| Foreword |
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xvii | |
| Acknowledgments |
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xix | |
| About the author |
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xxi | |
| Image credits and permissions |
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xxiii | |
| Introduction: Getting started guide |
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1 | (8) |
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1 | (1) |
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Users don't tolerate a bad user experience |
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2 | (1) |
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3 | (1) |
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3 | (5) |
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A lot can happen in a decade |
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4 | (1) |
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What's new in the 2nd edition |
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4 | (1) |
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How the chapters are organized |
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5 | (1) |
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Special features you can use or skip |
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6 | (1) |
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7 | (1) |
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Check out the companion website |
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8 | (1) |
| 1 Establishing the essentials |
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9 | (26) |
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Focus on the user, not the product |
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10 | (1) |
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Start with some essential definitions |
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11 | (8) |
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11 | (4) |
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Sidebar: ISO 9241-11:2018 expanded definition of usability |
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13 | (2) |
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What is usability testing? |
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15 | (3) |
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Sidebar: Take a peek at a brief history of usability testing-then and now |
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16 | (2) |
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What is UX (user experience)? |
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18 | (1) |
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What is UCD (user-centered design)? |
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18 | (1) |
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Know how and why to conduct small usability studies |
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19 | (3) |
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Establish the user profile |
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20 | (1) |
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Create task-based scenarios |
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20 | (1) |
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Use a think-aloud process |
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20 | (1) |
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Make changes and test again |
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21 | (1) |
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Know how and why to conduct large studies |
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22 | (2) |
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Use the same tasks or different ones |
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23 | (1) |
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Gather metrics to quantify results-with or without a think-aloud process |
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23 | (1) |
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Choose a method or combination of methods |
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24 | (1) |
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Balance your goals and your budget |
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24 | (1) |
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Get buy-in for usability testing |
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25 | (6) |
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Get to know your stakeholders |
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25 | (1) |
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Engage your stakeholders in your research from start to finish |
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25 | (1) |
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Advocate for more (and earlier) usability testing throughout product development |
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26 | (1) |
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Make the case for cost-justifying usability testing |
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26 | (3) |
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Sidebar: Making usability a priority-advocating for the value of user research |
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27 | (2) |
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29 | (1) |
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Agile development is fast and focused |
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29 | (1) |
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The current approach to design thinking focuses on a 5-day sprint |
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30 | (1) |
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31 | (4) |
| 2 Exploring the usability and UX toolkit |
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35 | (34) |
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Opening the toolkit and seeing what's there |
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37 | (6) |
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Analysis tools lay the foundation |
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37 | (3) |
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Design/implementation tools build user research into development |
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40 | (2) |
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Deployment tools provide feedback on actual use |
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42 | (1) |
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Understanding which tool is the right one for the job |
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43 | (3) |
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Choosing heuristic evaluation from the toolkit |
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46 | (6) |
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Heuristic evaluation is review by experts |
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46 | (3) |
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Heuristic evaluation has a clearly defined methodology |
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49 | (1) |
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Expert review can mean different things to different people |
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50 | (1) |
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An informal review may have no rules |
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50 | (2) |
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Sidebar: Five steps to a (user-centered) expert review |
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51 | (1) |
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Comparing the results from heuristic evaluation and usability testing |
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52 | (7) |
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Sidebar: What the CUE-4 study tells us about both methods |
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53 | (3) |
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Using a storytelling approach for heuristic evaluation |
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56 | (1) |
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Putting both methods together: The 1-2 punch |
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57 | (1) |
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Adopting a user-centered design process |
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58 | (1) |
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59 | (2) |
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Sample report: Heuristic evaluation report using storytelling approach |
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61 | (8) |
| 3 Testing here, there, everywhere |
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69 | (30) |
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Acquiring the basic equipment for usability testing |
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70 | (2) |
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Extending your capabilities with specialized equipment and software |
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72 | (6) |
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Mobile device testing uses specialized equipment and software |
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72 | (2) |
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Eye-tracking equipment shows you where users look |
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74 | (4) |
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Using a conference room or office |
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78 | (1) |
