie’s work has significantly impacted national strategies to close the digital divide, and this is a rare chance to hear his insights first-hand.

Why and how would I sign up?

This project aims to deliver a real social impact on the issue of digital inclusion. Alongside this, it is also a great opportunity to showcase your skills in independent research and collaboration, which prove to be invaluable for your future studies and teaching. To find out more about the benefits of taking part and to sign up, please complete our sign up form here.

FAQs

Do I need to be a wiki contributor already?

Absolutely not. We will support you every step of the way, from signing up as an editor to publishing your first article, and all the steps in between.

I’m not an academic; can I still be involved?

Absolutely. This is open to all staff at the University, regardless of job family.

I am a PhD student; do I count as staff or student on this project?

For the purposes of this project, we will be classing PhD students as students.

I am working remotely on 24 October; can I join online?

We will have an EDI Engagement Facilitator available to support those who can only attend on 24 October online.

Why You Should Join

By participating in this project, you will:

• Plug knowledge gaps on the world’s largest open-access platform.
• Develop valuable skills in research, wiki writing, and addressing digital literacy issues.
• Make an impact on digital poverty by contributing to inclusive knowledge.
• Collaborate with peers and experts in an intergenerational knowledge-sharing effort.

Sign Up Now!

Spaces are limited, and spots will be filled on a first-come, first-served basis. If the session is fully booked, a waiting list will be available. No prior experience with Wikipedia is required—we will support you every step of the way!

👉 Sign up here

Let’s collaborate to bridge the digital divide and promote inclusive knowledge sharing together.

Here, we discuss the development of the Helen platform as part of Yunzhi’s MSc project, which helps users overcome barriers to achieving academic and career goals. It highlights key findings from participatory design sessions with British and Arab users, revealing shared preferences and cultural differences in web interaction.

Background:

Global Share is a community initiative to build a social enterprise driven by the disparities in software development and access to online information between English-speaking and non-English-speaking regions (Graham et al., 2014; Jagne & Smith-Atakan, 2006). It also draws from the experiences of Helen Keller. The enterprise is developing the Helen platform to help users hindered by language and regional barriers achieve their academic and career goals. The platform will provide various services, including high-quality resources from professionals and a social network of like-minded individuals. Currently, the platform targets users in the UK and Arab regions but is in the early stages of development and facing cross-cultural challenges.

By conducting interviews with stakeholders, we gained insights into the development status of Helen. Based on the latest research on cross-cultural participatory design, we applied methods to address these issues. Several cross-cultural participatory design experiments were conducted, offering critical insights into how British and Arab cultures differ regarding web interaction and participatory design processes.

Methods:

Participatory design aims to reduce the power imbalance between designers and users by giving users a platform to voice their opinions (Merritt & Stolterman, 2012). However, as this approach has gained popularity, its original intent of balancing power has been diluted, especially in cross-cultural contexts (Mainsah & Morrison, 2014). Research also shows that cultural differences can influence preferences in web and interaction design (Alsswey & Al-Samarraie, 2021; Cyr & Trevor-Smith, 2004).

For the Helen platform, which caters to a multicultural audience, it’s crucial to use suitable participatory design methods while factoring in cultural differences in design preferences.

Our methodology is based on Hagen’s (2012) framework, which involves engaging end users in the design process—aligning perfectly with the target users of the Helen platform.

The process involved three key stages:

1. Stakeholder Interviews – To understand the current development of Helen.
2. Participatory Design Workshops– Conducted separately for British and Arab users.
3. Cross-Cultural Design Experiments – To explore how cultural differences impact design preferences.

