Qualitative)User)) Research)Methods - IDA > HomeTDDD58/3-qualitative-research.pdf · experiencing...
Transcript of Qualitative)User)) Research)Methods - IDA > HomeTDDD58/3-qualitative-research.pdf · experiencing...
Qualitative User Research MethodsMattias Arvola
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The process has to begin with some kind of immersion in context and exposure to people who are perhaps experiencing that aspect of life right now. It starts by finding out where we are gonna go, who we are going to speak to, what is their world and really stepping into their shoes. For us to start a design project without that is a bit like cutting of our arms and legs and probably our head as well, we don't know where to start in that case. – Anonymous User Experience Designer
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• Visit your users. • Speak with them. • Write down what you have seen and heard.
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Time
Cost for Change Requests
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Time
Impact of UX
Cost for Change Requests
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• Value is created in use by your users. • Knowing them, their goals and activities is vital for
success.
Aims of User Research
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• Gain insights on: • What we should to design/build/develop • Why? • How to do it?
Research Questions
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• Qualitative • What? • How? • Why?
• Quantitative • How much? • How long? • To what degree? • What affect does X have on Y?
Qualitative Research
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Interpretative research
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• Research is interpretative when the understanding of human sense making is gained through the study of social constructions (e.g. language, shared meanings, consciousness, artefacts etc.) as a situation emerges.
The Hermeneutical Circle
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Parts
Whole
Characteristics of Qualitative Research
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• No sharp boundaries of study objects • Careful contextualization of the instance • Transferability rather than generalizability • Cooperation between researcher and participants • Purposeful sampling • Alternative interpretations • Suspicion of interpretations • Going beyond what is said and done to what is
intended and motivated
Validation Strategies14
• Prolonged engagement and observation • Building trust • Learning the culture • Checking misinformation
and distortions • Finding the focus
• Triangulation • Researcher • Theory • Method
• Peer review, debriefing and external audits
• Clarifying what subjective things that have likely shaped the the interpretation • past experiences, • biases • prejudices • orientations
• Member checking • Rich and thick description • Revise working hypothesis
Negative cases with disconfirming evidence
Preparations
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Initial Framing
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• What is the project about? • Finding the target group • Not the most representative, but the most
important users • Who’s needs are the most important for us to
succeed? • Who might have something interesting to say? • Who are the ones most affected by the project? • Prioritise
Sensitizing Persona hypothesis
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• Imagine mainstream and extreme users • What do they do? • In what situations? • How do they do it? • Why do they do it? • What characterizes them in terms of motivations,
knowledge and skills. • What do they lova an hate?
How many should we meet?
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• Breadth and depth vs. cost • Three participants from three places/contexts • As different as possible but within the market
segment • Recruiting takes time
Ethics and Informed Consent
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• Knowing that you are observed • Understanding what it means • Potential risks • Gains • Anonymity or not
• Permission to record • Provide the participants with the results • Introduction in writing
Gathering Data
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Setting a Focus
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• Getting information and inspiration for design that gives leverage
• Start with the brief and discuss it with clients • Find things to handle in the project
The Persona and Scenario Sheet
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• A checklist with themes to cover • The scenario part: What people do • The persona part: How people are • Who does what, where, when, how, and why (5WH) • Download from:
http://www.ida.liu.se/~matar/tools.en.shtml
Goals and driving forces
Quote
Portrait
Name:
Description:
Age:
Role:
Sex:
Income:
Hometown:
Likes
Background
Skills and knowledge
Dislikes
Habits
Family and contacts
Experiences
Persona and scenario sheet. Mattias Arvola 2014.
Foundation for personas
Project:
Date:
Researcher:
An ordinary day starts with…
Persona and scenario sheet. Mattias Arvola 2014.
An ordinary day for the persona
Project:
Date:
Researcher:
WHO does it and who are involved?
WHAT is done?
WHEN and WHERE is it done?
HOW is it done?
WHY is it done? (participants' motivation and researchers' interpretation)
Persona and scenario sheet. Mattias Arvola 2014.
Foundation for scenarios
INTERPRETATIONSOBSERVATIONS AND FACTS
Weaknesses to address
Strengths to emphasize
Constraints to deal with
Project:
Date:
Researcher:
What to look for • Observations and facts • Opportunities for change • Things to preserve and highlight • Constraints • What characterizes a good/bad situation? • Use a protocol for semi-structured interviews and
observations (the persona and scenario sheet?) • Phenomena and patterns
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Field notes
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• Separate observations and interpretations • Use pseudonyms • Quotes • Sketching with comments and detail studies • Note the background, steps and contexts of activities • Write the notes up as soon as possible
Recordings
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• Video, audio or neither • Quotes • Intrusiveness • Transcription and levels of it • Clips of episodes • No replacement for field notes
Interviews
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• Open questions that make participants tell stories and explain • Tell me about the first time you… • Tell me about a critical situation when matters
were brought to a head… • Could you describe when you could not… • Tell me about the last time you… • Tell me about when it went really well or really
bad…
Keep them talking30
• How do you mean when you say…
• What are you doing now?
