![Scenario
[Objective] To build a platform that allows
[Primary Users] students
[Function] to interact with the financial aid office –
[Use Case 1] providing online documentation,
[Use Case 2] applying for financial aid,
[Use Case 3] reporting on financial aid and
[Use Case 4] managing/paying tuition.](https://image.slidesharecdn.com/itsummit2019-final-190402192328/85/Enriching-UX-Research-Tools-and-Processes-for-User-Research-12-320.jpg)
![Scenario
[Objective] To build a platform that allows
[Primary Users] students
[Function] to interact with the financial aid office –
[Use Case 1] providing online documentation,
[Use Case 2] applying for financial aid,
[Use Case 3] reporting on financial aid and
[Use Case 4] managing/paying tuition.](https://image.slidesharecdn.com/itsummit2019-final-190402192328/85/Enriching-UX-Research-Tools-and-Processes-for-User-Research-14-320.jpg)
![Expansive and Inclusive User Research
“The primary assumption of human-centered design is
that humans should be the focus of design and decision
making when creating technology and information
products. However, when certain types of people are
consistently centered, others are intentionally or
unintentionally pushed to the margins or left out
altogether. … [C]entering overlooked, vulnerable, or
marginalized audiences leads to different design
considerations, methods, practices and resulting designs.”
(Rose et al., 2018, p. 1).
Rose, E. J., Edenfield, A., Walton, R., Gonzales, L., Shivers-McNair, A., Zhvotovska, T., Jones, N. N.,
Garcia de Mueller, G. I., & Moore, K. (2018, August). Social Justice in UX: Centering Marginalized
Users. In Proceedings of the 36th ACM International Conference on the Design of Communication (p.
21). ACM.](https://image.slidesharecdn.com/itsummit2019-final-190402192328/85/Enriching-UX-Research-Tools-and-Processes-for-User-Research-28-320.jpg)
![Scenario
[Objective] To build a platform that allows
[Primary Users] students
[Function] to interact with the financial aid office –
[Use Case 1] providing online documentation,
[Use Case 2] applying for financial aid,
[Use Case 3] reporting on financial aid and
[Use Case 4] managing/paying tuition.](https://image.slidesharecdn.com/itsummit2019-final-190402192328/85/Enriching-UX-Research-Tools-and-Processes-for-User-Research-40-320.jpg)
Enriching UX Research: Tools and Processes for User Research
- 1. Enriching UX research: Tools and processes for user research InterACTIVE 2019
- 2. Who are these people? Rinku Ashok Kumar Ann Shivers-McNair Chike Orjih
- 3. Agenda • Introduction and Context • Asking Good Questions • Break • Addressing Assumptions • Break • Creating User Stories • Discussion and Resources
- 5. User-centered Design Process/Design Thinking d. school at Stanford University
- 6. REAL Know Context Sense Intent Know People Frame Insights Explore Concepts Frame Solutions Realize Offerings ANALYSIS SYNTHESIS RESEARCH Observations Plans Principles Tests MAKEUNDERSTAND REALIZATION ABSTRACT User-centered Design Process/ Universally ApplicablUniversally Applicable Kumar, V. (2013). 101 design methods: A structured approach for driving innovation in your organization. Hoboken, NJ: Wiley.
- 7. User-centered Design Process/ Universally Applicabl Kumar, V. (2013). 101 design methods: A structured approach for driving innovation in your organization. Hoboken, NJ: Wiley. REAL Know Context Sense Intent Know People Frame Insights Explore Concepts Frame Solutions Realize Offerings ANALYSIS SYNTHESIS RESEARCH Observations Plans Principles Tests MAKEUNDERSTAND REALIZATION ABSTRACT Iterative
- 8. REAL Know Context Sense Intent Know People Frame Insights Explore Concepts Frame Solutions Realize Offerings ANALYSIS SYNTHESIS RESEARCH Observations Plans Principles Tests MAKEUNDERSTAND REALIZATION ABSTRACT User-centered Design Process/ Universally ApplicablNon-linear in nature Kumar, V. (2013). 101 design methods: A structured approach for driving innovation in your organization. Hoboken, NJ: Wiley.
