freescale 1

Context & Methodology

SmartBOOKS

Confidential Research MaterialPrepared for Freescale Semiconductor by

Savannah College of Art and DesignNovember 18, 2009

Contents

1 Executive Summary ..... 3

2 Scope ........................11

3 Secondary Research ....15

4 Project Approach ........27

5 Observations & Discoveries .............33 Elementary School .....35

Middle School ............49

High School ...............65

College .....................79

6 Cultural Probes ...........93

Teens & Tweens ..........95

High School ..............105

College ....................113

7 Questionnaire ...........121

8 Design Implications ...129

Executive Summary

The Savannah College of Art and Design was approached by

Freescale Semiconductor to perform contextual research in

order to develop specific market opportunities and design

criteria for new mobile Internet devices called smartbooks.

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4

Conclusions and RecommendationsAfter eight weeks of extensive contextual and ethnographic research, the conclusions of this document reveal numerous ideas for design criteria and market opportunities.

The proposed users for smartbooks want intuitive, trendy, and powerful devices that become extensions of themselves. Consumers are demanding multi-purpose, all-in-one electronics that are portable and easy to use. Staying connected and being constantly up-to-date with their social networking sites is of great importance. Smartbooks are well suited for a younger, school-age demographic because they have all grown up surrounded by technology and they need something that can keep up with their hectic lives at a low price point. An aesthetically pleasing device in tune with current and modern design trends would appeal to this demographic because they are highly influenced by media and always want the latest thing. Successfully creating and offering a device that is delivered as a ready-made electronic, but still open for customization, with new and innovative technology is key to consumer satisfaction. Whether the user is a gamer, a social butterfly, an artist, a techie, an intellectual, or a fashionista, these devices must deliver a rich multimedia experience while fitting seamlessly into their everyday lives. Careful study of the methodologies used to draw these conclusions will better inform the designers and provide the fundamental elements that must be included for product success in this market.

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ResearchThe team conducted extensive research into the attitudes, lifestyles, and design needs of participants from four separate social groups. These groups included elementary school students (age 8-11), middle school students (age 11-14), high school students (age 15-18), and undergraduate and graduate college students (age 19-25).

MethodologyThe contextual research used in this process book is comprised of several vital factors and steps. First, affinity diagrams were assembled forming coherent ideas from which to launch the research. Affinity Diagram, a chart composed of individual ideas arranged into categories representing initial thoughts with keywords and short solutions to mental inquiries to develop foci for further research

Surveys were created and administered to a selection of social groups of various ages to determine their knowledge and current relevance to our research topic. Next, ethnographic research was conducted so we could understand the behaviors of each group. Interviews were conducted with transcriptions of video documentation evaluated and transposed into several data models. These models give insight into the daily activities, influences, and behaviors of each individual within their social context, thus defining a social construct for the subsequent research.

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Work ModelsBy studying what the user does and how they do it we were able to reveal opportunities not only for new and improved design, but how to integrate new technologies into their existing daily routines.

Flow ModelThis model maps communication and activities without regard to time. It exhibits an individual’s interactions with others and the devices they come in contact with on a daily basis.

Cultural ModelThis is used to analyze the individual by assessing how and to whom they communicate. This model also displays who and what they are influenced by and how they influence others.

Artifact ModelThis model represents the physical items observed in use or idle during the interview process. It catalogues the electronic or physical items vital to the daily social or operational functions of an individual.

Physical ModelThis is used to map the physical environment in which the interviewee was observed. By observing traffic flow and destinations within an individual’s Physical Model we can conclude how factors dictate daily activity and movement within a defined space.

Sequence ModelThis model is a detailed transcription of communication and activities during the interview. By examining this model one can identify exactly how electronics and other physical items are utilized.

Task Flow AnalysisThis provides information on how a device is used by breaking down each step into a perceptual, cognitive, or motor process. By examination of these three processes we can conclude in detail what a person is doing and why and how particular tasks are being performed with physical detail.

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Questionnaires and SurveysAn extensive web survey was administered aimed at participants ages 8 through 25 years of age. These results provided important data on topics including popular website viewing, cell phone use and features, personal computer use and attributes, online or system gaming preferences, as well as suggestions and inferences related to the personal use and desired improvements of these devices. A similar survey was administered specifically to a potential Asian user group to provide awareness and increased understanding of their technology-heavy culture.

Cultural ProbesCultural probes were delivered to respondents in each group to give us even more insight to the daily activities, desires, and technology-specific behaviors of the individuals within each user group. These findings were reviewed and summarized to extract quantitative data for the comprehensive development of personas.

After completion of the cultural probes specific design criteria was developed based on the collection and composition of all previously collected data. The specific design criteria outlined and portrayed in the branding section of the book was based on the following product semantics: form, materials, finishes, color, detailing, and interface.

ResultsThorough documentation and dynamic reporting of the contextual and ethnographic data gathered enabled us to create suggestive, highly relevant and complete personas. We noticed children, adolescents, and young adults integrating electronics into almost every social, operational, and entertainment function of their daily lives. Using this information, we were able to discover opportunities for design criteria and innovative use. The personas developed outline the anticipated psychographic markets for this device, which were then translated into distinct branding opportunities; five for the Western market and four for the Asian market. The profiles reveal design and innovation opportunities more specific to each group classification.

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North American Market

Sprout Series for the “Junior Gamer”Designed for kids that enjoy a little personality in their electronic devices. Fun, vibrant, and interactive designs will be the focus for this attention grabbing device.

