B2 Design for the user experience report

DESIGNING FOR THE USER EXPERIENCE DCB412

s125778 Janneke van Gorp B2.2 s142777 Jolijn van Sleeuwen B2.1 s129611 Dasha Simons B3.2

Index Introduction 4 1 The definition of user experience and its components

Fitbit (Jolijn)

Skype (Janneke)

The touchtable restaurant (Dasha)

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2 Advanced User research methods

Method

Design goal

Research question

Pilot study Set-up Participants Conclusion Necessary improvements

Final study

Changed aspects after pilot Participants

Analysis and conclusions

Reflection

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3 From user insight to design 17

Translation of insights to desgin

Scenario with conflict

Improved / envisioned scenario

Design concept and motivation

Individual reflection i. Jolijn ii. Dasha iii. Janneke

4 Advanced evaluation 29 Questionnaires

i. Domain of application

ii. two chosen applications

iii. Research question

iv. chosen questionnaire

b. Other possible questtionnaires and their pro’s and con’s

c. Statistical test

i. research question

ii. appropiate test and arguments

iii. Results of test iv. conclusion

d. Power analysis

i. amount of participants

ii. conclusion 5 Conclusion 39 6 Reflection Jolijn Dasha Janneke

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7 References

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8 Appendixes A:Consent form B:Raw data Contextual inquiry pilot tussenstappen van post-its C:Raw data contextual inquiry final study D: organized quantitative data E: designed questionaire F: data questionaire (linkje dropbox)

INRODUCTION

Introducution We are happy to present you our final report of the assignment Designing for the User Experience. We are Janneke van Gorp, Dasha Simons and Jolijn van Sleeuwen. Both Janneke and Jolijn are in their second year, Dasha is a third year student. This report contains all the documentation and results of the different assignments and how these have contributed to our development.

Within the first chapters we will discuss the definition of user experience and its components.

Then we will go into advanced user research methods and explain the so called Contextual Inquiry method which we used to understand the music listening experience of individuals on the train. We will first explain the method, the design goals, research questions and the pilot study, after which we show the results and draw conclusions. Afterward we will show you the result of translating the insights into a design concept. Another research approach is the advanced evaluation which we will explain in chapter 5. In the end you can find an individual reflection of each of us reflecting on this assignment.

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Modern-day society is getting more and more aware of the fact that the value of interactive systems is to create and support user experiences instead of what the user can do with it. It is about making things meaningful for the users. This means while designing this should be one of the starting points of the design process. The Why, What How helps designers to achieve this as designing for the user experience requires an understanding of the users and the interactive system at all levels.

As user experience is evolving over time and the needs and demands of the users keep changing “An experience may be considered as a story that emerges from dialogue of a person with his/her world through action�

(Hassenzahl,2011) different demands of the human needs as well (Jordan 1996).

It is important to keep in mind that this is constantly evolving and values are changing. To have a boarder overview of

how this changes in our society and economy the economic paradigms help to understand this process on a broader scale. The first assignment was to show understanding of this knowledge and placing an innovation in the correct paradigm and scaling it up to the next one based on the human need.

Following you will read the chosen innovations and their economic paradigms.

Fitbit (Jolijn) Skype (Janneke) The touchtable restaurant (Dasha)

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USER EXPERIENCE AND ITS COMPONENTS

1 User experience and its components

USER EXPERIENCE AND ITS COMPONENTS

When it comes to reaching your fitness goals, steps are just the beginning. Fitbit tracks every part of your day—including activity, exercise, food, weight and sleep—to help you find your fit, stay motivated, and see how small steps make a big impact.

Fitbit Jolijn

Basic Human Needs Analysing the human needs Sheldon (2001) of the Fitbit, it could be concluded that there are two main needs. The need for competency: trying to be in shape, to be in good condition, to feel fit and have energy, to be in control daily activities in relation to your body. The need for autonomy/ meaning: the feeling that you are in charge of yourself, setting goals to yourself, you do not need a coach, understanding your body/rhythm Economic Paradigms According to the four different economies the ‘model for strategic reflec tion and business transformation’ of Brand, Rocchi (2011) describes, the Fitbits fits best the Knowledge Economy.

Values of Fitbit are characterised by

Individual empowerment: by means of reaching goals, trying to get

the best results in terms of activity, sleep and food

Develop your potential: challenge yourself to go deeper

Contextual view: in the context of you own environment, even with

some friends who you want to challenge

Creating values by means of:

Enable open-tools: the set of tools is not defined

Enable to participation: the possibility to challenge your friends/ relatives/etc.

Enable self-development: the game is never played, you can always

try to improve yourself by setting higher goals.

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Transformation To make the Fitbit ready for the transformation, a meaningful contribution should be added to the product. A way to approach this is to make use of ethical value exchange and leverage cooperation. For example: run for charity in order to address collective issues; change running time/km/burned calories for money for charity and cooperate with stakeholders: health insurance companies, government, local government doctors.

Basic human needs Looking at the basic human needs according to Sheldon (2001), Relatedness seems to be the most important aspect of this service. Since it allows the user to talk to and see any family member and/or friend across the globe.

Next to that there is something to say for the needs Autonomy and Security. Autonomy since it gives freedom in the sense that it is a free online service, meaning the user only needs a device with an internet connection. The need security since the consumer can continue a habit or routine of talking and seeing family members and friends even though they are non-co-located.

Functionality In order to create a new functionality of Skype, the why-goal of the service needs reassessment. Changing it to Connecting people, with one another to prevent loneliness. So to connect for example elderly or long-hospitalized people through skype with others. Learning them how to and having them use skype in order to talk to others. On Maslow’s (1943) hierarchy of needs you can see that the third section from the bottom is belongingness.

Meaning that after basic human needs and the need of being able to live in a safe environment, having personal contact with other human beings is the most important. From this the assumption can be made that when such a transformation is implemented there are more benefactors, such as the hospital, family member and insurance companies.

Economic paradigms Skype falls into the experience paradigm. Which can be seen back in the people and business mindset. For the people mindset there is the captivating idea that it is an experience, and it is focused on global communication. For the business mindset there is the economic driver for marketing & branding. Since Skype wants people to know the service and the goal of this company is to grow, to have as much customers as possible and enabling to connect a lot of people.

Skype could be up scaled to the transformative paradigm, through improving two needs: Stimulation and Popularity. The first one through stimulation of users to talk to strangers, and through that create experience with different mindsets. The meaning of the second one, popularity, is; “I have an impact on others�. Which can be set about a user talking to strangers who may or may not have a different opinion, or in the case of a lonely person. When upscaling the need of relatedness is also an important one. Through talking to perfect strangers the change of creating acquaintances is increased, which leads to an increasing number of people who care about you and who you care about.

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Skype Janneke

USER EXPERIENCE AND ITS COMPONENTS

Skype is an online service that allows users to talk to each other through, video chat, voice, and/or typing.

