Introduction User - Centered Design
Primary user
The one who interacts with the system. This is usually the user who is most affected by the interface. Lecture 4
Mapping
The relationship between controls and their actions follows the principles of good ..., enhanced as much as possible through spatial layout and temporal contiguity. Don Norman p.72
Statement of consent
The right to be informed and permission to record should both be there so the interviewee. s.70-71
Basics of the Methodology
You need an hypothesis / research question - What do you want to test? You need a Representative sample - Randomly chosen or otherwise representative - Sufficient size >> depending on the activity Understand the limitations of the testing you are doing - Artificial situation - Unfinished product or prototype - Time constraints - Small sample Lecture 3
The gulf of execution
Where people try to figure out how things operate. How do I work this? What can I do? Don Norman p.38
The gulf of evaluation
Where people try to figure out what happend when they used a thing. What happend? Is this what I wanted? Don Norman p.38
Working in groups
- Diversity of skills and ideas within a group is a great resource. - However, working with others different from ourselves can be a challenge. - We suggest to structure the group with different roles, either based on individuals' strengths or rotated periodically Lecture 1
Devil's advocate
- Expresses a contentious opinion in order to provoke debate or test the strength of the opposing arguments. - "We've decided to go with plan C, but the problem remains the same" Lecture 1
Primary Research
- Is a research approach that involves gathering data directly and participate in the process. - The researcher is directly involved in the data collection and categorization process first hand information. - Surveys, interviews, focus groups and observation techniques. Lecture 4
Secondary Research
- Is a research approach that involves relying on already existing data when carrying out a systematic investigation - The researcher simply depends on existing materials for the research (without any need to collect raw information from the field) desk research - Existing research materials through a number of sources like the internet, libraries and archives Lecture 4
Leader/facilitator
- Not a boss - Clarifies the aims of the group and helps the group to set sub-goals at the beginning of each meeting. (daily agenda) - Makes sure that all group members are "on the same page". - Starts the meetings, introduces each topic, and keeps the group on task and oriented towards its goals. - Ensures that the group completes its tasks before deadlines. - "Thanks for your contribution, Bill. What is your thinking, Mary?" Lecture 1
Ask the right questions
- Not answear questions about business decisions - Not answear question about marketing - About understanding how people think, behave and feel in order to design the best interaction experience • What do users want and need? • How do users think about this topic? • What is their mental model? • What are the influences (cultural, religious, political etc.) that will affect how a user will engage with your product? • What are the challenges and pain ponts users are facing? Lecture 4
Arbitrator/monitor
- Observes group functioning carefully and initiates regular discussions on group climate and process, especially if he or she senses tension or conflict brewing. - During disagreements or conflicts, clarifies the arguments and proposes suggestions for resolving dispute. - Ensures that all group members have a chance to participate; should actively involve members if they are not participating. - "I'm sensing a bit of tension among us over this secision" Lecture 1
How to avoid possible mistakes in UCD
- Take in the mind the mental models of users. - Do extensive usability tests iteratively. - Observe users interact with the product. Lecture 2
Notetaker/time keeper
- Takes notes during meetings to keep a record of what has been decided, tasks that have been assigned, when meetings are scheduled, etc. - Summarizes discussions and decisions for the rest of the group. Distributes a summary of each meeting to all group members. - Presents group material to the rest of the class/supervisor. - Keeps track of time during meetings to avoid spending excessive time on one topic. - "Hold on, please, I just need to get this down before we move on" Lecture 1
Limits to user research
- Time - Money - Access (users, participants, context) - Bias - Legal/ethical issues Be aware of the limits before starting - Choosing the right method - Adjust according to research question and scale up or down Lectures 4
IDEO
1. Empathize: develope a deep understanding of the challenge. 2. Define: clearly articulate the problem you want to solve. 3. Ideate: brainstorm potential solutions. Select and develope solution 4. Prototype: design a prototype (or a series of prototypes) to test all or part of your solutions. 5. Teste: engage in a continuous shortcycle innovation process to continually improve your design. Lecture 4
