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University of Washington HCDE 518
User Research 1
HCDE 518Autumn 2011
With credit to Jake Wobbrock, Dave Hendry, Andy Ko, Jennifer Turns, & Mark Zachry
University of Washington HCDE 518
Agenda
Announcements, Hand in assignments
Sketching Critiques Design Activity Break – 5 mins Lecture – User Research Design Activity Break – 10 mins
Lecture – Ethnography & Contextual Inquiry
Design Activity Next Class Group Project Work
Time
University of Washington HCDE 518
Announcements, Questions
R2 & P0 due now (via CollectIt dropbox) R1 grades posted A1 still in progress (sorry ) A2 due next week (described shortly)
Questions?
University of Washington HCDE 518
Sketching Critiques – 20 minutes
Break into groups of 3 people Take turns showing and explaining your 3 sketches
with each other Critics should offer advice and feedback about the
idea Strengths, Weaknesses, Originality, Feasibility Sketcher: take notes about what feedback was offered Critic: be critical, but constructive and courteous! Each critic should sign and date the page after the sketches
University of Washington HCDE 518
Design Activity - Designing Under Constraints
UW has asked you to redesign a new Husky card that must satisfy the following constraints: It must be 3.370” × 2.125” in size It can only use 3 colors (but can use fewer) It must include a 1” x 1.5” photo area It must include the ownerʼs name and status (e.g., undergraduate, graduate,
faculty, staff, etc.) It must have an ID # somewhere It must use a UW icon or label It must have space for a transit sticker of any size It cannot use the existing Husky ID layout and design
Work in small groups on your design, then we will re-group and compare (15 minutes)
University of Washington HCDE 518
Observing People
What do we “see”? Opportunities for new designs Breakdowns Workarounds Mismatches between what users say and do
University of Washington HCDE 518
Relying on what users say
Can we rely on what users say about what they want in a new design? Very carefully
Henry Ford: “If I had asked my customers what they wanted, they would have said a faster horse."
It is better to watch what they do than to go only on what they say Mismatches may hold keys to new designs
University of Washington HCDE 518
Users’ words are unreliable
People are notoriously bad at predicting what they would use or would prefer when it is only hypothetical
They can much better respond to actual, concrete things, or make comparisons
This highlights the importance of observation and of prototypes
University of Washington HCDE 518
Users can however…
Tell you what they are doing right now Tell you how they are feeling right now Tell you what their goal is right now
University of Washington HCDE 518
Observation
In the user's own environment Observation of everyday tasks Why are work-arounds opportunities for new
designs? Why are breakdowns opportunities for new
designs? Why are unexpected uses opportunities for
new designs? User customization?
University of Washington HCDE 518
Design Activity – 20 minutes Using the Method Cards, come up with two methods that
could be useful in each of the following contexts, and two that would not be useful for each of the two design scenarios
Helping air traffic controllers communicate with pilots Helping older adults communicate with their young
grandchildren over a distance
Cards: http://courses.washington.edu/hcde518/readings/IDEOMethodCards.pdf http://courses.washington.edu/hcde518/readings/IDEOMethodCards.pptx
University of Washington HCDE 518
What did you come up with?
Helping air traffic controllers communicate with pilots
Helping older adults communicate with their young grandchildren over a distance
University of Washington HCDE 518
A2 – Look, Learn, Ask, Try
Similar to what you just did! You’ll be given 3 design scenarios and you’ll be asked
to come up with 4 methods that would be appropriate and 1 that would not How can a new system support communication for emergency room nurses? How can a mobile system help long-distance bicyclists to find restaurants and
amenities? How can a video game help educate kids in Grades 1-5 on healthy eating
You’ll be asked to explain your choices Due next Wednesday (October 19th)
University of Washington HCDE 518
Ethnography
Observational science attempts to understand a group or individual objectively. Understand the subject of study from the outside in a way
that can be explained to “anyone.” Generate “thick description” painting a vivid holistic
picture. Ethnography attempts to understand a group or
individual phenomenologically. Understand the subject of study as the subject of study
understands himself/herself.
University of Washington HCDE 518
Design Ethnography
Quicker than traditional ethnography Usually days, weeks, or months, not years.
Sometimes called “concurrent ethnography” The ethnography is being done at the same time
that design is under way. Goal is to generate insights for informing
inspiring design. Translating from raw field data to design ideas
can be difficult.
University of Washington HCDE 518
Natural Settings
Conducted in the setting of the participant.
Focus on naturally occurring, everyday talk and action.
