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Advanced Human-Centered Design
Presented by Carla B. Zoltowski, Ph.D.
EPICS HS Workshop – July 2010
Good/Bad Design - Activity
Think of 2 things you think were well-designed. Think of 2 things you think were poorly designed.
For each item:o Itemo Why you think it was well/poorly designedo What did the designer understand/not
understand in the design that made it good/bad.
Good/Bad Design Activity, cont
Get in groups of 3 or 4Talk about your answersPick one or two things from the group to
present:o Itemo Why you think it was well/poorly designedo What did the designer understand/not
understand in the design that made it good/bad.
EPICS Design Process
From IDEO HCD
ToolkitWhat do people
desire?
What can be financially viable?
What is technically and organizationally
feasible?
Human-centered Design: Basic Principles
Early focus on usersDesigning for and with usersEmpirical measurement and
evaluationIteration
Human-Centered Design Processes
Human-Centere
d Design
User-Centere
d Design
Contextual Design
Use-Centere
d Design
Inclusive
Design
Participatory Design
Practice-
Centered
Design
Activity-Centere
d Design
Client-Centere
d Design
Empathic
Design
Who is a “user”?
What is already out there?Literature ReviewBenchmarks
o What is availableo Why did they use their approacho Patent searches
• avoid infringement• Protect IP
Reverse engineering or dissection
Gathering information from users
User surveys and questionnairesInterviews (formal and informal)Focus groups– interviews with multiple
peopleSemantic differentials
Simple Complicated
Gathering information about users
Observation: Observe the users, preferable engaging in the target activity of the design
Ethnography: Deeper immersion; understanding the culture in which the product exists
Role-playing: put yourself in the user’s shoes, chair, and/or spaceo Empathic modeling: Simulating the
sensory/motor/cognitive constraints
Creating tools to understand Persona
o Prototypical user, described in detail (age, gender, background, family association, hobbies, professional life; may include picture)
Scenarioso “before and after” stories of your persona using
your product• Focus on the user’s need and how their life might be
improved
o Videos?
Caution!
These tools should not replace getting feedback and information from the users and stakeholders themselves!
Just because you have “pretended” to have a disability or in a certain situation, doesn’t mean you understand what it really like for those users and stakeholders.
Inclusive Design
Motivated by many factors, including business reasons
Design should not be more exclusive than basic task requires
Moving beyond accessibility for people with disabilities to designing products that are usable by people of all ages and abilities
Source: Keates and Clarkson, 2003
Inclusive Design: Scales
MotionDexterityReach and stretchVisionHearingCommunicationIntellectual functioning
Source: Keates and Clarkson, 2003
Locomotion capability scale
Source: Keates and Clarkson, 2003
Consists of walking, stair climbing, bending and balance capabilities.
Dexterity capability scale
Source: Keates and Clarkson, 2003
Considers picking up, carrying, holding and twisting capabilities.
ADA Accessibility Guidelines
Anthropometric Data: Variations in Size and Proportion (Voland 2004)
Five Usability AttributesLearnability: Easy to learn to useEfficiency: Can be highly productive once
user learns how to use productMemorability: Easy to remember so when
return, do not have to relearnErrors: Low error rate; if do make errors,
easy to recover. Catastrophic errors must not occur.
Satisfaction: Pleasant to use; users like it.Source: Usability Engineering, Nielson, 1993
Usability Testing
Is it usable?Does it make sense?Is it appealing?Is it fun?Is it educational?Does it meet the need?Have we considered all users?
Usability Testing
PrototypeTest the prototype
o Ask people who fit the user demographic(s) to try out the prototype
o Watch: What errors? What works well?Refine the prototypeRepeat
Quick and dirty
IDEO working with Gyrus ACMI to design new apparatus for operating on delicate nasal tissues
Prototype: whiteboard marker, 35 mm film canister and clothespin
Prototype for mouse for Apple: roller ball from tube of Ban Roll-on deoderant to the base of plastic butter dish
Usability Slogans (Nielson, 1993) Your Best Guess is Not Good Enough The User is Always Right The User is Not Always Right Users Are Not Designers Designers Are Not Users Vice Presidents Are Not Users Less Is More Details Matter Help Doesn’t Usability Engineering Is Process
Norman’s Design Principles: Affordances
Make sure that appropriate actions are perceptible and inappropriate ones invisible.
Norman’s Design Principles: Affordances
Why do you think this door needs to be labeled “PUSH”?