USER EXPERIENCE AND ITS COMPONENTS

During the first lecture our team was asked to come up with several technologies. One of the technologies the team came up with was the touch-table in the restaurant Izakaya in Rotterdam.

During dinner at Izakaya there are different ambient atmospheres the user can select on the table by a touch-based interaction (through projection on the table). When choosing the dish the menu is projected on the table and the user can see how the plate would look like when it is served. When the reservation is made option reveals to see the preparation of the dish in the kitchen projected on the table or play games on the table while waiting.

The touchtable restaurant Dasha

Basic human needs When comparing the touch-table restaurant idea to the basic human needs (Sheldon 2010) it appears that Stimulation is the most dominant one in this technology. The touch-table is about experiencing new activities. It stimulates curiosity and play by the games that are projected and invites the user to discover the possibilities with this table. At least the first half hour in the restaurant are about exploring the possibilities it provides.

The second basic human need appears much less in this idea but still is worth mentioning is Autonomy. As this table gives you a bit more freedom and independence while ordering food and seeing the way the food is prepared (control).

It provides the user with more information and therefore a better ground to base their decision on.

Economic paradigms Current level The touch-table in the restaurant setting is based in the Experience economy. The mindset of the people is experimentation, exploring new experiences and the work hard/play hard mentality. As this idea is for pleasure and making the free time more fun. It matches this business mindset

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as it is a combination of a product and service. It provides an actual brand experience in that restaurant. It gives the opportunity for the restaurant to promote their unique brand and provide a matching experience.

Scaling up to the Knowledge Economy There are a couple of needs that can be fulfilled as well with a couple of developments in this product .

These are Competency and Relatedness. .

An interesting feature for this product would be designing your meals together. Imagine you are in a pizza restaurant, through the touch based interaction together you can make exactly the pizza you want by Determining the size, ingredients and crunchiness etc. It gives the possibility to explore your creativity with food in a fun way (competency).

As the interaction on the tables right now is focused on the individual it would be interesting to explore the possibilities to engage all the “participants� in the interaction together (relatedness) an example: Creating your atmosphere by drawing or uploading pictures from your Facebook to the table. The other way around would be interesting as well, to share your food/atmosphere creations and play games together, provoking the interactions with others.

These features scale to the Knowledge economy in a way that the product starts stimulating the users creativity and enabling participation. It allows the users to create their own unique dining experience and share this with others.

2 Advanced User research methods ADVANCED USER RESEARCH METHODS

It is likely to say that designers of products and services should have an impact on the user’s experience:

“a story that emerges from the dialogue of a person with his or her world through action” according to Hassenzahl (2010). In order to help people satisfy their needs and aspirations, and to connect with the world of the user, designers must be able to understand the design context. This should raise the question: ‘How can designers involve users?’

With regard to conducting user research, three different methods were analysed: Cultural Probes, Diaries Studies and the Contextual Inquiry.

A: Method The team choose the contextual inquiry as a method to conduct user research. For the reason that we can immediately confront the participant with their behavior in the train. An example of this would be if the user changes the volume multiple times during the observation you can directly ask for the reason of that.

Through this we can have more detailed and deeper user behavior understanding than with the other methods as we use the real-time confronting to our advantage. We involve the external factors in our research.

The team changed the case study and chose for ‘Enhancing the music listening experience on the move’. This case fitted the method of contextual inquiry better, for the reason that this methods provides space to ask open questions and immediately confront the participant with their behavior in the train. An example of this would be if the user changes the volume multiple times during the observation, the interviewer could directly ask to explain certain behaviour.

Next steps were defining a design goal and research question, With a view on the personal learning goals of the team, improv- identify potential users, prepare a pilot study and test the study ing individual interview and empathetic skills, the team found on three respondents. In order to prove the permission of rethe method of the contextual inquiry the most interesting one. spondents for the use of their answers, a consent form needed Initially, the team explored the possibilities applying the contex- to be constructed (Appendix B) . To make sure that every retual inquiry method on the case study of ‘Enhancing communispondent is able to understand the consent form and to express cation between parent(s) and child(ren) living away from home’. their feelings and experiences in a right way during the interHowever, after the first brainstorm the team found out that the view, the team decided to conduct the user study in Dutch. method did not fit the case study, because of influencing the actual communication between parents and children too much while being observed.

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ADVANCED USER RESEARCH METHODS

B: Design goal In the first iteration on defining a design goal, many stories of train experiences kept coming up. Apparently the team had witnessed some interesting occurrences relating to music experiences on the train. In order to keep the study clear and accessible, a decision was made to integrate individual users, rather than groups. These discussions lead to the following design goal:

“To enhance the individual music listening experience for train travelers”

C: Research question With the design goal in mind, the research question could be formulated. For these kind of user studies, which are used in the first phase of a design process, it is important to question and to try to understand a certain experience. This lead to the following research question:

“To understand the current individual music listening experience while traveling by train”

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D: Pilot study According to Kuniavsky, M. (2003) a contextual inquiry should follow the structure of introduction, warm-up, general issues, deep focus, retrospective, wrap-up.

During the introduction a short explanation and expectations about the study were given. Afterwards the respondent was asked to sign the consent form and to answer demographic and practical questions. To make the situation in the train as normal as possible, a clear decision was made to do the introduction before entering the train.

In the next phase of the study, the respondent met the respondent on the platform/station, in order to include the ‘entering train’ and ‘choosing seat’ moment into the experience. An important step of this phase was to repeat the purpose of the study again and to explain the user the master/apprentice model. A model that is about giving the user the role of master, giving running description (without explaining) about what they are doing, and to make the interviewer the apprencentice.

Then, observation time started. During the set-up the decision was made to keep on observing for 15 till 30 minutes. This could vary according to expected time of the train journey and should be taken into account in order to keep time left for the interview. While observing the user, and maken objective notes about their behaviour, the interviewer should also regard the environment, body language, tools, sequences, methods and kind of interaction.

To help the interviewer structuring all the data, a table was integrated into the set-up.

The next step was the follow up interview and contained fourteen different open questions, and differed from valuing music in the train, to the worst experience, to analysing music patterns. To get the a full scope of the respondent’s behaviour, the team noted to anticipate on the respondent’s behaviour.

In order to learn from the study and to evaluate how the respondent did feel during the study, a wrap up phase was integrated in the last part of the pilot study. In this phase questions as ‘was there anything that made you anxious during the study’ and ‘is there anything you would do differently in this study’ were asked to.

To get a more complete view on the pilot study, the full set-up of the pilot study is attached in appendix A.

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ADVANCED USER RESEARCH METHODS

I Set-up

ADVANCED USER RESEARCH METHODS

II Participants During the pilot study, three female student in the age of 20-22 were asked to join the contextual inquiry. Important to note is that these students travel by train regularly, at least twice a week. This was a condition to the study, in order to understand the context of experienced users.