To ensure an equitable, participatory design process, we considered cross-cultural factors such as language diversity (Cardinal et al., 2020), design preferences (Alsswey & Al-Samarraie, 2021), and scenario-driven design (Okamoto et al., 2007). We also followed the Design for Care principles (Rossitto et al., 2021) and incorporated four critical participatory design principles and techniques:

1. Speak with Comfort – Ensuring participants feel comfortable voicing their opinions.
   • Creating a supportive environment where participants feel safe and respected is essential for fostering open dialogue and ensuring that all voices are heard, regardless of cultural or language differences.
2. Reverse Brainstorming – Encouraging participants to solve problems by exploring what could go wrong.
   • This technique challenges participants to think of potential obstacles or adverse outcomes, allowing for creative problem-solving by addressing issues from an opposing perspective and turning them into actionable insights.
3. Visual Aids – Using visual aids to facilitate more transparent communication.
   •  Visual tools, such as diagrams, sketches, or prototypes, help bridge language gaps and enable participants to express their ideas more clearly, making complex concepts easier to understand across cultures.
4. Think for the Community – Fostering a collaborative mindset.
   • Encouraging participants to focus on collective goals rather than individual interests helps create solutions that benefit the wider community, promoting a spirit of teamwork and shared ownership of the design process.

Miro was used as the platform to conduct these participatory design processes.

Results:

The participatory design sessions revealed some interesting insights. Contrary to the differences anticipated based on previous research, users from the UK and Arab regions shared similar design preferences in many areas, including:

• A preference for visual information.
• A strong desire for community interaction.
• Goal sharing and a preference for reward systems.

However, there were distinct cultural differences in specific design elements:

• Web Design: UK users preferred higher information density, while Arab users favoured a cleaner, less crowded interface.
• Interaction Design: British users preferred clear goal-setting guidance, whereas Arab users valued more flexible goal incentives.

Additionally, cross-cultural differences were observed in the participatory design sessions themselves. British users expressed their opinions more independently and were less likely to adjust their views in response to others. In contrast, Arab users tended to adapt their opinions based on group dynamics and showed a greater enthusiasm for open discussions.

Discussion:

The findings indicate that Helen may not require two entirely distinct design versions for UK and Arab users, as there are many shared preferences. However, variations in interaction design suggest that some culturally tailored features may enhance the user experience for different regions.

The participatory design sessions also highlighted different collaboration habits between the two cultures, underscoring the need for a thoughtful, care-focused approach in cross-cultural design. Ensuring that all participants feel comfortable and empowered to express their ideas is critical to developing software that meets the diverse needs of a global audience. Future research should continue to explore how cross-cultural participatory design can be refined to further address these differences. It’s also important to note that these results are constrained by the limited timeframe of the three-month MSc project and the relatively small size of the data generated, which may not fully capture the diverse preferences within the broader populations.

Screenshots:

• Board S: Stakeholder Interviews

• Board A: Arabic Participatory Design Session

• Board B: UK Participatory Design Session

Conclusion:

This project provided insights into cross-cultural design preferences and collaboration habits between British and Arab users, contributing to the development of Helen. While the findings suggest more similarities than differences in design preferences, specific cultural nuances in interaction design warrant further attention. By using participatory design methods, the project identified factors for improving cross-cultural collaboration in design and sets interesting possiblilties for future research and development.

As a collaborative project with Global Share, this research offers practical guidance for designing platforms like Helen that cater to diverse cultural audiences.

About the Researcher:

Yunzhi Xu holds a Master’s degree in Human-Computer Interaction (HCI) from the University of St Andrews and a Bachelor’s in Computer Science and Technology. He currently works as a Product Manager in the fintech industry, focusing on user experience and interaction design for financial software. His interests lie in user-centered design and participatory design, with plans to explore HCI practices further within fintech. Yunzhi is also considering pursuing a PhD in the future.

The Researcher’s Reflection on the Project: As an individual with an Asian background, participating in a project focused on British and Arab cultures presented unique challenges, especially in communication. However, I soon discovered that cultural differences often fade in the context of open and respectful dialogue, which led to productive stakeholder meetings.

One challenge I faced was scheduling design sessions with participants across multiple time zones. To address this, I used online polling to coordinate availability, which made it easier to respect everyone’s time and manage sessions effectively.