10 steps to personas
1. Finding the user 2. Building a Hypothesis 3. Verification 4. Finding patterns 5. Construction personas 6. Defining situations 7. Validation and buy-in 8. Disseminations of knowledge 9. Creating senarios 10. On-going development Lecture 3
Group contract
1. Group members' names and contact information and signature 2. Expectations (attendance, frequency and duration of meetings, workload) 3. Assignment of specific tasks, roles, and responsibilities. 4. Outline of the specific process for dealing with unmet expectations or other problems that might arise. 5. Outline of the specific process for peer feedback. Lecture 1
Principles of UCD
1. Put people first. 2. Communicate visually and inclusively. 3. Introducing user feedback loop in the product life cycle 4. Collaborate and co-create. 5. Integrating user-centred design 6. Iterate, iterate, iterate. Lecture 2
Rules from problem to ideas
1. There are no bad ideas. 2. Capture everything. 3. Go for hybrid brainstorming. 4. Quantity over quality. Lecture 6
User journey map
A diagram showing the steps in a scenario in which a user interacts with a system or service. • Visualizes the experiences a user makes through an existing service (present journey) or intended service (future journey). • Focuses on the human experiences and emotions through the service. Why use it: • To pinpoint specific user journey touchpoints that cause pain or delight • To get an overview over the whole hourney and create a shared understanding of the user journey • To assign ownership of key touchpoints in the journey When to use it: • At any point in the design process, as a reference point amongst a team throughout a product design cycle Lecture 5
RITE (Rapid iterative testing and evaluation)
A formative usability evalution. The method involves updating the prototype the moment a usability issue surfaces - rather than waiting until the study is complete. Is designed to quickly identify any large usability issue that is preventing users from completing a task or does not allow the product to meet its stated goals. Sessions typically require more sessions and therefore more participants than a single, traditional usability study with five to eight participants. s.439 + google
Heuristic Evalution
A formative usability inspection method. A problem-solving method that uses shortcuts to produce good-enough solutions given a limited time frame or deadline. Three-five UX experts - not end users or subject matter experts - induvidually assess a product by walking through a core set of tasks and noting any places where heuristics are violated. Jakob Nielson 10 heuristics. Lecture 7 + s.434
Cognitive Walkthrough
A formative usability inspection method. In a group of three to six people, your colleagues or subject matter experts are asked to put themselves in the shoes of the intended user group and to walk through a scenario. s.435
Card sorting
A method used to help design or evaluate the information architecture of a site. In a session, participants organize topics into categories that make sense to them and they may also help you label these groups. Lecture (s.304)
Survey
A research method used for collecting data from a predefined group of respondents to gain information and insights into various topics of interest. The process involves asking people for information through a questionnaire, which can be either online or offline. Can be an effective way to gether information from a large sample in a relatively short period of time. The problem is that a valid and reliable ... can be very difficult to design, but are perceived as very easy to create Lecture 4 (s.266 + google)
Diary studies
A research method used to collect qualitative data about user behaviors, activities, and experiences over time. The beauty of this metod is that they can provide both rich qualitative and quantitative data without the need for a researcher to be present. Lecture 4 (s.194)
Design problem
A successful product team is focused on solving a clearly framed, common ... A good statement will leave room for creativity, but it ultimately provides a clear lens through which to view each element of the project. Is an unmet need that, if met, can satisfy the user's purpose
Eye tracking
A summative usability evalution and a variation on a lab study. Was first used in cognitiv psychology; however, the HCI community has adapted it to study where people look (or do not look) for information or functionality and for how long. By understanding where people look for information or features, you can understand whether or not participants discovers and process an item. s.437
Remote testing
