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CCT 333: Imagining the Audience in a Wired World

CCT 333: Imagining the Audience in a Wired World. Class 10: Prototypes and Evaluation. The story so far…. User studies to gain information about PACT as existing Scenarios derived from user studies to tell stories of design issues

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CCT 333: Imagining the Audience in a Wired World

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  1. CCT 333: Imagining the Audience in a Wired World Class 10: Prototypes and Evaluation

  2. The story so far… • User studies to gain information about PACT as existing • Scenarios derived from user studies to tell stories of design issues • Requirements derived from scenarios to highlight must, should, could, want needs • On to redesign!

  3. Prototypes • A good intermediate step before finalization of new design • Basic functionality of new design represented, made tangible and accessible • Used to sell requirements, evaluate whether they’ve been met before finalizing

  4. Why prototypes? • Obtaining feedback on design concepts • Deciding among alternative options • Assessing usability in practice • Avoiding huge redesign mistakes • Involving users and achieving buy-in

  5. Lo-fi prototypes • Quickly assembled, changed, destroyed • Readily accessible, cheap materials (paper and others…) • Focus on broad ideas vs. details • Does not lead user to believe this is actually final - open to change

  6. Lo-fi Issues • Robust - often handled by many, must be overengineered • Scope - broad issues and concerns - details not important at this stage • Level of instruction - too much guidance can skew results • Flexibility - users should have ability to edit/annotate prototype on the fly

  7. Hi-fi prototypes • Especially useful for electronic products/services, but physical form prototypes also count • Strong attention to detail, final form • Might be misconstrued as the real, final thing - any errors cause negative reactions, expectations raised to unattainable levels

  8. Prototypes and PD • Participatory design - getting users participating as co-designers • Roots in Scandinavia - why? • User buy-in to design explicitly encouraged - little concern that user needs aren’t being met • Time consuming w/multiple levels of buy-in • Might be hard to expect non-expert users to have valid opinion

  9. IPS Example • PICTIVE method at Island Pacific School - low-fi prototype of JavaBean application development • Some guidance, but student-driven • Simple, broad data objects manipulated physically - kids could make new ones • Led to hi-fi developed prototypes designed by programmers and returned to students

  10. IMPACT evaluation model • Intention • Metrics • People • Activities • Context • Technology

  11. Intention • Why evaluate? What are you trying to prove? • Early design prototypes - generally to scope out alternatives • Later - more attention to detail, specific features, specific usability problems

  12. Metrics and Measures • Measuring success/improvement/failure • Should be tied to evaluation of redesign and alternatives - peripheral data should be limited

  13. Effectiveness, Efficiency and Satisfaction • Effectiveness - task completion, error rates, ease of learning, memorability • Efficiency - time to task completion, on non-productive steps, learning • Satisfaction - general aesthetic and emotional feel, voluntary use, frequency of use

  14. PACT and evaluation • Should be done with intended audience, doing specified activities in specified context as defined in scenarios • Low-fi prototype - still investigative • Hi-fi - specific questions and tasks, as close to final product as possible

  15. Guidelines for User Evaluation • Use scenarios and task analysis to provide users context - more efficient • Estimate time to completion first to see if users are matching expectations • Encourage user feedback in process of use - keep them talking • Debrief with broader questions

  16. Survey/Next Week • Application to computer-supported collaborative work • Student survey - volunteer to drop it off? • Feel free to do this one too: http://www.ratemyprofessors.com/ShowRatings.jsp?tid=732035

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