ENG1340 Results of The Likert Scale Questions from Post Test Survey Paper These documents explain the requirements for Part 2 of the Instructions ProjectTo

ENG1340 Results of The Likert Scale Questions from Post Test Survey Paper These documents explain the requirements for Part 2 of the Instructions ProjectTo write the memo, you need to complete your Usability Test using the Test Plan you submitted for Part 1.While you complete your Usability Test, you can work on the design of your memo and the Methods section of your memo. You cannot write the “Results” and “Conclusions/Recommendations” sections until you’ve completed your Usability Test Instructions Test
Memo Rubric
Memo
Formatting &
Design
10 points
Excellent
Good
OK
Needs Work
DNMR
0-1 minor issues with
memo formatting (Ch.
14) and document
design (Ch. 11, 12)
2-3 minor issues with
memo formatting (Ch. 14)
and document design (Ch.
11, 12)
4-5 minor issues with
memo formatting (Ch. 14)
and document design (Ch.
11, 12)
2+ major issue
with memo
formatting (Ch.
14)
Memo Content:
Summary &
Methods
8 points
0-1 minor issues with
summary content or
test methods
explanation
2-3 minor issues with
summary content or test
methods explanation
4-5 minor issues with
summary content or test
methods explanation, or 1
major issue with summary
or test methods
explanation
2-3 minor issues with
results and graphics.
Memo overviews major
test results (time, error,
survey results, etc), but
graphics could be more
clear / better designed or
written explanation of
results could be more
clear.
4-5 minor issues with
results and graphics.
Memo overviews major
test results (time, error,
survey results, etc), but 1
graphic is confusing or
inaccurate and/or the
written explanation of
results is unclear.
1 major issue
with memo
formatting (Ch.
14) or 6+ minor
issues with
document design
(Ch. 11, 12)
Summary is not a
summary (it is a
purpose
statement), or
test methods
explanation is
very confusing
or misleading
Major issues
with results and
graphics,
including poor
graphics design
or labeling, poor
or missing
results
explanation, etc.
Identifies 3-4 specific
areas where student needs
to revise instructions, but
justification based on
results could be stronger
for 1 revision area.
Identifies 3-4 specific
areas where student needs
to revise instructions, but
justification based on
results could be stronger
for 2 revision areas.
Identifies 3-4
specific areas
where student
needs to revise
instructions, but
justification
based on results
Does not identify
3-4 specific areas
where student
needs to revise
instructions.
Memo Content:
Results &
Graphics
12 points
0-1 minor issues with
results and graphics.
Memo overviews
major test results
(time, error, survey
results, etc) and
graphics accurately
and appropriately
supplement written
explanation of results.
Graphics are clearly
labeled and effectively
designed.
Memo Content:
Identifies 3-4 specific
Recommendation/ areas where student
Conclusion
needs to revise
10 points
instructions, using test
results as strong
justification.
Missing
summary or test
methods
explanation
Does not use 2+
graphics, or
graphics do not
show results
from testing.
Written
explanation of
results absent or
severely
insufficient.
Technical
Grammar &
Writing Style
10 points
0-1 minor issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc (Ch. 9,
10)
2-3 minor issues with
technical writing,
including clarity,
concision, active voice,
precise language, etc (Ch.
9, 10)
4-5 issues with technical
writing, including clarity,
concision, active voice,
precise language, etc (Ch.
9, 10)
could be stronger
for all revision
areas.
6-7 issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc
(Ch. 9, 10)
8+ issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc
(Ch. 9, 10)
Instructions Test
Memo Rubric
Memo
Formatting &
Design
10 points
Excellent
Good
OK
Needs Work
DNMR
0-1 minor issues with
memo formatting (Ch.
14) and document
design (Ch. 11, 12)
2-3 minor issues with
memo formatting (Ch. 14)
and document design (Ch.
11, 12)
4-5 minor issues with
memo formatting (Ch. 14)
and document design (Ch.
11, 12)
2+ major issue
with memo
formatting (Ch.