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Investing in a dedicated lab |
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78 | (4) |
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Evaluating the disadvantages of lab testing |
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82 | (1) |
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Getting into the user's world with field testing |
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83 | (3) |
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Advantages of field testing |
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84 | (1) |
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Disadvantages of field testing |
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85 | (1) |
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Reaching users anywhere and everywhere with remote testing |
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86 | (5) |
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Moderated remote testing is synchronous |
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86 | (2) |
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Unmoderated remote testing is asynchronous |
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88 | (3) |
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Using other online tools to expand the scope of remote unmoderated testing |
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91 | (3) |
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Choosing the right method |
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94 | (1) |
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95 | (4) |
| 4 Understanding users and their goals |
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99 | (36) |
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100 | (2) |
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Sidebar: The psychologist's view of UX design: 10 insights |
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101 | (1) |
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When people use the web, they bring their experience and expectations |
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102 | (6) |
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People expect web objects to be in specific places |
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105 | (1) |
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Make a good first impression. You may not get a second chance. |
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106 | (1) |
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Users decide right away if a website can be trusted |
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106 | (2) |
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People don't want to read. They want to act. |
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108 | (1) |
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Generational differences matter when it comes to technology usage |
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108 | (8) |
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Three-quarters of American adults go online daily |
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110 | (1) |
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What we know about older users online |
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111 | (2) |
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What we know about Millennials online |
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113 | (1) |
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What we know about teens online |
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114 | (2) |
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What we know about children online |
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116 | (1) |
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Gender differences matter when it comes to Internet and social media usage |
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116 | (4) |
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Gender affects website design |
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117 | (1) |
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Gender affects technology and social media usage |
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117 | (2) |
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Gender affects communication styles on social media |
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119 | (1) |
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Generational and gender research sheds light on your users |
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120 | (1) |
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Personas help you get to know your users |
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120 | (5) |
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Personas are based on real information about real users |
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121 | (2) |
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Personas are a creative activity, but don't get carried away |
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123 | (1) |
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Personas should be a manageable number |
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123 | (1) |
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Personas should be visible |
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124 | (1) |
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Scenarios tell the story of your users' goals |
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125 | (7) |
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Know the difference between a task and a goal |
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125 | (1) |
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Know the difference between a use case and a scenario |
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125 | (3) |
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Sidebar: Use case example |
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126 | (2) |
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Know the difference between a user story and a scenario |
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128 | (1) |
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Tell stories about your personas in a compelling way |
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129 | (3) |
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132 | (3) |
| 5 Planning for usability testing |
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135 | (62) |
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Scheduling the planning meeting |
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136 | (51) |
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136 | (7) |
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Sidebar: Accessibility goals are in everyone's interest |
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140 | (3) |
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Determine how to test the product |
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143 | (7) |
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Sidebar: Getting early feedback on paper prototypes using "The Wizard of Oz" technique |
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146 | (2) |
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Sidebar: Testing faster, cheaper |
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148 | (2) |
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150 | (1) |
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Define the characteristics of a subgroup |
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151 | (2) |
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153 | (1) |
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Mix some characteristics within a subgroup |
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153 | (3) |
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Sidebar: How to ask inclusive gender questions |
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154 | (2) |
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Combine characteristics in a user profile |
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156 | (2) |
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Determine participant incentives |
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158 | (2) |
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Draft the screener for recruiting participants |
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160 | (11) |
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Create scenarios based on tasks that match test goals |
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171 | (10) |
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Sidebar: Comparative/competitive testing requires special considerations |
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176 | (5) |
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Determine quantitative and qualitative feedback methods |
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181 | (2) |
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Set dates for testing and deliverables |
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183 | (4) |
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Sidebar: How many one-hour sessions are optimal for a day? |
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184 | (3) |
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187 | (8) |
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Writing an informal test plan |
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188 | (1) |
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Using other informal ways to document test plans |
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188 | (5) |
