Case-Specific User Experience Goals

This section presents a set of UX goals based on the results from Study III (P1) and IV (P2) as examples of UX goals defined in various design and product development cases. Furthermore, a notation for describing UX goals is proposed.

Table 5 presents the reported UX goals from P1 and three UX goals from P2. The UX goals from P1 were reported by the survey participants, while the three UX goals from P2 were formed by the authors (see P1 and P2 for details). The reported cases represent areas such as industry, entertainment, education, well-being, healthcare, marketing and informatics. From Table 5, it is evident that the majority of the UX goals were unique to the design cases. However, design cases done in a similar context or utilizing specific technology had related UX goals. Examples of similar UX goals include the sense/feel of control in two industrial cases and the experience of curiosity in two entertainment-related cases utilizing augmented reality.

The exact definitions of the reported UX goals in P1 were not within the scope of the survey. However, based on the topics of chosen UX goals in Table 5, three of the reported cases in P1 and the case in P2 contained usability-related UX goals, including “learnability”, “ease of use” and “efficiency”. The usability quality could also be described from an experiential aspect, e.g. “feeling of efficiency”. There were also goals that did not seem to be directly related to experiential aspects, such as “support outdoors education” or “dialogue”. More elaborative descriptions of these goals could have explained how they were related to experiences with the

Table 5. Examples of the user experience goals from case studies in different contexts (P1,

P2).

Pub. Case context and description Case specific user experience goals P1 Industry: Developing paper machine

quality control system

1) Learnability, 2) Awareness, 3) Feel of control, 4) Success

P1 Industry: Concept design approach Innoleap for industrial work activity. Example of a ship command bridge de- sign case

1) Being one with the ship and the sea, 2) Feeling of community, 3) Feeling of efficiency, 4) Feeling of trust towards peers, 5) Sense of control

P1 Entertainment: Considering quality of ex- perience in a location-based augmented reality horror adventure

1) Overall experience of curiosity, tension and ‘black-humour’ horror, 2) Feeling of presence, 3) Speculative play, 4) Support trajectories as journeys through hybrid spaces

P1 Entertainment/Education: Use of mobile augmented reality and outdoor education principles to create something for families visiting a museum

1) Arouse curiosity, 2) Focus on natural and cultural landscape, 3) Communicate author’s life and authorship, 4) Support outdoors educa- tion, 5) Sustainable experience over time P1 Education/Well-being: Designing tech-

nology to combat (cyber)bullying in classrooms

1) No-blame strategy: not blaming bullies, 2) Positivity, 3) Kind authority, not strict or punishing, 4) Dialogue

P1 Health care/Well-being: Enhancing pa- tient agency in spinal cord injury (SCI) rehabilitation

1) Patient-centredness, 2) Ease of use, 3) Ownership, 4) Network navigation, 5) Projection

P1 Informatics: Enhancing archival UIs with UX techniques

1) Bring user experience of archives closer to modern day web

P2 Education: Designing motivating mobile

product. Generally, it seems that the set of chosen UX goals in one design case can include both experiential and more practical goals.

To supplement the UX goals described in Table 5, the full definitions of three UX goals from

P2 are provided here as an example. These definitions are based on the fundamental psychological

needs discussed by Sheldon et al. (2001) and the identified motivational factors to use the mobile mathematics learning service that was studied in P2.

 “Autonomy – to feel freedom by choosing when and how to study using the mobile learning service. The autonomy goal could be supported with good accessibility and by enabling inexpensive usage. Content should support informal learning for example with clear examples, step-by-step instructions and theory reading.” (P2)

 “Competence – to feel successful by achieving new goals in the learning process. The

competence goal could be achieved for example by offering sufficient challenge in

tasks and emphasizing the personal progress with playful elements such as collecting points, competing with fellow learners and rewarding from achievements.” (P2)  “Efficiency – to feel that no time is wasted in the use of the mobile learning service.

The efficiency goal is supported by instant feedback from learning exercises, easy to use user interface and short loading times.” (P2)

The above notation that was used in P2 for describing UX goals includes: 1) a short name

for the UX goal that is easy to remember, 2) the detailed description of the goal, including a feeling or experience the user should have when using the system, and 3) design implications to support achieving the UX goal. It is suggested here, that using a predefined notation for

describing UX goals can support their clear communication among the product development team. Furthermore, examples of design implications should help concretize the, sometimes abstract, UX goals for the whole product development team. However, in addition to written UX goals, various other ways can also support the communication of the UX goals with the product development team and related interest groups over the product development period, as presented in the following results sections.