midterms.pdf

1: introduction Unit 1: introduction Discuss, in general, why it is important to design user experiences why do we need to design user experience? in order to provide a solution for a problem (e.g. the problem of paying...

1: introduction Unit 1: introduction Discuss, in general, why it is important to design user experiences why do we need to design user experience? in order to provide a solution for a problem (e.g. the problem of paying for groceries can be solved using a self-checkout system) designing to improve user experience think of the users we are designing the solution for improves design + context of use I beyond functionality - designed solutions are more than just ‘products’ that addresses a problem in isolation designed solutions are a cohesive set of experiences 1 introduction 1  they cover user intentions and context all the way through to their reflections afterwards did they enjoy the experience? will they want to do that again? user experience design is an art and science that indirectly assists users to meet their needs through designed solutions key aspects of user experience to take into account when designing interactive products usability, functionality, aesthetics, content, look, feel and emotional appeal carroll (2004) — fun, health, social capital (e.g. social networks, shared values, goals and norms), cultural identity (e.g. age, ethnicity, race, disabilities, family status, occupation and education) WHAT IS interaction design designing interactive products to support the way people communicate and interact in their everyday and working lives — to create experiences that enhance and augment the way people work, communicate and interact WHAT IS people-centered design understanding how people feel about a product and their pleasure and satisfaction when using it, looking at it, holding it and opening/closing it includes the sensual effect small details have on them, such as how smoothly a switch rotates, the sound of a click or the touch of a button when pressing it Discuss what is human-computer interaction design what is UX design human-computer interaction? UX design can encompass many aspects of daily life e.g. the chair you sit on, ordering food through grab it is also inherently interdisciplinary if it can be experienced, it can be designed for designing for moments when a user interacts with a solution 1 introduction 2  designing to improve the user experience designing for solutions with an underlying computational system usability how well they can use a design ? accessibility support people i disabilities ? broad UX design considerations inclusivity support a broad range of users ? effectiveness learnability memorability efficiency usability goals safety utility satisfaction we would like to design interactive systems which are: 1. effective to use (effectiveness) — solves the problem we are trying to solve general goal, refers to how good a product is at doing what its supposed to do question: is the product capable of allowing people to carry out their work efficiently, access the information that they need, or buy the goods that they want? 2. efficient to use (efficiency) — enough steps but not too troublesome the way a product supports people in carrying out their tasks question: how many steps does it take to complete a task? How does storing a person’s personal details make it more efficient? 3. safe to use (safety) — e.g. touchscreen has prompts to urge people not to use it while driving protecting a person from dangerous conditions and undesirable situations question: what is the range of errors that are possible using the product, and what measures are there to permit someone to recover easily from them? 1 introduction 3  4. enables users to do what they want or need to do (utility) — they have a particular problem to solve the extent to which the product provides the right kind of functionality so that users can do what they need or want to do question: does the product provide an appropriate set of functions that will enable them to carry out all of their tasks in the way they want to do them? 5. easy to learn (learnability) — e.g. zoom has icons how easy a product is to learn to use question: Is it possible for someone to work out basic use of the product by exploring the interface and trying certain actions? How hard will it be to master the product in this way? Are additional learning tools needed? 6. easy to remember how to use (memorability) — e.g. how to turn the audio on and off in zoom how easy a product is to remember how to use, once learned question: What types of interface support have been provided to help someone remember how to carry out tasks, especially for ones they use infrequently? 7. satisfaction how acceptable a product is when being used, most used to measure a customer’s experience question: What are the mean, median, and mode values on the CSAT scale? What proportion of users say they are highly satisfied with the product? How many people are still satisfied after using the product for six months? Discuss, in general, what a design process is understand getting lot choosing one produce a design problem a + > to further > solution - of ideas - ↓ stakeholder evaluate > prototype involvement 1 introduction 4  Recall some examples surrounding accessibility and inclusiveness designing for accessibility focuses on helping a specific group of users use a technology the design of assistive technology can help people overcome potential barriers often focuses on specific physical or cognitive disabilities e.g. having different floor textures for directions that can assist the blind bad accessibility closes experiences off to individuals with particular needs designing for inclusiveness accounts for user diversity, not just disability considers location, situational handicaps, perspectives of people, and anything else that may impair ability focuses more on process than the product accessibility vs inclusiveness 1 introduction 5  Discuss the basic HCI design principles designing for human-computer interaction to achieve these goals, we must take into account: 1. who the users are 2. what activities are being carried out 3. where the interaction is taking place so as to optimise the interactions users have with the product such that they match the users’ activities, needs and context four basic activities of UX design what exactly is being designed? 