The usability test structure

In this section we define the approach used to perform the usability test. The first element to consider is the definition of the context under which the usability test is carried out. The work of [Frokjær, Hornbæk, ‗05], suggests that usability testing should consist of two elements: the interaction section and the interpretation section. The interaction section allows the identification of the user‘s feelings while interacting with the artefact. The interpretation section is intended to help the user to abstract from their experience in using the artefact.

For the PChCT‘s usability study an interactive and a feedback section are included, but, additionally, we include an introductory section, similar to the ―warmth‖ section named by Carter [Carter, ‗07]. The introductory section sets the context for parents of the acceptability study. This section updates parents on the development of the system design, introduced to them in the activity monitoring session, and introduces the PDA user-interface as the component designed to collaborate with them.

Section Task description

Video Presents an overall panorama of the social aspects supporting the PChCT design and a brief demonstration of how the tool could be used to monitor a child‘s activity.

Introduction Offers an overall scenario of a ubicomp domestic system and introduces the PChCT PDA user-interface resources including technical aspects underlying the awareness facilities, for example, the aware distances.

Hands-on Gives parents the opportunity to use the PChCT PDA user interface to explore its collaborative and interactive resources.

Interview Collects information about parents‘ feelings, perceptions and attitudes from their experience with the PChCT tool.

Table 5-9 Summary of sections of the usability experience session

Table 5-9 summarizes what is covered within each of the usability experience sections, and in the following sections, we offer a more detailed picture of the components of the usability test experience.

The introductory section.

It has been stated that the introductory section aims to update the parent with information about the research, but this is also used to introduce the PDA user- interface features and resources, including details of the awareness parameters such as the aware distances. We consider this explanation of the PChCT‘s awareness parameters as a very important introductory element, because these technical

elements define to a great extent the system‘s collaboration. To support the

explanation of these technical aspects of the PChCT we use visual elements including print outs and sketches to engage parents with this information. Additionally, we use the PChCT interfaces to complement the theory about the awareness configuration. For instance, when information is given about the aware distance parameters the tool itself is used to demonstrate how the configuration of these parameters can be done and what the resulting changes are in the tool collaboration. Figure 5.6 shows one of the sketches and figure 5.7 one of the visual representations used to explain the aware distance concepts.

Figure 5.6 Explaining underlying concepts of aware distances and aware areas

Topics within the introductory session that refer specifically to the PDA user interface are: introducing the PChCT, its interfaces, and information resources and interaction capabilities.

Warning distance signal sensibility

General activity area

Threshold (Alert distance)

Alert area

Warning area

sensor appliance

The hands-on experience section.

Within this section parents use the PChCT tool. The hands-on section is a free time slot given to parents to explore independently features and resources that the PChCT has available for collaboration and interaction. Preliminary information given within the introductory section can be reinforced here with, for example, the configuration

of awareness parameters to adapt the system‘s collaboration. Some of the expected

outcomes from this section include:

1. Parents‘ reaction (e.g. pleasure or displeasure) to the reception of reports about

their children‘s experiences from the PChCT.

2. Applicability of the PChCT monitoring tool to their everyday activities.

3. Parents‘ feelings about using the interactive resources to configure and participate with the system‘s collaboration.

4. Parents‘ perception of the PChCT as a supportive tool when caring their children in the home.

In general, the hands-on section helps to explore how social contexts might influence

the parents‘ attitudes and thereby their acceptance to this type of ubicomp tool

proposed to support everyday life.

The interview section

This section elicits parents‘ feelings after their experience with the PChCT. We are using an interview as the main mechanism to collect feedback from parents; however, we use notes taken from the hands-on experience to complement our observations. The interview section aims to identify the extent to which parents‘ consider that this kind of ubiquitous domestic design might be useful to support their everyday activities such as parenting.

To explore the parents‘ responses to the PChCT we use a guideline to conduct the

interview; this is the interview section within our usability script (appendix D). Three broad aspects are being evaluated within the interview section: parents‘ general feelings about using the PChCT tool; parents‘ acceptance of the tool‘s collaboration to support them when looking after their children in the home; and parents‘ feelings about adapting the system‘s collaboration to their individual needs.

PChCT usability Interfaces Deliveries Configuring Obtrusiveness Services practi cal applica ble ple asa nt ease

Figure 5.8 Mapping usability factors to PChCT

These elements are mapped to the four usability aspects – practical use, applicability, ease of use and pleasure – to evaluate the acceptability of the PChCT monitoring tool. That is, these four usability elements are used to explore the acceptance of each of the tool features, as shown in figure 5.8. There we also note that the interfaces, deliveries (presentation mechanisms) and services are the collaborative resources of the PChCT, whereas configuring and obtrusiveness aspects reflect the interactive features. It must be said, however, that an exploration of collaborative services includes the user interaction to configure these resources, e.g. exploring parents‘ attitudes to the use of the activity-aware service implies asking for feelings about, for instance, configuring awareness distances.

The table 5-10 presents some of the aspects evaluated within the interview section.

Usability PChCT measurement

Usefulness

Are interfaces useful?

Is the collaborative approach applicable?

Is the approach offered for interaction of practical worth?

Which of the resources offered to monitor children might have limited use? Is there any social benefit that might be foreseen with the use of aware services? Is there something that should be integrated to improve the PChCT tool?

Usability

Is there anything troublesome with the use of the PChCT tool? How difficult might be its use within everyday activities? Is there something that might be considered pleasant to use? How approachable is the use of the aware services?

Are there any resource that should be modified to reduce complexities?

Table 5-10 PChCT measurements within the interview session

Having shown the structure of the PChCT experience section, we describe next how this part of the usability study was conducted.