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tm356 > Block 2 > Flashcards

Block 2 Flashcards

1
Q

Knowing the users

A

Interaction design requires really good understanding of users and activities they are carrying out, plus access to appropriate tech

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2
Q

Physical capabilities

A
  • Tech increasingly embedded in physical environment
  • Physical capabilities - Height, flexibility, strength, weight, manual dexterity, stamina
  • Understanding physical ability of user group important when defining requirements
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3
Q

Sensory capabilities

A
  • Touch
  • sight
  • hearing
  • taste and smell
  • cognitive capabilities
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4
Q

Touch

A
  • Refers to sensation resulting from contact or pressure on skin
  • Kinaesthetic and cutaneous bundled together and talked about as haptic perception
  • Involves both to understand and explore world
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5
Q

Kinaesthetic sense

A

physical awareness of static or dynamic body position

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6
Q

Cutaneous sense

A

Feeling of touch

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7
Q

Sight

A
  • User interaction with tech still relies heavily on sight
  • If developing product for people with one or more visual issues, important to research topic carefully and work with vision specialist
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8
Q

Hearing

A

Ability to hear becoming important with tech

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9
Q

Taste and smell

A

Might become more relevant in future tech

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10
Q

Cognitive capabilities

A
  • Mental skills needed to carry out activities from basic to most complex
  • Attention
  • perception
  • memory
  • learning
  • reading, speaking, listening
  • problem-solving, planning, reasoning, decision making
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11
Q

Attention

A

Selecting what to concentrate on

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12
Q

Perception

A

Acquiring sensory data from physical environment and processing it

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13
Q

Memory

A

Involves recalling something one already knows

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14
Q

Learning

A

Involves acquiring new knowledge

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15
Q

Reading, speaking, listening

A

Complex forms of language processing

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16
Q

Problem-solving, planning, reasoning, decision making

A

Complex processes that involve reflective cognition

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17
Q

Background

A
  • Culture plays role as integral part of user’s background
  • Education concerned with developing knowledge and skill. Also contributes to beliefs, values and judgement
  • Important to be aware, in broad terms, of users knowledge, skills, culture, education, interests and preferences
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18
Q

Experience

A
  • Experience influences people’s perception and attention
  • Also influences people’s interests and preferences
  • Familiarity can have profound effect on usability and user experience
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19
Q

Why whole design context matters

A

Well chosen requirements take into account whole design context

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20
Q

Activities

A
  • Can be interpreted or executed differently

- Understanding what user needs to do as important as understanding user

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21
Q

Is activity simple or complex?

A
  • Scope of activity important
  • Some simple and well-defined
  • Some complex and variable in nature
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22
Q

Different users

A
  • User goal for activities may differ

- As a consequence, users goals for activity may affect user experience

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23
Q

Environment

A
  • Requirements can vary with environment
  • Complexity if environment reflected in additional requirements and eventually in interactive product design
  • Interaction not defined solely in terms of actual users, other stakeholders may have influence on interaction requirements
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24
Q

Different facets of environment

A
  • Physical setting includes both physical environment and potentially tech or device on which interactive product is to operate
  • Moving interactive product into different physical environments can change requirements
  • Social setting includes social context, cultural context and legal context
25
Q

Design context questions

A
  • Activity?
  • Physical environment?
  • tech or device?
  • social context?
  • cultural context?
  • legal context?
26
Q

Activity?

A
  • What are key activities?
  • what kind of activities?
  • Is scope of activities constrained?
  • Is activity system critical?
  • Do products assume anything about users?
  • What are likely different user perspectives?
27
Q

Physical environment?

A
  • Is physical environment constraining?
  • Is physical environment stable or variable?
  • What about physical environment can change?
  • Does physical environment require interaction with other tools and resources?
28
Q

Tech or device?

A
  • Is interactive product integrated into specific device?
  • What tech will product use?
  • What tech limits or constraints might be relevant?
  • How does it take input?
  • How does it provide output?
  • Does device depend on other devices?
29
Q

Social context?

A
  • Is interactive product meant to be shared?
  • Do users share it in person?
  • How many users may share it at one time?
  • Is the sharing over time?
30
Q

Cultural context?

A
  • Are users all in one country?
  • Do they all speak the same language?
  • Do creators and users have shared culture?
  • Are there profound differences between cultures of users?
31
Q

Legal context?