1 introduction 6  the conceptual model and mental model should be close enough, but it is not easy to do so! &affordances feedback mapping visibility constraints consistency basic UX design principles design principles: generalised abstractions that help you think about your designs 1. visibility and affordances what can i do and how can i do it? visibility — how an interface is designed to show what someone needs to do next to progress with their task affordance — an attribute of an object that allows people to know how to use it e.g. round object affords turning → turn handle to open door e.g. bar looks like door can be pulled, but it is to be pushed 2. constraints determining ways of restricting the kinds of user interaction that can take place at a given moment what can’t i do (in this particular context) e.g. actions that cannot be taken are greyed out 1 introduction 7  3. feedback and mapping what happened? how did my action relate to what happened? what can or should i do next? feedback — sending back information about what action has been done and what has been accomplished, allowing the person to continue with the activity 4. consistency designing interfaces to have similar operations and use similar elements for achieving similar tasks eg.. shopping cart icon 1 introduction 8  this seems like other things i have previously experienced, does it behave in a similar way? 1 introduction 9  2: the UX design process, conceptualising interaction Unit 2: conceptualising interaction tutorials tutorial 1 discussion Discuss the general process of designing for interaction the interaction design process key question: how do we design something that can be used? discover define problem space + double diamond model of interaction design develop + deliver design space Describe the concept of a problem space understanding the problem space we must know what it is that we need to solve are there any problems with an existing product or user experience? if so, what are they? 2 the UX design process, conceptualising interaction 1  should we design something new, or redesigning something existing to make it new? why do you think that there are problems? is there actually a problem to be solved? what evidence do you have to support the existence of these problems? how are people making decisions? (i.e. their behaviours and mentalities) what assumptions are you making, and why? how will you confirm or clarify these assumptions? who are the users ? what do these users want ? examples of practical user issues users are NOT designers who are the users? consider all relevant stakeholders if possible what are the users’ needs? user wants and needs are two different things!! e.g. the classes we want to take vs the ones we need to take for graduation requirements users are NOT designers they tend to not know what is possible, but they know what they want do not expect users or stakeholders to tell you what they need exploring the design space design spaces are based on requirements how to generate alternative designs → then, how to choose among those alternative designs? how do you think your design ideas might overcome the users’ problems? are these benefits you claim observable? are your assumptions and claims reasonable or realistic? (e.g. cost and technicality) is your design desirable, useful and realistic to develop (in terms of cost?) 2 the UX design process, conceptualising interaction 2  Discuss the concept of user-centered iterative design user-centered design early focus on users and tasks who are the users how do they currently perform the tasks involved? empirical measurement conduct user research before designing starts conduct user testing with prototypes throughout the design process iterative design Crepetitive] prototype, test, redesign and repeat the process design is supposed to work how the Recall what conceptual models are conceptualising interaction 2 the UX design process, conceptualising interaction 3  conceptual model definition refers to a ‘high-level description of how a system is organised and operates, that enables designers to straighten out their thinking before they start laying out their widgets’ < to designs (johnson & henderson, 2002) what does a conceptual model do / consist of? it provides a working strategy and framework for your design metaphors and analogies that convey: 1. what the product is used for 2. how to use the product concepts people are exposed to when using the product 1. task-domain objects they create and manipulate 2. attributes of those objects 3. operations that can be performed on them relationships between the concepts mappings between the concepts and user experience example — conceptual model for amazon metaphors and analogies 2 the UX design process, conceptualising interaction 4  central component of a conceptual model because it provides a structure that is like something the user knows, but may have its own behaviours and properties e.g. amazon as a department store, gift card feature like physical gift cards concepts task-domain objects primary elements or entities within the system that users work with to achieve their goals represent real-world objects or abstractions relevant to the task the user is trying to accomplish e.g. the item the user just added into their shopping cart attributes properties or characteristics of the task-domain objects the state or quality of the objects and can often be viewed, modified, or used to filter and sort objects within the system e.g. the quantity and price of the item the user just added into their shopping cart operations actions or functions users can perform on the task-domain objects he mechanisms through which users interact with the objects, modify their attributes, or change their state e.g. deleting and moving other items to cart relationships maps out the interactions between objects, their attributes, and operations, and shows how these interactions lead to specific outcomes → provides a unified understanding of the system e.g. users can add another item into their shopping cart using multiple methods 2 the UX design process, conceptualising interaction 5  mappings the correspondence between different elements of the system—such as user actions, system objects, and outcomes ensures users can easily understand how their inputs lead to specific outputs or changes within the system helps users build a mental model of how the system functions, making it intuitive and easier to use e.g. products are represented by images, prices, and ratings, which match users' mental models of shopping (need to relate to smth real life?) Describe what interface metaphors are Discuss examples of interface metaphors interface metaphors a metaphor that is directly instantiated at the interface level it helps the user understand what they are doing and to visualise an operation 2 the UX design process, conceptualising interaction 6  e.g. icon of a shopping cart into which items are placed that users want to purchase on an online shopping site files on your desktop that you can open trash can to delete your files advantages of metaphors makes learning new systems easier helps the user understand underlying the conceptual model useful for novices disadvantages of metaphors can break conventions and defy expectations forces users to understand the system based on the metaphor → can lead to an incomplete understanding may constrain designers unnecessarily limiting for expert users are not completely accurate trying too hard to extend a metaphor across an entire system can lead it to break down Recall some examples of interface types manipulatin, it interaction types instructing conversing , , refers to the ways that a person interacts with a product or application deciding on the interaction type can help designers formulate a conceptual model before committing to an interface type 1. instructing (1-way conversation) carry out tasks by telling the system what to do issuing instructions to a system — such as typing in commands, selecting options from menus in a window environment, speaking aloud commands, gesturing, pressing buttons or using a combination of function keys 2 the UX design process, conceptualising interaction 7  advantages interaction is quick and efficient particularly fitting where there is a frequent need to repeat actions performed on multiple objects [e g copy and pasting.. 