III Conclusion After one week, the team got the first results of the pilot study, see appendix C. Concerning the optimization of the study, it was important in this stage to analyse the different experiences as interviewers and conductors. Therefor the team decided to focus on defining necessary improvements during the next step.

IV Necessary improvements The pilot study gave the team members different insights on using the contextual inquiry as a user research method. Especially how it really feels to be into the interviewer role and to experience sometimes weird situations. An insight was to do the followup interview not in the same place as where the observation took place, so for example at the trainstation in a cafe.

This ensures that other people sitting in the same coupe, do not listen to the interview and indirectly influence the answers.

Another insight was that it is important as interviewer to take a ‘covered position’, as in not sitting next to the respondent, continuously typing on your laptop to write the notes of the observations. Considering the setting of a train coupe, and also taking the presence of other travellers into account, the master/apprentice structure was experienced as uncomfortable.

During the iterating phase of the study, dr. ir. M. Bekker advised to arrange the questions in order of difficulty. This could make the interview more smooth. Another strategy to make the respondent more comfortable, is to ask the question ‘How was your train journey, and how did music influence the journey?’ A side effect of this question could be that the respondent is re-experiencing the experience they just had, and this could improve the quality of the answers, according to dr. ir. M. Bekker. Not trying to control unforeseen situations, was the third and last advise dr. ir. M. Bekker gave. ‘Try to translate these unforeseen happenings into valuable input for the study, see it as a unique chance to look into real life’.

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E. Final study A major aspect that changed after the pilot study was the followup interview. Question as ‘Are you aware of how you are physically behaving at the moment?’ and ‘What is your current’ disappeared.

Instead the question ‘How do you come to this playlist or where do you get inspiration from?’ was integrated in the follow up interview. The team also changed questions like ‘Are there aspect that disturb you during a train journey?’ into ‘Could you give an example of aspects that disturb you during a train journey’. Lastly, the team decided to not make use of the master/apprentice structure during the observations anymore. The complete final study is attached in appendix C.

II Participants The target group of the inquiries stayed the same and the team asked 9 students to participate in the study. The students, 5 female and 4 male, ranging from 19 until 25 years, listened manly to music on their smartphone and were regularly train travelers.

III analysis and conclusions When all the transcriptions of the 9 studies were ready, attached in appendix C and D, the data analyzation started. By means of writing quotes and different insights on post its, a method to share and cluster all the results was found. Different colours of post its were used and specific codes to the post its were added. This represented respectively the different interviewers and the specific user studies. During the first round of the qualitative data analysis all the post its were clustered in quite superficial groups. This was not on purpose, but it was the first idea the team had. And actually it did not really matter, since clustering in itself is a very easy way to get to know all the post its.

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ADVANCED USER RESEARCH METHODS

I Changed aspects after pilot

ADVANCED USER RESEARCH METHODS

The team asked for help for the second round of the analysation. Mrs. Hooft van Husdynen gave the advice to focus more on clusters that were relating to the research question. While questioning what answers really contributed to the research question, new and more meaningful clusters emerged. For example: aspects of the music that enhance the experience, when I am not listening to music.. and external aspects that decrease the experience. The team experienced during this session that discussing about the clustering enabled them to get a better understanding of the qualitative analysis of the results. A surprising aspect was that the team kept on reframing and shuffling with the post its what resulted in a very confident framework. The full qualitative analysis is attached in appendix D. The most important difference between the second and first round of analysation implied a more subjective clustering versus an objective approach.

The analysis lead to the following concluding statements: * Listening to music is a choice that is influenced by the passengers feeling and the options of other activities. For ex

ample sleeping or listening to music or talking to people. * There are two main reasons people listen to music. One is to be able to focus on the activity (work/reading) your do

ing in the train. The other one is more for entertaining and relaxing purposes. But overall one can conclude that people

would like to create their own space, to feel a more personal and comfortable space in a public environment. * Many people find music important. Music helps to provoke an emotional state for a certain activity or desired emo

tional state. * Music influences the user's physical behavior. This could be an emotional expression of the enhancement with the

music they are listening to. * A train journey that meets the little expectations of a passenger beforehand (sitting on your favorite place or level of

loudness), could support the goal the passenger had in mind (sleeping/working/doing nothing) and could make the

journey comfortable. * The experience is influenced negatively is the passengers actually miss important messages they actually want to hear.

More extensive conclusions, supported with different quotes are attached in appendix D

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F. Reflection ADVANCED USER RESEARCH METHODS

I Did this study answer the research question and why?

The study did definitely gave answers on the research question to understand the current individual music listening experience while traveling by train. The observations, interviews and the data analysation ensured that the team got insight in why people in the train listen to music, what people are doing if they are not listening to music and external- and specific music aspects that could decrease or enhance the music experience.

II What could we have improved to the study setup to better answer the research question An improvement for the study setup could be to ask more about the experience of the journey. For example, asking the respondent to draw a line representing their level of happiness (y-ax) over time (x-as). This could give more insight in a possible pattern of behavioral and emotional change and could indicate possible negative or positive aspects of the journey. Other possible improvements are relating to: avoiding personal influence during the observations and interpretation of data in the analyzation phase. The team tried their best, but for a next study the team members could still elaborate on this. The last suggested improvement is linked to the qualitative data analysis and is about immediately dividing objective and subjective data from each other. For a qualitative data analysis the subjective data (e.g. quotes) are the most valuable in order to define insights on the user experiences.

G. Human needs in relation to the team’s findings When analysing the results of a study, it is important to take the human needs into account. Relating back to the human needs could help making the right design decisions. Reflecting the human needs on the results of this study, one can say that the need ‘Security’ is highly involved in this user study. This study showed that passengers experience a more comfortable journey if it meets the expectations of the train journey, and that people would like to get to know if there is something going on what might be disturbing their journey.

“Sometimes you do not hear the intercom in the train, because it the volume is to low, that is annoying”

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A. Translation of insights to design I Scenario with conflict To go from qualitive data analysis to a concept the team used a storytelling method from Berke Atasoy (2011).

Auditing story elements The team started with the identification of characters, objects, and places. Within the study the target user was always a student and a person who travels frequently. Within this demographic a few subcategories can be identified based on the reason for listening to music. That is the reason why there is the relaxed traveler, the studying traveler, the traveler who listens to music to block out the environment, and the traveler who listens to music because of boredom. Furthermore there is the element of objects this set of characters might use. For example; smartphone, food, headphones, book, bag, and the list can continue. Basically it can be anything the traveler takes with him or her on the train and interacts with during the trip. Additionally there is the element of places otherwise named settings. For this the team looked at the observations and choose the setting versions which where used the most. This means that because every observation was done in a second class coupe in the train these are used as place element descriptions. Alongside these there has been chosen for three other place element descriptors, namely; seat where a table is available, next to a window, and in the late afternoon.

