Human Computer Interaction, interaction design, user-centred design

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Chapter 3: Research design and methodology

Introduction

The previous chapter presented a literature review of the pertinent issues in this research. Research is a way of answering questions in one’s profession, characterised by means of tested procedures and methods, using an unbiased and objective attitude (Kumar and Phrommathed, 2011). This chapter sets out to show how this research was conducted by providing a description of the research design and methodology. It outlines the research philosophy, approach, design, methods and ethical issues considered and applied.
Figure 3.1 shows the layout of the chapter. After this introduction (Section 3.1), Section 3.2 provides a brief overview of the research questions. Thereafter, Section 3.3 presents the research framework and philosophical worldviews, which are discussed under five subsections as seen in Figure 3.1. Immediately after the worldview that underlies this research (Section 3.3.5) is presented, there follows the research approaches that includes quantitative and qualitative studies (Section 3.4.1) and the mixed-method approach (Section 3.4.2). Section 3.5 presents details of the research design with a subsection on research designs and methods used in related/similar studies (Section 3.5.1) followed by a detailed explanation of Exploratory sequential design, which is the selected research design and its justification (Section 3.5.2). Furthermore, alternative research designs that could have been used for this research are outlined (Section 3.5.3).
Thereafter, Sections 3.6 to 3.10 discuss the four studies undertaken in this research, where the first two sections (3.6 and 3.7) deal with the qualitative phase and the last two (3.9 and 3.10) with the quantitative phase of this research. Their subsections are indicated in Figure 3.1. The middle section (Section 3.8) is also related to the quantitative phase since it provides general information that pertains to both the pilot and the main questionnaire surveys. These four studies are Study 1A – Systematic literature review (Section 3.6); Study 1B – Expert reviews of the conceptual model (Section 3.7); Study 2A – Pilot study of questionnaire survey (Section 3.9); and Study 2B – Main study of questionnaire survey (Section 3.10). Section 3.11 discusses validity, reliability and triangulation as they relate to the entire study. The ethical considerations undertaken during this research are reported in Section 3.12. Lastly, Section 3.13 provides the chapter conclusion.

Research questions in the context of this study

The initial purpose of this research was to develop a comprehensive conceptual integrated evaluation model to assess the e-service quality, usability and user experience of Web-based applications. From this, a validated model and a structural model for evaluating these three core facets of University web portals was to be derived. To achieve this, a number of research questions, as given in Section 1.5.1 of Chapter 1, were put forward. Table 3.1 shows the research questions and the main chapter(s)/sections in which they are addressed. In addition to the main research question, for each of the six subquestions (numbered 1 to 6), the table shows columns giving the main chapter and version of the e-SQUUX Model that is the outcome of that chapter, the section(s) in Chapter 3 (this chapter) where the design considerations are made, the sections in the Discussion chapter (Chapter 8), and Sections in Introduction & Conclusion Chapters where the questions are introduced and concluded. This table serves as the index for the main chapter(s) and section(s), since the entire document is founded on the research questions. It is envisaged that Table 3.1 will work as a quick reference guide for any reader of this thesis document.
Research framework, and philosophical stances and worldviews

Research framework

According to Creswell (2014), there are three interrelated main aspects of a research framework that should be considered in the context of any of the research approaches to a study – qualitative, quantitative or mixed methods.
Figure 3.2 depicts the three, namely, philosophical worldview, the design, and research methods (Creswell, 2014). The framework posits that an approach can be quantitative, qualitative or mixed methods. The choice of a design to use is determined by philosophical worldviews of the researcher, and by the research methods relating to how data will be collected, analysed and interpreted. In the course of this chapter, a detailed discussion of these aspects of the research framework that are relevant to this study will be discussed. It is important to note that, apart from this framework by Creswell (2014), others exist. For example, the research onion by Saunders, Lewis and Thornhill (2016, p. 154) provides a nearly-equivalent set of components to that in Figure 3.2. However, the present researcher found it simpler to refer to the Creswell framework in his discussion.

What is a philosophical worldview?