2. conversing (2-way conversation) engaging in a conversation with the system, where a person has a dialogue with the system users can speak via an interface or type in questions to which the system replies via text or speech output, also known as a conversational user interface (CUI) advantages 2 the UX design process, conceptualising interaction 8  allows people to interact with a system in a way that is familiar to them like speaking to real people disadvantages certain tasks are transformed into cumbersome and one-sided interactions, especially for automated phone-based systems that use auditory menus to advance the interaction 3. manipulating builds on the user’s understanding of the physical world users interact with objects in a virtual or physical space by manipulating them, like opening, holding, closing and placing objects core principles: 1. continuous representation of objects and actions 2. rapid, reversible, incremental actions with immediate feedback 3. physical actions and button pressing instead of issuing commands advantages helps beginners learn basic functionality quickly enables experienced users to work rapidly on many tasks allows infrequent users to remember how to carry out operations over time prevents the need for error messages, except rarely shows users how their actions are furthering their goals reduces users’ experience of anxiety helps users gain confidence and mastery and feel in control 2 the UX design process, conceptualising interaction 9  4. exploring moving through a virtual or physical environment, such as 3D worlds comprising of augmented or virtual reality, giving a sense of presence e.g. navigating inside VR this lets them hone their familiar knowledge by physically moving around the sensor-based technologies (e.g. smart rooms) also enable people to capitalise on familiarity 5. responding system takes the initiative to alert, describe or show the user something — the user can choose whether to respond or not e.g. email alerts, low battery 2 the UX design process, conceptualising interaction 10  disadvantages can get tiresome and frustrating, especially if the system gets it wrong Discuss how interface metaphors differ from interface types Discuss other avenues of conceptual knowledge that inform user experience design interaction types + visions , theories , other sources of inspiration for design paradigms , models and frameworks 1. paradigms a general approach that has been adopted by a community of researchers and designers for carrying out their work in terms of shared assumptions, concepts, values and practices includes the following: 1. the questions to be asked and how they should be framed 2. the phenomena to be observed 3. the way in which findings from studies are to be analysed and interpreted (kuhn, 1972) e.g. wearable computers and the emergence of big data 2. visions a future scenario that frames research and development in interaction design — often depicted in the form of a film or narrative e.g. science fiction as a source of inspiration in human-computer interaction, such as movies, writing, plays and games that envision what role technology might play in the future 3. theories a well-substantiated explanation of some aspect of a phenomenon e.g. fitt’s law 2 the UX design process, conceptualising interaction 11  types of theories: 1. descriptive — providing concepts and models 2. explanatory — explicating relationships and processes 3. predictive — testing hypotheses about user performance 4. prescriptive — providing guidance for design 5. generative — creating something new 6. informative — selecting knowledge to couch our understanding 7. conceptual — developing high-level frameworks 8. critical — critiquing interaction design 4. models a simplification of some aspect of human-computer interaction intended to make it easier for designers to predict and evaluate alternative designs usually abstracted from a theory coming from a contributing discipline, such as psychology e.g. don norman’s seven stages of interaction model 5. framework a set of interrelated concepts and/or a set of specific questions that are intended to inform a particular domain area helps designers constrain and scope the user experience for which they are designing e.g. distributed cognition 2 the UX design process, conceptualising interaction 12  3: cognitive processes and frameworks Unit 3: cognitive processes and frameworks tutorials tutorial 2 discussion Define cognition what is cognition? there are many different kinds of cognition, such as thinking, remembering, learning, daydreaming, decision-making, seeing, reading, writing and talking a classic way of distinguishing different modes of cognition is whether it is experimental or reflective (norman, 1993) > also using fast/ slow thinking experimental cognition the state of mind where people perceive, act and react to events around them intuitively and effortlessly requires reaching a certain level of expertise and engagement e.g. driving a car, reading a book or having a conversation reflective cognition involves mental effort, attention, judgement and decision-making, which can lead to new ideas and creativity e.g. writing a journal, designing or learning another way of describing cognition — fast and slow thinking fast thinking (system 1) instinctive, reflexive, effortless, unconscious, automatic “what you see is all there is” 3 cognitive processes and frameworks 1  but, it is error prone slow thinking (system 2) conscious, effortful, logical, demanding, requires concentration less prone to error why should designers care about cognition? cognition allows designers to understanding what users can and cannot be expected to do also helps explain difficulties that users encounter provides frameworks and theories that can guide design perception language learning Recall the different cognitive processes attention memory reflected cognition Discuss these processes and how they relate to design of UXs cognitive processes 1. perception refers to how information is acquired from the environment via the 5 senses (+ transformed kinesthesia) and transformed into experiences info from > experiences environment transformed through multiple cognitive processes such as attention, memory and language perception in terms of design implications to address perception, we can make use of: 1. graphic design principles 2. visual communication principles e.g. grouping items together and leaving spaces between them can aid perception because