Rumor Series for the “Facebook Butterfly”Stylish, versatile, and extremely portable this device is designed for the socializer on the go. It is always on and ready to connect and provides one-click access to social networking sites.

Octane Series for the “Scene Kid”Young, experimental and fun, Octane is focused on high energy colors and geometric shapes that allow the user to make a statement.

Nexus Series for the “Teen Bookworm”Designed for the serious teenager that is interested in knowing what is going on in the world and wants to keep their life organized.

Andro Series for the “Gamer Guru”Fast, powerful, sleek, and innovative. This all-in-one media and entertainment device provides the ultimate in electronic recreation and rich-media content playback.

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Asian Market China is the largest country in East Asia with an economy growing faster than any other nation in the world. Its is one of the oldest existing cultures, with many ancient traditions still in practice today, and its influence goes beyond the land it occupies. Unlike Western culture, the Chinese are centered around togetherness and experience many of their daily activities in fellowship with others. While spending much of their time in groups, the Chinese are still able to integrate electronics into many of their social activities.

To better portray the social climate of young Chinese citizens we have divided them into four sub-cultures: Money Worshiper, 90s Generation, Internet Worm, and Harizu (a trend in Asian culture that mimics the style and social trends of young Japanese culture). Consumers from each sub-culture have been interviewed and researched in the same manner as the North American market and personas and branding strategies were developed for each.

Luxuria Series for the “Money Worshiper”The Luxuria Series smartbook satisfies the consumer who is interested in a luxurious and high-quality mobile device. Its stylish appearance represents the unique taste of the owner and the advanced design makes it extremely portable.

Orsus Series for the “The 90s Generation”Unlike the children of the 80s, the 90s child is more outgoing and self-expressive. They desire attention and invite others to know them on a more personal level. They are practical, positive and always full of new ideas.

Static Series for the “Internet Worm”Static users cannot live without a constant connection to the internet. Online games, streaming video, and downloading media are their addictions of choice. Everything they do is on the web and they are not “on” if they are not online.

Kazak Series for the “Harizu”Marrying the East and West cultures and drawing on Japanese cultural philosophy, Kazak delivers the user a unique and modern experience.

Scope By conducting an intensive

contextual inquiry over the course of eight weeks, fourteen graduate students at the Savannah College of Art and Design, in partnership

with Freescale Semiconductor, Inc., were able to develope

a coherent set of consumer psychographic profiles and design criteria specific to

smartbooks, a new type of mobile Internet device.

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ScopeFreescale Semiconductor, Inc. partnered with the Savannah College of Art and Design to conduct contextual research into potential user groups of a new type of mobile internet device, called a ‘smartbook.’ Under the direction of Professor Peter Fossick, fourteen graduate students enrolled in a course entitled Methods of Contextual Research completed this research and brand development over the course of 10 weeks by conducting secondary research, interviewing and observing potential users, and distributing online questionnaires, and cultural probes. Several demographic groups were targeted for this contextual inquiry, including elementary school students (age 8-10), middle school students (age 11-14), high school students (age 15-18) and undergraduate and graduate college students (age 19-25).

Developing a thorough understanding of the mobile internet devices currently on the market and how specific users interact with them, as well as how those users identify themselves and communicate, was key to proceeding with design recommendations. After performing this analysis, the findings were synthesized into a coherent set of product semantics complete with ideal markets, branding, prototype development, and design criteria to further evolve the product specifications. The research conducted is smartbook-specific and does not include any conclusions about smartbooks, netbooks, or laptops. The conceptual designs included are provided exclusively for design direction and are not intended for production. The process book has been divided into two volumes and an appendix containing all documentation.

Using the information gathered through the course of this study, we were able to identify distinct personas that capture the values of each psychographic group and to create informed and innovative design criteria for a new device that would satsify those users’ needs and desires.

Secondary Research

By collating existing market data we were able to better to

inform ourselves as interviewers before entering into primary

research. We gained knowledge of the product’s technology,

competition within the market, and current trends, and began

to analyze product usage and demographics.

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Product UnderstandingBefore beginning ethnographic research we had to come to a better understanding of what a smartbook is. Since this is a brand new product there is no current market information or typical features. Instead we looked at the spectrum of mobile internet devices and researched products on either side of smartbooks, smartphones and netbooks, in order to establish a set of features for a device that would fill unsatisfied user needs.

Typical FeaturesSales (in millions) Smartphone Netbook

Screen size 2.5-3.5” 7-11”

Screen resolution 480x360 1024x600

Weight 0.25-0.3 pounds 2-3 pounds

Processor Speed 300-500MHz 1.6GHz

Memory 128-256MB 1-2GB

Hard drive 1-16GB 16-160GB

Battery life 5-6 hours 3-7 hours

Operating system Symbian, iPhone OS, RIM Blackberry, Windows Mobile Windows XP or Linux

Camera 2-3 mexapixel camera 1.5-2 megapixel webcam

Keyboard size 10-15% of full size 83-92% of full size

Price $150-350 $300-700

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Feature ComparisonsSmartphones have educated consumers on the benefits of mobile communications but never delivered rich internet experiences.

$$Smartbook (Anticipated)Smartphone

Battery

Weight

Price

Screen

Storage

Battery

Weight

Price

Screen

Storage

6lbs

15” 10h

160GB$1,000

6lbs

15” 10h

160GB$1,000

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Feature ComparisonsNow that consumers have realized how versatile and portable their smartphones are they are no longer willing to carry around heavier electronics to stay connected.