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FROM USER INSIGHT TO DESIGN

3 From user insight to design

FROM USER INSIGHT TO DESIGN

The setting of the experience This section talks about the space surrounding the experience, which can be roughly separated into four questions; Where is it?, Who is involved?, What is around?, and Where is it?

When is it?

This scenario takes place at the beginning of autumn. That moment of the year when the sun starts to hide behind the clouds and the sky looks dull and grey.

It is raining and cold at the station. On a Friday afternoon the train is taken to Maastricht. When looking outside from the train you can see the landscape changing, leaves falling from the trees, its drizzling, and then suddenly a rainbow.

Who is involved?

In this story there are more characters then the traveler. In the coupe there are strangers and can have two types of behavior; making too much noise or sitting quietly. Then there are three types of characters who pass by during the trip, the conductor, rail catering, and friends and family. First of all there is the conductor who comes by to check the tickets, and makes announcements about when the train arrives at a certain location through the intercom. Second there is the rail catering employee, who walks by and asks every single person in the train if they want a coffee/tea with a snack. As third there are the friends and family, whom the traveler contacts through the smartphone, by the use of texting, WhatsApp, or any type of social media.

What is around?

This section explains of what the traveler can see or what they are doing. The traveler sees the opposite chairs, a small table, a window to look out from, a litter bin, and a screen at the end of the coupe which states the coming stations and the time of their arrival. The traveler is listening to a Spotify playlist with calm and concentration music, which is played on a smartphone connected to a pair of headphones. The traveler is reading a paper on hardcopy for a class during the trip, and making notes on it with a pen.

Where is it?

This story takes place inside a train in a busy second class coupe. Important to note is that this is not a coupe mend for silence and that this is a double-decker train, although not one of the newest. The traveler takes a seat in a place with three other chairs, with the back towards the direction of travel. The train leaves at 4 O clock from Eindhoven central and travels in approximately 1 hour to Maastricht central. When looking outside, nature, light, trees, rivers can be seen.

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Supporting character. Direct around Anna are sitting a few fellow travelers. Two are chatting, a few are listening to music and especially two people are noisy. The ‘rail catering’ is also there. A woman (age 24) is making an announcement through the intercom that she will come by with coffee, cake, cup a soup etc. When she is passing by, she looks in a pervasive way to Anna. The conductor is also passing by, and checks Anna’s StudentOV. General motivations. What Anna drives during her travel is to make efficient use of her train journey, because she want to pass her study as soon as possible and simultaneously she wants to do sports and likes to have a social live as well. To support this focus modus she is listening to calm music.

Potential points of tension.

What keeps Anna up in the middle of the night?

The train journey does not meet the expectations of Anna She is anxious to miss important information the conductor is saying through the intercom. This could cause an annoying change of plans due to delay.

It would be annoying if she cannot use her time in the train efficient.

It would be annoying if it is too busy in the train, so she has to stay or has no concentration.

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FROM USER INSIGHT TO DESIGN

Cast of characters Main character. Meet Anna. 21 year old female student. She is living a busy live and want to efficient use of her time. She is travelling by 2nd class train from university (Eindhoven) to her parents (Maastricht) and when she want to take a seat she is noticing that her favorite place is gone.

FROM USER INSIGHT TO DESIGN

Identifying the conflict Anna takes every week the train on Eindhoven central station towards Maastricht central station. She is a very busy with student life and likes to make use of her time in an efficient manner. Like today she wants to read a paper, while listening to music. This to first and foremost help her concentrate and secondly make the train ride more enjoyable. Though she would like to hear the important information the conductor is going to tell at a certain point through the speakers, since Anna knows the train is going to split up somewhere.

Resulting in Anna being anxious, she wants to know what the journey is going to look like, though she does not have control over this. Meaning that she jumps up every time she hears something through the speaker, if she hears it. Next to that reading the paper seems impossible, because of a lack of concentration. Her mind constantly wanders to the missing information.

II improved / envisioned scenario Envisionment of consequences This all results in a tense Anna, unable to relax after a long day and read the paper. To make it worse the conductor calls out the information she needs only when they arrive at the station where the split is going to occur. The result: Anna was stressed out the entire travel. Now she has to hurry to the other train part, and she lost all concentration. Next to that she is just annoyed with the NS at this point.

Make your proposal and envisioned improvement Anna takes every week the train on Eindhoven central station towards Maastricht central station. She is a very busy with student life and likes to make use of her time in an efficient manner. Like today she wants to read a paper, while listening to music. This to first and foremost help her concentrate and secondly make the train ride more enjoyable. Anna knows that the train is going to split up in Sittard, though she already knew before getting on the train which part is going to Maastricht and which is not. So wisely she got into the part which goes to her destination. This allows her to concentrate fully on reading the paper, and not listen to what the conductor is telling everybody through the speakers. Resulting in Anna being able to enjoy her train ride and make use of her time efficiently.

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III design concept and motivation During the lecture and workshop the team came up with five different concepts that are described below. Through these concepts the team wanted to improve the human need of competency, creating a better environment that helps the traveler to focus on their work.

One of the concepts is receiving the important messages of the announcements through your headphones. This would be possible through the Wi-Fi connection in the train. It is a remedy for the found conflict as Anne can be focused on her work without worrying of missing the important information.

Another concept was to show all the announcements on the screens that right now show the stations and arrival times. During the presentation the team noticed that it does not solve the conflict as Anna still has to pay attention to the screen and to her work. It does address the human need we wanted to.

The third concept was receiving a notifications in the language you want through the NS app on your phone. As the user will just receive a notification that is important for the specific train travel it helps Anne to focus on her work and she should not be afraid to miss important information. (in seven out of nine observations the music was played on smartphones that is why this idea is relevant)

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FROM USER INSIGHT TO DESIGN

Concepts

FROM USER INSIGHT TO DESIGN

The fourth concept was to show on the screens in the train what the conductor is seeing in front of him. This to show why the delay is and provoke more understanding.

This concepts has the same remark as the second one, the attention is drawn away from her work resulting in not addressing the human need or solving the conflict.

The last concept was that before the trip, when planning it, the NS app would show exactly in which train wagon the user should sit to arrive at the right station. This is a good solution for the splitting of the train scenario but it does not solve the overall conflict of missing important information as it is often unpredictable information. An example is a train delay by an accident.

Concluding from the feedback and presentation, the team choose the third concept, the notifications through the NS app as our final one. It is maybe not the most innovating or interesting one but is solves the conflict that found in the study the best. If Anne would get the notifications that were important for her train travel she would be able to completely concentrate on her paper and was not worried about missing important information.