In this research, the terms ‘worldviews’ and ‘paradigms’ were used interchangeably since a number of researchers such as Venkatesh et al. (2016) and Creswell and Creswell (2017) use or define them in the same manner. The term ‘paradigm’ has its origin in the work of Thomas Khuns, who used it in relation to the nature, growth and development of sciences, especially natural sciences. A paradigm or worldview is a basic set of beliefs that underlies a study and guides the actions that people take (Denzin and Lincoln, 2012). They are worldviews or general perspectives of what individuals or groups think about the world and a way of breaking down its complexities since they inform the researcher of what is important, legitimate and reasonable (Lincoln and Guba, 1985; Patton, 2002; Mayoh and Onwuegbuzie, 2015). A research worldview is a general framework that includes beliefs, theories and practices that are used to undertake a research (Saunders, Lewis and Thornhill, 2016). It also involves the procedure consisting of a number of steps that a researcher undertakes to answer the research questions. It is a set of fundamental beliefs and assumptions of how the world is perceived, which serves as a reflective framework that shapes the behaviour of the researcher (Jonker and Pennink, 2010; Wahyuni, 2012; Mayoh and Onwuegbuzie, 2015). Furthermore, research worldviews are based on varying philosophical foundations and conceptions of reality. Each has its own different implementation of methodological approaches and strategies (De Villiers, 2005). The main current research paradigms are positivism, postpositivism (critical realism), interpretivism (constructivism) and pragmatism (Wahyuni, 2012). Apart from a paradigm, other terms for a research worldview include, ‘theoretical lens’ and ‘theoretical perspective’ (Doyle and Brady, 2009; Venkatesh, Thong and Xu, 2016)

 Philosophical stances

Research philosophies consist of particular stances or assumptions associated with the various research paradigms. These assumptions influence the research paradigms that a research project follows. Ontology and epistemology are the two main philosophical dimensions. In addition, axiology and methodology are two fundamental beliefs that influence how reality is investigated (Denzin and Lincoln, 2012; Wahyuni, 2012). The four are briefly described as follows:
Ontology refers to the nature of the world (Oates, 2010). It raises basic questions about the nature of reality and the nature of human beings in the world. It poses questions like “What is real?; What are we looking for?; What is existence?; and What are physical objects?” (Kumar, 2014, p. 105). Epistemology is concerned with an individual’s beliefs about how to generate, understand, use and communicate knowledge, that is, how they seek truth and what they believe as researchers. Epistemology is the way people acquire knowledge and meaning regarding the world (Oates, 2010; Saunders, Lewis and Thornhill, 2016). Epistemology asks questions like: “What is knowledge and how do we know things?; Are there different kinds of knowledge?; Are there good procedures for discovering knowledge?; and What constitutes acceptable, valid and legitimate knowledge?” (Denzin and Lincoln, 2012; Wahyuni, 2012).
Methodology focuses on the best means for gaining knowledge about the world. It refers to the processes of how the individual(s) seek out new knowledge or to the model for undertaking a research within a specific paradigm (Denzin and Lincoln, 2012; Wahyuni, 2012; Saunders, Lewis and Thornhill, 2016).
Axiology is concerned with the ethics of the researcher. It is concerned with the role of the researcher’s values such as ethics, aesthetics and religions and how they affect the research (Denzin and Lincoln, 2012; Wahyuni, 2012; Saunders, Lewis and Thornhill, 2016).

 Main philosophical worldviews

Different authors classify philosophical worldviews or research paradigms in different ways, for example, as depicted in Figure 3.2, Creswell (2014) categorises them as postpositivist, constructivist, transformative and pragmatic, while Denzin and Lincoln (2012) identify them as positivism, postpositivism, critical theory, constructivist and participatory action frameworks. On the other hand, Wahyuni (2012) lists them as being positivism, postpositivism, interpretivism and pragmatism. The categorisation by Wahyuni (2012) is adopted by the current researcher and discussed in Subsections 3.3.4.1 to 3.3.4.4 that follow. However, the transformative worldview will also be discussed in Subsection 3.3.4.5 since it is related to the discussion in Section 3.3.5.

