1. University of Washington HCDE 518 Personas, Scenarios, & Storyboards HCDE 518 Autumn 2011 With credit to Jake Wobbrock, Dave Hendry, Andy Ko, Jennifer Turns, & Mark Zachry

2. University of Washington HCDE 518 Agenda  Announcements, Hand in assignments  Mid-quarter eval review  Sketching Critiques  Break 5 mins  Lecture – Personas  Design Activity  Break – 10 mins  Lecture – Scenarios & Storyboards  Design Activity  Break – 5 mins  Next Class  Group Project Work Time

3. University of Washington HCDE 518 Announcements, Questions  R4 due now  R3 grades posted  P1 due next week!  Questions?

4. University of Washington HCDE 518 Mid-Quarter Eval Review

5. University of Washington HCDE 518 Sketching Critiques – 20 minutes  Break into groups of 3 people  Take turns showing and explaining your 3 sketches with each other  Critics should offer advice and feedback about the idea  Strengths, Weaknesses, Originality, Feasibility  Sketcher: take notes about what feedback was offered  Critic: be critical, but constructive and courteous!  Each critic should sign and date the page after the sketches

6. University of Washington HCDE 518 BREAK – 5 MINUTES

7. University of Washington HCDE 518 LECTURE – PERSONAS

8. University of Washington HCDE 518 Personas Scenarios & Storyboards

9. University of Washington HCDE 518 What is a persona?  A persona is a archetypal character that is meant to represent a group of users in a role who share common goals, attitudes and behaviors when interacting with a particular product or service

10. University of Washington HCDE 518 User Goals  Personas should each have three to four goals  (1) Life goals, which are personal aspirations  e.g., wanting to retire before the age of 50  (2) Experience goals describe how the user wants to feel while interacting with a product; they are personal and universal  e.g., wanting to be competent while using the product  (3) End goals, which are tangible outcomes the user has in mind when using the product  e.g., want to be updated about finances over last month  Typically experience/end goals are more helpful to designers

11. University of Washington HCDE 518 Purpose  Empathy  We are engaged by fictional characters all the time in movies and books.  Focus  Constraints on the user population so that a design team can focus on a specific subset of users in specific situations while interacting with the to-be-designed product  Emancipates designers from problems that might arise when considering a full spectrum of users  Concentrate on the highest priority set of user goals and needs.  Communication  Conduits for conveying a broad range of quantitative and qualitative data  Assumptions about users made explicit

12. University of Washington HCDE 518 Avoiding Stereotypes  In the void of user research, designers have only their assumptions and intuitions guide their work  “the whole point in creating personas is to get past our personal opinions and presuppositions.” Goodwin, 2002  Thus, make sure your personas to do not fall into your stereotypes of people in your target user groups!

13. University of Washington HCDE 518 Personas vs. Roles  Personas do not necessarily equal roles  e.g., parent, doctor, programmer, actor, etc.  People within the same roles can have very different needs and goals  e.g., new programmer vs. experience programmer  e.g., parent of 1 vs. parent of 8  e.g., oncologist vs. podiatrist

14. University of Washington HCDE 518 Persona Types  Primary – Chunks greater than ~30%  Secondary – Chunks between ~5-30%  Supplemental – Chunks less than ~5%  Customer – Buying technology, but not user  e.g., parent buying toy for toddler  Served – Indirect stakeholders  e.g., patients of an electronic medical record  Negative – Who you're NOT designing for  e.g., novices, older people, kids, etc.  Make sure you specify the type on your personas!

15. University of Washington HCDE 518 Three Basic Steps to Creating Personas  1) Collect data about users  2) Segment the users  3) Create personas

16. University of Washington HCDE 518 Example  Designing an interactive, mobile directory for people in Kyrgyzstan. Research by Cynthia Putnam (HCDE PhD Alum)

17. University of Washington HCDE 518  Personas need to be created using data from real users  Can be qualitative or quantitative, but usually both helps  Qualitative helps get rich picture of ideas and people  Quantitative from a large sample ensures that your personas are representative of target users Step 1: Collect Data

18. University of Washington HCDE 518 Step 1: Collect Data – Example  Putnam used a combination of pre-existing data types for Krgyz Personas  Large scale survey  Design Ethnography  Created with a proposed product in mind  Mobile social software (MoSoSo) directory  Goal: provide accessible, reliable, and free information about phone numbers using social networks  E.g., Angie’s List, Amazon buying recommendations

19. University of Washington HCDE 518 Step 2: Segment the Users  Can use affinity diagramming to help sort through qualitative data  Use surveys to look for major groupings, especially based on user goals for technology or major motivations

20. University of Washington HCDE 518 Step 2: Segment the Users - Example 460 respondents owned used and owned mobile phones “What was your motivation to acquire your phone?” Three logical groupings – (1) Replacement for home phone motivations; – (2) Practical motivations Desire to make outgoing calls and pricing motivations – (3) Social motivations Desire to receive incoming calls and a need for a mobile phone because friends had them.