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Janneke van Grop

Qualitive user research methods The first half of the elective designing for the user experience existed out of conductive qualitive user research and data analysis. As a team we first wanted to do cultural probes, but where forced to contextual inquiry. We quickly noticed that in our chosen domain of, enhancing communication between parents and children living away from home, contextual inquiry is not the way to go. This because we would influence conversations between parents and children excessively and get distorted data. So the domain was changed to music on the go, with a focus on students travelling on the train. Although still we needed to adjust our user research method to the domain, meaning in this case that the observations took place in the train and afterwards we conducted an interview in a nearby coffee corner. This because for example it was noticeable awkward to ask the participant what they thought about the people around them, in the same surrounding. In the end we held a couple of analyzing sessions on which we got to new insights each session, in the first one they were more superficial while in the end they were more deepened out.

With this analyzation we went on to develop a concept through a storytelling method, as referred to in the report.

During this part we also saw how other teams went about their chosen research method, which could be cultural probes or diaries study. Through their presentation and reading papers certain pro’s and con’s came to light within the studies.

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REFLECTIONS

individual refelction part I

Janneke van Grop individual refelction part I

REFLECTIONS

Pro’s and Con’s different user research methods Pro’s Con’s Cultural Probes Participant reflect more and do Follow up interview mostly not mind to needed in order to understand the data Insight in different people and how they interpret exercises There is room for own creativity Participants can get confused by and maybe unforeseen answers the assignment because different participant interpret the questions differently Misinterpretation from participants and researchers It depends on the actual study, but it mainly costs a lot of time from the participant and they must be willing to do so Diaries study Personal and detailed answers

It costs a lot of time for the user

The participant experience when filling in the diary as if it is anonymously, which is a possibility to get truthful answers.

If participants misinterpreted the questions, you can also get some creative insights into their way of thinking

There is the possibility that researchers misinterpreted the answers

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Users need to understand the questions correctly in one go.

Meaning a pilot test is definitely necessary.

Jolijn van Sleeuwen individual refelction part I Pro

Con

High surprise factor which could stimu- Follow up interview needed to underlate the user to do the assignments stand the data Follow up interview needed to understand the data

Participants can get confused by the assignment, in terms of ‘what do they want to know’?

There is room for own creative and maybe unforeseen answers

It depends on the actual study, but is mainly high time consuming for the participant and they must be willing to do so It is an exploratory method, so do not overanalyse the data The probes should be delightful and not condescending

Diaries Studies Personal detailed answer

Takes up a lot of time for the user

It is filled in “anonymously”, or at least the participant experiences it like that

Possible misinterpretation of the answers by the researchers

If users misinterpreted the questions, you can also get some creative insights into their way of thinking

Users need to understand the questions correctly It is a challenge to make the study as appealing as possible in order to make the user wanting to do the diary study.

The respondent could write about irrelevant information, and there is no way to predict or dismiss that

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REFLECTIONS

Cultural Probes

Jolijn van Sleeuwen individual refelction part I

Pro

Con

Contextual Inquiry

REFLECTIONS

Interviewer is in control of the data and The participant could feel like being the results watched, and this could cause different behaviour than in comparison with normal situation Interviewer could ask for clarification of the answers immediatly

This user research method is high time consuming for the researcher. The researcher needs to make arrangements, set time and dates, and should be with the respondent for a certain time (in the way we approached it)

As interviewer you can help the participant to understand the question, leaving less room for interpretation

As interviewer you have to come very prepared and there is high pressure on your behaviour as interviewer as well. If you forget to ask a question, or ask the question in a wrong way, you could miss information.

The interviewer can experience the context oneself. The non-verbal communication of the context is not hidden and could be an important observation for the study.

As an interviewer you have to be on guard not to ask leading questions, and not to influence or interpret the answers. The challenge is to let the participants reflect on their own answers, without you giving them personal experiences or other views.

Done in the actual workplace/environment of the user, which is a rich data source itself.

When asking questions about the actions/experience of the respondents after the observation, the respondent will be still in the context. So asking about the train travel when the respondent is still on the station, will give a more detailed, truthful, with recent examples of experiences, and makes it easier for the participant to answer.

Dasha Simons

As the method used in our study was contextual inquiry the most detailed reflection I can give is on this one. The findings from this method are really detailed and trustworthy as I have been there myself the whole time, there is no room for faking/lying for the participants.

From the observers perspective you see the preformed actions the participant him/herself might not be aware of and it gives the opportunity to confront them with this when questioning. This leads to insights that you will not have within the other two methods. With contextual inquiry it is important to learn how to make the participants feel more comfortable when you are observing them and asking the questions.

I noticed during the research that clearly explaining what the research is about helps to avoid confusion.

The participants are calmer as well as they know why and what is observed.

Another improvement in the research was to ask the questions afterword’s in another surrounding. In this way the participants do not feel ashamed to talk about the other travelers in the train (in this case). A pro of this approach is that when a question is stated unclearly you are able to explain it properly. This is a big advantage as you can correct “mistakes� during the research.

A disadvantage of the contextual inquiry is you might influence the behavior of the participants by being actually there. This is why I think it is important to have a bit longer time span of the observation that the users are less aware of the fact that they are still observed. They get used to it more.

Another disadvantage is that later when analyzing the questions I would like to have asked a bit deeper questions as well but it is not possible to do it in the same context. This method is used best with tasks where it is important to see the unconscious behavior of the participants as well. Collecting the : tools, sequences, methods kinds of interactions. This can be done through acting different roles like with the master model, Expert/novice, interviewer/interviewee etc.

With this method it is important to be completely immersed while preforming it. To reach this the sportscaster method can be used or trying the task yourself if that is possible. This to get a deeper understanding of the users.

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REFLECTIONS

individual refelction part I

Dasha Simons individual refelction part I

REFLECTIONS

Cultural probes is a very interesting method to provoke creativity with the participants. This is a method that can lead to very interesting input if the participants take the time and the research is explained well. It is free from assumptions as you are not there to interpret it in your way.

A downside of this is that when the research is not that clearly stated the participants can do the wrong things or do not do them. This method requires motivated participants and a way to motivate them more to do the research as it is quite time consuming. It gives an opportunity to lie as it is easier than with contextual inquiry.

Cultural probes is a method that is used best when you want to stimulate your imaginations rather than defining a set of problems. In my opinion the strength of this method lies in the personal contact of the probes. The probes are carefully designed for a specific case and those specific people in their environment.

Diary studies is a great method when researching participants for a longer time span. As well this method works great to make participants more aware of their behavior. This shows design opportunities of making the user more aware.

A con of this method is that the participants can interpret the questions wrongly or make them up when they forget to fill it in. For the participants it can be quite time consuming.

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ADVANCED EVALUATION

3 Advanced evaluation A. Questionnaires I Domain of application As in the first half of the elective the application domain for our group was, music listening on the go, the team choose to proceed with the same one. The domain was more specific namely. The music listening experience on the go for students on a smartphone. The output device ,smartphone, was chosen as most of the participants in the first study used it.