A summative usability evalution. Allows you to conduct user research with participants in their natural environment by employing screen-sharing software or online remote usability vendor services. In general, tests should be about 15-30 minutes long made up of about 3-5 tasks. Benefits can gather data from participants outside of your geographic area and collact feedback from a much lrger sample size in a shorter periode of time, and no lab facilities are needed. s.440
Desirability testing
A summative usability evalution. Evaluates whether or not a product evoke the desired emotional response from users. It is most often conducted with a released version of your product (or competitor's product) to see how it makes participants feel. s.439
Live experiments
A summative usability evalution. Form HCI standpoint it involves comparing two or more designes to see which one performs better. To avoid biasing the results, users in industry studies are usually not informed they are part of an experiment; however, ina academia, consent is often required. s.441
Summative evaluation
A usability evaluation. Are typically done toward the end of the product development life cycle wit high-fidelity prototypes or the actual final product to evaluate it against a set of metrics. s.432
Human centered design vs User centered design
All users are humans, but not all humans will be your users. UCD requires deeper analysis of users (your target audience) - Habits and preferences - Interactions with product - Vision of how the product should look like and behave Takes into account - Age, gender - Social status - Education and professional background Lecture 2
Declarative memory
Also referred to as explicit memory, is the memory of facts, data, and events. Don Norman + google
Personas
Are fictional characters, which you create based upon your research in order to represent the different user types that might use your service, product, site, or brand in a similar way. It's a Communication Tool >> to share the information about your target user with the team Lecture 3
Formative evaluation
Are usability evaluation done early in the product development life cycle to discover insights and shape the design direction. They typically involve usability inspection methods or usability testing with low-fidelity mocks or prototypes. s.432
How to perform conversation?
BEFORE (preparation) Discuss in the team and write down what you want to learn about in the conversation. Use this as a basis for formulating some questions. (See example of interview guide on pages 25-28.) UNDER (execution) Begin by telling why you are gathered and what the purpose of the conversation is. Take an introductory round and then start by asking a question to get the conversation started. Do not moderate the conversation too strictly, then you may miss important topics. The idea is that the guests will have the opportunity to talk to each other and lead the conversation. Ask questions from time to time, but do not override the dialogue. You will be amazed at how engaged they become by the topic and how easy the conversation is even if they do not know each other. AFTER (post-work) Summarize what you learned right after the interview while remembering the details. Lecture 4
How to observe?
BEFORE (preparations) • Formulate what the purpose of the observation is and what you want to gain insight into. Feel free to also prepare some questions you may have in mind. UNDER (execution) • Observe and take notes. Take pictures if appropriate, but do not disturb the situation. Follow the tips in the Observation Guide on the next page. • Conduct a interview at the end of the observation or in-situ conversations to ask questions related to events you observed. Try to see a whole in the events and find out why they do things the way they do. AFTER (finishing work) • Write down the most important lessons: What made the most impression? What worked poorly? What were the obvious needs? Lecture 4
Signifiers
Communicate where the action should take place in a product or service. Don Norman p.14
Affinity diagramming
Data sorting technique in which a group categorizes and subcategorizes data until relationships are clearly drawn.
10 pluss 10
Deep sketching • The 10 plus 10 exercise is a great way to get started with a design challenge. Based on a common starting point, group members work individually to quickly sketch several ideas each, making around 10 ideas per group. • They share the ideas within the group and choose one sketch as the starting point for the next round. After the second round, there are about 20 sketches per team on the table - a wide range of options from the first round, and a deeper drill from the second. All 20 are useful. • This method helps teams to quickly generate a broad variety of concepts, but also get some depth in understanding how a specific design challenge can be tackled. • The visual approach helps them get specific. Lecture 6
Anti-affordance
Determine what actions are not possible for the product or service. Don Norman
Affordance
Determine what actions are possible for the product or service. Don Norman p.14
What Makes Products More Usable?