14)
Memo Content:
Summary &
Methods
8 points
0-1 minor issues with
summary content or
test methods
explanation
2-3 minor issues with
summary content or test
methods explanation
4-5 minor issues with
summary content or test
methods explanation, or 1
major issue with summary
or test methods
explanation
2-3 minor issues with
results and graphics.
Memo overviews major
test results (time, error,
survey results, etc), but
graphics could be more
clear / better designed or
written explanation of
results could be more
clear.
4-5 minor issues with
results and graphics.
Memo overviews major
test results (time, error,
survey results, etc), but 1
graphic is confusing or
inaccurate and/or the
written explanation of
results is unclear.
1 major issue
with memo
formatting (Ch.
14) or 6+ minor
issues with
document design
(Ch. 11, 12)
Summary is not a
summary (it is a
purpose
statement), or
test methods
explanation is
very confusing
or misleading
Major issues
with results and
graphics,
including poor
graphics design
or labeling, poor
or missing
results
explanation, etc.
Identifies 3-4 specific
areas where student needs
to revise instructions, but
justification based on
results could be stronger
for 1 revision area.
Identifies 3-4 specific
areas where student needs
to revise instructions, but
justification based on
results could be stronger
for 2 revision areas.
Identifies 3-4
specific areas
where student
needs to revise
instructions, but
justification
based on results
Does not identify
3-4 specific areas
where student
needs to revise
instructions.
Memo Content:
Results &
Graphics
12 points
0-1 minor issues with
results and graphics.
Memo overviews
major test results
(time, error, survey
results, etc) and
graphics accurately
and appropriately
supplement written
explanation of results.
Graphics are clearly
labeled and effectively
designed.
Memo Content:
Identifies 3-4 specific
Recommendation/ areas where student
Conclusion
needs to revise
10 points
instructions, using test
results as strong
justification.
Missing
summary or test
methods
explanation
Does not use 2+
graphics, or
graphics do not
show results
from testing.
Written
explanation of
results absent or
severely
insufficient.
Technical
Grammar &
Writing Style
10 points
0-1 minor issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc (Ch. 9,
10)
2-3 minor issues with
technical writing,
including clarity,
concision, active voice,
precise language, etc (Ch.
9, 10)
4-5 issues with technical
writing, including clarity,
concision, active voice,
precise language, etc (Ch.
9, 10)
could be stronger
for all revision
areas.
6-7 issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc
(Ch. 9, 10)
8+ issues with
technical writing,
including clarity,
concision, active
voice, precise
language, etc
(Ch. 9, 10)
To: Professor N Bishop
From: Mel Krempel
Date: May 2, 2018
Re: Instructions Test Results Memo
This memo will overview the methods and results of my Instructions Test and will provide
revision recommendations for my draft.
Summary
I tested 5 users on my instructions draft, from April 24-25. The user test results showed that
users found my instructions easy to use, but thought the graphics were too small, the steps were
overwhelming, and the text was cluttered. It took the users an average of 12.25 minutes to
complete the instructions, despite my instructions stating it should take 20.
Based on this test results, as well as your feedback on my draft, I’ve decided to focus my
revision on improving alignment between text and graphics, breaking up the steps into three
phases, limiting the expected time to 10 minutes, and establishing special notes in the
instructions introduction area.
Methods
Who, When, Where
I tested my instructions on 5 users, split between my home and the PGCC computer lab, on April
24 and April 25. The users included a combination of students and non-students.
How
I used my Test Plan and Instructions Draft to perform the test. Before the test, I printed 5 copies
of the Test Notes, so I could use one for each test user, as the Test Plan indicates. I printed one
copy of the Time chart, to record users’ time to complete the instructions. I provided users with
the following materials:
•
•
•
•
My Instructions draft (face down when first provided)
An Introductory E-mail draft in MS Word (since they are not in the class, I gave them
mine)
Access to my PGCC e-mail for the test (if they are not a PGCC student)
The Post-Test Survey (given after the test)
Before they could begin the test, I asked them to speak out loud as they performed the test, so I
could understand their thought processes. I told users when they could begin, and as soon as they
flipped the Instructions draft over, I began to record their time on my phone. I observed users as
they completed the instructions test, writing down notes in the Test Notes portion of my Test
Plan. I took notes on any comments users made on confusing portions, or mistakes they made, or
buttons they had a hard time finding.