Reflection on Support:

I am immensely grateful for the guidance provided by Dr Miguel and Dr Ardati. Their weekly meetings, filled with insightful conversations and new research articles, helped me gain fresh perspectives on my project. Their support was invaluable in navigating the challenges I encountered and contributed to my growth as both a researcher and a professional.

Contact Information:

• Email: xyz.musnrd@gmail.com
• Tel (UK): +44 7536246116
• Tel (China): +86 15210679860
• LinkedIn: Yunzhi Xu LinkedIn

Dr Ardati‘s Reflection:

I am proud of the work done on this project, which tackles an important and often overlooked issue in participatory design—bridging cultural differences in a meaningful way. The research highlights the complexity and value of designing platforms for users from diverse backgrounds, offering important insights into how British and Arab cultures interact with digital interfaces. I was particularly impressed by the student’s application of cross-cultural participatory design methods, which revealed both unexpected similarities and nuanced differences. Throughout the project, the Yunzhi demonstrated exceptional diligence, consistently delivering high-quality work and showing a clear commitment to understanding the impact of cultural dynamics on design. Their performance reflects not only strong academic rigor but also a deep curiosity and respect for the diverse perspectives of the stakeholders involved.

Additional References:

• Alsswey, A., & Al-Samarraie, H. (2021). The role of Hofstede’s cultural dimensions in the design of user interface: The case of Arabic. AI EDAM, 35(1), 116–127. https://doi.org/10.1017/S0890060421000019
• Cardinal, A., Gonzales, L., & J. Rose, E. (2020). Language as Participation: Multilingual User Experience Design. Proceedings of the 38th ACM International Conference on Design of Communication, 1–7. https://doi.org/10.1145/3380851.3416763
• Cyr, D., & Trevor-Smith, H. (2004). Localization of Web design: An empirical comparison of German, Japanese, and United States Web site characteristics. Journal of the American Society for Information Science and Technology, 55(13), 1199–1208. https://doi.org/10.1002/asi.20075
• Graham, M., Hogan, B., Straumann, R. K., & Medhat, A. (2014). Uneven Geographies of User-Generated Information: Patterns of Increasing Informational Poverty. Annals of the Association of American Geographers, 104(4), 746–764. https://doi.org/10.1080/00045608.2014.910087
• Hagen, P., Collin, P., Metcalf, A., Nicholas, M., Rahilly, K., & Swainston, N. (2012). Participatory design of evidence-based online youth mental health promotion, intervention and treatment. https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A18814/
• Jagne, J., & Smith-Atakan, A. S. G. (2006). Cross-cultural interface design strategy. Universal Access in the Information Society, 5(3), 299–305. https://doi.org/10.1007/s10209-006-0048-6
• Mainsah, H., & Morrison, A. (2014). Participatory design through a cultural lens: Insights from postcolonial theory. Proceedings of the 13th Participatory Design Conference: Short Papers, Industry Cases, Workshop Descriptions, Doctoral Consortium Papers, and Keynote Abstracts – Volume 2, 83–86. https://doi.org/10.1145/2662155.2662195
• Merritt, S., & Stolterman, E. (2012). Cultural hybridity in participatory design. Proceedings of the 12th Participatory Design Conference: Exploratory Papers, Workshop Descriptions, Industry Cases – Volume 2, 73–76. https://doi.org/10.1145/2348144.2348168
• Mushtaha, A., & De Troyer, O. (2007). Cross-Cultural Understanding of Content and Interface in the Context of E-Learning Systems. In N. Aykin (Ed.), Usability and Internationalization. HCI and Culture (pp. 164–173). Springer. https://doi.org/10.1007/978-3-540-73287-7_21
• Okamoto, M., Komatsu, H., Gyobu, I., & Ito, K. (2007). Participatory Design Using Scenarios in Different Cultures. Human-Computer Interaction. Interaction Design and Usability, 223–231. https://doi.org/10.1007/978-3-540-73105-4_25
• Rossitto, C., Korsgaard, H., Lampinen, A., & Bødker, S. (2021). Efficiency and Care in Community-led Initiatives. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 467:1-467:27. https://doi.org/10.1145/3479611

Alongside Dr Angela Miguel, I had the privilege of presenting at the Enhancing Student Learning Through Innovative Scholarship (ESLTIS) Conference, a pioneering platform for educators in UK higher education. We discussed advancing education through technology and enhancing evening degree learning experiences, focusing on the critical issue of digital poverty in the UK.