$

$

Battery

Weight

Price

Screen

Storage

Battery

Weight

Price

Screen

Storage

NotebookNetbook

6lbs

15” 10h

160GB$1,000

6lbs

15” 10h

160GB$1,000

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Sales ComparisonsConsumers are realizing the benefits of extremely portable devices and the growth in sales of netbooks over the past year displays their willingness to try new products.

Darker circles indicate better performance

Performance ComparisonsEach device possesses certain characteristics that define its place in the market. This chart displays where the smartbook will fall in relation to other mobile internet devices.

Features Smartphone Smartbook Netbook Notebook

Email

Messaging

Web browsing

Keyboard

Downloading

Media playback

Touchscreen

Social networking

Graphics

USB Ports

TV Tuner

Integrated tablet

All-day computing

Mouse

Word processing

Optical drive

Advanced software

Sales (in millions) Smartphone Netbook Notebook

2008 171 11.4 145.9

2009 188 35 177.7

Growth 10% 207% 22%

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Smartphone• Making calls• Sending/receiving texts• Checking email• Checking and updating social network sites• Internet research• Mobile PDA/organizer• Taking pictures• Listening to music

Netbook• Checking email• Internet research• Checking and updating social network sites• Chatting (AIM, GChat, etc.)• Taking notes in class/word processing• Downloading and uploading media • Viewing and listening to media

Most Common Uses

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Demographics

Smartphones• Very active, mobile consumers• The technologically savvy • People who communicate heavily via text• Someone who wants a small all-in-one device (mp3 player, camera, PDA, etc.)• People who need constant access to the internet/email• Professionals who need to stay organized

Netbooks• People who want light devices they can use on the go• New PC users in emerging markets • A first computer for a whole generation of children• First time PC buyer (of any age)• Students writing notes in class, carrying it from class-to-class• Business people traveling• To augment their other computer access• Home users looking for a small laptop to carry from room-to-room• Nonprofit organizations - One Laptop per Child initiative

“For years now,without anyone really noticing, the PC industry

has functioned like a car company selling SUVs: it pushed absurdly powerful machines because the profit margins were high, while

customers lapped up the fantasy that they could go off-roading, even though they never did.”

- Clive Thompson, Wired Magazine

Identifying a FocusUsing the knowledge gained in our secondary research, we compiled an affinity diagram, a chart composed of individual, relevant ideas on a topic that can be arranged and categorized multiple times under different headings. This tool allowed us to create a visual representation of all of our ideas on the subject and to zero in on target demographic groups for our psychographic inquiry.

Project ApproachBy setting a clear focus for our inquiry

and identifying specific yet diverse user groups to study, we were able

to gain a thorough understanding of our target demographic groups.

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Creating the SurveyThe affinity diagram was used to develop the first questionnaires, which mainly focused on what type of electronics, such as mp3 players, computers, gaming systems and cellular phones, the user owned or was familiar with. It also included questions about the amount of time spent using the particular devices as well as simple inquiries into lifestyle and desires.

Selecting ParticipantsIt was important to find as diverse a group as possible including various socioeconomic classes and cultures. The participants were drawn from personal contacts and local schools and although most were living in the same general area, the participants represented a wide range of people.

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Ethnographic Research

The Inquiry Structure:

• First few minutes: Getting to know the participant, explaining the project and getting consent forms signed. Audio and video equipment are setup/turned on.

• Next 15-20 minutes: Questions were asked from the survey. The interviewer records the answers and takes notes about any additional comments.

• Final 30-60 minutes: The participant performed tasks on the computer or electronic device. Interviewers asked questions and recorded interesting facts.

Preparation:

• The previous research groups were divided into smaller, more focused groups.

• A comprehensive questionnaire was created for consistent data across all demographics.

• Interviewers listened carefully to what participants said, noticed the details of their actions, and asked open-ended questions about these actions. A video camera was used to accurately record sessions.

• A total of 16 people were interviewed in an informal environment such as at their home or school.

• Focus was on getting the users to interact with a computer, mobile device, or game as they would on a normal day-to-day basis. Inquiry included how they used the device, where they learned about it and what they liked about it.

The first phase of surveying provided general information on each age group and set the stage for conducting a deeper inquiry. A plan of action was created to ensure that all questions would be answered and the resulting data would be useful.

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Documenting the EthnographyOnce the contextual inquires were complete, video and audio recordings were transcribed.

Observations and inferences about the various age groups and their relationships with technology could then be drawn from the transcriptions. The initial analysis of transcriptions included looking for patterns in behavior and unrealized needs.

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Visualizing the DataThe data gathered during the ethnographic research was analyzed focusing in on four distinct age groups: elementary school, middle school, high school, and college students. Several methods of visualization were used to make the data more accessible for gathering conclusions. Each group created interviewee profiles, recorded observations and facts, and made work models based on their participants.

• Interviewee Profiles were created to give a brief introduction to each person who participated in the ethnographies. These provide basic information about the demographic that is being studied.

• Observations and Facts were drawn from the transcripts as reflections of the interviewee’s point of view. This process involves watching the videos and making observations about the participant’s interaction with technology, and then supporting this observation with specific lines from the transcripts. From this information, general conclusions can be drawn about the preferences of the particular age group.

• Work Models were also created based on one participant selected from each age group. These serve to communicate the information to a larger audience in a way that is easily understood. Six types of models were created:

1. Flow Models map communication and activities without regard for time.

2. Cultural Models show influences seen through communication and activities.

3. Artifact Models depict tangible items seen and discussed during interviews.

4. Physical Models map the physical environment of interaction (where the interviewee was observed).

5. Sequence Models map communication and activities over time.

6. Task Flow Analysis gives insight into the various “Operators” that occur while completing different tasks. Operators include perceptual, cognitive, and motor processes.