Once the user submitted the Introductory E-mail to the submission link (end of instructions), I
stopped the timer and provided the user with the Post-Test Survey. Users completed the survey,
and I thanked them for their time.
Results
Overall, users found my instructions easy to use, but indicated that the design, graphics, and
number of steps could be improved. Figure 1 shows the Results of the Likert scale questions
from the Post-Test Survey.
Survey Results: Rate ___ on a Scale of 1-5
5
4
3
2
1
0
Design
Easy to Use
User 1
User 2
Graphics
User 3
User 4
Number of Steps
User 5
1: Results of Post-Test Survey
I also received feedback about the graphics, design, and number of steps in the open-ended
questions on my Post-Test Survey. Overall, people found that the steps were too cluttered
together, it was hard to tell what graphics went with which step, and the steps were
overwhelming because there were so many of them. Figure 2 provides some of the feedback
users gave me on the Post-Test Survey.
Question
What suggestions do you have for
improving the instructions
design?
What do you think would make
the instructions easier to follow?
Responses
-You need more space between things
-Find a way to make it easy to tell what step goes with what picture
because I had to move my finger acrossed the page to match it
-Bigger pictures
What recommendations do you
have to improve the graphics /
images?
-Make them larger and make it easier to tell what step
-Bigger pictures
-I couldn’t read some because they were too small
Do you have suggestions for steps
that should be added or removed?
-There is too many steps but I think they are all necessary. Maybe
you could combine some
-I don’t think everyone needs all these steps but maybe people bad
with computers do
2: User Suggestions on Post-Test Survey
In addition to the Post-Test Survey, I also obtained results from what users said during their test.
I grouped the comments into three categories: design, graphics, and confusing language. Figure 3
shows the breakdown of comments into these three groups. The results show that users’ main
concerns were graphics and design, not wording.
THINK-ALOUD COMMENTS
Confusing
Wording
Design
Graphics
3: Breakdown of Think-Aloud Comment Types
Another useful test component was time. As Figure 4 shows, it took users an average of __
minutes to complete the full procedure. This was less time than I expected.
Total Time to Complete Instructions
15
13
11
9
7
5
3
1
-1
Total Time (in minutes)
User 1
User 2
User 3
User 4
User 5
4: Time for Users to Complete Full Set of Instructions
My data collection methods together helped me identify where my instructions were strong and
where they were weak.
Recommended Revisions
Based on my test results and your feedback on my draft, I will focus my Instructions revision
process on the following areas:
•
•
•
•
improving alignment between text and graphics
breaking up the steps into three phases
limiting the expected time to 10 minutes
establishing special notes in the instructions introduction area
Improving alignment between text and graphics
Several users commented that it was difficult to tell which graphic went with the current step. I
watched users use a sheet of paper or their finger to trace a line across the page to match graphics
with the step. To make this more clear, I will use gridlines to place the step and graphic on the
same line. This will also allow me to make the graphics larger, which was another theme in the
comments/feedback.
Breaking up the steps into three phases
Users also indicated that the steps were overwhelming, or that it seemed like there were too
many, but also that they all “seem necessary.” In our textbook, we learned that chunking or
partitioning information makes it easier to understand. I could break my steps into three phases
(Sending the E-mail, Turning the E-mail into a PDF, Submitting the E-mail) to help the users’
brains process the steps more easily.
Limiting the expected time to 10 minutes
Even with their confusion about the graphics/design, none of my users took more than 14
minutes to complete the steps. Therefore, once I correct the confusing areas, it should only take
users 10 minutes to efficiently use my instructions.
Establishing special notes in the instructions introduction area
As you stated on my draft, I should include what users should have done before they are ready to
use these instructions. They should have already completed a draft of their Introductory E-mail. I
will add a special note about this in the introduction area. You also astutely pointed out that users
need access to Blackboard and their PGCC e-mail Outlook to complete the steps, so I will add
those items to the materials needed.
MK

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