- 9. User-centered Design Process/ Technology Development Szymanski, M., & Whalen, J. (2011). Introduction. In M. Szymanski & J. Whalen (Eds.), Making Work Visible: Ethnographically Grounded Case Studies of Work Practice (Learning in Doing: Social, Cognitive and Computational Perspectives, pp. 1-18). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511921360.003 Technology Development
- 10. REAL Know Context Sense Intent Know People Frame Insights Explore Concepts Frame Solutions Realize Offerings ANALYSIS SYNTHESIS RESEARCH Observations Plans Principles Tests MAKEUNDERSTAND REALIZATION ABSTRACT User-centered Design Process/ Universally ApplicablOur Focus Today Kumar, V. (2013). 101 design methods: A structured approach for driving innovation in your organization. Hoboken, NJ: Wiley.
- 11. User Experience Mapping How will the users know about such a platform? What happens when they engage with the platform? What do the users take away? • List each channel • Describe goals and activities • Describe if any tasks that the users might have to do or voluntarily do after they leave the platform Attraction Entry Engagement Exit Extension
- 12. Scenario [Objective] To build a platform that allows [Primary Users] students [Function] to interact with the financial aid office – [Use Case 1] providing online documentation, [Use Case 2] applying for financial aid, [Use Case 3] reporting on financial aid and [Use Case 4] managing/paying tuition.
- 14. Scenario [Objective] To build a platform that allows [Primary Users] students [Function] to interact with the financial aid office – [Use Case 1] providing online documentation, [Use Case 2] applying for financial aid, [Use Case 3] reporting on financial aid and [Use Case 4] managing/paying tuition.
- 15. Developing Questions What questions for our student interviewee would help us identify and solve the problem for the scenario? 1. In groups of 2, generate and discuss questions. (5 Min) 2. Write your questions on stickies (one question per note) and put it on the wall.
- 16. Developing Questions As a large group, consider the questions and vote for the top three questions.
- 17. Asking Questions 1. Ask our student interviewee the questions (volunteers) 2. Everyone else take notes on the student's responses (write down the most interesting responses on post-it)
- 18. Discussion 1. What did you ask? 2. What did you learn? 3. What didn't you learn?
- 19. Refining Questions Good questions involve: • Listening deeply and actively • Respecting and empathizing with users • Approaching the interaction as a collaboration, not an interrogation • Welcoming insights and experiences from users • Eliciting user's stories
- 20. Refining Questions DO Ask open-ended questions (try starting with "how" or "why" or "what") Ask questions that invite a story ("tell me about a time when...") Ask follow-up questions DON'T Rely on questions that can be answered with a simple "yes" or "no" Ask leading questions with an assumption or value judgment built in Just march through a question protocol
- 21. Developing Questions Round Two What questions for our student interviewee would help us identify and solve the problem for the scenario? 1. In groups of 2, generate and discuss questions. (5 Min) 2. Write your questions on stickies (one question per note) and put it on the wall.
- 22. Asking Questions Round Two 1. Ask our student interviewee the questions (volunteers) 2. Ask follow-up questions based on the student's response (volunteers) 3. Take notes on the student's responses (all)
- 23. Developing Questions Round Two As a large group, consider the questions and vote for the top three questions.
- 24. Discussion Round Two 1. What did you ask, and what didn't you ask? 2. What did you learn, and what didn't you learn? 3. What did you capture in your notes, and what didn't you capture? 4. What questions do you have about asking questions?