By creating visual models of what people do and why they do it we can develop a clear and thorough understanding of how consumers fit personal electronic devices into their everyday lives.

X

AB

Y WiiWii

A

01 02 03

04

07

05

08

06

09

03

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Observations & Discoveries

Interviews and ethnographic research were conducted with particpants from four distinct

demographic groups: elementary school, middle school, high

school, and college students. The observations from this research were translated into data models to gain

insights into the activities and influences of each individual within their social context.

5

Elementary SchoolChildren age 8-10 are becoming

more independent in their use of computers and other electronics.

They learn quickly and are not afraid to try new products.

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Interviewee Profiles

Adam, 10Is interested in playing online games. He watches Cartoon Network, listens to pop music and likes to play outside.

Katie, 10She likes to read and enjoys her science class at school where she participates in online experiments.

Sally, 10Sally plays online games that she learns about from friends and TV commercials. She is interested in the latest trends and pays attention to the most popular products.

Beth, 9She plays Nintendo DS and Wii as well as online games such as Club Penguin. Her older stepsister tells her about new websites and puts music on Beth’s ipod for her.

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Observations

Transcript Fact4. 00:07:20I: InterviewerS: Sally

I: “So how did you learn about this game?” S: “Disney channel” I: “Disney Channel?” S: “ Well yeah, and I have seen it before I don’t know where

I just have”I: “Was it like advertised on TV?” S: “Uh yeah.” I: “It was? And they gave a website and you went to it?” S: “Yeah.”

1. ResponsiveThey respond to advertisements.

2. Social They meet friends online.

Transcript Fact21. 00:00:31I: InterviewerJ: Beth

B: ”And then I can pick up friends.” [still on club penguin in a chat room] I: ”So these are people that you meet?” B: ”Uh huh, and so he accepted so now he is my buddy and you just play games by going all over.”

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Observations

3. Minimal InputsThey use just a few keys for most of their computer activities.

Transcript Fact5. 00:14:05I: InterviewerB: Beth

B: [playing a game]I: ”So you just use the arrow keys and the space bar?”B: ” Um huh. Do you wanna try?” [teaches me how to play the

game, explaining the keys and characters and puts it on level one]

4. AdventurousThey are not afraid to try new things on the internet.

Transcript Fact11. 00:18:54I: InterviewerS: Sally

I: “I wanna see your website.” S: “Oh yeah, ok ok.” I: “How did you make it?” S: “I just went to, I clicked on igoogle and said ‘create a free website’” I: “You Googled it?” S: “Yeah and then I just created one. This is my blog.” I: “Oh it’s a blog?” S: “Uh huh”

Data Models

BethFour types of data models were developed based on observations of the activities and influences of one participant in the elementary school age group, Beth, a 9-year-old girl living in Savannah. She likes to play online games, Nintendo DS and Wii. Although she navigates the internet fairly well, she still needs help when downloading music and troubleshooting problems. She gets advice on music and new webites from her older step-sister. Beth doesn’t have her own cell phone yet, but will probably get one in the next year.

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cannot fi x her Wii on her ow

n

Flow Model: Beth

System Breakdown

Action/Influence

People

Environments/Places

Device FRIENDS’ HOUSES

SCHOOL

TEACHER

iPod

BETH

STEPSISTER

9-year-old elementary

school student

STEP-SISTER’S HOUSE

Laptop

Club Penguin

Mom’s Cellphone

Family’s Desktop

Wii TV

iPod DS

YOUNGER BROTHER

HOME

FRIENDS

Computer

PowerPoint

Miniclip.com

DSI

learns formal technology

shar

es g

ames

/play

s onli

ne

Laptop

le

arns

gam

e sy

stem

- D

SI

pla

ys w

ith h

er fr

iends

le

arns

how

to

play

new

gam

es

relie

s on

her

for m

usic

e

xchan

ging

song

s

MOM&STEPDAD

teaches computer skills

uses mom

’s cellphone

buys her gifts: DS and iPod, etc.

teaches him to play games / PPT

uses powerpoint to make presentations

practicing computer skills

Take Aways:

• Beth learns educational software in her computer class at school.

• As far as learning about new websites and trends, she relies on her step-sister and friends.

• Her parents control her use of electronics, allowing her to spend a fair amount of time online.

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Cultural Model: Beth

Dad b

uys

her gi

fts

mak

es h

er d

o her homework

teac

hes

he

r powerpoint

SCHOOL

HOME

needs help do

wnload

ing

mus

ic

goes to the chatroom to meet them

teaches him what her siste

r tells

her

teach her how to do research

her friends have DSI & she wants one show her new websites

MOM & DAD

FRIENDS & ONLINE

COMMUNITY

HIGH SCHOOLCLASSMATES

TEACHERS

SISTER

BROTHER

12 years old

6 years old

rel

ies

on h

er m

om’s o

pinion

Take Aways:

In terms of her desires •for new products, Beth is heavily influenced by what her friends and older step-sister have.

Her choices are also •influenced by her mom and stepdad, because they buy her new products.

She also influences her •brother by teaching him about new technology.