it breaks up the information e.g. having chunks of information makes it easier to scan, rather than one long list of text that is all the same 3 cognitive processes and frameworks 2  2. attention refers to selecting what to concentrate on at a point in time from the mass of stimuli around us (i.e. focus on the relevant information) AIDING DESIGNING attention — clear goals if someone knows exactly what they want to find out, they try to match this with the information that is available e.g. someone has just landed from a flight with no wifi, they will look at the public tv display inside the airport for news if someone doesn’t know what they are looking for, they may browse through information, allowing it to guide their attention to interesting or salient items e.g. someone only having a vague idea of what they want to eat at a restaurant, they look through the menu and ask what the waiter recommends attention — information presentation the way information is displayed can also greatly influence how easy or difficult it is to comprehend pieces of information e.g. the use of headings, alignment, rows & columns make information a lot easier to read compared to chunking it all together with no context attention — multitasking and attention multitasking can cause people to lose their train of thought, make errors and have them start over but, it is possible to multitask without being detrimentally affected — if one task demands too much attention (e.g. loud music), it can cause individuals to be distracted heavy multitasker — someone who switches frequently between different tasks using multiple media channels e.g. teenagers switching between music, texting and social networking more prone to getting distracted light multitasker — someone who focuses on their main task and may switch tasks infrequently 3 cognitive processes and frameworks 3  e.g. focused on writing an essay and checks their phone occasionally for texts are better at allocating their attention when faced with competing distractions attention — design implications helps users to have clear goals C clear goals consider context when deciding what to show what does the user need to do? what can we show them to help them do that? highlight the relevant information order of the items, spacing, alignment and so on avoid providing too much information at once /nation design for effective switching between multiple tasks [multitasking] 3. memory involves recalling various kinds of knowledge that allow people to act appropriately working memory — our ability to recall a small amount of information from a recent time period (e.g. what someone last said during a conversation) long-term memory — capacity to recall memories from a longer time ago (e.g. a tune someone heard 2 decades ago) e.g. recognising someone’s face, remembering someone’s name and when we last saw them however, it is not possible for us to remember everything, so we filter what we perceive based on our focus of attention to decide what gets further processed and memorised i.e. information is encoded based on how much attention is paid to it we are better at recognising than recalling, and some kinds of information are easier to recognise than others context impacts encoding and retrieval memory — cognitive load 3 cognitive processes and frameworks 4  nowadays, we are overloaded with information to remember, such as our passwords — but, do we remember all of them? some kinds of information do not readily come to mind (e.g. memorable address that is not one’s home) password managers are used to help reduce memory load memory — design implications help reduce cognitive load of users avoid long and complicated procedures for carrying out tasks design interfaces that promote recognition rather than recall provide users with mean for structuring or labelling information e.g. colour-coding files or folders, flagging emails 4. language processing — reading, speaking & listening the meaning of sentences or phrases remain the same no matter what mode it is conveyed with however, there are individual differences in terms of processing: written language is permanent (can refer back) while verbal language is transient reading can be quicker than speaking or listening, because written text can be rapidly scanned through listening requires less cognitive effort written language tends to be grammatical, spoken is more casual dyslexics have difficulties understanding and recognising written words, making it tough for them to write grammatical sentences and spell correctly language processing — design implications interactive books to help people read or learn languages speech-based menus with short instructions to help people interact using spoken commands 3 cognitive processes and frameworks 5  voice output should be similar to human speech by including intonation to make it more understandable allowing users to adjust text size for on-screen text (e.g. kindle) 5. learning involves the accumulation of skills and knowledge that would be impossible to achieve without memory incidental learning — occurs without the intention to learn (e.g. song lyrics and foreign language vocabulary while watching shows) intention learning — goal-directed with the intention to remember (e.g. studying for exams and learning to cook) more difficult, but learning by doing makes it easier (e.g. people find it more difficult to learn by reading a set of instructions) learning — design implications encourage exploration as someone learns your interface support learning through doing constrain and guide novice users help users identify relevant and appropriate actions gradually expose functionality as user becomes more expert 6. reflective cognition includes problem-solving, planning, reasoning and decision-making — include thinking about what to do, what the available options are, and what the consequences might be of carrying out a given action often involves: 1. conscious processes (i.e. being aware of what you are thinking about) 2. discussion with others or yourself 3. use of various artefacts (e.g. books, maps, pen and paper) information overload can impair reflective cognition 3 cognitive processes and frameworks 6  reflective cognition — design implications provide information to help people consider various ways to use the system you are designing (e.g. help pages, guides, tooltips) keep the processes simple and memorable will aid in decision-making avoids information overload Recall some cognitive frameworks that are useful to UX designers Discuss how designers can utilize these cognitive frameworks in the practice of UX design mental processes cognitive frameworks interacting and using technology are used to help explain and predict user behaviour models of mental processes: 1. mental models 2. gulfs of execution and evaluation 3. information processing how people interact and use technology in particular contexts 1. distributed cognition 2. external cognition 3. embedded interaction mental models how the user think the interface works are used by people when needing to reason about a technology, particularly when trying to fathom what to do when something unexpected happens with it or when encountering something unfamiliar for the first time the more someone learns about a product and how it functions, the more their mental model develops 3 cognitive processes and frameworks 7  postulated as internal constructions of the external world — enables predictions and inferences to be made erroneous (incorrect) mental models people assume the underlying principle of more is more — the more you turn or push something, the more it causes the desired effect then, people develop an abstraction of how things work and apply these to a range of devices, irrespective of whether they are appropriate e.g. pressing the button at the lift and pedestrian crossing ↳ makes it go faster how should interfaces be developed for people to have better mental models? 