Early focus on users and their tasks - Who is the user, what does she want to do and why? Evaluation and measurement of product usage - Is it usable? is it an improvement? Iterated design and testing - ''shape the product'' through a process of design, test, redesign, and retest activities. Lecture 3
Industrial design
Emphasizing form and material. The professional service of creating and developing concepts and specifications that optimize the function, value, and appearance of products and systems for the mutual benefit for both user and manufacturer. Don Norman p.5
Experience design
Emphasizing the emotional impact. The practice of designing products, processes, services, events, and environments with a focus placed on the quality and enjoyment of the total experience. Don Norman p.5
Interaction design
Emphasizing understandability and usability. The focus is upon how people interact with technology. The goal is to enhance people's understanding of what can be done, what is happening, and what has just occurred. Draws upon principles of psychology, design, art, and emotion to ensure a positive, enjoyable experience. Don Norman p.5
Agile User Experience (Agile UX)
Evnen til å raskt respondere på endringer og takle usikkerhet. Det er en arbeidsmetode for å takle og samtidig lykkes i et usikkert og turbulent miljø, uavhengig av bransje. Lecture 2 + google
Crazy 8
Fast sketching exercise Crazy 8's is a core Design Sprint method. It is a fast sketching exercise that challenges people to sketch eight distinct ideas in eight minutes. The goal is to push beyond your first idea, frequently the least innovative, and to generate a wide variety of solutions to your challenge. 1. Take a piece of paper and fold in 8 sections 2. Set timeralarm to 8 minutes 3. Each group member draws one idea per section 4. When alarm go off - put away pencil Lecture 6
Why do thorough user research?
Gives empathy - It gives you a good intuition if a solution will work for the person concerned. Provides inspiration - It forms the basis for being able to create good and meaningful services that create value in people's lives. Builds knowledge - Over time, the team builds up valuable and reality-driven knowledge about the users that can also be used in other projects (in-house) Better solutions - It reduce the risk of taking the project in the wrong direction. - The insight will shed light on new themes and inspire completely new solution images. Lecture 4
Creative matrix
Grid ideas Is an ideation technique to allow a volume of ideas to be generated in a short amount of time by stimulating cross-pollination of ideas. It is a grid where each block represents the intersection of two categories. Try to populate the matrix with as many ideas as possible. Lecture 6
Why test?
Informing / driving Design - Inform design by gathering data from which to identify and rectify usability deficiencies existing in products andtheir accompanying support materials prior to release. Eliminating design problems Minimizing the cost of service and support calls. Minimizing risk, Improving Profitability Lecture 3
Empathy map
Is a method used to visualize what the users says, does, hears and thinks, and also maps the user's pain and joys. "The map gives the project team a common understanding of the user in a given context, and helps the team to keep the user in focus in the further work" (Gray, 2017). Why use it: • To build empathy for your users • To force alignment and understanding about a user type When to use it: • Beginning of any design process • When categorizing research notes from a user interview Lecture 5
Procedural memory
Is a part of the long-term memory that is responsible for knowing how to do things, also known as motor skills. Don Norman + google
Low fidelity
Is a quick and easy tangible representation of a concept, a use flow, or an information structure created for getting quick feedback and improving the product. Do not fall in love with your wireframe. Why? •Participants often respond very positively to paper prototypes -Rich qualitative data and comments and thoughts. -Do not hold back their opinions as they feel involved in an early stage. -Naturally low expectations for what "works" and what not in the prototype. Why not? •Hard to interpret design, low usability. •Icons and text can be hard to draw and read •You cannot test micro interaction only the big picture "stuff". Lecture 7 + google
User-centered design
Is about turning empathy concepts into specific product requirements Is about designing and developing a product from the perspective of how it will be understood and used by your user rather than making users adapt their behaviours to use a product. The idea is to offer a product which would support its users' existing beliefs, values, attitudes, and habits. "... is an iterative design process in which designers focus on the users and their needs in each phase of the design process." Design teams involve users throughout the design process via a variety of research and design techniques, to create highly usable and accessible products for them. Lecture 2
Focus group
Is an interview where five to ten (ideally six to eight) people are brought together to discuss their experiences or opinions around topics intoduced by a skilled moderator who facilitates an open, nonjudgmental atmospfere. The session typically lastes one to two hours and is good for quickly understanding user perception about a particular topic or concept. Lecture 4 (s.340)
Idea card
Is are a great tool to use when facilitating workshops. The cards facilitate drawing, text and naming of ideas. In addition, it is possible to assess the value the idea has for the users and the customer afterwards Lecture 6
Long-term memory (LTM)
Is memory for the past. As a rule, it takes time for information to get into ... and time and effort to get it out again.