II. two chosen applications The team choose two different applications to compare with each other.

Firstly, the applications: offline music listening on a smartphone and the Spotify one on the smartphone were chosen. While discussing this choice in class, Jacques Terken was asked for some advice. He mentioned that although as was compered by the team before the offline application on IPhone and Android do not differ much it was better to choose one type of Phone to have a more specific outcome. Afterwards the team realized it counted for the Spotify free and paid application as well.

Concluding from this the chosen applications for the research became offline music application on IPhone and the free Spotify application. In this way the noise is reduced much and results will be more specific.

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III Research question

ADVANCED EVALUATION

It is very important that the goal of the research and the research question correspond well. The team wanted to test the pleasure and desire of the interfaces (the ideo and psycho pleasure) that users experience when finding the right music on their phone(hedonic quality). The other quality of the applications the team wanted to investigate was the ease of use (satisfaction and efficiency) of the finding of the music (pragmatic quality).

The target group was chosen the same as before namely, students. This all leaded to our first research question: How do people experience to find music that matches their moment on Iphone offline music application and on the Spotify free application?

While conducting the research the team noticed this was a too specific question to receive trustworthy answers to. That is when the research question was changed to: How do people experience the searching for music on Iphone offline music application and on the Spotify free application?

This became the final research question.

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The chosen questionnaire for this research was AttrakDiff (Hassenzahl). The hedonic quality and the pragmatic quality questionnaires were used as these questions should give an answer to our research question (about ideo/psycho pleasure and satisfaction/ efficiency). The AttrakDiff questionnaire is good to investigate both of these qualities and provides comparative data.

AttrakDiff was chosen as it was the best matching questionnaire for the research question answering on both usability and pleasure . The Technology acceptance model was not right for this case as it about the acceptance of new technologies and is just about the perceived usefulness , ease of use and the attitude towards use.

The questionaire is in Appendix E.

B. Other possible questtionnaires options and their pro’s and con Rubinoff (2004) Rubinoff’s user experience audit presents useful parameters (statements) that are used for website analysis by information architects. He uses four equally weighted categories with five statements in each: Branding, Usability, Feasibility and Content.

This is a very flexible tool and it requires that the audit statements reflect the site owners’ and users’ goals. The pro’s are that it is conducted easily and fast. It gives a quick overview of the sites weak and strong points. As well it is easy to compare the old site design with the new one on the same scale. The downside of it is made for websites and is not specified/validated for other UX testing.

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ADVANCED EVALUATION

iv. chosen questionnaire

Measuaring dimensions of attitude (Spangenberg, E.R. Voss, K.E. Crowley ,A.E. (1997)

ADVANCED EVALUATION

Measuring the Hedonic and Utilitarian Dimensions of Attitude: a Generally Applicable Scale). This method is used to measure the hedonic qualities of experiences based on measuring components of the users attitude by 10 item reduced Personal Involvement Inventory (PII) (Zaichkowsky, 1990), the amount of involvement of the user (as it is proven the strong involvement leads to strong hedonic values), the adaptation of Zuckerman’s (1979) 38-item Sensation Seeking Scale (SS) (according to Hirschman 1984 all consumption is “experience seeking phenomenon.) Last but not least the 18item short form of the Need for Cognition Scale (NFC) (Cacioppo, Petty, and Kao, 1984) is added as well as stimuli that match expectations interact with the cognitive user structure while determining the responses.

This all makes this a very long but elaborative questionnaire tackling 4 different aspects of hedonic qualities of an experience. This gives very elaborate answers and a deeper understanding of the users attitude and values towards the experience. With this method it is a bit harder to compare several different applications/experiences with each other and the results are really subjective. Although it captures the hedonic testing of the experience elaborately it is still a reductive approach and is simplifies the complexity of the experience by measuring just this element. To answer the research question the team needed to test more aspects than just the hedonic ones.

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Affect grid: Russell, A.J. Weiss, A. Mendelsohn, G.A. (1989)

This method is to quickly test the affect along the dimensions of pleasure-displeasure and arousal-sleepiness. It collects judgments of the users affect to the experience. A pro of this method is that is not restricted to a specific application domain but is applicable to most experiences where the affect needs to be tested.

Affect grid is often used to access the users mood and is a good and validated way to test the emotional aspects of the experience. A downside of this grid is that it tests just one aspect of the experience and not the whole story. It is specified on one little aspect of it and the way it affects the user. This is interesting when wanting specific feedback on one of the aspects of the experience.

C. Statistical test

After all the questionnaires were filled in, the team wanted to analyze the research question and if it was possible to get a meaningful answer out of this survey. For this a program called IMB SPSS Statistics 22 (2013) was used. This is computer software that enables the user to analyze large and complex sets of data and will tell you if there is something significant to say about the user’s research question. The team found that there were three questions we could answer with the answers to the questionnaire.

1. Has the IPhone offline player or Spotify free mobile application a more user friendly interface?

2. Is there a hedonic quality difference between the IPhone offline player or Spotify free mobile application?

3. Is there a pragmatic quality difference between the IPhone offline player or Spotify free mobile application?

These research questions will from now on be identified by the number in front of them.

II Appropriate test and arguments For each question a non-parametric test needs to be conducted. The reason for this is that this type of questionnaire created independent samples. There is no-relation in population and no-relation in product. The research questions also makes use of the data in that manner. This also means that the analysis will also be conducted between designs.

From this a conclusion can be made that a Mann-Whitney U test, Mann and Whitney (1947) needs to be conducted.

Using this type of test means an automatic use of an ordinal measurement scale.

In the end the conclusion can be made that or there is no significant difference between the IPhone offline player and the Spotify Free mobile application. Or that there is too much noise within the data. Or that a different type of research question or survey needed to be conducted.

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ADVANCED EVALUATION

I. Research question

III Results of test & Conclusion

ADVANCED EVALUATION

For research question 1 there is a significance of 0,489.

This result means there is no significant difference between how user friendly the IPhone offline player and the Spotify Free mobile application.

For research question 2 there is a significance of 0,7. This result means there is no significant difference between the hedonic qualities of the IPhone offline player and the Spotify Free mobile application.

For research question 3 there is a significance of 0,182. This result means there is no significant difference between the pragmatic qualities of the IPhone offline player and the Spotify Free mobile application.

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III. Results of test Power analysis

ADVANCED EVALUATION

After analyzing if there was a meaningful answer being able to retrieve from this type of questionnaire a program, IBM SPSS Sample Power version 3.0, was used in order to analyze how many participants are necessary in order to prove the significance of the research question. To conduct a power analysis from all three of the research questions, t-test for 2 (independent) groups with common variance (enter means), needs to be selected. This because the questionnaire was designed as parallel groups. You want to include the means within this test because of the large and complex data sets.

Amount of participants & conclusion First of all there was a power analysis conducted for research question 1. In this case you could say that in actuality 33.5 participants where needed in order to get to a power of 0.80. Though as common knowledge it is not possible to have a half participant.