• How do you think about this situation?
• What are you taking notice of in this situation?
• Are there any rules of thumb for how to proceed now?
• What information du you use here, how do you get it, and what do you do with it?
• Is there anything that makes this particularly difficult?
• Why is that important? • Have I understood you
correctly if I were to say…
WHY?
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• Difficult question. • Users may start to speculate, but sometimes they
know exactly why. • Treat the answer with a certain degree of suspicion
and triangulate with observational data.
What to avoid
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• Questions that participants cannot answer to themselves
• Closed questions • Do you like this web site? • Do you think this web shop is slow?
• Leading questions • Doesn’t this button look like a search button?
(leading) • What does this button do? (less leading) • What do you think about now? (inquiring)
Avoid asking users to speculate about the future
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• Talk about past events and what they did do. They will most likely keep along the same lines
• Only ask them to speculate on alternatives in relation to a specific event
Observations
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• Level of participation • Fly on the wall • Shadowing • Secret agent • Apprentice
Observation focus
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• What order do people do things? • What cognitive activites (problem solving, memory,
perception, decision making etc.) are involved? • What info is used and how is it displayed? • What tools are used and what do they contribute
with? • Are there any workarounds people have developed to
compensate for constraints in tools and workplace? • What kinds of errors can be made? • What other kinds of support could be useful?
Contextual Inquiry
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• Combining interviews and observation • Being an apprentice • In context, in place • Show and tell • Figure out what is important for a participant • Focus points, but no strict protocol: semi-structured
Analysis
Affinitity diagramming
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• Categorisation • Finding themes • Sorting cards or sticky notes • Alone, in the design team, or with stakeholders
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1. Read all notes and highlight important passages
2. Every participant reads the highlighted episodes aloud and writes them down on sticky notes. Code the origin
3. Get them up on the wall 4. Group them by identifying
similarities or relations. In silence. Keep moving notes until nobody wants to move any more
5. Discuss what binds the groups together: the shared meaning
6. Name the groups using specific notes creating categories. Categories that belong together form themes. There might be sub-categories too.
7. Draw lines between themes, categories and sub-categories to create a hierarchy.
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea
Idea Idea
Category 1
Category 2
Category 3
Category 4
Theme 2Theme 1
Reviewing the Affinity Diagram
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• What is surprising here? • What did we expect to find that we didn’t find? • What do data tell us that we didn’t know before? • What in the data make us look at things differently? • Why is a certain pattern, or a certain anomaly,
appearing?
Modelling the User Research
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• Think: Concept mapping • Feel: UX Analysis with IPA • Do: Task Analysis • Personas, Scenarios, Storyboards and Customer
Journey Maps • Setting design objectives
Concept Mapping
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hZp://www.dubberly.com/wp-‐content/uploads/2008/06/ddo_brand.pdf
hZp://cmap.ihmc.us/publica`ons/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Method: Concept Mapping
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1. Focus question. How is thunder formed? 2. Identify the 15–25 most important concepts in the
domain and place them in ”the parking lot” 3. Write them down on sticky notes and move them
around to form a first map 4. Search for cross-links between concept in different
parts of the map 5. Revise the map, make sure concept-link-concept
create propositions 6. Work on the typography and the layout
UX Analysis
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How do the users feel and experience the various aspects of the situation?
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Ethics!
Build quality!
Organization!
Functionality!
Communicaton!
Impact!
Design proposal:__________________________________ !! ! !! ! !!Reviewer:__________________________________ !!IxDQI—Interaction Design Quality Indicator. Mattias Arvola. 2011-04-15!
-1!
0!
1!form and material!
character and innovation!
experience of activity!
symbolics!
cooperation and coordination!
usefullness!
usability!
operations!
business!
possibilities!
constraints!
habits!
power!
norms!
Aesthe9c
Technical
Method: Interpretative Phenomenological Analysis
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• Decide what users (3–5) to make a more in-depth analysis of
• Read and re-read. Carefully.
• Make first notes: • What things are important
to the user (relations, processes, places, events, values and principles)?
• What do they mean for the user and how are they experienced?
• Why are they important and why are they experienced in this way (how do they talk about it and what is the context)?
• What underlying abstract concepts can be used to understand the meaning of their statements?
Develop themes
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• Form Statements about: • how things are experienced • what those experiences mean for the participant
• Order them according to their affinity • What is similar across participants? • What is different? Why?