1. clear and easy to follow instructions 2. appropriate online help like video tutorials 3. background information for people to know how things work 4. affordances of what actions an interface allows (e.g. swiping) 5. appropriate metaphors of the interface (e.g. shopping cart) gulfs of execution and evaluation describes the gaps that were assumed to exist between the user and the interface gulfs are intended to show how to design the interface to enable the user to cope with them 1 V 3 cognitive processes and frameworks 8  example — i want to draw a circle which tool should i use? (e.g. pen tool or elliptical tool) how do i decide on the appropriate actions? 7 execution did i succeed drawing the circle? is it like what i wanted to do? if not, what went wrong and why did it go wrong? Jevaluation models of human information processing an attempt to ‘model’ the way human cognition works based on mechanical or computational metaphors often limited to what happens in the head without regard for context or external factors information processing model a basis to make predictions about human performance (i.e. how long someone would take to perceive and respond to a stimulus) predicted which cognitive processes are involved when a user interacts with a computer, enabling calculations to be made of how long a user will take to carry out various tasks inputs ? HOW PEOPLE INTERACT WITH TECHNOLOGY distributed cognition cognitive processes are distributed among multiple individuals, artefacts, internal & external representations and the relationships between these elements which work 3 cognitive processes and frameworks 9  together to achieve the system’s goal primary goal — how information is propagated through different media (i.e. how information is represented and re-represented as it moves across people and through the array of artefacts like maps) referred to changes in the representational state e.g. in the cockpit, information is transformed through different media, such as the radio and the pilot example — airline cockpit with the goal of flying the plane I to en pilot, captain and air traffic controller interacting with each other pilot and captain interacting with the instruments in the cockpit pilot and captain interacting with the sky and runway external cognition explaining how we interact with external representations, and how these representations extend cognition the combination of external representations and physical tools (e.g. pens, calculators, spreadsheets) has greatly supported and extended people’s abilities to carry out cognitive activities benefits of using different representations for different activities externalising to reduce memory load (cognitive offloading) computational offloading to reduce human cognitive effort when performing a task annotating and cognitive tracing cognitive offloading transforming knowledge into external representations to reduce memory load e.g. externalising things we find difficult to remember, such as birthdays by writing them onto sticky notes and to-do lists 3 cognitive processes and frameworks 10  computational offloading using a tool or device in conjunction with an external representation e.g. solving a complicated math problem in your head and on a piece of paper — the kind of tool used can also change the nature of the task to being easier or more difficult annotating and cognitive tracing modifying representations to reflect changes that are taking place that we want to take notice of 1. annotating — modifying external representations e.g. crossing things off a to-do list when it has been completed 2. cognitive tracing — externally manipulating items into different orders or structures e.g. rearranging of their cards in hand to ascending order or the same numbers to determine what cards to keep and play as the game progresses and tactics change distributed cognition vs external cognition distributed external cognition is spread across media and we make use of external representations people, beyond the individual to support our cognition several people working together, only considers the individual, not possibly with external representations groups of people 3 cognitive processes and frameworks 11  embodied interaction creating, manipulating and making meaning through our interaction with things (e.g. mundane objects like cups, technological devices) hornecker & colleagues (2017) states its how our bodies and active experiences shape how we perceive, feel and think conclusion 3 cognitive processes and frameworks 12  4: data gathering and analysis Unit 4: data gathering and analysis Describe what data collection entails triangulation setting goals pilot studies five key issues for data gathering identifying participants 1. setting goals relationships in participants what are you trying to find out (based on your project focus)? e.g. understanding how technology fits into family either expressed more (metrics) or less formally (testing initial ideas) 2. identifying participants who are they and how many people? people who fit the profile is called the population / sample population participants selected are called sampling where all population members are accessible is known as saturation sampling mostly random sampling or stratified sampling buildrapport 3. relationship with participants informed consent how are you going to build rapport? (it will increase the chances of a successful study) give them sufficient information about the project, how the data will be collected, and how the data will be used to make an informed decision about their participation encourages them to participate in a relaxed manner e.g. by offering incentives, understanding their sociocultural norms, build trust ensure there is informed consent e.g. signing a form, or orally via audio or video recording gatherer wants to know that the data they collect can be used in their analysis, presented to interested parties, and published in reports 4 data gathering and analysis 1  the data provider wants reassurance that the information they give will not be used for other purposes or in any context that would be detrimental to them 4. triangulation refers to data that is drawn from different sources at different times, in different places, or from