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Interaction Design: Establishing Requirements (Goals (ELM SUE) (Usability,…
Interaction Design: Establishing Requirements
Techniques (TSP)
Task Analysis
Used to investigate existing situations / systems
Investigate the underlying rationale / constituents of a system
Focus on physical actions, not virtual
Scenarios
Describes human activities
Can be storyboards, text, video etc
Plus / minus scenarios
Positive / negative outcomes
Best used to model proposed solutions, and not existing systems
Focus on the human element
CUUT
Context / usability / user experience goals / tasks
Use with personas for a deeper understanding
Personas
Characterized by a set of goals
Includes (SkATE)
user's skills, attitudes, tasks, and environment
Goals (ELM SUE)
Usability
User Experience
Trade-offs made
Prioritised
Derived from requirements (user's needs)
Design Context
Production Context
User
Capabilities
Sensory
Sight / hearing / touch / taste / smell
Physical
Height / flexibility / strength / weight / stamina
Experience / background
Cognitive (LAMP RP)
Learning
Practical methods are better
Dynalinking: an illustrative form of learning
Encourage exploration of interfaces
Constrain and guide users
Dynalinking: link concrete representations to abstract concepts
Attention
Make information clear
Highlighting and annotations
Avoid clutter
Focuses around your goal
Columns are better than grouping for displaying information
Memory
Recall-directed
Use memory to get close
Recognition-based
Recognize the item
Do not overload user's memory, as it's very limited
Promote recognition over recall
Provide multiple ways to encode data - tagging, files, images etc
Perception
Use graphical representations (icons etc)
Use adequate borders and spacing
Use distinguishable sounds
Speech should be understandable
Legible text
Too much white-space is bad
Reading, speaking, and listening
Keep length of speech menus to a minimum
Provide opportunities to enlarge text
Accentuate intonation for artificial voices
Learning is easier when listening, but is slower than scanning text
Dyslexics have difficulty reading
Problem solving, planning, reasoning, and decision making
Provide additional, hidden, information for users who wish to know more
Use simple and memorable functions
Less is more
Experential
Interact, intuitively, without thinking
Reflective
Involves mental effort
Not all the same - don't assume so
Cannot be entirely understood in the context of their abilities
Environment
Activities
Areas of investigation
Domain
Users
Activities
Environment
Physical environment
Technology
Social context
collaborative work?
Organizational environment
Cultural
Legal
Stakeholders
Usability
User experience
Data requirements
Other constraints
Gathering Data
Recording Data (CAIRO QVP)
Questionnaires
Open / closed
Individuals / groups
More / less structured
Benefits
Involve remote people
Distributed to a number of people
Getting initial responses
More quantitative that qualitative
Types
Checkboxes (yes or no)
Check box ranges (1-5, 6-9..)
Rating scales
Likert (strongly agree, agree..)
Semantic differential scale ( Bad | | | | | | | | Good )
Observation
Direct
Indirect
Self-documenting
Diaries
Quantitative data
Interaction logs
Quantitative data
e.g. web analytics / logging key presses
Environment
In the field
Controlled
Framework
Who / what / where
Observer
Passive / participant
Interviews
Good for exploring issues
Quantitative / qualitative
more / less / semi-structured
Audio / pictures to gather data are best
Plan the interview: questions, setup, etc
Types (GUSS)
Group
Focus groups
Gain a consensus view
Three to ten people
Participants are representatives of the population
Unstructured
Exploratory and conversational
Open ended questions
Rich data is generated
Semi-structured
A mix of both structured and unstructured
Structured
Predetermined questions
Same questions for each participant
Closed ended
Contextual Inquiry
4 principles (FPIC)
Focus / partnership / interpretation / context
Follows the apprentice model: apprentice, and mentor
Interpretation sessions are used to interpret findings
When?
During the requirements activity
During evaluation
5 key issues (TRIP G)
Goal setting
Pilot studies
A small study about the main study to determine suitability
Identifying participants
Population
Sampling
Probability sampling
Non-probability sampling
Relationships
Consent form
What data
What will happen
What will be kept private
Children are of concern
Relationships between researcher and subject
People with disabilities are of concern
Triangulation
Investigation of date from at least two perspectives
Types
Investigator: different researchers
Data: different data sources
Theories: different theoretical frameworks
Methodical: different data gathering methods
Outputs
Sketches
Capture activities
Capturing designs
Prototypes