Task Analysis
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A task analysis describes
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• Who does what, when, where, how and why • How often? • How long? • How critical? • What works well? • What doesn’t work well?
Construct a task set in a flow chart
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Peel the task set into layers
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Remove redundant dependencies
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Personas
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• Precise descriptions of hypothetical individuals based on facts about potential users.
• Portrayed like a real living person with a name and a face to increase empathy
• Provides a shared understanding on whom to design for
• A tool for communication in the team and with clients • What would Bob the bank clark do? • Shaped around goals • Primary and secondary personas
Matthew Johnson Program Staff Director, USDA
51 years old
Married
Father of three children
Grandfather of one child
Has a Ph.D. in Agricultural Economics.
Goals and tasks
He is focused, goal-oriented within a strong leadership role. One of his concerns is maintaining quality across all output of programs. Spends his work time
• Requesting and reviewing research reports,
• preparing memos and briefs for agency heads, and
• supervising staff efforts in food safety and inspection.
Environment
He is comfortable using a computer and refers to himself as an intermediate Internet user. He is connected via a T1 connection at work and dial-up at home. He uses email extensively and uses the web about 1.5 hours during his work day. Quote
“Can you get me that staff analysis by Tuesday?”
http://www.usability.gov/how-‐to-‐and-‐tools/methods/personas.html
Method: Personas
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1. Identify roles to create personas for 2. Go through the data from users in the selected role 3. Identify variables on which the users differ and set up
bipolar scales 4. Place the users on the scales 5. Identify patterns by looking for users that go together
on several variables. They will form personas 6. Define goals for the interviewed users whom were
close to each other and put them down in the persona
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7. Clarify distinctions between personas and add details 8. Repeat the procedure with the other personas if
needed 9. Group and prioritize the personas 10.Develop storytelling and other communication by
giving the persona a face and name. Make it come alive.
Placing on scales and finding patterns
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ANVÄNDER ENBART EGEN
DATOR
ANVÄNDER ENBART OFFENTLIG DATOR
ANVÄNDER OFTA MASKIN-
ÖVERSÄTTNING
ANVÄNDER ALDRIG MASKIN-ÖVERSÄTTNING
LÄSER SNABBT
LÄSER LÅNGSAMT OCH METODISKT
2 4 1 3 5
3 5 1 2 4
5 3 1 4 2
Uses only own computer
Uses always machine
translation
Reads quickly
Uses only public computers
Uses never machinetranslation
Reads slow and carefully
Triading the users
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• Go trough data from three randomly selected users at the time
• Find one characteristic that sets one apart from the other two and write down as a bipolar scale
• Take a new randomly selected triad and do the same • Go through ten triads • Discuss and come to consensus on which variables to
include
Scenarios64
Mr. and Mrs. Macomb are retired schoolteachers who are now in their 70s. Their Social Security checks are an important part of their income. They've just sold their big house and moved to a small apartment. They know that one of the many chores they need to do now is tell the Social Security Administration that they have moved. They don't know where the nearest Social Security office is and it's getting harder for them to do a lot of walking or driving. If it is easy and safe enough, they would like to use the computer to notify the Social Security Administration of their move. However, they are
somewhat nervous about doing a task like this by computer. They never used computers in their jobs. However, their son, Steve, gave them a computer last year, set it up for them, and showed them how to use email and go to websites. They have never been to the Social Security Administration's website, so they don't know how it is organized. Also, they are reluctant to give out personal information online, so they want to know how safe it is to tell the agency about their new address this way. http://www.usability.gov/how-to-and-tools/methods/scenarios.html
Storyboards
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Customer Journey Mapping68
Web Mobile Phone Store
user experience
hZp://www.adap`vepath.com/ideas/the-‐anatomy-‐of-‐an-‐experience-‐map
http://adaptivepath.org/uploads/images/RailEurope_AdaptivePath_Touchpoints_V1.png
Setting Design Objectives
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• Effect Goals • The expected effects of a project • Why a design work at all need to be made • What it should contribute with to the business and
to the users
Why-‐why-‐why
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• Why do people object to traffic congestion?: Because it causes them irritation.
• Why does it cause irritation?: Because it delays one unexpectedly.
• Why are unexpected delays irritating?: Because they force one to alter one's plans.
• Why do road travellers have plans?: Because the car journey is not an end in itself…or is it? • http://deseng.ryerson.ca/dokuwiki/design:why_why_why
UX Goals – How should it be?
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• The UX Analysis gave a list of qualities that should be emphasized or changed in the users’ experiences. E.g.: • Respect for the child • Empathy • Equality • Questioning of authorities • Respect for culture • Respect for nature • Curiosity • Breaking the norms
Objectives Tree
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Value
Desirable quality 1
Desirable quality 2
Desirable quality 3
Quality criterium 1
Quality criterium 2
Quality criterium 3
Quality criterium 4
Quality criterium 5
Quality criterium 6
Business Impact Mapping
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• What are the desired effects and values that the design should contribute to?
• Who are the stakeholders who can create this value and these effects?
• What are their goals? • How can the design contribute to them?
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Fritt baserat på en beskrivning av Antrop.
Business goals
Target groups
Use goals
Scenarios and func9ons
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Webbplatsen
Effektmål 1 (E1)På webbplatsen framgår tydligt vilken roll myndigheten har.
Effektmål 2 (E2)På webbplatsen är det tydligt vilka stöd som finns för företagare och folk på regionala myndigheter.
Effektmål 3 (E3)Det ska vara enkelt att göra en ansökan och delta i program hos myndigheten.
Effektmål 4 (E4)Genom mål E1-E3 bidrar webbplatsen till att arbetsbelastningen på handläggare minskar.
© 2013 ANTROP
Effektmål 1 (E1) På webbplatsen framgår tydligt vilken roll Tillväxtverket har.
Effektmål 2 (E2) På webbplatsen är det tydligt vilka stöd som finns för företagare och regionala tillväxtansvariga.
Effektmål 3 (E3) Det ska vara enkelt att göra en ansökan om stöd och delta i program hos Tillväxtverket.
Effektmål 4 (E4) Genom mål E1-E3 bidrar webbplatsen till att arbetsbelastningen på handläggare och programansvariga minskar.
Tillvaxtverket.se E1, E2, E3 (E1), E2, (E3)
E2, (E3) (E1), E2, (E3)
24"
© 2013 ANTROP
Effektmål 1 (E1) På webbplatsen framgår tydligt vilken roll Tillväxtverket har.
Effektmål 2 (E2) På webbplatsen är det tydligt vilka stöd som finns för företagare och regionala tillväxtansvariga.
Effektmål 3 (E3) Det ska vara enkelt att göra en ansökan om stöd och delta i program hos Tillväxtverket.
Effektmål 4 (E4) Genom mål E1-E3 bidrar webbplatsen till att arbetsbelastningen på handläggare och programansvariga minskar.
Tillvaxtverket.se E1, E2, E3 (E1), E2, (E3)
E2, (E3) (E1), E2, (E3)
24"
© 2013 ANTROP
Effektmål 1 (E1) På webbplatsen framgår tydligt vilken roll Tillväxtverket har.
Effektmål 2 (E2) På webbplatsen är det tydligt vilka stöd som finns för företagare och regionala tillväxtansvariga.
Effektmål 3 (E3) Det ska vara enkelt att göra en ansökan om stöd och delta i program hos Tillväxtverket.
Effektmål 4 (E4) Genom mål E1-E3 bidrar webbplatsen till att arbetsbelastningen på handläggare och programansvariga minskar.
Tillvaxtverket.se E1, E2, E3 (E1), E2, (E3)
E2, (E3) (E1), E2, (E3)
24"© 2013 ANTROP
Effektmål 1 (E1) På webbplatsen framgår tydligt vilken roll Tillväxtverket har.
Effektmål 2 (E2) På webbplatsen är det tydligt vilka stöd som finns för företagare och regionala tillväxtansvariga.
Effektmål 3 (E3) Det ska vara enkelt att göra en ansökan om stöd och delta i program hos Tillväxtverket.
Effektmål 4 (E4) Genom mål E1-E3 bidrar webbplatsen till att arbetsbelastningen på handläggare och programansvariga minskar.
Tillvaxtverket.se E1, E2, E3 (E1), E2, (E3)
E2, (E3) (E1), E2, (E3)
24"
Fia, 37 årVD Mekoväst
Mia, 43 årStrateg för
företagarfrågor
Martin, 43 årChef på
utvecklings-kontor
Calle, 56 årProjektledare i
regional planering
E1, E2, E3 (E1), E2, (E3)
E2, (E3) (E1), E2, (E3)
Få en långsiktig överblick på hur myndighetens stödverksamhet ser ut
Få svar på områdesspecifika frågor
Nätverka med andra som är aktivainom samma område
Ta del av fakta och statistik
Bevaka vad som händer i regionen
Vara påläst om aktuella utlysningar och ansökningsomgångar
Tydliga svar
Vill veta vad som finns att söka förjust henne, i hennes situation
Vill bli guidad i hur hon ska göranär hon ska söka bidrag
Göra uppföljningar i detprojekt han leder
Ta del av nyheter i regionen
Få svar på projektspecifikafrågor från finansiärer
Building an impact map – Adzic (2012)
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• As a <who?> • I want <what?> • So that I can <how?> • The <what?> can help me do that.
Design is a learning process
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• Revise objectives • Specify objectives • Make them concrete as you learn more
www.liu.se
@mattiasarvola