different people (possibly by using a different sampling technique) ideally, collect more than one type of data to validate results yielded through different perspectives difficult to achieve because different types of data might not be compatible 5. pilot studies intended to test elements of the main study to identify potential problems in advance to be corrected often a small trial run with limited participants e.g. testing questionnaires for clarity what do you need to test out before actual data collection? Discuss different approaches to data collection interviews approaches to data gathering questionnaires 1. interviews and focus groups conversation with a purpose talking with users to find out about their current practice or their reactions to your prototypes most appropriate approach to interviewing depends on the purpose of the interview, the questions to be addressed, and the interaction design activity e.g. goal is to get feedback about a particular design feature → structured interview / questionnaire e.g. goal is to gain impressions about people’s reactions to a new design concept → informal / open-ended interview relaxed ? ↳ so they will be more share personal views more ? 1.1. open-ended or unstructured exploratory and conversational 4 data gathering and analysis 2  often quite in-depth interviewees might mention something that the interviewer has not considered starts with one guiding question → probes as needed requires a rough plan for the topics to be covered can provide a deep understanding of the topic, but time-consuming to analyse with little consistency across participants often analysed using approaches from grounded theory example: what are the advantages and disadvantages of using a wearable? interviewee is free to answer fully or briefly as they want both the interviewer and interviewee can steer the interview probing → e.g. can you tell me a bit more about…? 1.2. structured pre-determined set of questions usually closed (rather than open-ended) questions needs to be short-worded as well → requires an answer from a predetermined set of alternatives works well when the possible answers are known and/or participants don’t have much time same questions are asked to all participants in the same order (standardised) usually only useful when the goals are clearly understood, and specific questions can be identified predetermined alternatives e.g. which of these websites do you visit: amazon, google or MSN? e.g. how often do you visit these sites: once per week, once per month? 1.3. semi-structured uses both closed and open-ended questions interviewer has a basic script or interview guide 4 data gathering and analysis 3  starts with pre-planned questions → probe usually intended to be replicable probing and prompting aim to move the interview along without introducing bias need to be careful not to introduce bias when probing e.g. which websites do you visit most frequently? probe 1: what is it about that websites that you like most? probe 2: you say the layout, tell me more about the site layout Um u take note: important not to pre-empt an answer by phrasing a question to suggest that a particular answer is expected e.g. you seemed to like this use of colour → assumes that this is the case and will encourage the interviewee to answer so they won’t offend you 1.4. focus groups interviewing people in a group setting — often 3-10 people with the discussion led by a facilitator held to identify conflicts in expectations or terminology from different stakeholders participants selected to be representative of the target group e.g. evaluating interactive university campus map — administrators, faculty, students and visitors usually a preset agenda, but the facilitator will adapt to follow up on issues that come up during discussion benefit allows diverse viewpoints to be raised that otherwise might have been missed e.g. collaborative effort to hear different user stories sufficient flexibility for the facilitator to follow up on the unanticipated issues encourage quieter ones to speak up 4 data gathering and analysis 4  discussion recorded for a follow up at a later date when participants can add on their comments drawbacks to get all participants to participate equally suffer from groupthink — where people get side-tracked by one or two participants’ opinions 2. questionnaires questions can be both closed and open-ended, like interviews key difference is that questions are distributed to the participants and then collected back, often remotely can be administered to a large population hence, need to be even more careful than with interviews to make sure questions are clear because we won’t be there good questionnaire design is not easy! questionnaire structure order of questions can potentially impact the results 1 start with general demographic information 2 background information is useful as well 3 then specific questions relating the study’s goal be careful not to overload the participant with too many questions provide some structure to the questionnaire so that participants can see how far they have come and how much is left make sure instructions are clear — by running pilot tests question and response format 1. yes/no checkboxes or checkboxes with multiple responses 4 data gathering and analysis 5  2. scales 2.1. likert scales (3,5,7 point), agree or disagree identifying a set of statements representing a range of possible opinions more commonly used because identifying suitable statements is easier than semantic pairs 2.2. semantic differential scale (complete a given statement) rely on choosing pairs of words that represent the range of possible opinions range of bipolar attitudes about a particular item, each represented as a pair of adjectives e. g. strong weak administering questionnaires 4 data gathering and analysis 6  two key issues 1. how to reach a representative sample of the population? 2. how to ensure a reasonable response rate? interaction design surveys often involve a small (non-statistically significant) number of participants (~20) online survey tools are increasingly common, but may limit your target audience example of questions — it impacts your findings ↑ 4 data gathering and analysis 7  ⑭ 3. direct observation direct observation in the wild — helps fill in details about how people behave and other nuances that are not elicited from other forms of investigation complicated and difficult to do involves a lot of data → tedious direct observation in controlled environments — more formal than in the wild and requires a script take photographs, notes, videos and audios arrangement of equipment depends on participant 4. indirect observation 4 data gathering and analysis 8  designing interview questions Discuss how one might prepare for data collection conducting the interview recording data planning and conducting an interview data analysis data interpretation designing interview questions data presentation closed questions follow a predetermined format (e.g. yes/no or select options) easier to analyse (like survey questions) open-ended questions no