Secondary user
Is one who does not directly interact with the service, but is still affected by it. Lecture 4
Usability testing in-person
It depends on which usability evaluation. Is the systematic observation of the end users attempting to complete a task or set of tasks with your product based on representative scenarios. In induvidual sessions, participants interact with your product as they think aloud, and user performance is evaluated against metrics such as task success, time on task, and conversion rate. s.436
Discoverability
It is possible to determine what actions are possible and the current state of the device. Don Norman p.72
GDPR (General Data Protection Regulation)
New European Union law on data protection and privacy for individuals. Regulation on the protection of individuals with regard to the processing of personal data and on the free movement of such data. (regjeringen.no + wiki)
Perseived affordances
Often act as signifiers, but they can be ambiguous (not clear or not having one obvious meaning) Don Norman p.19
Scenario
Often referred to as "use cases," are stories about the personas you create and should fit into the guiding principles you identified. The story describes how a particular persona completes a task or behaves in a given situation. It brings your personas to life during product development. Lecture 5 (s.46)
Brainstorming
Participants call out ideas which are written down on a board by a facilitator. This generates a pile of ideas quickly. Use it to find a starting point (or several starting points) for your work, to get to grips with the theme as a group, to widen the number of alternatives, or when you get stuck and need options. This method is ideal when you are trying to scope the features or information that will be included in the next (or first) release of the product. Lecture 6 (s.357)
HMW questions (how-might-we questions)
Pre-ideation • It is short questions that launch brainstorms • Makes it possible to work in a targeted manner. • Allows you to think opportunistically about some of the underlying problems you have uncovered • By placing how might we at the beginning of each question, we are able to provide a fram ework for brainstorming solutions centered a round real human centered needs. Based on problem statement/design problem. Can also be created from insights and user stories Lecture 6
Constraints
Providing physical, logical, semantic, and cultural constraints guides actions and eases interpretation. Don Norman p.73
3-6-5 method
Quantity approach 6 participants have to come up with 3 ideas/solutions in 5 minutes. After 6 rounds, 108 ideas are generated in 30 minutes. The aim is to collectively develop as many ideas as possible for the given problem. The point is not the maturity of the ideas, but rather the quantity of the approaches and the integration of the whole group with the aim of discovering new creative ways to solve the problem. Lecture 6
Open-ended questions
Questions that cannot be answered with a simple 'yes' or 'no', and instead require the respondent to elaborate on their points. Help you see things from a user's perspective as you get feedback in their own words instead of a pre-prepared response or a response which is always the same (stock answer). (google)
Desicion matrix
Ranging ideas • A more analytical tool • Enables emphasis on several criteria that can influence the decision, but allows us to evaluate them one at a time • Possible alternatives on one axis, different determination criteria / selection criteria on the other How? • Invite the right people next to your core team • Collect possible options (eg in wayfinding: new signs, new touchscreen system, human helpers or digital app) that become headings in a row in the table • Determine factors that will guide the decision (eg implementation cost, whether it suits the brand, time for implementation, impact on customer satisfaction, maintenance cost, etc.) which will be the heading in the column in the table • Give each decision level a weighting • Give points (0-5) for each factor • Continue for each idea • Consider the one with the highest total score first Preparation: Obtain a decision basis that becomes axes Time: 20-60 min Low-intensity, thoughtful Output: a numerical evaluation of each selection Lecture 6
Idea portifolio
Ranging ideas • Ranking according to two variables arranged in a portfolio or in a graph • Makes it possible to balance different needs • Appeals to analytical minds • Great way to prepare the ground for an informed choice • Facilitates a strategic view of the alternatives • The discussions in this method are often as important as the ranking How? • Invite the right people next to your core team • Determine criteria, for example: impact on customer experience vs feasibility • Draw the graph • Take one idea at a time • Range according to the two criteria, 0 -10 points per variable • Choose which ideas you want to continue exploring; it does not have to be just those who have a high degree of implementation Preparation: Creating axes Time: 10 -40 min Low -intensity, thoughtful Output: Visual arrangement of ideas, ranked along two axes Lecture 6
Field studies