Cannot use laboratory or experimental settings to gather this type of data.
University of Washington HCDE 518
Holism
Behavior can only be understood in its larger social context; that is, holistically.
University of Washington HCDE 518
Descriptive
Study how people actually behave, not how they ought to behave.
Defer judgment. Data is not usually
quantitative, but qualitative.
University of Washington HCDE 518
Subjects’ Point-of-View
See through participants’ eyes in order to grasp how they interpret and act in their world.
Phenomenological.
University of Washington HCDE 518
How to do this?
Observations – Next week Interviews – Next week Contextual Inquiry – Next!
University of Washington HCDE 518
Key Quote
“The users cannot describe what they really do because they are not conscious of it and do not reflect on it. The defined policy for an organization is no longer representative because it no longer reflects what is really going on.”
University of Washington HCDE 518
Contextual Design
Contextual inquiry Master/apprentice Affinity diagramming
University of Washington HCDE 518
Contextual Inquiry
Observation method for Contextual Design Applied ethnography
Design ethnography made easy :) “The core premise of Contextual Inquiry is very
simple: go where the customer works, observe the customer as he or she works, and talk to the customer about the work. Do that, and you can’t help but gain a better understanding of your customer.”
University of Washington HCDE 518
Principles of Contextual Inquiry Context
Must be done in the setting of the participant. Partnership
Master/apprentice model; investigator is humble. Interpretation
Observed facts must be regarded for their design implications. Raw facts without interpretation aren’t very useful.
Focus Themes that emerge during the inquiry. You can’t pay attention to all
facets of someone’s work at all times!
University of Washington HCDE 518
Master/Apprentice You are the apprentice The informant is your master What does this relationship imply?
Keen observation Unafraid to ask questions Eager to learn Admire the master Aspire to see the world as they do
Adopting the master/apprentice model during your CI will mean you don’t have to prepare a set of interview questions beforehand. Reduces pressure to “get it right.”
Key Concept!
University of Washington HCDE 518
Interviewing in CI
Go for concrete details obtained in-context, not abstract generalities. Don’t ask participants to summarize about their work. Ask
them specific details about real, concrete, observable things.
Have them “think aloud” as they work through their tasks. Pepper them with short, easily answerable questions. Avoid high-level philosophical questions that will just cause
them to “talk” instead of “do.”
University of Washington HCDE 518
Withdraw and Return
The researcher observes something in the pattern of action that indicates there’s something meaningful going on.
The researcher asks about this, and the pair withdraw momentarily from the task at hand.
The pair discuss the researcher’s question. Afterwards, the participant returns to the task
at hand.
University of Washington HCDE 518
Interpretation Checking
It is good to regularly check your interpretations. “I saw you just do X. Is that because of Y?” “I believe X. Is that correct?” “If you had a technology that did X, would that solve the
problem we just encountered?” As long as you check your interpretations in context,
participants will respond accurately. Outside of context, they may be more inclined to agree or
answer in generalities rather than specifics.
University of Washington HCDE 518
Ways to Mess Up a CI Not being inquisitive/nosy enough
If you have the impulse to ask, do it right away! Overly disrupting the task
Questions are great, but don’t ask so many so fast that the participant stops doing their tasks.
Turning it into a regular interview If you could have done it in a coffee shop, you didn’t do a contextual inquiry.
Failing to be discrete Participants must feel safe, free, and anonymous.
Failing to respect your participants Failing to observe closely and take good notes Over-focusing on the wrong details Slipping into abstraction
Keep it concrete, in the work, in the details.
University of Washington HCDE 518
Design Activity: CI Practice – 20 minutes
Pair up with someone else in class. Make sure one of you has a laptop, cell phone, tablet, or other technical device
Spend about 5 minutes doing a “contextual inquiry” while your partner uses the device naturally (e.g., surf the web, check email, send a text message, play a game, etc.)
Be sure to “withdraw and return” to ask relevant questions while they do their tasks
After ~5-10 minutes, we will swap partners and roles
University of Washington HCDE 518
Contextual Inquiry Discussion
How did it go? What did you learn? What was easy about it? What was hard about it? How do you think it would compare to just an
interview without the device? How do you think it would compare to just watching
them use the device without asking questions?
University of Washington HCDE 518
Next Class
Wednesday, October 19th User Research, Part 2
Upcoming Work Reflection 3 Sketching, Week 3
Sketch 3 on reusing mobile phones Use Huang & Truong reading as user research
Assignment 2: Look, Learn, Ask, Try