predetermined format generally: avoid long or compound questions ensure questions do not lead or make assumptions keep questions neutral conducting the interview 4 data gathering and analysis 9  starting the interview introduce yourself explain what participants will be doing get their informed consent make sure you start recording actual interview start with simple questions listen more than you talk allow time for cooling down at the end wrapping up thank the participant, close the session recording data using video: rich details, but can be more intrusive than audio captures both on-screen actions and facial expressions that can provide insights into interactive experience may be privacy issues as participants can be easily identified for any data collection, informed consent is important data analysis, interpretation and presentation after gathering data, you need to extract some meaning from it this process involves analysis and interpretation we need to be careful how you interpret the data starting data analysis what type of data do you have? (qualitative/quantitative) what are you looking for at the end of the data analysis? 4 data gathering and analysis 10  how do you want to analyse the data? (analysis method) what do you need to do before you start the analysis? identify anomalies, special cases clean data or filter the data? organising and transcribing the data? find others to help you analyse the data? Discuss how one might select an appropriate combination of approaches for collecting data purpose available resources participants motivation level choosing and combining techniques nature of technique carefully consider the following: purpose of the study — what questions need answering? participants involved — who are the users and how many of them? nature of the technique — which techniques will allow you to answer your questions? how much time will it take? can you get access to the right/enough participants? available resources — expertise, tool support, time and money etc. motivation level — if the motivation of the respondent is high enough to complete a questionnaire without any encouragement → can use a questionnaire if the respondent needs some persuasion to answer the questions → structured interview Describe basic quantitative and qualitative analysis Discuss some analytical frameworks and tools for data analysis basic quantitative analysis describing an average mean — add up values, divide by data points median — middle values when data is ranked mode — figure that appears most frequently in data averages tell us something about the overall data (e.g. average age of the respondents) but, it is an aggregate and may not reflect certain features of the data 4 data gathering and analysis 11  to do so, we can look at percentages of results in different categories, and use visualisations to help us make sense of data basic qualitative analysis 1. inductive approach identify themes that emerge from the data may depend on specific observation framework used, or may be grounded in the data itself used for exploratory studies with the theme being something important about the data in relation to the study’s goal 1 firstly, pass through data to look for patterns and recurring ideas → step back and look 2 for connections across participants → can involve refining the themes and reducing overlapping 3 often involves using affinity diagrams 1.1. affinity diagramming 4 data gathering and analysis 12  2. deductive approach categorise the data based on an existing categorisation theme if an existing set of categories (maybe from previous studies) is available, we can use this to categorise the data 3. can also be done iteratively — themes are refined and applied Be able to interpret and present findings analytical tools and presenting your findings tools to support analysis quantitative — spreadsheets (excel) are easy to use and can construct simple graphs, statistical packages (SPSS and R) 4 data gathering and analysis 13  qualitative — nvivo, atlas.ti interpreting and presenting findings quantitative — provide an overview of the data using charts and graphs to help audience understand trends, and provide an analysis and present the tests and relevant statistics qualitative — provide an overview through categories and themes, provide an analysis and present illustrative quotes chosen to represent the themes that you have identified 4 data gathering and analysis 14  5: discovering requirements Unit 5: discovering requirements Describe what requirement discovery is, and where it is situated in the design process what are requirements? a statement about the intended product that specifies what is it expected to do and/or how it will perform discovering requirements is an iterative process need to identify, clarify and capture requirements also need to specify criteria to determine if requirements have been satisfied by the system once it has been built what does discovering requirements mean? explore the problem space to gain insights about the problem understanding people who may use the product and their capabilities how a new product might support people in their daily lives people’s current tasks, goals, contexts and constraints on the product’s performance establish a description of what will be developed in response to the problem that has been identified where is it situated in the design process? 5 discovering requirements 1  requirements, design and evaluation activities are all intertwined with some design taking place while requirements are being discovered, and the design evolving through a series of evaluation-redesign cycles Discuss how to identify requirements how do we discover requirements? 1. requirements are derived from the data you will have collected and analysed at the start of the project *recall the user-centric focus of our design process 2. or during product evaluation, prototyping, design and construction requirements evolve and develop as the stakeholders interact with designs and learn what is possible and how features can be used Discuss why defining requirements is important why do we need to discover requirements? need to communicate your requirements to other designers, client and technical developers helps to advance the goal of producing usable products that support the way people communicate and interact in their everyday and working lives Recall the different types of requirements 5 discovering requirements 2  1. user characteristics who is the intended user group? any key attributes? what are their abilities and skills? context educational background, preferences and personal circumstances disabilities level of expertise this allows us to form a user profile we will make use of personas for this in the course 2. functional requirements Wh ⑧ what the product will do (but not how it will do it) e.g. robot in a car factory — place and weld car parts e.g. email application — compose and read email messages e.g. temperature reporting website — upload temperature and declare health status 3. data requirements what information the product will process 5 discovering requirements 3  type, volatility, size/amount, persistence, accuracy and value all interactive products have to handle some data e.g. buying and selling stocks — must be up-to-date and accurate e.g. personal banking — must be accurate and persist over months or years, and there will be a lot of it 4. environmental requirements context of use, circumstances under which the interactive product will operate physical environment — lighting, noise, crowdedness etc. expected in a operational environment e.g. will workers need to wear protective clothing? social environment — co-located or remote? synchronous or asynchronous? 