From www.iqcontent.com
Norman’s Design Principles: Constraints
Make it impossible or very difficult to make an error or make the consequences of the error as minimal as possibleo What are examples of constraints in
design?
Flexibility versus constraint??
Mapping: knowledge in the world
Which stovetop is it easier to
remember which knob is
for which burner?
Norman’s Design Principles: Concept Map
The actual conceptual model!
Norman’s Design Principles: Feedback
Design should show effect of an action Both positive and negative (not just an error) Examples:
o Indicator lightso Comments boxeso “Time Remaining”o Clicks/soundso Tactile
OXO
Distinguishing FeatureUniversal Design - A philosophy of making products that are easy to use for the widest possible spectrum of users.
Unintended consequences
Identify users – all usersDesigning for some can impact other
users negativelyDoes a design create problems later?
o Sustainability principles for disposal or recycling
Unintended consequences
Problem: reduce poisoning of childrenSolution: Child proof caps for medicineUnintended consequence?Adults with arthritis couldn’t open bottles
o Bottles left open at grandparents
Unintended consequences
Problem: Creating space on buses for people who use wheel chairs
Solution: Added lifts to double-decker buses and space for chairlifts by removing seats
Unintended consequence?Elderly had to climb stairs to get a seat
People with Disabilities:People-first language, Beyond PC
Reflects an appreciation for the person, and does not make the disability or other characteristics the central feature.o People with disabilities
• vs. Handicapped person or “autistics”o Someone who uses a wheel chair
• vs. confined to a wheel chair
Impacts we interact with people, the way we view people, and as designers, the way we design for people.
Affirmative Phrases Negative Phrases
person with an intellectual, cognitive, developmental disability
retarded; mentally defective
person who is blind, person who is visually impaired
the blind
person with a disability the disabled; handicapped
person who is deaf the deaf; deaf and dumb
person who is hard of hearing suffers a hearing loss
person who has multiple sclerosis afflicted by MS
person with cerebral palsy CP victim
person with epilepsy, person with seizure disorder
epileptic
person who uses a wheelchair confined or restricted to a wheelchair
person who has muscular dystrophy stricken by MD
person with a physical disability, physically disabled
crippled; lame; deformed
unable to speak, uses synthetic speech dumb; mute
person with psychiatric disability crazy; nuts
person who is successful, productive has overcome his/her disability; is courageous (when it implies the person has courage because of having a disability)
From: http://www.dol.gov/odep/pubs/fact/comucate.htm
How to teach HCD??
What is important in learning design?
Outcome Space of Students’ Experience of Human-Centered Design
Needs,info from
higher levelstakeholders
Design Process and Integration
LacksDesign
LinearDesignProcess
Integratedand
IterativeDesignProcess
VeryIntegrated
DesignProcess,Iterative
EmpathicDesign
Broadercontext,
relationship
EmpathicDesign
Involvesusers Commitment
ContextDesign
inContext
KeepsUsers’Needsin Mind
User isseen as
informationsource
ServiceUser infoInput toLinear
Process
Lacksappreciation
ofusers
Technology-Centered
Technology-Centered
Threshold
Experience
Results suggest that critical or immersive experiences involving real clients and users were important in allowing the students to experience human-centered design in more comprehensive ways.
All students in “Commitment” had critical experience. Sejal’s wake-up call
All students in “Empathic Design” had immersive experiences Rapid prototyping experience Assessment trip to developing country
Reflective Activities Reflective activities, such as the interview,
contributed to the student’s learning. Heather asked if her views of human-centered
design had changed, she replied “Yeah, probably just in this last discussion.”
Similarly, Julian replied “doing this helped me better understand like human-centered design, like what’s involved in that.
Not focus of study What role did it play? Or what role could it play?
New Way of Thinking Being introduced to human-centered design concepts
brought a new way of thinking about design. Andres: I think it was mostly having more things to think
about or introducing ideas and ways of thinking about things that you wouldn’t always think about normally or wouldn’t come up with on your own.
Gina: I didn’t think in terms of user-centered design when I came to college. You just think an engineer designs things.
Misconceptions about the terminology “human-centered design” itself. Sejal: human-centered design is something that
immediately affects humans Maddie: A design that affects the end user positively
Context of Experience Impact of academic context on experience of
design Not focus of study, but requires further study Initially surprised about the degree to which
students discussed aspects of the course. For most students, design experience was very
much situated in academic context. Most students described multiple experiences
from different contexts. Area to explore is how the student perceived
various experiences and the impact of those different perceptions on their learning. Realness of design Approached design differently because of context
