This paper attemptsto find out the available dimensions of user experience models in extant literature. The study observed that there are numeroususer experience models with a number of dimensions. This notwithstanding, there appears to be no concordamong practitioners and researchers on the dimensioning of UX models. The reason for lack of consensus is due tounderlying nature of user experience which signifies that UX should be structured and dimensioned differently dependent on the context and domain of use. Seemingly every experience is particularly unique and is situated in time and context, thus making the dimensioning of UX to vary and differ. A close look at prior literature indicate that several user experience models exist but their dimensions are however not comprehensive enough for a holistic design and evaluation of digital applications experiences. To this end, this study proposed a set of dimensions for interactive systems that will aid a more comprehensive and holistic design and evaluation of the user experience of interactive applications.

This paperutilizeda literature survey method to find out the quality attributes (or design factors) that impact on or contribute to user experience in extant literature. The results indicate that there areten dimensions that model UX.Each of these dimensions has associated quality attributes that contribute to it and influence the UX of interactive applications. The study therefore proposes the use of these dimensions and the related quality attributes in the development and modeling of the UX of interactive systems. Furthermore, these dimensions and attributes can be utilized in the design and evaluation of interactive digital artifacts.

This study looked into extant literature to elicit a mapping relationship for the affective component of Bloom’s learning taxonomy and a theoretical affective model for the design and evaluation of the affective experiences of users of and learners on learning management system (LMS) platforms. The study found that no prior affective model exists specifically for the design and evaluation of the affective experiences of LMS users. The study then mapped the affective component of the Bloom’s taxonomy of learning with the conceptual affective model and captured corresponding suitable quality facets/dimensions that influence and contribute to the model. This model is particularly appropriate for the design and evaluation of the affectivity of LMS platforms.

This paper used a literature review strategy to investigate the approaches used in building user experience (UX) models and in evaluating UX over time. The paper reports that there is no uniform and consensus approach in the strategies used in developing user experience models and in evaluating UX over time. Researchers adopt divergent ways in building UX models and evaluating UX. This makes the development of a common approach difficult. It is also shown that there are three frequently employed approaches in the development of UX models and in the evaluation of UX over time. The three approaches are the construct, inference and process (CIP) approaches. The first two are associated with UX model development while the third is associated with UX evaluation over time utilizing the developed model. Researchers seldom use the three approaches combined together due to the rare use of longitudinal research in UX domain. Consequently, this paper strongly recommends and proposes the use of the combination of the three approaches to build UX models and to employ the developed model in evaluating UX over time.