System Breakdown

Action/Influence

People

Environments/Places

Device

BETH9-year-old elementary

school student

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Compter (Mac)Play games, learn technology

Mom’s CellphoneCommunicate with friends

TelevisionWatch movies and play Wii

Laptop (step-sister’s)Play games, learn technology

Computer (friend’s)Exchange music, play games

Nintendo DSPlay games

Nintendo DSIPlay games, take photos, record voice

WiiPlay games (share with brother)

RemoteOperate TV for Wii and movies

01

02

03

04

05

06

07

08

09 X

AB

Y WiiWii

A

Vol

EnterVol

01 02 03

04

07

05

08

X

YA

B

06

09

03

Artifact Model: Beth

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Beth’s room

Playroom She plays Wii and watches TV here

Brother’s room Beth charges her Nintendo DS here

Parents’ room

Office She uses her computer and plays games here

10

13

11

14

12

15

B

Physical Model: Beth

Take Aways: Beth uses her parents’ computer in the office and the TV in the playroom •to play most games.

Her Nintendo DS offers her portability, but she often forgets to charge it. •

10 13

11

1412

1503

08

09

06

01

02

Living room / Kitchen the first room when entering Beth’s house

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Trigger Intent Action Line #

Going to game websiteTo take computer off of sleep mode Moves mouse 2

Website opens with loud music Turn the volume down Adjusts volume with keys 3

Playing an online gameMove her character around Rapidly hits arrow keys and spacebar 4

Information sharingTo teach interviewer how to play game Demonstrates and explains keys 5

Playing an online gameCheck on penquin and use chat room Types in clubpenguin.com 6

Playing an online gameSocialize Chats with another penguin 7

Information sharingCheck on blog Types in blogspot.com 11

Playing a portable gameGet Nintendo DS Goes to her brother’s room 12

Playing a portable gameMove character around Uses arrow keys to navigate 12

Playing a portable gameDemonstrate touchscreen Takes out pen on side of DS 13

Playing a portable gameDemonstrate lack of need for pen Puts pen back and uses finger 13

Playing a home gaming device To play Wii Walks to playroom 14

Playing a home gaming device To turn on tv and Wii Picks up remote 14

Home gaming device is broken To do a new activity Puts down remote 14

Sequence Model: Beth

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1. Taking the interviewer to her computer

6

2. Accessing to the Internet & playing online games 01

02

Task Flow Model: Beth

Time Step Operator Description

A Perceptual Sees the interviewers arrive

B Cognitive Recognizes that they are here to interview her

00:00:14 C Motor Walks to her computer to show for what she use it for

A Perceptual Looks at computer

B Cognitive Recognizes that it is asleep

00:02:43 C Motor Moves her mouse to wake computer

00:02:45 D Motor Types in a game website url with two pointer fingers

00:02:47 E Motor Uses the arrow keys and the space bar to play game

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3. Locating her Nintendo DS & Playing a game


A CognitiveRemembers that her DS is charging in her brother’s room

00:06:05 B Motor Walks to his room to get it

C Perceptual See the DS on his desk

D Cognitive Recognizes that it is plugged in

00:10:14 E Motor Unplugs the DS

00:10:45 F Motor Walks back to the office with DS and charger and sits down

00:17:00 G Motor Pushes button to turn on the DS

H Perceptual Sees the screen light on

I Cognitive Recognizes that it is charged and working

00:18:02 J Motor Puts charger on her desk

00:18:15 K Motor Plays DS with her thumbs on the arrow button

L Cognitive Tells interviewers about touch screen

00:18:45 M MotorTakes out the pen on the back of DS to show interviewer, then puts it back and uses her thumbs on the touchscreen

Task Flow Model: Beth

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Design Implications of Ethnography

SharingThey share most of their electronics with their families, and tend to rely on older siblings to teach them how to do new things or fix problems that they can’t figure out on their own.

PortabilityThey like their devices to be portable, often carrying them from one room to another in the house. However they often forget to plug in devices, such as a Nintendo DS, so are often restricted the area where it is plugged in or waiting for it to fully charge.

PersonalizationThey are interested in customizing their devices and interfaces.

InfluencesTheir desires are heavily influenced by external forces including advertising, friends, and siblings, while their access to devices that can fill those desires is primarily controlled by their parents.

SocializingThey are willing to meet new friends online, but do so primarily within the safe sphere of online game play.

Minimal InputsThey require minimal input methods, and are comfortable using just a few keys for most of their computer activity.

Middle SchoolChildren age 11-14 need to

communicate frequently with family and friends. They learn

about technology quickly and are excited to try new and popular

products. They pay close attention to trends that their friends adopt and are highly

influenced by others.

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Abby, 13Abby is in 8th grade. She likes to watch TV, shop online and do outdoor activities. She has a Dell laptop and desktop, an iPod Nano, and a Kodack digital camera.

Johnny, 11He is interested in playing online games and watching Japanese animation. He loves Pokemon and watches it on TV. He likes his Asus laptop.

Johanna, 14She enjoys shopping, texting, chatting and watching tv and movies. Her favorite brands are Sony, T-Mobile, and PacSun.

Stephanie, 11She enjoys playing online games, chatting with friends, and dancing. She has an HP netbook, a Nintendo DS, and an MP3 player.


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1. PortabilityCell phones are more portable devices than computers, so many use texting more than computer live chat. The computer is used when they want to share more then words, such as pictures and music, or to meet new friends.

Transcript Fact21. 00:04:49I: InterviewerJ: Johanna

I: “So would you say [your phone] is how you keep up with all your friends basically? And like, you have everything your need on your phone basically?” J: “Yeah.” I: “Except for school do you usually have your phone on you all the time?” J: “Yeah.” I: “ How late into the night do you use it usually? When do you think

your last text or last call is?”J: “Until probably 10:00?”