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Writing a formal test plan |
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193 | (2) |
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195 | (2) |
| 6 Preparing for usability testing |
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197 | (52) |
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198 | (7) |
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How to do the recruiting yourself |
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199 | (3) |
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Sidebar: Guerilla recruiting using the intercept technique |
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200 | (2) |
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How to recruit through a recruiting company |
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202 | (1) |
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How to recruit through an online recruiting company |
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203 | (1) |
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How to recruit through an online testing platform |
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203 | (1) |
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204 | (1) |
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Assigning team roles and responsibilities |
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205 | (2) |
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Developing team checklists |
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207 | (3) |
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Writing the moderator's script |
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210 | (7) |
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Writing the moderator's script for in-person testing |
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212 | (5) |
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Writing the moderator's script for remote testing |
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217 | (2) |
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Sidebar: The effect of thinking out loud on timed tasks and other considerations |
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215 | (2) |
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Writing the moderator's script for remote testing |
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217 | (2) |
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Preparing or using other forms |
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219 | (3) |
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Preparing a video consent form |
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219 | (1) |
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Preparing a special consent form for testing with minors |
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220 | (1) |
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Using a nondisclosure agreement |
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220 | (1) |
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Preparing an observer form |
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221 | (1) |
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222 | (10) |
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Creating a pretest questionnaire |
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222 | (4) |
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Creating posttask questionnaires |
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226 | (1) |
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Creating a posttest questionnaire |
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227 | (5) |
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Sidebar: Writing good questions |
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230 | (2) |
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Using standard posttest questionnaires |
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232 | (5) |
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Using the SUS (System Usability Scale) |
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233 | (2) |
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235 | (1) |
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Using the NPS (Net Promoter Score) |
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236 | (1) |
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Creating or using qualitative feedback methods |
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237 | (4) |
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Using product reaction cards |
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238 | (1) |
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239 | (2) |
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Sidebar: Retrospective recall is an in-depth review of the testing session |
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240 | (1) |
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241 | (3) |
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Conducting the walkthrough |
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241 | (1) |
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242 | (2) |
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Managing all this test preparation |
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244 | (1) |
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244 | (2) |
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Sample report: Moderator's script for usability study of betterworldbooks.com |
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246 | (3) |
| 7 Conducting a usability test |
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249 | (38) |
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250 | (1) |
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Being an effective and unbiased moderator |
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250 | (15) |
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Sidebar: What makes a good moderator |
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251 | (3) |
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Monitor your body language |
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254 | (1) |
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255 | (1) |
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255 | (5) |
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Sidebar: Methods for successful engagement with participants |
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257 | (3) |
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Avoid asking "bad" questions |
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260 | (1) |
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Know how and when to intervene |
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261 | (2) |
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Administer posttest feedback mechanisms |
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263 | (2) |
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Managing variations on the theme of testing |
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265 | (5) |
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Testing with two or more participants |
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265 | (3) |
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Sidebar: Partial script for co-discovery usability test |
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267 | (1) |
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Testing with two or more moderators |
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268 | (1) |
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Testing remotely with a moderator |
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269 | (1) |
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270 | (6) |
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Observers with you and the participant |
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271 | (3) |
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Sidebar: Understanding the impact of the observer effect |
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273 | (1) |
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Observers in the executive viewing room |
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274 | (2) |
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276 | (1) |
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Providing help or customer support |
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276 | (2) |
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278 | (1) |
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278 | (1) |
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279 | (2) |
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Sample log: Log from cruise website usability study |
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281 | (6) |
| 8 Analyzing the findings |
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287 | (34) |
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288 | (8) |
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Gather input from everyone |
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289 | (1) |
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Collect the top findings and surprises |
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289 | (1) |
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Choose your organizational method |
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290 | (6) |
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Sidebar: Affinity matching tips and tricks |
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293 | (3) |
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296 | (10) |
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Determine who should do the analysis |
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296 | (1) |