That is why to be able to state with a good certainty that there is no significant difference in how user friendly the IPhone offline music player or the Spotify Free mobile application is you need 34 number of cases.

ADVANCED EVALUATION

Through a power analysis with the data from research question 2 we can say that 130 participants are needed before something can be concluded on the difference between the hedonic qualities.

Through a power analysis with the data from research question 2 we can say that 25 participants are needed before something can be concluded on the difference between the pragmatic qualities.

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In order to unfold user needs and to design for an experience, two different ways of involving users into the design process have been presented during this report. We have experienced why these methods are important, in which phase of the design process the methods should be used, what the PRO’s and CON’s are and how to apply the methods.

Overall we can say we have worked on the assignments with pleasure, that we have developed ourselves in terms of designing for the user experience and that we can add some skills and knowledse into our user experience toolbox.

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CONCLUSION

Conclusion

Reflections

The main motivation for choosing this elective was that I wanted to develop the skill of conducting qualitative user research and from that conduct qualitive data analysis. Since I want to explore and find ways to look beyond the first layer of feedback of users. Abstract it and come to a deeper layer of understanding. In previous semester I saw how a group of students used qualitive data analysis as a tool to create a concept based on input of the target group. Which triggered an interest in how user researched can be used to come up with ideas and if it could be used to add value to a concept.

This course was divided into four parts, economic paradigms, qualitive user research and data analysis, from user insight to design, and quantitive user research and data analysis. The first half of the elective was focused on how to conduct a qualitive analysis, for which the team used the contextual inquiry research tool. Which led to an insight in how user research can generate qualitive data and how that helps you in a design process. The quantitative user research was about conducting questionnaires for which the team choose Attrakdiff as a method. Which gave insight in how you can analyze big sets of data, and what to conclude from it.

In the overall you could say that reached my goal of learning tools for qualitive and quantitive user research and how to analyze the data. Which I found are important to use at appropriate moments within a design research process. Qualitive user research data for example can be used as an inspiration for generating ideas. Plus the ideas already have a value to them because of the user input. From the research you can create a line of reasoning why your concepts is the answer. This method led also to a few more insights in how difficult it is to interview someone without asking leading questions, but that you should narrow down the context and line of questioning in order to get qualitive data and in depth insights. Last but not least that you probably need a few tries in analysis to get it right.

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REFLECTION INDIVIDUAL

Janneke van Grop

Janneke van Grop INDIVIDUAL REFLECTION

Quantitive user research can be used in two different manners, to validate your concept, or to choose between two different concepts. This means that this tool of user research should be used in the validating phase of creating and choosing a final design concept. Analyzing a validated questionnaire helps you to make a valuable decision and will give you reason why you made it. Furthermore there where a few other insights I got from conducting such an analysis for the first time, which are similar to the ones of the qualitive user research that you probably need a few tries to get the questionnaire right, but also how narrowing down your target audience gives you more qualitive and comparable data.

Something that is also striking to me is what we learned in the first lecture about human needs and economic paradigms is something you can see through the whole elective. With qualitive user research you are observing wat human needs are matched and which are put in jeopardy, and see from that what could be improved.

Which will probably lead to a change in economic paradigm. In the quantitative part we as a team looked first at what human need we wanted to investigate and from there look at what type of questionnaire to choose.

Like stated before I reached my goal of learning a skill. Though I do understand that practice makes perfect.

Especially in asking the right questions at a good moment and in such a manner that they are non-leading. But reaching my goal also left me with questions. How do you implement such user research methods in your own project? Is there a tool which works better for me to go from qualitive data to concept? Since now we got to concepts which where on the obvious site, how to get to more innovative answers. And in my current project we make use of the so called big data, could I use one of the analyzing methods to come to a concept? Or is the data we collected in this elective to different from this big data? This latter question will be answered quickly since I plan on experimenting with the data analysis tools on the data of my project to generate ideas of a feedback prototype. Within two weeks I want to have generated a set of ideas.

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In previous projects I experienced some struggles in integrating users insights and user experience into the design proces. To prevent the pitfall of assumptions and projected users and to find the particular user goals and needs, I wanted to learn how to integrate users in the design process. I state in my vision that I believe extraordinary designed products are having an impact on peoples life, and therefor I think that ‘user experience’ is an important aspect of a product.

During the elective I got a better understanding of the term User Experience and I got especially inspired by the vision Marc Hassenzahl. I realised that experience is not about perceiving a function that provides the experience of a product or service, it is more about peoples actual motivation to use a product, ‘the why’ of a product. Which needs and emotions does a product fulfil and especially what story does the product evoke during consumption. An experience may be considered as “a story that emerges from the dialogue of a person with his or her world through action” (Hassenzahl, 2010). To give a more concrete meaning to ‘the why?’, I learned to distinguish and recognise different human needs and pleasures in relation to human behaviour.

This was an important aspect of my learning process in user experiences, because this made me realise that it is important to unfold users needs in order to design for a positive user experience.

Unfolding users needs and pleasures, is way to form a vision about how to design for user experience in a very early stage of a design process. I learned three different methods how to apply this in a design proces: cultural probes, diaries studies and in particular contextual inquiries. I learned about the different PRO’s and CON’s of the methods and I got a better feeling of when and how to apply these methods. The practical application of the contextual inquiry learned me how ‘not planned situations’ during a session could be valuable for the study. While I got the feeling of ‘this is not going according to my study setup’, I realised afterwards to use these occurs to understand experiences in the real world. So optimise for the context and see unforeseen happenings as opportunity, rather than sticking to the plan. I have learned how hard it is to let people share their memories and give the sort of insights you are looking for. Asking supplementary questions is therefor a really valuable skill which I developed during the elective. This is important in order to get the best and most honest results during a user study. I also experienced how interviewing and approaching the user becomes easier and

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INDIVIDUAL REFLECTION

Jolijn van Sleeuwen

Jolijn van Sleeuwen

INDIVIDUAL REFLECTION

more comfortable if you can rely on a method, in this case the contextual inquiry. It helped me because the method it self, as described in Kuniavsky, M. (2003), gave a good overview of the different steps the interviewer should take.

The data we gathered during the inquiries gave our team a really good basis to start an analysis on.

Writing the transcriptions on post its, supported by some quotes, helped me to empathise with the users. The method of affinity diagramming helped me to understand the data and to see patterns in the behaviour of the users. This process learned me how helpful it is to keep the research question in mind, and repeat it during the process, in order to use only meaningful data. Trying different rounds of clustering is another takeaway, since I really experienced that it helped me to look to the data from different perspectives. I believe that doing at least two rounds of clustering could help me getting better insights on the data.

We continued the process and used the qualitative data to come up with a new design with help of the method of Berkeatasoy. Although we passed quite fast trough it, I found the method very pleasant to work with. The method with all its structures and different steps, gave me the confident feeling that I was designing in the ‘right’ way, and not making up some user insights to support a brilliant idea.