A
  • Is application subject to regulation?
  • Are there specific characteristics that regulation - requires be addressed?
  • Are specific features required?
32
Q

Accessibility

A

Making interactive products usable for people with varied capabilities

33
Q

Trade-offs and priorities

A
  • Compromises may need to be made
  • Establishing requirements usually involves making trade-offs between competing requirements, prioritising some needs over others and making choices to strike appropriate balance
34
Q

Domain of application

A
  • Designer needs to understand something about broader domain of application
  • Gaining understanding of domain makes it easier to understand users and prioritise requirements
  • Standards, regulations and rules may be associated with domain, and interactive product must comply with these
35
Q

Stakeholders

A
  • Beneficiaries
  • contributors
  • users
  • decision makers
36
Q

Data requirements

A
  • All interactive products must handle data
  • Data may be limited in scope and use only in product
  • Need to ask questions about data
37
Q

Considerations for data requirements

A
  • Type
  • scope
  • updating
  • storage
  • accuracy
  • value
  • sensitivity
38
Q

Type

A
  • What type of data needed?

- What range of values required?

39
Q

Scope

A
  • Is data shared, or used only in product?

- Is data form product only, or other sources?

40
Q

Updating

A
  • How often does data change?

- How frequently is data updated?

41
Q

Storage

A
  • Is data stored for long or short periods?
  • Does more than one version need stored?
  • Are there backups? How often?
42
Q

Accuracy

A
  • How accurate is data?

- How accurate does data need to be?

43
Q

Value and sensitivity

A
  • How valuable is data?

- Is it considered sensitive?

44
Q

Areas of investigation

A

Establishing requirements involves collecting data from -

  • Domain of application (Ask domain expert)
  • Users, activities, environment, stakeholders (identify all)
  • usability (establish priorities)
  • user experience (establish good experience)
  • data regulations
  • other constraints
45
Q

Functional requirements

A

Concerns what product must do, specific operations and behaviours

46
Q

Non-functional requirements

A

Concern qualities of product, rather than specific behaviours

47
Q

Data gathering techniques

A
  • Interviews
  • focus groups
  • questionnaires
  • direct observation
  • indirect observation
  • studying documentation
  • researching similar products
  • First five are user centred techniques
48
Q

Treating users ethically

A
  • Need to treat users with consideration and integrity

- Need to be aware of professional standards

49
Q

Make requirement gathering interviews less stressful

A
  • Gathering user input - maximise quality of data gathered
  • Be prepared - Putting users at ease prime concern
  • Who is expert - Put ego aside, you’re here to learn from user
  • Fear factor - Many users may be afraid of losing job
  • Be open - Encourage users to open up by using open questions
  • Silence is golden - Let user speak
  • Avoid leading questions
  • Did I miss anything?
50
Q

Seven ethical principles

A
  1. Act in best interest of everyone
  2. Be honest with everyone
  3. Do no harm and if possible provide benefits
  4. Act with integrity
  5. Avoid conflict of interests
  6. Respect privacy, confidentiality, anonymity
  7. Provide all resultant data
51
Q

Combining techniques

A
  • Different decisions result in different studies

- Often designers use several methods to get data they need

52
Q

Questions using user-centred technique

A
  • Where will study be held?
  • What activities will participant complete?
  • What questions will you ask?
  • Will artefacts be used to stimulate comments and ideas?
  • Will researchers be considered outsider or insider?
  • Will data collection be mediated?
53
Q

Adjusting methods to deal with cultural settings

A

Important to be aware users can be sensitive to specific cultural settings

54
Q

Moving to less controlled settings

A

Also shift toward research in the wild

55
Q

Establishing requirements

A
  • Personas
  • descriptions of activities
  • textual representations
56
Q

Personas

A
  • Persona description of fictitious person
  • Bundles up capabilities and characteristics of user group into descriptions of imaginary character
  • Usually involves picture representing person, text which reflects experience, give local details relevant to their story, use quote from person
  • Use motivations and frustrations
57
Q

Description of activities

A
  • Scenarios form of task description
  • Short imaginary stories useful for exploring and representing situations
  • Another way to describe task is Hierarchical task analysis (HTA)
  • Useful for understanding in detail how activity currently carried out step by step
58
Q

Textual representations

A
  • Some more general requirements cannot be represented by personas, scenarios or HTA
  • Simplest approach is to state them in textual form

tm356 (5 decks)

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