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296 | (2) |
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Present quantitative data |
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298 | (1) |
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Know how and when to work with statistics |
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299 | (3) |
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Analyze the questionnaires |
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302 | (2) |
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Use qualitative feedback from the think-aloud process |
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304 | (1) |
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Collate responses from product reaction cards |
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305 | (1) |
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What should we do about it? |
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306 | (7) |
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Triangulate the data from findings |
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306 | (1) |
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Characterize findings by severity |
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307 | (2) |
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Determine global and local findings |
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309 | (1) |
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310 | (3) |
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313 | (2) |
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Sample findings: Partial findings from Holiday Inn China website study |
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315 | (6) |
| 9 Reporting the findings |
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321 | (46) |
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Following Aristotle's advice |
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323 | (1) |
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Preparing the message for the medium |
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324 | (1) |
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Writing an informal report |
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324 | (4) |
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Preparing a formal report |
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328 | (11) |
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Sidebar: CUE-10 Ryanair.com website study-review of reports |
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328 | (2) |
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Planning for a document-style report |
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330 | (2) |
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Writing the executive summary |
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332 | (1) |
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Organizing the rest of the report to match your audience needs |
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333 | (4) |
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Sidebar: Development of the Common Industry Format |
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336 | (1) |
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Planning for a presentation-style report |
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337 | (2) |
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339 | (12) |
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340 | (3) |
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343 | (2) |
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345 | (3) |
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348 | (1) |
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349 | (2) |
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Presenting posttask and posttest results |
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351 | (3) |
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Presenting survey responses |
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351 | (2) |
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353 | (1) |
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Presenting qualitative responses |
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353 | (1) |
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354 | (5) |
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Delivering an oral report |
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359 | (4) |
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Planning your presentation |
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360 | (1) |
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360 | (1) |
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Practicing your presentation |
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361 | (1) |
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Delivering your presentation |
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362 | (1) |
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Knowing how and when to ask for questions |
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362 | (1) |
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363 | (2) |
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365 | (2) |
| 10 International usability testing |
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367 | (44) |
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Learning about your international users |
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368 | (1) |
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Some international users are here |
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368 | (1) |
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Other international users are "there" |
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369 | (1) |
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Understanding cultural differences |
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369 | (10) |
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369 | (1) |
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370 | (9) |
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Applying the work of Hall and Hofstede to your understanding of international users |
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379 | (4) |
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Hall's concept of high-context and low-context cultures |
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380 | (1) |
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Hofstede's concept of cultural dimensions |
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380 | (3) |
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Creating personas of your users |
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383 | (6) |
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Focus on specific cultural characteristics |
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383 | (1) |
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Keep other considerations in mind |
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384 | (2) |
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386 | (3) |
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Sidebar: Creating Chinese personas for a study of China's Holiday Inn website |
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387 | (2) |
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Planning for international testing |
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389 | (7) |
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389 | (6) |
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Sidebar: Working with an interpreter |
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394 | (1) |
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395 | (1) |
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Structuring the test protocol |
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396 | (6) |
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397 | (1) |
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Localizing the questionnaires |
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398 | (3) |
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Scheduling single sessions or co-discovery sessions |
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401 | (1) |
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Choosing think-aloud or retrospective recall |
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402 | (1) |
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402 | (2) |
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Anticipating other aspects of international testing |
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404 | (3) |
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What if the participant arrives with someone else? |
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404 | (1) |
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Should more time be set aside for meeting and greeting? |
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405 | (1) |
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Should breaks be longer between sessions? |
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406 | (1) |
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Can you interpret nonverbal communication cues? |
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406 | (1) |
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407 | (2) |
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Sample report: Analysis of the UPS Costa Rica website |
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409 | (2) |
| References |
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411 | (22) |
| Index |
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433 | |
Biežāk uzdotie jautājumi par e-grāmatām