Another part of the assignment was the quantitive data analysis, which could be used to validate a design concept, or to compare two different design options. During this part I learned about the value of validated tests, where to find them (allaboutux.org), and how to use them. The statistic analysis was a challenge for me, since I never used SPSS before. In the end I managed to understand what we were trying to compare and could I translate the results into meaningful conclusions. By having this experience I am more confident in the future to apply these test into the design field and to test certain design concepts among users by means of questionnaires.

This assignment substantially has developed my skills to set up a user study and extract information in an open way in order to integrate insights in a design process. I learned how to analyse qualitative and quantitive data in a structured way. Other than that I have gained knowledge about the cross-section between psychology and design. Understanding people’s needs and drivers, personality and emotions as social actors. This gained knowledge makes me believe that only through understanding why and how we act, a foundation for design with impact could be made.

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I choose designing for the user experience learn to involve users earlier in the design process and become better in experience design as this is an area I am very interested in.

During this elective I learned new ways of conducting research methods like contextual inquiry and cultural probes were all new to me. These are good and validated ways of coming to new users insights which can be valuable in many different design projects. The same counted for the questionnaires. I did many questionnaires before but never validated ones like AttrakDiff. It thought me how sensitive these researches are and I became much more aware of biases and the different interpretations users can have about one and the same question and the importance of validated tests. As one item, like the hedonic quality, of the experience can have so many perspectives to test it from (see Measuaring dimensions of attitude) Looking at design concepts from the human needs perspective and the why how what is a good way to make clear what values your concept. It helps designers to create valuable solutions and experiences. It brings you with two feet on the ground and brings you back to the goal why you started to design this experience in the first place. The human needs and why how what I applied in

my project during the mid-term presentation and which helped me to keep the focus and the goal when presenting much information. It made it more clear for the audience to see why I made certain choices in the project and showing the value of my concepts by the human needs.

The economic paradigms give a good overview of the values in society. This helps to see future opportunities better and scaling up to several economies and rethinking values helps to keep exploring and thinking innovative from different perspectives. Personally I really liked this as trend watching and future concept developments are areas I have affections with. These economic paradigms helped me to have a broader overview of how companies and users values change over time. The next step is anticipating on these changing values and needs by starting designing for them in my future projects.

Not just the collecting of the data was new to me, the analyzing of the qualitative and quantitative data was well. The storytelling workshop was a explorative way to learn how to proceed qualitative data. Learning the first steps of SPSS was the first glimpse of statistics for me. I already used this to analyze results of another project of mine were I performed a research myself: USE-HIT Projects 2015-2016: Combining strategies that influence taste perception: The effects of sound and ambient light on the taste perception of toffee and wine. It showed me that as so many different aspects can affect the outcomes testing different

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INDIVIDUAL REFLECTION

Dasha Simons

Dasha Simons

correlations is useful to see which actions/users characteristics could have created the noise in the results.

INDIVIDUAL REFLECTION

This elective thought me the complexity of user experience design and several perspectives in which you can approach it in the design process till the evaluation of the design. UX is not a static measure but in changes over time and influences the next experiences. The user has a past which shaped his needs and expectations. I think it is interesting you can influence a user experience even without actually interacting with it. For example through advertising I realized UX is incredibly complicated and many aspects need to be taken into account to be able to provide a holistic experience and how sensitive it is while testing to biases.

As well that if a concept is very different from all what is familiar to a user, it is important to plan the evaluation in a way that a topic is introduced to the user step by step. This in order to that he/she can express their wishes/ experiences more in detail and receive deeper feedback.

In UX research several methods can strengthen each other for example subjective/objective, quantitative/qualitative, hedonic/pragmatic etc. in several parts in the design process. I will apply these to strengthen my designs in future design cases.

As a b3.2 student I will keep evaluating and reflect on my sessions within UX research and implementing the validated tests and research methods in my process as early as possible. I think UX and human psychology/sociology are interrelated. Currently I am following the Human in technology course. I believe this will help me even more to understand and immerge myself with the users even more. A challenge in the UX research is to get participants to express them-selves in a way that we can gather, analyze and interpret the expressed UX information with the mixed methods. I learned several techniques as mentioned above doing this. It helped me by being able focus on creating value for the users, addressing their human need, creating the meaning Through this elective I am able to choose the right UX research and analyzations methods, which gives me the opportunity to design stories shaped by my products/services/interfaces, which is something I want to reach within all my designs.

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References REFERENCES

Atasoy B., Martens. J. (2011), Crafting User Experiences by Incorporating Dramaturgical Techniques of Storytelling in Desire’11 Procedings of the Second Conference on Creativity and Innovating in Design, ACM New York, pages 91-102, doi: 10.1145/20792162079230 Hassenzahl, M. (2010). Experience Design: Technology for All the Right Reasons, Morgan and Claypool Publishers .

IBM SPSS SamplePower version 3.0, Computer software, retrieved from: https://www-01.ibm.com/marketing/iwm/ iwmdocs/tnd/data/web/en_US/trialprograms/U741655I36057W80.html IBM SPSS statistics 22 (2013), Computer software, retrieved from: http://www-01.ibm.com/software/analytics/ spss/products/statistics/ Kuniavsky, M. (2003). Contextual Inquiry, task analysis, card sorting. In Observing the User Experience (pp159174) Mann, H.B., Whitney, D.R.(1947), On a test of whether one of two random variables is stochastically larger than the other in The Annals of Methematical Statistics Vol 18, Institute by Mathematical Statistics, pages 50-60, retrieved from; http://www.jstor.org/stable/2236101 Maslow, A. H. (1943), A theory of human motivation, retrieved from http://psychclassics.yorku.ca/Maslow/motivation.htm, orignially from Psycholigal Review 50, pages 370-396.

Rubinoff, R. (2005). How to Quantify the User Experience. Retrieved October, 2015, from http://www.sitepoint. com/print/quantify-user-experience

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Sheldon, K.M., Kasser, T., Elliot, A.J., & Kim, Y. (2001) What Is Satisfying About Satisfying Events? Testing 10 Candidate Psychological Needs, Journal of Persnality and Social Psychologie vol. 80, pages 325-339, retrieved from http://www.apa.org/pubs/journals/releases/psp802325.pdf Spangenberg, E.R. Voss, K.E. Crowley ,A.E. (1997) Measuring the Hedonic and Utilitarian Dimensions of Attitude: a Generally Applicable Scale Wiggins, A. (2007) Data Driven Design: Using Web Analytics to Improve Information Architectures

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REFERENCES

Russell, A.J. Weiss, A. Mendelsohn, G.A. (1989) Affect Grid: A Single-Item Scale of Pleasure and Arousal

APPENDIXES

DCB412 s125778 Janneke van Gorp B2.2 s142777 Jolijn van Sleeuwen B2.1 s129611 Dasha Simons B3.2