Refer to a broad range of data-gathering techniques conducted at the user's location, including observation, apprenticeship, and interviewing. Can be composed of one, a few, or several visits to the user's environment and can be conducted in any environment in which a user lives, work, commutes, vacations, plays, visits, etc. Lecture 4 (s.380)
Information architecture
Refers to the organization of a product's structure and content, the labeling and categorizing of information, and the design of navigation and search systems. s.304
Short-term or working memory (STM)
Retains the most recent experiences or material that is currently being thought about. Information is retained automatically and retrieved without effort; but the amount of information that can be retained this way is severely limited. Don Norman p.92
Benny Hill sorting
Sorting idea • A fast and energy-rich way to quickly choose from a large group of options • The method takes a large number of ideas and quickly ranks them according to the criteria you choose according to how interesting they are • Make sheets out of each idea • Rank "interestingness points" up to 7 - (you have a maximum of seven points to give in pairs, but no more than that), write on the back of the sheet How? • Everyone stands in a group holding a piece of paper (must be prepared) • They move through the group, changing sheets randomly and repeatedly • So stop music, find in pairs and compare the sheet and give points to each of them (up to 7). • The exercise is repeated many times and the result for each paper summers Preparation: Prepare sheets, criteria for scoring Time: 10 -15 minutes, stop the music for pairing + time to check that the ideas that are ranked highest are diverse and usable Quantity: 12 -300 pieces Output: Ranking of all ideas, starting point for selection Lecture 6
Octupus clustering
Sorting idea • One of the fastest ways to sort a lot of ideas, insights, "how might we" questions, data - anything that can be expressed in a few words and pictures on a post -it note. • Works very well on large amounts of ideas and involves many people • Provides a good overview of the material • Contributes to increased ownership of the ideas between group members How? Cover the wall with post -its 3 -5 rows of people in front of the wall (you should always be in the same group) The roles change and depend on which row you are in Row 1 is active in moving and grouping Row 2 is active in guiding the first row - be loud and helpful Row 3 has the overview and look for missing post -its, call out suggestions for row 1. Create categories. Rows 4 -5 should discuss with the neighbor, look for the overview and get ready to give advice or create categories. Every 30 seconds: "Empty your hands! Come out! Move forward! " Finished after 5 -8 cycles Preparation: hang up post -its Time: 5 -15 Output: Sorted groupings of postits, knowledge of the content of the notes and an increased ownership of the ideas Lecture 6
Double Diamond
Step 1 Identify the users' needs and context around them. - Discover: The first diamond helps people understand, rather than simply assume, what the problem is. It involves speaking to and spending time with people who are affected by the issues. Step 2 Specify requirements for users - Define The insight gathered from the discovery phase can help you to define the challenge in a different way. Step 3 Design and test solutions - Develop The second diamond encourages people to give different answers to the clearly defined problem, seeking inspiration from elsewhere and co-designing with a range of different people. Step 4 Evaluate and refine final solution - Deliver Delivery involves testing out different solutions at small-scale, rejecting those that will not work and improving the ones that will. Lecture 2
User stories
Summarizes what different roles need to be able to perform in a given service, and is also used by designers for concept development. "When they are used to define a concept, they must be clear enough that they are based on user needs, but too abstract to describe an interface" (Nordbø, 2017, p. 110). Are most often used to define requirements for services from a user's perspective, often used for definition in system development and in agile development processes to scope features. The best user stories are grounded by user research and understanding — they aren't "made up" and actually reflect what users have to do. Lecture 5
Empathy
The ability to put oneself in another's place or walk in the other's shoes. You show it by understanding the users' motives and needs, and including them in the design process. Part of the strength is the methodological approach to the cultural, social, emotional and sensory. Such human factors often receive too little attention in developmental processes. "I feel with you" It is crucial to a human-centred design process, and helps design thinkers to set aside their own assumptions about the world in order to gain insight into their users and their needs Lecture 2
Conceptual model
The design projects all the information needed to create a good ... of the system, leading to understanding and a feeling of control. Enhances both discoverability and evaluation of resulats. Don Norman p.72
User test
