Fall 2002CS/PSY Task Analysis Analyzing and describing how people do their jobs/work  -> Go to their environment Examine users’ tasks to better understand what they need from interface and how they will use it

Fall 2002CS/PSY Components Three key components to include in discussing how people work  Activities  Artifacts  Relations Don’t just focus on computer system artifacts and interactions Study related processes and objects in the environment that people may use and involve  Example: office env---papers, whiteboards, etc.

Fall 2002CS/PSY Task Analysis Focus Focus on observable behaviors  What are the practices, methods, steps, objects, …, used? Observe users, what they do, less so how they do it Not on internal cognitive state of user

Fall 2002CS/PSY Input & Output Gather data:  Documentation  Interviews  Observation  Surveys/questionnaires  Automatic data recording/tracking Represent Data:  Lists, outlines, matrices  Narratives  Hierarchies & Networks  Flow charts

Fall 2002CS/PSY Data to be Gathered Information about users Description of environment  Where the tasks will be performed Major goals of the job  What will result in a successful end state? User preferences & needs  Before they even start: coffee, pen, notebook, log sheets…

Fall 2002CS/PSY Data to be Gathered … Tasks & Subtasks:  Physical  Cognitive  Communication Conditions under which these tasks are done Results/outcomes of tasks Requirements to perform task:  Information  Communication with others  Equipment Must include Should include Could include Exclude

Fall 2002CS/PSY Data Gathering Tools: Docs Documentation  Often contains description of how the tasks should be done (rather than how they are currently being done)  Standards  Manuals  Histories  Best Practices Domain Expert Description  Expert describes how process should work, how tasks should be done  “Knowledge-based” discovery

Fall 2002CS/PSY DGT: Interviews Interviews:  Structured Efficient Require training  Unstructured Inefficient No training  Semi-structured Good balance Often appropriate

Fall 2002CS/PSY Semi-structured Interviews Predetermine data of interest Plan for effective question types How do you perform task x? Why do you perform task x? Under what conditions do you perform task x? What do you do before you perfom…? What information do you need to…? Who do you need to communicate with to…? What do you use to…? What happens after you…? What is the result or consequence of…? What is the result or consequence of NOT…?  See: Gordon & Gill, 1992; Graesser, Lang, & Elofson, 1987

Fall 2002CS/PSY DGT: Observation Observation  In situ, watch users do what they do  Record with videotape To watch later, or again  Take lots of notes, sketches  May require coding the video later  Focus on specific task-relevant behaviors in notes, but later convert to abstract subtasks

Fall 2002CS/PSY DGT: Questions Questions & Answers  Questionnaires Exploratory vs. confirmatory Open-ended vs. categorical (exhaustive) What do you need to perform..? (list) Which of the following is most important to perform…? (select) If you ask it, use it. If you won’t/can’t use it, don’t ask it.

Fall 2002CS/PSY DGT: Think-aloud Questions & Answers, cont’d…  Think-aloud protocol Person talks about what they are doing, while they are doing it (or just before or after) Observer can ask probe questions Why did you just do that?  Note: Probe questions affect performance, as does thinking aloud.

Fall 2002CS/PSY DGT: Logging Automatic tracking  Keystroke/mouse click monitoring  Timers  Logs  Physical location/movement trackers Cell phones Aware Home

Fall 2002CS/PSY Representing Data: Outlines Lists, outlines, matrices  Use expanding/collapsing outline tool  Add detail progressively  Know in advance how much detail is enough  Can add linked outlines for specific subtasks  Good for sequential tasks  Does not support parallel tasks well  Does not support branching well  Example, next slide

Using a lawnmower to cut grass Step 1. Examine lawn Make sure grass is dry Look for objects laying in the grass Step 2. Inspect lawnmower Check components for tightness Check that grass bag handle is securely fastened to the grass bag support Make sure grass bag connector is securely fastened to bag adaptor Make sure that deck cover is in place Check for any loose parts (such as oil caps) Check to make sure blade is attached securely Check engine oil level Remove oil fill cap and dipstick Wipe dipstick Replace dipstick completely in lawnmower Remove dipstick Check that oil is past the level line on dipstick … Task Outline

Fall 2002CS/PSY RD: Narratives Narratives  Describe tasks in sentences  Often expanded version of list or outline  More effective for communicating general idea of task  Not effective for details  Not effective for branching tasks  Not effective for parallel tasks

Fall 2002CS/PSY RD: Hierarchies Hierarchical Task Analysis (HTA)  Graphical notation & decomposition of tasks  Tasks as sets of actions  Tasks organized into plans Clusters of subtasks with a preferred order and prerequisite conditions

HTA

Fall 2002CS/PSY Example Task Clusters Fixed sequence Optional tasks Waiting events Cycles Time-sharing Discretionary

Fall 2002CS/PSY RD: Networks Network / Entity-Relationship Diagrams  Objects/people with links to related objects Stress relationship between objects and actions  Links described functionally and in terms of strength Task: Develop design for final project objects - pens, paper, drawing tools, etc. actors - Mary, Bob, Sally composite objects - the “team”

Fall 2002CS/PSY Methodology Often list attributes, actions of objects Object: pen simple Attribute: color: red writing: on/off Object: Mary actor Actions: M1: make a sketch M2: organize meeting

Fall 2002CS/PSY RD: Flow Charts Flow Chart of Task Steps  Combines Entity-relationship (network) with sequential flow, branching, parallel tasks.  Includes actions, decisions, logic, by all elements of the system  Abstracted  Mature, well-known, good tools

Fall 2002CS/PSY Flow Chart Start Continue? Document Input Display Manual Operation End Y N

Fall 2002CS/PSY Summary of Task Analysis Determine the data you need Gather it using various appropriate methods and techniques Represent the tasks and subtasks, plus other related information Use this data to improve design Note: Be efficient!