Preface |
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xiii | |
Acknowledgments |
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xv | |
About the Authors |
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xvii | |
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1 | (6) |
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1 | (1) |
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What Is Usability Testing? |
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2 | (1) |
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The Importance of Moderating Skills |
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3 | (1) |
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The Golden Rules of Moderating |
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3 | (1) |
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4 | (1) |
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About the Sidebars in This Book |
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4 | (1) |
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About the Videos that Accompany This Book |
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4 | (1) |
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About the Companion Web Site |
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5 | (2) |
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Getting started as a test moderator |
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7 | (12) |
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What Makes a Great Moderator? |
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7 | (2) |
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Understanding usability testing |
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7 | (1) |
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The basics of interacting |
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8 | (1) |
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The ability to establish and maintain a rapport |
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8 | (1) |
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9 | (1) |
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9 | (3) |
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9 | (1) |
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10 | (1) |
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10 | (1) |
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11 | (1) |
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11 | (1) |
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11 | (1) |
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12 | (1) |
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12 | (3) |
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12 | (2) |
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14 | (1) |
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Understanding the domain and product |
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15 | (1) |
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Jump-Starting Your Moderating Skills |
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15 | (4) |
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Six things you can do first |
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15 | (1) |
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16 | (3) |
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19 | (20) |
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Rule 1: Decide How to Interact Based on the Purpose of the Test |
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20 | (3) |
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20 | (1) |
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The product's stage of development |
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21 | (1) |
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Relationship with developers |
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22 | (1) |
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Rule 2: Protect Participants' Rights |
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23 | (3) |
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23 | (1) |
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23 | (1) |
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24 | (2) |
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Balance of purpose and risk |
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26 | (1) |
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26 | (1) |
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Rule 3: Remember Your Responsibility to Future Users |
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26 | (2) |
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Letting participants struggle |
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27 | (1) |
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Conflicting responsibilities |
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28 | (1) |
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Rule 4: Respect the Participants as Experts, but Remain in Charge |
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28 | (5) |
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Controlling logistics and pacing |
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28 | (1) |
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Stopping unacceptable behavior |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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Rule 5: Be Professional, Which Includes Being Genuine |
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33 | (6) |
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Dos for making and maintaining a connection |
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33 | (2) |
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Don'ts for making and maintaining a connection |
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35 | (2) |
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When you're not in the room |
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37 | (2) |
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Golden rules 6 through 10 |
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39 | (12) |
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Rule 6: Let the Participants Speak! |
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39 | (3) |
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40 | (1) |
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Appropriate interruptions |
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40 | (1) |
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41 | (1) |
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41 | (1) |
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Rule 7: Remember That Your Intuition Can Hurt and Help You |
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42 | (1) |
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Your intuition can hurt you |
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42 | (1) |
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Your intuition can help you |
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42 | (1) |
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43 | (3) |
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Use an unbiased test script |
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43 | (1) |
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44 | (1) |
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45 | (1) |
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45 | (1) |
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Rule 9: Don't Give Away Information Inadvertently |
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46 | (2) |
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46 | (1) |
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Explaining the designer's intent or being defensive |
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47 | (1) |
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Recording all suggestions |
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48 | (1) |
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Rule 10: Watch Yourself to Keep Sharp |
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48 | (3) |
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51 | (20) |
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51 | (8) |
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52 | (1) |
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53 | (1) |
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54 | (3) |
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57 | (2) |
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59 | (1) |
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59 | (5) |
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60 | (1) |
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60 | (1) |
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Obtaining informed consent |
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61 | (3) |
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64 | (4) |
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64 | (1) |
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64 | (1) |
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Using a script or checklist |
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65 | (1) |
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Practicing the think-aloud technique |
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66 | (1) |
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Confirming that participants are ready |
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67 | (1) |
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Transitioning to the Tasks |
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68 | (3) |
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68 | (1) |
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Conducting a pretest interview |
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68 | (3) |
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Interacting during the session |
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71 | (20) |
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71 | (1) |
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72 | (1) |
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72 | (1) |
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Prompting the silent ones |
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73 | (1) |
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73 | (3) |
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74 | (1) |
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Planned versus spontaneous probes |
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74 | (1) |
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75 | (1) |
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75 | (1) |
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76 | (1) |
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Encouraging statements to avoid |