Observations

3. Online GamingThey play games on their computers and search for free games on the Internet.

Transcript Fact21. 00:00:51I: InterviewerJ: Johnny

J: “Because I pretty much read about games, but my cousin hasn’t found the game yet.” I: “Oh you usually read about the game that your cousin sends you?”J: “Uh huh. The game’s not even out yet.” I: “Can we videotape you before you look for it? Like can you just wait two seconds? Sorry. We’re so invasive. So what program are you using now? Google? What website is this?” J: “Ijji.com” I: “How did you learn about this website?” J: “Cousin”

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4. Media & CommunicationAt this age they usually do not do a lot of school work on computers. It is mostly used for information searches. Computers are mainly used for entertainment and communication.

Transcript Fact10. 00:04:59I: InterviewerJ: Johnny

I: “Do you ever have to write papers for school on your computer?” J: “No.”I: “Do you know how to type?” J: “Uh-huh” I: “How did you learn how to do that?” J: “I don’t’ know.”

Observations

2. Moving on from the MouseThey usually do not use a mouse and they navigate the touch pad pretty well.

I: “Do you have a mouse?” J: “No.”I: “Would you like one do you think?”J: “Not really.”I: “You seem like you’re really good at using the keys. Way better than I am.“

Transcript Fact21. 00:08:52I: InterviewerJ: Johanna

Data Models

JohannaFour types of data models were developed based on observations of the activities and influences of one participant in the middle school age group, Johanna, a 14-year-old girl who loves to socialize via her phone and computer. She enjoys fashion and likes to be unique. Recently, she cut and colored her hair by herself. She is really excited about the idea of customizing her laptop with patterns and stickers.

54

Take Aways:

Flow Model: Johanna

shopping online

types papers for school

PARENTS

HOME

SCHOOL

calling, voicemail, go

ssipin

g, m

akin

g ap

poin

tmen

ts,

etc

texing b

efore

and

afte

r sc

hool

calli

ng

text

ing

GPS

takes & uploads photos

go s

hopp

ing, go to movies, and spend nights together at her house

socializes with webcam, AIM

stickam, myspace

, face

book

Gmail to keep in touch

sharing med

ia

upload photos

online chatt

ing

online movies and games

CD & DVD drive for movies

asks advice for electronics

introduces new things

downloads music ringtones, backgrounds

FRIENDS

JOHANNA14-year-old

middle school student

laptop

cellphone

BROTHER

• Johanna desires devices that are trendy and “cool” looking.

• She is in constant communication with her friends and family, so devices must be easy to use.

• She texts more than she calls or e-mails because her cellphone is lightweight and portable.

System Breakdown

Action/Influence

People

Environments/Places

Device

55

Cultural Model: Johanna

Take Aways:

SCHOOL

FRIENDS

in Illinois

ONLINE FRIENDS

HOME

16 years old

asks for new products buy her products

drive her and her friends around

introduces her online games

introduced to online friends in Illinois

taught about computers

gives advice for new devices BROTHER

obeys

PARENTS

place for friends to spend time together

s

hare

s in

form

at

ion bo

th loc

ally an

d across t

he country

com

petit

ive

with

prod

ucts owned

le

arnin

g & m

aking fri

ends

gives

adv

ice fo

r fash

ion & life

infl u

ence

s c

lothin

g and

makeup brands

spe

nd a

lot o

f tim

e tog

ether i

n person

JOHANNA14-year-old

middle-school student

• Johanna and her friends influence each others activities and purchases.

• Her brother has a strong influence over what electronics she buys.

• Her parents mainly influence her by purchasing things for her and giving her support.

System Breakdown

Action/Influence

People

Environments/Places

Device

56

01 : T-Mobile Sidekick Phone calls, texting, internet

02 : TV in living room Does not watch

03 : Microwave Oven Heats food that mom makes

04 : Video camera Takes video

05 : Laptop YouTube, social sites, chatting

06 : Camera Takes photos

07 : Desk Does homework

08 : TV in bedroom Watches Disney Channel

09 : Clothes

10 : Scissors and styling product

11 : Eyeliner

12 : Bed

Artifact model: Johanna

01

05

0907

04

08

02

06

11

BOBBI

BROWN

10

03

12

57

Physical Model: Johanna

2

05

0203

01

11

06

05

12

07 10

14 18

1713

15

1617

18

15

16

13

14

Living Roomfamily watches TV together here

Kitchenheart of the house, brightly lit, clean but lived in

Johanna’s Bedroomplace for her belongings and talking to friends

Garagesometimes spends time with friends here

Backyard/ Swimming Poolswimming with friends in the summer

Dining Roominterviewed here, talks to mom on the phone, and uses computer

Take Aways: • Johanna uses devices like the TV and her computer in communal areas such as the

living room and dining room, sometimes sharing her media experiences with her family.

• Her bedroom is her sanctuary, where she keeps her belongings and has personal phone conversations with friends.