Chapter 1: Introduction
1.1 Introduction
1.2 Background and rationale
1.3 Problem statement
1.4 Research purpose and objectives
1.5 Main research question and subquestions
1.6 Value of the research
1.7 Outline of the literature review
1.8 Research design and methodology
1.9 Scope of the research
1.10 Structure of the thesis
Chapter 2: Literature Review
2.1 Introduction
2.2 Information Systems theories and other theories relevant to this research
2.3 Human Computer Interaction, interaction design, user-centred design
2.4 Usability, user experience and e-service quality: an overview
2.5 Web-based applications and web portals
2.6 e-Service quality, usability and user experience evaluation and methods
2.7 University web portal services and their evaluation
2.8 Conclusion
Chapter 3: Research design and methodology
3.1 Introduction
3.2 Research questions in the context of this study
3.3 Research framework, and philosophical stances and worldviews
3.4 Research approaches
3.5 Research design
3.6 Qualitative phase: Study 1A – Systematic literature review
3.7 Qualitative phase: Study 1B – Expert reviews of the conceptual model
3.8 Quantitative phase: General information for both the pilot and main questionnaire survey
3.9 Quantitative phase: Study 2A – Pilot study of the questionnaire survey
3.10 Quantitative phase: Study 2B – Main study of the questionnaire survey
3.11 Validity, reliability and triangulation for the entire research
3.12 Ethical considerations undertaken during this research
3.13 Conclusion
Chapter 4: Synthesis of a conceptual integrated model for evaluation of e-service quality, u
4.1 Introduction
4.2 Literature sources investigated
4.3 Dimensionality of the conceptual integrated e-SQUUX Model V1
4.4 Potential application of the conceptual e-SQUUX Model V1 at different levels
4.5 Conclusion
Chapter 5: Expert review of the conceptual e-SQUUX Model V1: Study 1B
5.1 Introduction
5.2 Experts’ profiles and overview of the nature of data
5.3 Analysis based on the ranking of categories and dimensions by experts
5.4 Analysis of expert reviewers’ suggestions
5.5 Merging rankings and suggestions data results to arrive at the expert-reviewed Provision
5.6 Further refinement of the conceptual e-SQUUX Model due to precise definitions of its com
5.7 Conclusion
Chapter 6: Pilot study: Study 2A
6.1 Introduction
6.2 Sampling, and procedure and administration of the questionnaire
6.3 Data capturing and profile of participants
6.4 Reliability of the constructs in the questionnaire
6.5 Other changes to the questionnaire design and distribution procedure
6.6 An overview of the value of the pilot study
6.7 Conclusion
Chapter 7: Data analysis and results of the main study: Study 2B
7.1 Introduction
7.2 Sampling, and procedure and administration of the questionnaire
7.3 Data cleaning and profile data of participants
7.4 Reassessment of the reliability of the expert-reviewed conceptual e-SQUUX Model V2
7.5 Data analysis leading to the validated e-SQUUX Model V3
7.6 Partial least square – structural equation modelling (PLS-SEM): e-SQUUX Model estimation
7.7 e-SQUUX measurement model assessment using PLS-SEM
7.8 e-SQUUX Structural model assessment using PLS-SEM
7.9 Chapter conclusion
Chapter 8: Discussion
8.1 Introduction
8.2 A consolidated conceptual model of e-service quality, usability and user experience (e-S Answer to Subquestion 1
8.3 Content validity of the e-SQUUX conceptual model by means of expert reviews  Answer to Subquestion 2
8.4 Value of a pilot study in a questionnaire survey evaluation of e-service quality, usabil Answer to Subquestion 3
8.5 Validation of expert-reviewed e-SQUUX Model V2 by means of a user survey  Answer to Subquestion 4
8.6 Proposed model: Partial least square – structural equation modelling (PLS-SEM) of e-SQUU Answer to Subquestion 5
8.7 Discussion of the PLS-SEM e-SQUUX Model
8.8 Conclusion
Chapter 9: Conclusion
9.1 Introduction
9.2 Answering the research questions
9.3 Theoretical, practical and methodological contributions of the research
9.4 Implementations of Exploratory sequential design within this mixed methods research
9.5 Validity, reliability and triangulation
9.6 Recommendations
9.7 Limitations and future research
9.8 Conclusion
References
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