For each suggestion, a brief description is given, followed by type of activity in column 2:
Column 3 lists relevant portions of Dooyeweerd's thought, and its key is common to all tables, given below. Column 4 indicates sections in the book where the ideas are discussed.
| Possible research | Type |
Portions of Dooy |
See (Section, Table) |
|---|---|---|---|
| Research mainly around the Nature of ICT (Also §§wn-t-pdgms) | |||
| Big data: Analyse multifarious factors of Big data with Dooyeweerd's aspects. | Svy | Asp-M | §§noc-3.8 |
| Digital preservation: Analyse multifarious factors of digital preservation with Dooyeweerd's aspects. | Svy | Asp-D | §§noc-3.7 |
| Research mainly around ICT Use | |||
| HCI and ease of use: Forgotten aspects: Psychic to lingual aspects of HCI have been much researched since the 1980s, and the social; what is the importance of the pistic, ethical, juridical aspects, alongside the aesthetic and economic? | Svy Emp | Asp-OM | §§isu-3.4 §§isu-4.1 |
| Holistic view of ICT use: Having explored how each aspect of engaging with the technology is important, investigate the dependency relationships among them. | TDev | Asp-WMD | §§isu-3.4 §§isu-4.1 §§dw-7.4.4 |
| Loyalties to technology: Dooyeweerd's aspects, esp. pistic, ethical offer fresh insights into brand and technology loyalties. | Svy Emp | Asp-I | Table §isu-t-EIT |
| Engaging with meaningful content (EMC) has not been sufficiently recognised, and its different from EIT, ELI needs to be understood. Dooyeweerd's law-subject-object idea can help. | PhF | EMC LSO Asp-MP | §§isu-3.5 |
| Aspects of meaningful content: satisfaction?: Study how the information satisfaction, fulfilment and usefulness of applications correlates with the inclusion or omission of relevant aspects in its meaningful content. | Emp | Asp-MN | §§dw-7-8 §§isu-3.5 §§isu-4.7 |
| Games and virtual worlds that satisfy: Hypothesis: Gameplay is better, VWs satisfy more if they encapsulate more aspects richly. Empirically investigate what users find meaningful in each aspect encapsulated in content of world. | Emp | Asp-WM EMC | §§isu-4.6 §§isu-3.5.2 |
| Aspects of engaging with meaningful content: Empirically explore how each aspect is important for engaging with IS content, e.g. pistic for believability. | Emp | Asp-IM | §§dw-8.3-4 §§isu-3.5 |
| Quality of engagement with games and virtual worlds: Engagement with virtual worlds is multi-aspectual functioning. Use aspects to analyse quality of engagement with games and virtual worlds. e.g. challenge (formative), generosity (ethical). Might link with quality of content of world. | Emp | Asp-N EMC | §§isu-4.6 §§isu-3.5.3 |
| Tacit knowledge in EMC: Which aspects of knowing are active in engaging with meaningful content, in games, in personal IS, in organizational IS, etc. | Emp | Know Asp-K | §§isu-3.5 §§dw-8.4 |
| Tacit knowledge in organizations: Explore the aspects of tacit knowing (beyond psychic, social). Reinterpret extant taxonomies in aspectual terms. Differ by types of social relationship? | Emp | Asp-K | §§isu-4.4 §§dw-8.4 §§dw-9.6.3 |
| Social media at work: forgotten aspects: Which aspects of social media EIT, EMC, ELI have been overlooked, and what is their importance? | Emp | AEF EDX Asp-O | §§isu-4.2 §§isu-3.6 |
| Unexpected, indirect impacts in ICT use cause problems in ICT use. Use aspects of functioning and repercussions to investigate types of repercussion and how they arise | Svy Emp | Asp-FO ELI | §§isu-3.6 §§dw-8.2 |
| Understanding home computing: How is each aspect important in home computing? As part of life (ELI)? In EIT? In EMC? | Emp | AEF Asp-Q EDX | §§isu-4.6 §§isu-3.3 |
