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Iterative Design & Knowing Your Customers

Iterative Design & Knowing Your Customers. Professor James A. Landay University of Washington CSE 490L – Web Design, Prototyping, & Implementation Spring 2008 April 15, 2008. Hall of Fame or Shame?. Hall of Shame. Iterative Design & Knowing Your Customers. Professor James A. Landay

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Iterative Design & Knowing Your Customers

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  1. Iterative Design & Knowing Your Customers Professor James A. Landay University of Washington CSE 490L – Web Design, Prototyping, & Implementation Spring 2008 April 15, 2008

  2. Hall of Fame or Shame? CSE 490 L - Spring 2008

  3. Hall of Shame CSE 490 L - Spring 2008

  4. Iterative Design & Knowing Your Customers Professor James A. Landay University of Washington CSE 490L – Web Design, Prototyping, & Implementation Spring 2008 April 15, 2008

  5. Outline • Review • Principles & Techniques for Knowing Your Customers • Iterative Design • Designing with Measurable Goals in Mind • Task Analysis • Evaluating Your Web Site • Web Design Processes Overview • Using Patterns in Design Exploration Phase CSE 490 L - Spring 2008

  6. Human Abilities Review • Color can be helpful, but pay attention to ? • how colors combine • limitations of human perception • people with color deficiency • Model Human Processor (MHP) – 3 processors ? • perceptual, motor, cognitive processors • model allows us to make predictions • e.g., perceive distinct events in same cycle as one • MHP Memory ? • three types: sensor, WM, & LTM • interference can make hard to access LTM • cues in WM can make it easier to access LTM • Key time to remember: 100 ms CSE 490 L - Spring 2008

  7. Tasks Design Technology People Principles for Knowing Your Customers Large % of modem users -> FAST-DOWNLOADING IMAGES (L2) Fitt’s Law -> large ACTION BUTTONS (K4) CSE 490 L - Spring 2008

  8. Organizational & Social Issues Tasks Design Technology People Principles for Knowing Your Customers CSE 490 L - Spring 2008

  9. Techniques for Knowing Your Customers • Task analysis • use experience & informal interviews to answer basic questions on people, tasks, technology, & social issues • Scenario building • stories rich in context focusing on what people do, not how • create different scenarios for each type of customer • often include photos or storyboards to illustrate CSE 490 L - Spring 2008

  10. Contextual Design, by Hugh Beyer & Karen Holtzblatt Techniques for Knowing Your Customers • Observation & interviews • locate representative customers & find out what they do by mainly observing as an apprentice (contextual inquiry) • Affinity diagramming • organize information you discover -> site organization CSE 490 L - Spring 2008

  11. Techniques for Knowing Your Customers • Card sorting • create site organization by seeing how people group items • Surveys • add survey to existing site to get feedback from large numbers of current customers • watch out for what people “say” vs. what they “do” • Focus groups • 6-12 target customers brought together as a group • watch out for dominate personalities -> run several groups • Analyzing existing sites • user study on your web site or a competitors • observe what works & what doesn’t & also survey CSE 490 L - Spring 2008

  12. Task analysis Scenario building Observation & interviews Affinity diagramming Card sorting Surveys Focus groups Analyzing existing sites Techniques for Knowing Your Customers Which have you found successful in practice? CSE 490 L - Spring 2008

  13. faster task completion successful completion of more tasks greater ease of learning fewer errors fewer abandoned shopping carts greater satisfaction more fun increased visitor-to-customer conversion increased customer repeat visits increased revenue Designing with Measurable Goals in Mind • Goals come from analyzing your business & customer needs • Measurable design goals let you test progress • Key to achieving goals is testing & measuring CSE 490 L - Spring 2008

  14. Designing with Measurable Goals in MindExample • Interested in task completion rate • Server logs show customers who start to post messages have low completion rate • Follow-on usability study confirms they are distracted in middle of posting process • Good place to apply a PROCESS FUNNEL (H1) CSE 490 L - Spring 2008

  15. Task Analysis • Find out • who customers are • what tasks they need to perform • Observe existing work practices • Create scenarios of actual use • This allows us to try out new ideas before building software! • get rid of problems early in the design process CSE 490 L - Spring 2008

  16. Why Task Analysis? • System will fail if it • does not do what the customer needs • is inappropriate to the customer • “the system must match the customer’ tasks” • Can’t we just define “good” interfaces? • “good” has to be taken in context of users • might be acceptable for office work, not for play • infinite variety of tasks and customers • guidelines are too vague to be generative • e.g.,“give adequate feedback” CSE 490 L - Spring 2008

