11. what to do
not to do
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12. • Introduce yourself
• Find out what they need? Anxious?
• Let them know what they’re in for.
• protocols
• testing methods
• testing reasons
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37. • number of errors
• % of tasks completed successfully
• # and type of hints/prompts needed
• # of omitted steps or procedures
• Scores on comprehension tests
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38. Time to...
• complete a task
• recover from an error
• achieve a criterion
level of competence
• spent reading v
working
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40. • Preference between versions
• Suggestions for improvement
• Number of negative references to product
• Rationales for performance
• Ratings or rankings of product
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58. • You might write “T” when the subject stops
reading and does not perform any action to
signify that they were thinking
• You might write “F” when the subject flips
back and forth to locate something
• You might write “W” when the subject
wanders around.
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59. To use this method, start a table
with the elapsed time in one
column and the action which occurs
in the other.
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60. By carefully noting what the subject does at
each stage, you can locate the difficult parts.
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61. Nondisclosure Forms
Recording Permission
Informed Consent Form
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64. • Results they will strive to achieve
• Motives for performing the work
• Actual data/names rather than generalities
• State of system when task is initiated
• Any other materials they need to complete
the task
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65. be realistic
provide motivation
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69. The difference between strictly
observing a person navigating a
document or using a product
and participating in what they
do is significant.
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70. But it is also a matter of degree–
decide in advance just how much
you will interact with your test
subjects.
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75. • Major items related to specific research
questions
• Items related to trends/patterns among
participants
• Items related to things you can’t directly
observe
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