21. University of Washington HCDE 518 Segmentation Groups  Replacement group:  45 (13%) individuals in the replacement motivation group  84% of this group claimed to not have a phone at home  Practical group:  194 (55%) individuals in the practical motivation group  99% gave a need to make calls when away from home or work as the motivation  Social group:  113 (32%) individuals in the social motivation group  85%wanted people to reach them at all times

22. University of Washington HCDE 518 Attitudes

23. University of Washington HCDE 518 Step 3: Create the Persona  Photo  Name – first name starts with the first letter of the segmentation (e.g., Shirin Social, Rosa Replacement)  Quote that describes the user goals with the product  Goals - a priority rating and specific objectives are also suggested  Biographical profile and personal information that affects usage  Computer, internet and other technology usage are common components  Key Point: Back up persona with data whenever possible!

24. University of Washington HCDE 518 Presentation Types  Paper-based or digital mediums (most common)  Single Page Information Sheets  Handouts  Posters  Other types  Beer glasses  Action figures  Key chains  Facebook profiles

25. University of Washington HCDE 518 Step 3: Create the Persona  Parxat: Practical user  Shirin: Social user  Roza: Replacement user  Download Personas:  http://courses.washington.edu/hcde518/readings/personas/ http://courses.washington.edu/hcde518/readings/personas/

26. University of Washington HCDE 518

29. P1 – Personas  You will create at least 3 personas for your potential users of your proposed system  Make sure personas are based on your user research and convey user’s goals  Specify whether persona is primary, secondary, supplementary, etc.

30. University of Washington HCDE 518 Persona Templates  Download pre-made templates for formatting personas:  http://zakiwarfel.com/archives/persona- templates/ http://zakiwarfel.com/archives/persona- templates/  http://graffletopia.com/stencils/460 http://graffletopia.com/stencils/460  http://courses.washington.edu/hcde518/project/ PersonaSample.docx http://courses.washington.edu/hcde518/project/ PersonaSample.docx

31. University of Washington HCDE 518 Design Exercise: Persona Creation  System Goal – Design an interactive system to facilitate parent-pediatrician (child doctor) communication  Questions to ask:  How might you gather the data?  What would the user goals be?  Who might the different personas be?  Primary, Secondary, Supplemental, Customer, Served, Negative

32. University of Washington HCDE 518 BREAK – 10 MINUTES

33. University of Washington HCDE 518 LECTURE – SCENARIOS & STORYBOARDS

34. University of Washington HCDE 518 Three Ways of Telling Stories  Scenarios  Written accounts and narratives of the experience  Analogy: Books  Storyboards  Visual storytelling with rough sketches/cartoons  Analogy: Comics, Picture books  Video Scenarios/Storyboards  Richer visual storytelling  Analogy: Movies/TV

35. University of Washington HCDE 518 Storytelling  Can be used to both:  Tell the users’ current situation  Describe a users’ hypothetical experience using a new technology design  Can be written, visual, or video-based  Alternate ways of conveying a story

36. University of Washington HCDE 518 Personas + Scenarios  Scenarios are often used to convey the experience and frustrations with current technology  Often the scenarios tell a story about your personas

37. University of Washington HCDE 518 Written Scenarios  Allow the user to imagine themselves in a given situation  Similar to books, imagination plays some role  This is good and bad  Good for engagement  Bad for specifics  Use personas as characters to help with empathy  They should be fully developed

38. University of Washington HCDE 518 Example Scenario Before the clinic visit, Sue, a CEO, describes how she feels: “you walk into an appointment already scared, already having half convinced yourself that the worst is about to happen…you can't listen as fully… the stress of being in these meetings, even for someone like me that functions well in high stress environments, whoosh.” During the visit, Sue sits on the exam table balancing her question list and pencil on her lap, while she attempts to maintain eye contact with Dr. Jones, to record notes, to communicate with hand motions, to track her list of questions, and to collect handouts that are given to her. At one point, Dr. Jones becomes frustrated when he discovers that Sue has neglected to bring in a list of her current medications with their dosages….