  17. Task Analysis Questions Task Analysis • Who is going to use the system? • What tasks do they now perform? • What tasks are desired? • How are the tasks learned? • Where are the tasks performed? • What’s the relationship between customer & data? CSE 490 L - Spring 2008

  18. Task Analysis Questions (cont.) • What other tools does the customer have? • How do users communicate with each other? • How often are the tasks performed? • What are the time constraints on the tasks? • What happens when things go wrong? CSE 490 L - Spring 2008

  19. Who? • Identity • in-house or specific customer is easy • need several typical users for broad product • Background • Skills • Work habits and preferences • Physical characteristics • height? CSE 490 L - Spring 2008

  20. Who (BART)? • Identity? • people who ride BART • business people, students, disabled, elderly, tourists • Background? • may have an ATM or credit card • have used other fare machines before • Skills? • may know how to put cards into ATM • know how to buy BART tickets CSE 490 L - Spring 2008

  21. Who (BART cont.)? • Work habits and preferences? • use BART 5 days a week • Physical characteristics? • varying heights  don’t make it too high or too low! CSE 490 L - Spring 2008

  22. Talk to Them • Find some real customers • Talk to them • find out what they do • how would your system fit in • Are they too busy? • buy their time • t-shirts, coffee mugs, etc. • find substitutes • medical students in training CSE 490 L - Spring 2008

  23. What Tasks? • Important for both automation andnew functionality • Relative importance of tasks? • Observe customers, see it from their perspective • on-line billing example • small dentists office had billing automated • assistants were unhappy with new system • old forms contained hand-written margin notes • e.g., patient A’s insurance takes longer than most, etc. CSE 490 L - Spring 2008

  24. How are Tasks Learned? • What does the customer need to know? • Do they need training? • academic • general knowledge / skills • special instruction / training CSE 490 L - Spring 2008

  25. Office, laboratory, point of sale? Effects of environment on customers? Users under stress? Confidentiality required? Do they have wet, dirty, or slippery hands? Soft drinks? Lighting? Noise? Where is the Task Performed? CSE 490 L - Spring 2008

  26. What is the Relationship Between Customers & Data? • Personal data • always accessed at same machine? • do users move between machines? • Common data • used concurrently? • passed sequentially between customers? • Remote access required? • Access to data restricted? CSE 490 L - Spring 2008

  27. What Other Tools Does the Customer Have? • More than just compatibility • How customer works with collection of tools • Ex. automating lab data collection • how is data collected now? • by what instruments and manual procedures? • how is the information analyzed? • are the results transcribed for records or publication? • what media/forms are used and how are they handled? CSE 490 L - Spring 2008

  28. How Do Customers Communicate with Each Other? • Who communicates with whom? • About what? • Follow lines of the organization? Against it? • Example: assistant to manager • installation of computers changes communication between them • people would rather change their computer usage than their relationship [Hersh82] CSE 490 L - Spring 2008

  29. How Often Do Customers Perform the Tasks? • Frequent customers remember more details • Infrequent customers may need more help • even for simple operations • make these tasks possible to do • Which function is performed • most frequently? • by which customers? • optimize system for these tasks will improve perception of good performance CSE 490 L - Spring 2008

  30. What are the Time Constraints on the Task? • What functions will customers be in a hurry for? • Which can wait? • Is there a timing relationship between tasks? CSE 490 L - Spring 2008

  31. What Happens When Things Go Wrong? • How do people deal with • task-related errors? • practical difficulties? • catastrophes? • Is there a backup strategy? CSE 490 L - Spring 2008

  32. Involve Customers to Answer Task Analysis Questions • Customers help designers learn • what is involved in their jobs • what tools they use • i.e., what they do • Developers reveal technical capabilities • builds rapport & an idea of what is possible • customer’s can comment on whether ideas make sense • How do we do this? • observe & interview prospective users in work place, home, or in the field! CSE 490 L - Spring 2008

  33. Selecting Tasks • Real tasks customers have faced • collect any necessary materials • Should provide reasonable coverage • compare check list of functions to tasks • Mixture of simple & complex tasks • easy task (common or introductory) • moderate task • difficult task (infrequent or for power customers) CSE 490 L - Spring 2008

  34. What Should Tasks Look Like? • Say what customer wants to do, but not how • allows comparing different design alternatives • Be very specific – stories based on facts! • say who customers are (use personas or profiles) • design can really differ depending on who • name names (allows getting more info later) • characteristics of customers (job, expertise, etc.) • forces us to fill out description w/ relevant details • example: file browser story • Some should describe a complete job • forces us to consider how features work together • example: phone-in bank functions CSE 490 L - Spring 2008