- 25. How did we do? Did your questions achieve these? • Listening deeply and actively • Respecting and empathizing with users • Approaching the interaction as a collaboration, not an interrogation • Welcoming insights and experiences from users • Eliciting user's stories
- 26. Refining Questions DO Ask open-ended questions (try starting with "how" or "why" or "what") Ask questions that invite a story ("tell me about a time when...") Ask follow-up questions DON'T Rely on questions that can be answered with a simple "yes" or "no" Ask leading questions with an assumption or value judgment built in Just march through a question protocol
- 28. Expansive and Inclusive User Research “The primary assumption of human-centered design is that humans should be the focus of design and decision making when creating technology and information products. However, when certain types of people are consistently centered, others are intentionally or unintentionally pushed to the margins or left out altogether. … [C]entering overlooked, vulnerable, or marginalized audiences leads to different design considerations, methods, practices and resulting designs.” (Rose et al., 2018, p. 1). Rose, E. J., Edenfield, A., Walton, R., Gonzales, L., Shivers-McNair, A., Zhvotovska, T., Jones, N. N., Garcia de Mueller, G. I., & Moore, K. (2018, August). Social Justice in UX: Centering Marginalized Users. In Proceedings of the 36th ACM International Conference on the Design of Communication (p. 21). ACM.
- 29. Expansive and Inclusive User Research When we envision a student user or recruit student participants, what assumptions are we making about • Gender • Race • Nationality • Identity • Language(s) • Ability • Age • Socio-economic status • Access to technologies • Comfort and fluency with technologies
- 30. Expansive and Inclusive User Research 1. In small groups, list marginalized or overlooked student identities to center in your user research (one per sticky; different color stickies from last activity) 2. Post your stickies and review other groups' stickies 3. Rejoin your small group and generate more questions to ask, now that you've centered marginalized groups (one question per sticky; yet another color) 4. In large group, discuss and reflect
- 31. Discussion 1. What can you do with this? 2. How might you apply these strategies in your daily work?
- 33. User Stories What is a user story? A user story captures simplified, high-level descriptions of a user’s requirements written from the end user’s perspective.
- 34. User Stories Why write user stories? • They help define the product • They help achieve clarity • They encourage participation from non- technical members
- 35. User Stories How do you write one? As a: <type of user/persona>, I want: <to be able to do something>, so that: <I get some form of benefit>
- 36. User Stories Example As a: banking customer I want: see a list of my recent activity so that: I can keep track of my spending after a transaction
- 37. User Stories Generate 2 user stories (5 Minutes)
- 38. User Stories Keep in mind • They should be short • Write them from the perspective of the user • Keep them simple • Describe one piece of functionality • Make the value/benefit very clear
- 39. Value exchange: (DescriptivePrescriptive) Stakehold er 4 Stakehold er 1 Stakehold er 2 Stakehold er 3 Stakehold er 5 Stakehold er 6 ? ? ? ? ? ? ? ? Describe the current state ? ? ? Who are they? What types of relationship do they have with each other? What kinds of values are being exchanged? ? Kumar, V. (2013). 101 design methods: A structured approach for driving innovation in your organization. Hoboken, NJ: Wiley.
- 40. Scenario [Objective] To build a platform that allows [Primary Users] students [Function] to interact with the financial aid office – [Use Case 1] providing online documentation, [Use Case 2] applying for financial aid, [Use Case 3] reporting on financial aid and [Use Case 4] managing/paying tuition.
- 42. Discussion and Takeaways 1. What can you do with this? 2. How might you apply these strategies in your daily work?
- 43. Select Resources Stanford D School Toolkit: https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/5b19b2f2aa4a99e99b26 b6bb/1528410876119/dschool_bootleg_deck_2018_final_sm+%282%29.pdf Other Online Resources and Readings: https://dschool.stanford.edu/resources https://www.nngroup.com/articles/ https://www.interaction-design.org/literature/article/contextual-interviews-and-how-to- handle-them https://www.interaction-design.org/literature/book/the-encyclopedia-of-human-computer- interaction-2nd-ed/contextual-design https://methods.18f.gov/
- 44. Local Resources UX@UA • Slack: uxuagroup.slack.com/signup • Meetup: meetup.com/UX-UA-meetup