Usability studies typically contain the same set of items each time they are conducted. It’s important to plan accordingly, produce these documents, and pilot tests them before running a study for real.
Instructions to Read to Participants – this document goes over what will happen in the study and follows the informed consent procedure.
Consent Form – a form that participants sign that describes the benefits and risks of the study. This course has ethics approval from Simon Fraser University. This means that any students registered in the course are permitted to conduct studies with human participants. In doing so, you are required to use this consent form, which participants should read and sign before participating in a study.
Note Taking Sheet – you can make your notes about usability problems here and mark-up an interface with sketches of problems.
Pre-Test Questionnaire – a questionnaire that participants answer before using the interface.
Tasks – a series of tasks that participants will try with the interface.
Post-Test Questionnaire – a questionnaire that participants answer after using the interface.
Remote Activity: Done in your breakout working group. Prepare by reading instructions — decide if your group will do a constructive interaction or think aloud usability method.
For think aloud, assign roles — you will do this whole process twice (if you have time), each time with different roles. Roles: Facilitator – 1x (runs the session), note takers – 2x (records audio if you decide to use audio and takes notes using note sheet) and participant – 1x (does the tasks). Facilitator will read instructions, have participant sign consent form (email to TA), fill out pre-questionnaire, do tasks one at a time (see separate task sheet) and fill out post questionnaire. Participant will screen share so facilitator and note takers can see what they are doing. Repeat with new roles. As a team look at your data from your two participants. Be prepared to come back to the whole class to share your top 3 changes with justification grounded in your study data. Be prepared to also share what you found confusing or challenging and/or useful about this method of evaluation.
For constructive interaction, assign roles — you will do this whole process twice (if you have time), each time with different roles. Roles: Facilitator and note taker – 1x (runs the session/takes notes), note taker – 1x (records audio if you decide to use audio and takes notes using note sheet), coach – 1x (coaches participant in tasks but can’t touch the screen) and participant – 1x (does the tasks with screen share on). Facilitator will read instructions, have coach and participant sign consent form (email to TA), fill out pre-questionnaire, do tasks one at a time (see separate task sheet) and fill out post questionnaire. Participant will screen share so facilitator, note taker and coach can see what they are doing. Repeat with new roles. As a team look at your data from your two sessions. Be prepared to come back to the whole class to share your top 3 changes with justification grounded in your study data. Be prepared to also share what you found confusing or challenging and/or useful about this method of evaluation.