| Computer procrastination is a complex, little-studied problem. Breems' initial work requires deepening, to understand the complex issues involved and the interplay among them. | Emp | AEF Asp-MN | §§isu-3.7 §§isu-3 §§isu-4.13 |
| Data / information quality would benefit from richer understanding, esp. of overlooked aspects. Dooyeweerd's aspects can expand and situate extant classifications [Wang & Strong]. | TDev | Asp-N EMC | §§isu-4.7 |
| Extending TAM: Given three engagements (EIT, EMC, ELI), add a construct about engaging with meaningful content alongside PEOU, PU. | TDev Emp | EMC | §§isu-4.8 |
| Extending UTAUT: Why factors like age, gender and not e.g. faith, attitude? Bring in every aspect. | TDev Emp | Asp-M | §§isu-4.8 |
| Extending Delone & McLean's ISSM: ISSM seems to overlook several aspects; example given of ethical. | TDev | Asp-MN | §§isu-4.9 |
| Usefulness and ICT benefits are poorly conceptualized, especially for non-organizational use e.g. games. Aspectual normativity provides philosophical grounds for understanding this and tool for studying it. Reinterpet Yousafzai's factors and undertake empirical study. | Svy Emp | Asp-N | §§isu-4.10 §§dw-7.5 |
| Intensive use of ICT: Clarify the various stages etc. by aspects; consider missing aspects (e.g. ethical: trust) and every engagement. | TDev Emp | Asp-F AEF | §§isu-4.12 §§isu-3.3 §§isu-3.5.3 |
| Innovative use of ICT: Study aspects of innovative use; conceptualize as aspectual possibility. | Emp | Asp-P | §§isu-4.12 §§dw-8.2 |
| ICT use and climate change: Individual responsibility about ICT use, not just as power consumption as how it changes our behaviour. The Aspectual Engagements Framework can take all such issues into account together. | Svy Emp | AEF Asp-F | §§isu-4.13 §§soc-2.1 §§soc-4.2 |
| Ethics of ICT use: Various discourses may be grounded, situated and enriched, and also brought into contact with each other by Dooyeweerd's multi-aspectual normativity and Shalom Principle. | TDev | AEF Asp-N LSO | §§isu-4.13 |
| Non-use of ICT; Resistance: Analyse reasons for non-use of ICT by Dooyeweerd's aspects, which allows for multiple and complex (multi-aspectual) reasons. | Emp | Asp-R | §§isu-4.14 |
Affordance is not properly understood: While reconceptualizing affordance as suggested under 'ICT features' (below):
| Svy Emp | Asp-MPD LSO | §§isu-4.15 §§ft-3.3 |
| Research mainly around ICT Features | |||
| Reconceptualize Affordance: We must do more than classify affordances; must understand affordance. Ground affordance in 'oceanic' meaningfulness; triple-aspect 'model' as an expression of inter-aspect dependency and normativity of each affordance. Link with Aspectual Engagements Framework. Link with ICT use above. | TDev | Ocean LSO Asp-MDN AEF | §§ft-3.3 §§isu-4.15 §§dw-7-8 §§dw-3.1 §§dw-1.2.3 |
| Appropriateness is an important norm of ICT features interaction possibilities, innards and protocols), but what is appropriateness? Develop the ideas in §§ft-3.4. | TDev | Asp-N | §§ft-3.4 §§isu-4.15 |
| Quality of ICT features: Survey literature on quality of ICT features by reference to aspectual appropriateness of interaction possibilities, innards and protocols. | Svy | Asp-N | §§ft-3 §§isu-4.15 |
|
Software libraries: 1. Survey, evaluate extant software libraries against aspectual appropriateness of innards, Table §ft-t-innards-asp. 2. Enrich extant. 3. Design ontologies for new aspects. | Des | Asp-ML | §§ft-4.2 §§isd-6.2 §§dw-7-9 |