7 does data need to be shared? if so, how? support environment — help and training etc. e.g. what kind of assistance will be needed to use the product and how easily can it be obtained technical environment — what operating system, hardware platform and other limitations? e.g. what technologies will the product run on or need to be compatible with? 5. usability and user experience requirements there may be specific measures set to determine these more objective for usability — e.g. minimum number of errors and time taken to carry out certain tasks given priority and facilitates tracking for user experience — e.g. user satisfaction, immersion, engagement and other subjective measures more difficult because it is harder to identify quantifiable measures that track them communicating requirements 5 discovering requirements 4  once you have gathered data about your target audience, how do you communicate the resulting requirements? there are several formats proposed, including: user stories personas and scenarios (using this for project) use cases user stories represents a small chunk of value (a single point of a story) can be delivered in a sprint (~2 weeks) typically used in product development processes like agile can be decomposed into smaller tasks, or combined into epics usually communicates requirements between stakeholders format — as a (role), i want to (behaviour) so that (benefits) example (single points) — travel organiser single points — agile approach as a traveler, i want to save my favourite airline for all my flights so that i will be able to collect air miles as a travel agent, i want my special discount rates to be displayed to me so that i can offer my client competitive rates example (epic) — travel organiser epic — a user story that may take weeks or months to implement, then broken down into smaller chunks of effort (user stories) 5 discovering requirements 5  combined user stories Differentiate between personas and scenarios personas and scenarios techniques like user stories capture the essence of requirements, but are not very detailed, and do not communicate the rich details captured during data gathering and analysis → makes them less useful for design therefore, personas and scenarios are used to solve this personas rich description of typical users of the product being designed helps designers to focus and understand for whom they are designing the system ideally, personas should: help designers make design decisions remind the team that real people will be using the product support questions such as “what will Bill do in this situation?” ⑭ 5 discovering requirements 6  example — personas for group travel organiser commonly include a name and a photograph, alongside key goals, user quotes, behaviours and some background information a product usually requires more than one persona, and the one chosen is known as the primary persona should only have information that is pertinent to the product being developed does not attempt to capture the whole person but only to highlight relevant attitudes and specific context associated with the focus example — personas for home cooking 5 discovering requirements 7  scenarios an informal narrative description describes human activities or tasks in a story allows exploration and discussion of contexts, needs and requirements does not really describe the use of software or other technological support used to achieve a goal use stakeholder vocabulary — scenarios can be understood by them so that they can fully participate in the development format of scenarios simple, textual description with the goal of a narrative around reaching the goal (e.g. completing task), and who the user (e.g. which persona does it relate to) example — XR advertisements and their harm A furniture company releases a new AR app that allows customers to place 3D renderings of furniture into their home, to see how the furniture would look like in their home. Unbeknownst to the consumer, the preview is altered in ways that make the photorealistic rendering of the furniture seem brighter and more colourful than real life, whilst still seeming realistic. An unsuspecting customer uses the app to “try out” a new sofa in their living room; satisfied with how it looks, they buy the sofa, only to find that the actual sofa is much duller, uglier, and of vastly lower quality than the preview had suggested. two types of scenarios 5 discovering requirements 8  current scenario — captures current behaviour based on data allows the designer to identify stakeholders and artefacts involved in an activity, explore the constraints, contexts, irritations etc. proposed scenario — describe behaviour with a potential new technology (the what, but not the how) to explore design possibilities example of current scenario — home cooking example of proposed scenario — group travel organiser Discuss the use of personas and scenarios 5 discovering requirements 9  using scenarios for design the current scenario helps you to better understand the problems your users are facing this should be based on your persona’s goals and frustrations the proposed scenario is your first pass at suggesting possible solutions to these problems at this point, we are only suggesting what the system will do the next step will be to design how this is presented to the user — using the conceptual model and concrete design Discuss how requirements discovery, personas, and scenarios relate to your group project uses cases focuses on functional requirements and captures information 5 discovering requirements 10  define a specific process as a step-by-step description this is unlike user stories, which focuses on outcomes and user goals *contrasts user story — which focuses on outcomes and goals, not the specific process of the new implementation two types of use cases: essential use cases — focus on division of tasks between the product and user doesn’t say anything about how the user and product will interact instead, focuses on user interactions and product responsibilities detailed use cases — main use cases describes the normal course, captures the person’s goal when interacting with the product the set of actions most commonly performed (with no errors) other possible sequences are called alternative courses these are captured at the bottom of the use case usually meant to handle errors, missing data etc. 5 discovering requirements 11  summary 5 discovering requirements 12 5 discovering requirements 13