The team should have a facilitator, computer, scriber & more if that is necessary. Initially don't do more than 5 people for each iteration. You will find most of the issues in the first few tests. Before: •Briefing -Who are you and why are you dong this -In general what will they have to do and how long will it take -Think-Aloud >> ask them to say what they are thinking as they go. •Task -Give the participants a task During: -The user goes trough the task interacting with the interface. -The user says out loud what is going on >> notetaker -If the user ask questions it should be invited to wait to the end. -You simulate the feedback of the interface if not part of the prototype. -If the user gets to a missing page do not tell what would be there, ask what they expect to find After: •Debrief -Ask for comments, thoughts or questions. -The note taker should ask if he needs to fill in some gaps. -Reward (coffee? Cookies? ) Lecture 7
Insights work
The very foundation of an innovation project, regardless of whether you want to improve, evaluate or create completely new services. Is knowledge and can be defined as «the ability to achieve a precise and intuitive understanding of people's needs, actions and attitudes». You should set aside more than enough time to understand the users' life situation, relatives' wishes and employees' everyday work. Gain a deep understanding of their actual needs and how they experience today's services. Lectures 4
The three levels of processing
The visceral level Are part of the basic protective mechanisms of the human affective system, making quick judgements about the environment, and is subconsciouse. The behavioral level Is the home of learning skills, triggered by situations that match the appropriate pattern. Even though we are usually aware of our actions, we are often unaware of the details. Is also subconsciouse. The reflective level Is the home of conscious cognition, and is cognitive, deep and slow. As a consequence, this is where deep understanding develops, where reasoning and conscious decision-making take place. Don Norman p.50
Feedback
There is full and continuous information about the results of actions and the current state of the product or service. After an action has been executed, it is easy to determine the new state. Don Norman p.72
Why perform observation?
Through observation, you will get a more realistic picture of the course of events and needs. This enables you to uncover both what works and not least the challenges that exist in today's service process. Observation can be used to get to know the lives of the people who use or provide the service. Lecture 4
User experience design
Usability - Creating problem-free interaction - Objective and product-based (a product is usable) User Experience (UX) - More broader, holistic - Subjective and human centered ( a person and a product co-create the user experience) User requirements - Refer to features/attributes a product should have or how it should perform from the users´ perspectives UCD is an approach for collecting and analyzing user requirements to create the best user experience. Lecture 2
Lean User Experience (Lean UX)
User experience that is the method for creating web offerings that are streamlined and visitor-centric, the very elements visitors today demand. Is a mindset, culture, and a process that embraces Lean-Agile methods. It implements functionality in minimum viable increments and determines success by measuring results against a benefit hypothesis. Lecture 2 + google
Four categories method
Voting ideas • Method entails dividing ideas according to their relative abstractness, ranging from the most rational choice to the 'long shot' • Ideation participants decide upon one or two ideas for each of these categories. This method ensures that the team covers all grounds, from the most practical to the ideas with the most potential to deliver innovative solutions. Lecture 6
Dot voting
Voting ideas • Participants are given sticky dots or markers to mark their choices • Hang up the ideas and participants move around and mark the ideas they think deserve votes • It is common to give a set number of votes to each participant • Easy to see who got the most votes Lecture 6
Barometer
Voting ideas • Quick way to get everyone's opinion on each idea. • Two ways to do this: - Hang or draw a single barometer; a scale from -2 to +2 on each idea. Then participants walk around the room and place a line or dot on the scale for each idea - Give everyone a strong colored post-it and ask them to hold it high above their head if they like it and below the knee if they hate it or somewhere in the middle for each idea. Lecture 6
Formulating design problem
• Avoid proposing solutions - It's easy to think in the tangible terms of features and functionality, but these will only distract from first understanding the fundamental problem. • Ask why - It's a simple question to help find insights under the surface. Asking "why" lets you see a situation from a different angle. Ex. 5 Whys • Reflect - Make time to step back and look for connections and patterns. This is where insights lie that can set a product apart from competitors. • Keep it universal - Avoid using jargon or any unnecessary complexities. The problem should be simple for anyone to understand, and ideally, to retell. Lecture 5
Why conduct an interview?
