Co-experience: Understanding user experiences in social interaction

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EXPERIENCER designer centred design IMAGINED context EXPERIENCED OBSERVER role user centred design FIGURE 15 A designer’s radar – design empathy depends on the designer’s active roletaking activities in the user’s context (Koskinen & Battarbee 2003). FIGURE 16 By studying what people say, do and make, designers can learn what people think, use, know, feel and dream (Sanders 1999). SAY THINK SAY DO USE DO KNOW FEEL DREAM MAKE
Liz Sanders has been influential in developing the methods and tools for studying experiences with people. She is, consequently, also an advocate of participatory design. She uses three ways to access experience: by studying what people say, what people do and what people make. The argument is that with each way people are able to communicate different kinds of experience. Making is a way to let people access their dreams: those parts of experience which are not well constructed with words alone and which cannot be shown (Dandavate et al. 2000). Special tools are used, such as velcro models (Sanders 1992), picture sets, cardboard forms and other materials with which to involve people. These and other assignments such as self photography are then talked through and observed. Furthermore, at SonicRim, these very qualitative tools are used to prime people to be ready for a meeting with the research and design team. Using images in participatory design activities has also been explored elsewhere, for example in the context of bathrooms and old people (Boess et al. 2002). This approach allows seeing users as people that can be brought into the process despite their lack of formal training and experience in design. When they are put into a position where they can reflect on their own experiences they create new information, to the benefit of the designers. In the constructive process the participants are actively involved in creating a better understanding of themselves and their experiences. This calls for special techniques, concrete materials and active participation (for a comparison study of such materials and media, see Stappers & Sanders 2004). The process usually begins with priming tasks that start gearing people’s thinking towards an area of design interest and lets them process it typically for some days, after which the actual design and interview discussion takes place. According to the requirements of the project, participants discuss and further construct descriptions that reflect their experiences. Other participatory activities emphasise for example the use of video, mockups, prototypes, collaborative acting out and designing together with target users (e.g. Bødker & Buur 2002). The sheer amount of data that is collected this way is only manageable by experts. SonicRim uses cluster analysis software and a rigorous transcription routine in making sense of and connecting the materials from up to twenty participants. Material kits are customised for each case, but are standardised so that they can be used to aid in other projects as well. Video data needs editing and metadata added to it to make it truly useful. 71 2.3.4 SEEKING INSPIRATION In the previous empathic approach, inspiration and empathy is balanced against observations and information. But what if inspiration can run free? This inspira-
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Katja Battarbee UNDERSTANDING USER
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FOR YOU
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4 PRESENTING THE ARTICLES 101 1 IT
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an experience, the recipient is use
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It takes a group to turn a design s
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1 INTRO - DUCTION 1.1 FOCUS AND AIM
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duction cycles are short and the st
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Page 67 and 68: BEHAVIOUR EXPERIENCE 67 OBSERVATION
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CATEGORIES AND SUBJECT DESCRIPTORS:
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make proposals and counterproposals
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The first message (figure 1) is jus
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and sunniest time of year. The “f
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ecome fluent in forms of media, the
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mote storytelling. [3] Narration an
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in Computer Systems 2002, Minneapol
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INTRODUCTION Usability experts know
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136 4 PRESENTING THE ARTICLES ence
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138 4 PRESENTING THE ARTICLES Simil
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ticipant was given a MMS phone (eit
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Sometimes experiences belong to lar
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From Liisa: 11 th July 2002 6:35 p.
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People may also align with negative
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From Thomas: 16 th July 2002 1:41 p
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150 4 PRESENTING THE ARTICLES disti
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152 4 PRESENTING THE ARTICLES 6. Bl
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52. Taylor, A. and Harper, R. (2002
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CATEGORIES AND SUBJECT DESCRIPTORS:
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158 4 PRESENTING THE ARTICLES proac
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USER-PRODUCT INTERACTIONS: FLUENT,
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162 4 PRESENTING THE ARTICLES end,
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tive, often shared experiences - su
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166 4 PRESENTING THE ARTICLES inter
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oth a subjective and objective view
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170 4 PRESENTING THE ARTICLES T. Ed
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172 4 PRESENTING THE ARTICLES
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This leads us to the core question
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that resist all your attempts to un
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or even grass. This poses new chall
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FIGURE 2 The large emply piazza. FI
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INTERVENTIONS A first attempt to sp
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• After recording, preview the me
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A SCENARIO FOR THE SATELLITES The s
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pants can experience affective inti
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the importance of qualitative exper
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A AFFECTIVE COMPUTING WEBSITE . . .
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196 REFERENCES Beyer, Hugh. & Karen
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198 REFERENCES Garrett, Jesse James
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200 REFERENCES The ever improving d
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202 REFERENCES Picard, Rosalind W.
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1900 ZEPPELIN, ESCALATOR . . . . .
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EVENTS, INVENTIONS, ART, CULTURE DE
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