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76 | (1) |
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Common encouraging statements |
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77 | (1) |
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77 | (6) |
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78 | (1) |
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78 | (1) |
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The participant's distress |
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79 | (1) |
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Responses to participants' distress |
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80 | (1) |
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81 | (1) |
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What you shouldn't do when a participant fails |
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82 | (1) |
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83 | (8) |
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83 | (1) |
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84 | (1) |
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Interventions versus assists |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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Completing a task for a participant |
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87 | (1) |
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88 | (3) |
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Interacting during post-test activities |
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91 | (14) |
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91 | (1) |
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Determining the Order of Activities |
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92 | (1) |
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Clarifying Things That Occurred during the Test |
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93 | (1) |
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Administering Ratings and Questionnaires |
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94 | (3) |
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94 | (1) |
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Reasons behind the ratings |
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95 | (1) |
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96 | (1) |
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Asking Open-Ended Questions |
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97 | (1) |
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Allowing Others to Interact with Participants |
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98 | (2) |
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100 | (5) |
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100 | (1) |
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101 | (4) |
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Interacting in a remote test session |
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105 | (18) |
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105 | (4) |
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Synchronous and asynchronous testing |
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105 | (1) |
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106 | (1) |
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Advantages and disadvantages |
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107 | (2) |
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Preparing for the Session |
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109 | (5) |
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109 | (1) |
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Obtaining informed consent and confidentiality |
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110 | (1) |
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Determining the equipment candidates have |
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110 | (3) |
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Establishing willingness and downloading software |
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113 | (1) |
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Interacting during the Session |
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114 | (9) |
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Establishing what participants see on their screen |
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116 | (1) |
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Providing instructions on thinking aloud |
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116 | (1) |
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Making the task scenarios available to participants |
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117 | (1) |
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Avoiding dependencies between tasks |
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118 | (1) |
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Managing visitors during the session |
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118 | (1) |
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Dealing with distractions at the participants' end |
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119 | (2) |
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Making a connection despite the physical distance |
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121 | (2) |
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Moderator-participant arrangements |
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123 | (10) |
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124 | (1) |
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125 | (1) |
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The moderator in the test room |
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125 | (1) |
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The moderator not in the test room |
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126 | (1) |
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Beliefs about Arrangements |
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126 | (2) |
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126 | (1) |
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127 | (1) |
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128 | (2) |
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Being physically close to participants |
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128 | (1) |
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Being physically separated from participants |
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129 | (1) |
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Considerations for the Practitioner |
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130 | (3) |
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Interacting with diverse populations |
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133 | (24) |
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134 | (4) |
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People with Physical Disabilities |
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138 | (7) |
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Interacting with the physically disabled |
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139 | (1) |
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Interacting with blind participants |
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140 | (3) |
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Interacting with deaf and hard-of-hearing participants |
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143 | (2) |
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145 | (2) |
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145 | (1) |
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146 | (1) |
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People Who Have Low Literacy Skills |
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147 | (2) |
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147 | (1) |
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Interacting with functionally illiterate participants |
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148 | (1) |
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Testing with low-literacy participants |
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149 | (1) |
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149 | (3) |
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150 | (1) |
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Recruiting children and teens |
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150 | (2) |
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Interacting during the session |
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152 | (1) |
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People From Other Cultures |
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152 | (5) |
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Interacting with participants from the same and other cultures |
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153 | (2) |
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155 | (2) |
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157 | (12) |
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157 | (2) |
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157 | (1) |
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158 | (1) |
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159 | (3) |
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Video 1: Pretest briefing with a checklist |
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159 | (1) |
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Video 2: Pretest briefing following a script |
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159 | (3) |
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Video 3: Interacting during the session, example 1 |
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162 | (1) |
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Video 4: Interacting during the session, example 2 |
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162 | (1) |
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Video 5: Interacting in a remote testing situation |
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162 | (1) |
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Video 6: Post-test interview |
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162 | (1) |
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The Future of Usability Testing |
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162 | (7) |
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164 | (3) |
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167 | (2) |
References |
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169 | (6) |
Index |
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175 | |