• Conversations and interviews will give you valuable insight into people's everyday lives, feelings, expectations and habits, as well as reactions to services and their own life situation. • Through face-to-face dialogue, needs, motivations and reactions can be revealed in a more personal way. The purpose is to build empathy for the person so that you can create good services adapted to meet the actual needs of users. Lecture 4
User experience map
• It generalize the concept of customer-journey maps across user types and products. • as opposed to a customer journey map, which is more specific and focused on related to a specific business • By highlighting the order of the actions and the pain points users experience during their learning experience, you will be able to see the overall flow of the users' tasks and actions. • It is a visualization of an entire end-to-end experience that a "generic" person goes through in order to accomplish a goal. • It's used for understanding a general human behavior. Why use it: • To understand a general human behavior • To create a baseline understanding of an experience that is product/service agnostic When to use it: • Before a customer journey map in order to gain understanding for a general human behavior • When converging multiple experiences (tool and specific user agnostic) into one visualization Lecture 5
How to lead a conversation?
• The recommended approach is based on active listening, which is about being present in the conversation. • Ask open-ended questions and build on what the person says. • Silence is gold It is the person who is to speak, not you • Stay neutral so that you do not influence what the person says • Never interpret their own knowledge for them. Do not say "Is it so that ...... . not true?" • Never correct the person It is possible that the person is saying something that is completely wrong, but if you correct them they can 1) Get nervous 2) You have lost the opportunity to learn something important. The point is to understand why they misunderstood. Lecture 4
Interview
• There are different types of interviews depending on the desired structure and time use. • In this methodology, we encourage moving away from the traditional question-answer format and using a more dynamic and semistructured form of conversation. • It is important that the interviews take place in a place that is in the right context and on the person's home turf, in order for them to feel safe. Choosing a place depends on what you want to learn and what you are studying. Who? • Meet different people who represent a breadth in relation to age, gender, background, life situation, digital competance, experience with product or service etc. • Meet also non-users of the product, service Lecture 4
High fidelity
•Detailed design (looks like the real thing) -Colour, fonts, grid, icons •Finalised Content -(in particular instructions or help) •(Some) Interactivity -ranging from clickable to partially implemented micro interactions When? •When the architecture and visual design of your product are defined. •When you need to test interactive elements, animations and micro-interactions. •When you want to test the visual details of your product: UI elements (icon, text, buttons), colour schemes or copy. Why? •Validity >> prototype that is close to the final product •Show >> presentations and pitches Lecture 7
Sart sketching
•Find a template or make one, preferebly one screen per page. •Can be 2x or 4x the real size, you can scale it down with photocopies. •Make modular design: buttons, navigation can be repeated and photocopied •If you are prototyping for a non standard device, it is very helpful to hold it. •You can make advanced animation if you wish