58


Desire to be individual To stand out Personalize computer with stickers 2

Is asked about touchscreens and stylus pens To own “cool” artifacts Says would buy a netbook because of these features 5

Wanted a new ringtone To be hip Downloads popular songs onto phone 8

Alone after school To be connected Signs into Yahoo chat 9

Has own personal style To express herself and compare with friends Downloads background for her phone 10

Always carries phone To be in the know Texts more than her friends 13

Has a smartphone To have everything in one device Takes pictures with camera on phone 15

Logs into Stickam To share and relate Videochats with friend 21

Logs into Facebook To relate and have a presence Plays Farmville game 22

Thinks MySpace is faster than Facebook To communicate Clicks on friends to chat 23

Goes to mall with friends To be unique/trendsetter Shops at different stores than friends 30

Desire to fit in To keep up and be admired/envied Asks parents for objects 37

Hair is growing out To be independent Cuts her own hair 38

Will turn sixteen in two years To be envied Hopes for a BMW or Audi convertible 41

Sequence Model: Johanna

59


A Perceptual Looks at computer screen

B Cognitive Recognizes keyboard

C MotorPlaces hand on keyboard and types in her username and password

00:00:01 D Cognitive Recognizes touchpad

00:00:02 E Motor Moves right hand around on touchpad

00:00:12 F MotorUsed right index finger to click touchpad and sign into Stickam

00:00:13 G Cognitive Recognizes friend’s profile on Stickam page

00:00:19 A Motor Clicks on friend’s picture

00:00:21 B Cognitive Processes that friend is not online

C Motor Clicks on corner “x” to close Stickam window

D Cognitive Realizes that friend may be on AIM

00:00:22 E Motor Uses right index finger to tap on touchpadand open AIM

00:00:36 F Cognitive Realizes friend is not on AIM

00:00:38 G Motor Uses right index finger to hit “x” and close AIM

0102

Taskflow Model: Johanna

1. Logging into Stickam

2. Attempting to Videochat

60


00:01:05 B Cognitive Recognizes keyboard

00:01:06 C Motor Uses right hand and touchpad to click on Farmville icon

00:01:23 D Cognitive Recognizes that Farmville is open

00:01:27 E Motor Uses right hand and touchpad to move arrow and click start button on screen

F Cognitive Recognizes pop-up information from game

00:01:30 G Perceptual Hears Farmville song playing on computer

00:01:31 H Motor Uses right hand to move arrow and pass through pop-up windows

00:01:32 I Motor Recognizes friend’s profile on Stickam page


00:01:37 B Cognitive Recognizes something grew on her farm

00:01:39 C Motor Uses right hand to direct arrow and moves character to new plant

00:01:44 D Cognitive Recognizes pop-up window on screen

00:01:45 E Motor Uses right index finger to tap touchscreen and close window

00:01:51 F Cognitive Recoginizes another pop-up window

00:01:51 G Motor Reads pop-up window

03

04


3. Opening Farmville on Facebook

4. Activity in Farmville

61

00:02:28 A Perceptual Looks at computer screen

00:02:29 B Cognitive Recognizes keyboard

00:02:30 C Motor Places hand on keyboard and types usernameand password

00:02:33 A Motor Clicks on friend’s picture

00:02:34 B Cognitive Processes that friend is not online

00:02:35 C Motor Moves hand back to touch pad

A Cognitive Recognizes her own homepage

00:02:43 B Motor Uses scroll on touchpad to move down page

C Cognitive Recognizes chatting feature

00:02:54 D Motor Uses touch pad to click on chatting feature

00:02:55 E Motor Uses touch pad to move arrow and clickchatting feature closed

05

06 07


5. Searching for MySpace

6. Logging into MySpace

7. Looking at who is available to chat

62


ImageThey are very image-conscious. They are highly aware of personal appearances and the status associated with personal items.

ConfidencePride in their personal possessions and style helps to generate confidence.

Communal MediaThey watch TV and movies and listen to music in communal environments, sharing the experience with family or friends.

MessagingText messaging is their preferred means of communication since phones are light and portable

and messages can be typed, sent, and received quickly.

GamingThey own dedicated gaming devices, but love to play games online since there is constant access to new, free entertainment options and they can play against friends in remote locations.

Integrated InterfaceThey are comfortable using an integrated trackpad and keys for navigation and see no need for an external mouse.

High SchoolTeens age 15-18 are starting to

gain more independence as they reach driving age and get part time

jobs. They enjoy social activities, playing games, sharing media,

and social networking. This age group is highly influenced by the

media and their peers.

66


Lawrence, 14A smart young male that is a sophomore in high school. He enjoys playing video games and plays soccer for the school team. He is already looking forward to college.

Lindsay, 17Listens to rock music and loves playing Halo on Xbox in her friend’s basement. Likes bright neon colors and uses computer with stylus to create art.

Shawn, 16Is interested in playing action games, chatting, streaming music and watching tv and movies. He especially likes Japanese anime and popular electronic music.

Janelle, 17Likes to shop online, watch music videos and sew. She doesn’t have a specific brand preference but likes whatever is new.

67

1. Texting is KingHigh school kids text message more frequently than they make phone calls.

Transcript Fact3. 00:27:30I: InterviewerS: Shawn

S: [Shawn received around 8 text messages during the course of the interview, compared to the 2 calls he made to discuss the content of the text.] I: “If money were no object when buying a netbook, [despite its features,] would you still get a laptop?”S: “I would still get a laptop.I: “So, you would rather pay [the money] to get what you want?”I: “ What do most of your friends have? Do most of your friends all have

cell phones and computers?”S: “Most of my friends have phones, computers, and iPods.”

Observations

2. Peer EnvySome high school kids can be envious when they see others with something they don’t have, even when they don’t need it.