| File formats, protocols: Review protocols, file formats: how well their constructs cater for rich meaningfulness in each relevant aspect (primary, secondary). | Svy | Asp-M | §§ft-4.3 |
| Text-handling facilities currently inadequately cover full everyday experience of text-handling. Survey extant text protocols for suitability to handle this; Table §ft-t-text-asps shows how, but needs developing. Design 'ideal' text-handling facility. Similarly with facilities meaningful in other aspects. | Svy Des | EDX Asp-M | §§ft-4.3.2 |
| Research mainly around ICT and Society | |||
| Situating societal paradigms: Aspectually analyse ICT-and-society paradigms like TD, SCOT, SST to situate them in a wider picture. Empirically investigate the realities of work within these paradigms, to reveal which aspects are seen as important in each. Surprise us with grounds for dialogue, collaboration and mutual enrichment! | Svy Emp | Asp-M | §§soc-4.1 |
| Analysis of widespread impacts of ICT using Table §soc-t-widespread (climate change) as example, on data from survey or empirical studies. | Svy Emp | Asp-F | §§soc-4.2.2 §§isu-4.13 |
| Societal issues: Forgotten aspects: Among societal issues like surveillance or hacking, many aspects are overlooked; esp. aesthetic, ethical. Explore how all aspects important. | Svy TDev | Asp-O | §§soc-4.2.2 |
| Life without ICT: Use aspects to study the life of those without ICT. Gain richer picture of what precisely is problematic about the digital divide. | Emp | Asp-NM | §§soc-4.3 |
| Structuration theory: Overcome some anomalies with Dooyeweerd's aspects and correlative enkapsis. Clarify, enrich Giddens' notion of values. Dooyeweerd's 'oceanic' view of meaningfulness and law subverts conventional macro-micro opposition. | TDev | Asp-M Umw Ocean | §§soc-4.5 §§soc-5.3 §§soc-5.4 §§dw-1.2.3 |
| Research mainly around ICT Development | |||
| ICT development as multi-aspectual responsibilities: Develop the Four Responsibilities Framework by analysing extant advice / guidance on development of many kinds (e.g. games). Work to establish the framework in extant thought, then test its usefulness empirically. Multiview might be amenable to incorporating its ideas. | Svy | Asp-MN | §§isd-3,4-7 |
| Agile development: Critically analyse principles and practice of agile development; enrich for longevity and wider kinds of systems. | TDev Emp | Asp-N Asp-I | §§isd-7.2 |
| Systems maintenance has little theoretical underpinning: Empirically investigate importance of each aspect in systems maintenance and upgrade, yielding better guidance. With this and Dooyeweerd's discussion of change, build theory. | Emp TDev | Asp-M | §§isd-4.2 §§dw-8.3 §dw-9 |
| Aspectual interview techniques: Test, expand, develop MAKE for eliciting tacit knowledge, and MAIT for supportive interviewing. The 'oceanic' nature of Dooyeweerd's aspects makes aspectual analysis useful in cross-cultural situations. | Emp Svy | Asp-M Ocean | §§isd-6.3 §§isd-5.3 §frp-4.2.2 |
| Aspectual analysis: See Practice. Useful in Grounded Theory and interpretive field studies? | Asp-M | §§frp-4 | |
| Knowledge elicitation: Develop a knowledge elicitation technique combining both the Why and What Else questions with aspects | Emp | Asp-M | §§isd-6.3 |
| Games development: Establish Bartle's theory of games development, enrich his principles -- or those of others. | TDev | Asp-MN | §§isd-2.6 §§isd-6.4 |
| Gamification of serious software: Dangers of inauthenticity might be addressed by understanding that games and gamified software are led by different aspects. | TDev | Asp-Q Asp-D | §§isd-2.6 §§isd6.5 |
LOG:
Written: 4 January 2017 Last updated: