1 Users, tasks and environment Howell Istance School of Computing (chapter 3.1 – 3.5 : McCracken and Wolfe )

2 Acknowledgements The majority of slides have been produced by Daniel D. McCracken (City College of New York) and Rosalee J. Wolfe (DePaul University) to accompany their book User-Centered Website Development (Pearson Prentice Hall, 2003) These have been edited to provide a European context for the examples used.

3 3. Know The User In this chapter you will learn about: User Analysis: what do you need to know about the users? Task Analysis: What are the user’s goals? What tasks do they perform? Environment analysis: What are the user’s surroundings and what effect do they have on performing a task?

4 Differences between user groups… Consider the design of a check-out system for a large supermarket and the design of a counter system for a high-street building society Talk to the person next to you and make a list of some of the differences between the groups of people who will use each system List also how these differences could affect design decisions about each system

5 Primary and secondary users Primary user: the person who actively uses the site: –Airline reservation clerk –Help desk staff Secondary user: the person being served by a primary user: –Airline passenger –Customer who called the support line

6 User characteristics: physical differences Age ( use larger fonts for older people ) Vision limitations, such as colour blindness Other physical limitations that might restrict movement (See Chapter 12) Small children don’t have good fine-muscle control: see big buttons on next slide

7 Big buttons for little people

8 User characteristics: cultural differences Language (how many languages should be supported) Education (reading level) Profession (specialized vocabularies) Attitude towards computer systems (e.g technophobia amongst elderly users) Corporate style: what are you trying to convey to whom?

9 High-fashion cosmetics have a style

10 A bank site has a very different style

11 Assumed knowledge: about task domain How much knowledge do you assume the user has about the task(s) that the system supports Determines how much support the interface should provide the user Determines the terminology used Think about an air-traffic control application, a statistics package, an internet banking site, a 3D modeling package (e.g. Maya or 3DS Max)

12 Assumed knowledge: about computers How much knowledge do you assume the user group has about computers in general? Can you assume familiarity with graphical user interfaces (GUIs) – if not, don’t expect the user to know what a combo box and how to use it Can you assume familiarity with using the internet – if so, you can assume familiarity with conventions and common facilities, and with using GUIs Important particularly when designing for the (older) general public Increasing public awareness of internet and computer use (but this can’t be taken for granted yet)

13 Assumed knowledge: application familiarity Novice –Faces a frightening unknown; timid, nervous, in no mood to explore your goodies Advanced Beginner –Less fear: knows basics; still impatient at having to learn how to do tasks. Competent Performer –Can diagnose simple problems and can perform a complex series of tasks Expert –Small group. Can diagnose complex problems. Has a mental model of the application. Not typical users.

14 Summary of User Characteristics What characteristics can you expect of the users of your interface? –frequency of use –discretion to use the system –knowledge of the task which the system will support –knowledge of computers –experience of other similar systems –physical differences, e.g. literacy, vision –cultural differences –attitude towards computers (and your system) –existing skills (keyboard, mouse)

15 Summary of Design Implications frequency of use: amount of skill building that takes place and knowledge user can be expected to retain discretion to use the system: impact of poor usability knowledge of the task which the system will support: level of support at interface provided for how to complete tasks knowledge of computers: level of guidance provided experience of other similar systems: user expectations and use of familiar interface conventions Physical differences, assumptions made about presentation of text and use of other modalities cultural differences: attitude towards computers level of help and guidance and way in which system is introduced to users existing skills (keyboard, mouse): choice of interaction style to use to exploit existing skills

16 User characteristics: getting information How can you learn the characteristics of your users? Not managers. Managers are not users. They may think they know users, but they aren’t users. Not developers. The worst. Of course they can see that button the users can’t see: they put it there. Users themselves, preferably in their workplace are a good source of information.

Task Analysis: Overview Goals, tasks, and actions Workflow Analysis Job analysis Task list Task sequence Task hierarchies Procedural analysis Techniques for observing and listening to users

Requirements for a task analysis method a structure to represent goals, subtasks, procedures, objects and actions a means of collecting data from experts in the task domain a means of representing the analysis to –check validity of the analysis back with experts –communicate with others in design team guidance for mapping the analysis to the design Hierarchical Task Analysis enables procedural descriptions of tasks to be captured and for objects and actions to be extracted

Hierarchical task analysis (HTA) Originally devised to define training requirements in process industry - method needs additionally –descriptions of information requirements for lowest level sub-operations –dictionary of objects and associated actions Representation –tree diagram or tabular format Advantages of HTA –simple, informal notation –but still requires considerable skills on part of analyst.

Hierarchical task analysis (HTA) Structural components goal - statement of a desired state to be achieved –e.g. visualise a design of a garment tasks - things done in order to achieve goals –e.g. produce a paper copy showing a given view sub-tasks- subordinate tasks to attain main task plan - specifies when the conditions when each sub- operation will be carried out

Example of HTA:Delete block of text in a word processor 1.Delete block of text Goal 2) Select 'cut' from Edit menu 1) Select block of text or 2) Select cut icon from toolbar or 2) Press 'delete' key then Tasks

HTA representation 1.Delete block of text 1. Select text block 2. Press ‘delete’ 3. Select cut from edit menu 4. Select cut icon from toolbar Plan 1: 1-2 or 1-3 or 1-4

HTA representation 1.Delete block of text 1. Select text block 2. Press ‘delete’ 3. Select cut from edit menu 4. Select cut icon from toolbar Plan 1: 1-2 or 1-3 or 1-4 1) Anchor the start of the block 2) adjust the extent of the block 3) Anchor end of the block then Subtasks

HTA representation of tasks and subtasks 1.Delete block of text 1. Select text block 2. Press ‘delete’ 3. Select cut from edit menu 4. Select cut icon from toolbar 1.Define start of text selection 2. Adjust length of text selection 3. Define end of text selection Plan 1: 1-2 or 1-3 or 1-4 Plan:

HTA representation of tasks and subtasks 1.Delete block of text 1. Select text block 2. Press ‘delete’ 3. Select cut from edit menu 4. Select cut icon from toolbar 1.Define start of text selection 2. Adjust length of text selection 3. Define end of text selection Plan 1: 1-2 or 1-3 or 1-4 Plan: Procedure 1) position text insertion in front of first character of block 2)...

How far to decompose tasks? 1.Delete block of text 1. Select text block 2. Press ‘delete’ 3. Select cut from edit menu 4. Select cut icon from toolbar 1.Define start of text selection 2. Adjust length of text selection 3. Define end of text selection Plan 1: 1-2 or 1-3 or 1-4 Plan: as far as is useful for the analysis

Environment Analysis Where do people use your interface? Many variations: –An outdoor ATM in a cold location where people wear gloves while using it (need huge buttons) –On a combination cell phone/wireless browser, with a tiny display (need tiny fingers!) –In a location where direct sun can hit your display, making it hard to read –In an extremely noisy factory, where any sound you add would be impossible to understand Observe your users in their own setting

Recruiting Users If product is in use, test with real current users: –Employees –Customers Temp agencies In college, post notice or ask a professor to announce Provide incentives: –Coffee mugs, T-shirts –$$$ Not family or friends: they won’t be critical enough

29 Summary In this chapter you have learned that: –It is hard to over-emphasize the importance of a user- centric approach to website development –It is important to focus very early on- Users & User Characteristics The Task The Environment