  35. Using Tasks in Design • Write up a description of tasks • formally or informally • run by customers and rest of the design team • get more information where needed Manny is in the city at a club and would like to call his girlfriend, Sherry, to see when she will be arriving a the club. She called from a friends house while he was on BART, so he couldn’t answer the phone. He would like to check his missed calls and find the number so that he can call her back. CSE 490 L - Spring 2008

  36. Using Tasks in Design (cont.) • Rough out an interface design • discard features that don’t support your tasks • or add a real task that exercises that feature • major screens & functions (not too detailed) • hand sketched • Produce scenarios for each task • what customer has to do & what they would see • step-by-step performance of task • illustrate using storyboards • sequences of sketches showing screens & transitions CSE 490 L - Spring 2008

  37. Scenarios (cont.) • Scenarios are design specific, tasks aren’t • Scenarios force us to • show how various features will work together • settle design arguments by seeing examples • only examples  sometimes need to look beyond • Show users storyboards • get feedback CSE 490 L - Spring 2008

  38. Evaluating Your Web Site • Expert reviews • heuristic evaluation w/ independent judges • cheap & easy to perform • Informal evaluations • recruit 5-10 representative people & have them perform tasks from your task analysis • can be on a paper UI or a running site • can run in person or online (remote) • look at the critical incidents in qualitative process data rather than bottom-line data (time) CSE 490 L - Spring 2008

  39. Evaluating Your Web Site • Expert reviews • heuristic evaluation w/ independent judges • cheap & easy to perform • Informal evaluations CSE 490 L - Spring 2008

  40. Evaluating Your Web Site • Formal usability studies • measure quantitative goals using running site • online techniques help achieve statistical validity • e.g., customers should be able to register & create an account in under 2 minutes • How to choose an evaluation technique • use multiple techniques throughout • use cheap ones early & often • What has worked well for you? CSE 490 L - Spring 2008

  41. Web Design Processes Overview • Discovery • assess needs • Exploration • create multiple designs • Refinement • detail chosen design • Production • prepare for handoff • Implementation • build site • Launch • Maintenance • measure & improve CSE 490 L - Spring 2008

  42. Design ProcessExploration CSE 490 L - Spring 2008

  43. Goals of Exploration Phase • Generate multiple designs • visualize solutions to discovered issues • information & navigation design • early graphic design • Select one design for further development • use patterns, usability testing, & client feedback to evaluate CSE 490 L - Spring 2008

  44. Patterns in Exploration Phase Tend to be more abstract • Site genres • Navigational framework • Home page • Content management • Trust and credibility • Basic ecommerce • Advanced ecommerce • Completing tasks • Page layouts • Search • Page-level navigation • Speed CSE 490 L - Spring 2008

  45. Patterns in Exploration Phase • Use Exploration-level patterns to design overall structure • different choices will give radically different designs • For example, how to organize information • HIERARCHICAL ORGANIZATION (B3) • TASK-BASED ORGANIZATION (B4) • ALHABETICAL ORGANIZATION (B5) • … CSE 490 L - Spring 2008

  46. Patterns in Exploration Phase TASK-BASED ORGANIZATION (B4): Link the completion of one group of tasks to the beginning of the next related task(s) CSE 490 L - Spring 2008

  47. Design Exploration Example • John given the task of designing a new subsite for showing maps to businesses • listings found by typing in address • key feature: show nearby businesses • John comes up with two design sketches • Design #1 uses ALPHABETICAL ORGANIZATION (B5) for list of all nearby businesses • Design #2 uses TASK-BASED ORGANIZATION (B4) for list of related nearby businesses CSE 490 L - Spring 2008

  48. Design #1ALPHABETICAL ORGANIZAION (B5) CSE 490 L - Spring 2008

  49. Design #2TASK-BASED ORGANIZATION (B4) CSE 490 L - Spring 2008

  50. Evaluating Which Design to Choose • Low-fidelity Usability Test • sketches the rest of the key screens on paper • brings in 5 participants to his office • asks each to carry out 3 tasks while John’s colleague Sam “plays computer” • John observes how they perform • Tasks 1) look up 1645 Solano Ave., Berkeley CA 2) look up 1700 California Ave, San Francisco CA & find Tadich Grill 3) look up 2106 N 55th St, Seattle WA & find a Sushi restaurant nearby CSE 490 L - Spring 2008

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