Here are key insights and tips we shared that apply to educational settings, especially in IT modules and hybrid environments:

💻 Leverage Hybrid Learning: Use the Dimensions of Learning Designs (modified ACAD model by Bülow, M.W., 2022) to balance physical and digital learning spaces, enhancing the learning experience through diverse resources and social interactions. This model includes 🏗 Set Design, which focuses on the learning environment’s technological and spatial arrangements; 📑 Epistemic Design, which involves the activities and tasks presented to students; and 👫 Social Design, which encompasses the social structures and relationships shaping the learning experience.

🤝 Promote Collaborative and Reflective Assignments: Foster collaboration and deeper understanding with group work and reflective elements to assignments to enhance both student and lecturer awareness of the learning journey.

🌍 Integrate Real-Life Contexts: Enhance motivation by allowing students to incorporate their experiences and invite external expertise or guest speakers into learning spaces.

🧠 Engage with Social Issues: Design assignments addressing societal challenges like digital poverty to promote critical thinking and awareness.

I was also thrilled to share with the audience the work I do with Dr Kirsty Ross on the IDEA network, which encourages educators to focus on societal challenges, such as digital poverty, through research and MSc and SH student projects. The enthusiasm for joining the network was truly inspiring! 🌍💡

Please explore more about the IDEA network on our Wiki: https://en.wikipedia.org/wiki/Wikipedia:IDEA_network

ESLTIS continues to elevate teaching in the research-intensive climate of higher education, and being part of this vibrant forum was truly inspiring. Highly recommended!

Let’s keep pushing the boundaries of education innovation and supporting our students in addressing critical social issues together! 💪

For more details on the talk, please check out our abstract: https://easychair.org/smart-program/ESLTIS24/2024-07-08.html#talk:256724

📜 Recommended reading: Bülow, M.W. (2022). Designing Synchronous Hybrid Learning Spaces: Challenges and Opportunities. In: Gil, E., Mor, Y., Dimitriadis, Y., Köppe, C. (eds) Hybrid Learning Spaces. Understanding Teaching-Learning Practice. Springer, Cham. https://doi.org/10.1007/978-3-030-88520-5_9

Students were invited to collaborate on researching digitised archival information about St Andrew’s first female alumni and thus expand the limited amount of information we have about these front-running women.

Description:

The Postgraduate Development Officer collaborated with Tomas Vancisin, a SACHI Group researcher focusing on visualising historical university records, and the Inclusion Diversity Equity Accessibility (IDEA) network to host a pilot event to raise awareness about the University’s first female students.

The University of St Andrews is over 600 years old, but women have only been allowed to study here for the past 145 years. In 1877, 15 years before women were officially allowed to study at universities around Scotland, St Andrews started offering women the Lady Literate in Arts qualification, which was equivalent to an MA degree. Despite the significance of this qualification for gender equality and beyond, the amount of information we have about these pioneering women is sparse. The event aimed to spark a discussion and encourage attendees to become “knowledge activists” by looking for additional information about these women. In addition to filling information gaps about underrepresented women, the session also showcased opportunities to develop skills in digital media, research, public engagement, and team collaboration. 

The long-term goal is to run Wikipedia training as a means to encourage writing Wikipedia Biographical articles about LLA’s we identify as notable.

Here is what one of the attendees said about their experience: 

“I really enjoyed searching for information about the LLA graduates. It was exciting to try and uncover what information is out there, and it was good fun. I also enjoyed hearing more about the IDEA network, and I am keen to get involved as a ‘knowledge activist.”

More information:

• Find out more about the Inclusion, Diversity, Equity & Accessibility in Open Research Network (IDEA Network for short).
• More about the Lady Literate in Arts Scheme