39. University of Washington HCDE 518 Scenario Continued ….Next, Dr. Jones commences to describe Sue’s treatment options at 204 words per minute (normal conversation rate is 125-175 words per minute). Sue exits the appointment realizing that she forgot to ask an important question about how to manage the surgical drains embedded in her body. In later discussions with the friend who she brought to the clinic with her, they discover that each came away with a different interpretation of the treatment options that Dr. Jones presented. Whose interpretation is correct? Additionally, as Sue looks through the collection of notes from a previous visit, she discovers the name of a genetics book, but she can’t remember why she recorded that information. Did the doctor recommend it? Was there a particular chapter to look at? How did this book relate to her specific health condition?

40. University of Washington HCDE 518 Video Scenarios  Similar to written ones, but acted out and filmed  Advantages  Can be more engaging  Specifics/prototypes are shown more easily  Disadvantages  Requires actors  Much more difficult to create  May be harder for people to relate to

41. University of Washington HCDE 518 Example video scenarios  TransTracker  http://courses.washington.edu/info360/spring200 9/videos/TransTrackerMED.mov (130 MB) http://courses.washington.edu/info360/spring200 9/videos/TransTrackerMED.mov  ParkSmart  http://courses.washington.edu/info360/spring200 9/videos/ParkSmart.wmv (27 MB) http://courses.washington.edu/info360/spring200 9/videos/ParkSmart.wmv Made by students in James Landay’s HCI class

42. University of Washington HCDE 518 Storyboarding  What is it?

43. University of Washington HCDE 518 Uses / background  Very similar in nature to:  Comic art / cartoons  Used in:  Movie / multimedia design  Product / software development

44. University of Washington HCDE 518

45. How is it done?  Determine the story  A very iterative process through a lot of initial drafts  Includes a lot of brainstorming  Start with a scenario and break into logical segments  Sketch on pen + paper  Generate more polished art for presentation

46. University of Washington HCDE 518 Storyboarding  Challenges  Determining what to draw is hard  Drawing is difficult!  How is it presented? (time, length, attention)  Usefulness  If done right, can help gain quick invaluable user feedback on early ideas  Quicker / easier than building the whole application or a prototype

47. University of Washington HCDE 518 Examples  If you’re the user, how would you feel about this service? How do you think it would work?

48. University of Washington HCDE 518 Elements of a Storyboard  Visual storytelling  5 visual elements 1.Level of detail 2.Inclusion of text 3.Inclusion of people & emotions 4.Number of frames 5.Portrayal of time Truong et al., 2006

49. University of Washington HCDE 518 1. How Much Detail?  Guideline: too much detail can lose universality Credit: Scott McCloud

50. University of Washington HCDE 518 1. How Much Detail?

51. University of Washington HCDE 518 2. Use of Text  Guideline: It’s often necessary, but keep it short

52. University of Washington HCDE 518 3. Include People and Emotions  Remember, the point of storyboards is to convey the experience of using the system  Guideline: Include people experiencing the design and their reactions to it (either good or bad)

53. University of Washington HCDE 518 4. How Many Frames?  Guideline: 4-6 frames/panes is ideal  More is not always better. Why?  May lose focus of story  May lose reader’s attention  What this means:  Less work on the designer  Must be able to succinctly tell story

54. University of Washington HCDE 518 4. How many frames?

55. University of Washington HCDE 518 5. Passage of Time  Guideline: Only use if it’s necessary to understand story

56. University of Washington HCDE 518 Drawing is hard…  It doesn’t have to be drawings..

57. University of Washington HCDE 518 Blur out unnecessary detail  Use Photoshop filter “cut out” or similar  Demo

58. University of Washington HCDE 518 Grab images form other sources http://designcomics.org/

59. University of Washington HCDE 518 Get inspired by other comics http://www.ok-cancel.com/

60. University of Washington HCDE 518 Summary  Think about how long you have a captive audience  Think about how much you want to tell  Think about options for presenting sequences of drawing

61. University of Washington HCDE 518 Design Activity: Storyboarding  In small groups, spend 15 minutes doing a very rough sketch of a storyboard solution for the following design concept:  “A navigation system that helps long-distance cyclists find restaurants and amenities”  First write a short scenario and then draw pictures depicting the scenes (stick figures are fine!)  Think about:  Use of people and emotions  Indicating passage of time  Usage of text captions  Amount of detail  Number of frames (4-6)

62. University of Washington HCDE 518 BREAK – 10 MINUTES

63. University of Washington HCDE 518 Next Class  Wednesday, November 2  Ideation & Sketching  Upcoming Work  P1 due on Wednesday!  Reflection 5  Sketching, Week 6  Theme: Sketches for your project

64. University of Washington HCDE 518 GROUP PROJECT MEET TIME