Transcript Fact1. 00:12:15I: InterviewerJ: Janelle

I: “Have you heard of a netbook?” J: “No.”I: “A netbook is a smaller version of a laptop.”J: “ Oh, that little one? My mama’s got one, and I tried to get it from

her. She wouldn’t even give it to me.”I: “So you are interested in having a netbook?”J: “yeah.”I: “Why?”J: “ Cus’ it’s cute and little... I could tell you what I don’t like about it,

it doesn’t have a CD thing...”

68

3. Offline LivesMost high school kids are not aware of a need for web based products in their outdoor activities.

Transcript Fact2. 00:07:00I: InterviewerL: Lawrence

I: “How much time do you spend going on websites?” L: “I would say about 5 hours... when I’m at home. I mean if I don’t have to work, I mean not every day, but like if I don’t have to work, have nothing to do, not going out or anything.”I: “What other things do you do for fun besides school?”L: “ Hanging out with my friends, going bowling, basically hanging out.

You know.”

Observations

Data Models

ShawnFour types of data models were developed based on observations of the activities and influences of one participant in the high school age group, Shawn, a 16-year-old junior. He likes to play action games, chat online with friends, stream music, and watch TV and movies. Shawn has a smartphone with which he is constantly texting, and also owns a desktop computer and gaming systems.

70

Flow Model: Shawn

giv

es w

at

er an

d trip

od for interview

as

ks p

ermiss

ion to

interview

sad that he sold it

one broke down

fails to e-mail contacts

interview Shawn

GUESTS

HOME

SCHOOL

CLASSMATESFRIENDS

Facebook

Mp3 player

TV

Wii

Desktop

YoutubeAIM

lis

tens t

o music

l

earns d

ance moves

homework, email, anime

trade electronics

texts to catch up

calls to make fun of his friends

advises about electronics texts to do interview

s

holds interview for texts

te

lls S

haw

n to

com

e ou

t

as

ks h

im t

o be

inte

rview

ed

fragile

blogs

and I

Ms his

friend

s

SHAWN

DAD

cell phone

Take Aways:

• Shawn mainly uses his cell phone for texting.

• His cell phone is the one device that easily connects him to all of his friends.

• He prefers texting rather than using e-mail.

16-year-old high school

student

System Breakdown

Action/Influence

People

Environments/Places

Device

71

Tells

sh

awn

wha

t to

do

works on homework together

SCHOOL

HOME

shares & tr

ades

ele

ctro

nics

texts for random information

borrow & trades electronics

answers his questions

assigns hom

ework

does not allow electronics in school

Cultural Model: Shawn

DAD

FRIENDS

JACK &BRIAN

HIGH SCHOOLCLASSMATES

SISTER14 years old

liste

ns a

nd ob

eys

reco

mm

ends

elect

ronics

inte

rpre

t & tr

ansla

tes

helps out with

hous

e wor

k

SHAWN16-year-old

high school student

Take Aways:

• Shawn plays a major role in the family as the older sibling and keeps his friends in the know.

• He shares electronics with his sister and his friends.

• His biggest influences are friends and school.

System Breakdown

Action/Influence

People

Environments/Places

Device

72

Artifact Model: Shawn01 : T-Mobile Sidekick

texts, calls, internet access

02 : iPhone chance to test it out

03 : PSP traded in

04 : Wii traded, would like for fitness program

05 : Xbox 360 plays a couple of hours a day

06 : TV

07 : Dell Desktop Game, YouTube, social sites, chatting

08 : HP Desktop broken, preferred computer to use

09 : Asus Laptop what he wants

10 : Bottles of Water

11 : Pen and Paper

12 : Office Chair

09

05

01

10

06

02

11

07

03

12

04

08

73

Kitchen Island location of interview, gathering point of house

Living Room dad is here while we interview, cleans up the video games around the tv

Family Desk / Computers cluttered with two computers

Kitchen heart of the house, brightly lit, clean but lived in

Backyard / Swimming Pool told us doesn’t swim much, needs to be cleaned

Garage dad gets everyone a bottle of water

17

18

15

16

13

14

Physical Model: Shawn

13

14

07

15

16

17

1812

08 02

01

09 10 11

12

05

06

Take Aways: • Most external communication from home occurs in this location

because the family computer is located in the kitchen.

74


After school routine To relax Puts bag down on kitchen table 2

Wants to see who has contacted him To check e-mail Walks over to desktop computer 3

Wants to see who is online Communicate with friends Open AIM 5

Doesn't want to leave anyone out Open communication with everyone Opens facebook.com 6

Is thirsty Satisfy thirst Walks to refrigerator to get a coke 9

Is hungry Satisfy hunger Walks to pantry to get Doritos 11

Sidekick sounds and lights up Check who is contacting him Walks to computer desk to retrieve sidekick 13

Two AIM windows open Communicate with friends Accesses AIM windows 15

IM-ed regarding homework assignment Respond to inquiry Sends file of assignment to friend using AIM 18

Bored Find a new activity Turns on kitchen TV 20

Doesn't like the news Find a more entertaining channel Changes channel to E! 21

Sees an ad for Modern Warfare 2 Watch game trailer Sits at computer 23

Wants to watch trailer Find game website Searches google.com for "Modern Warfare 2" 25

Excited about trailer Share with best friend Send text message to best friend regarding trailer 26

Out of coke Replenish drink Walks to refrigerator to get a coke 27

Will get in trouble for having two cokes Select an alternative Selects bottled water 28

Mom will be home soon Finish online socializing Completes then closes out AIM/Facebook correspondence 30

Needs to review homework assignment Print out assignment Selects assignment file from desktop and prints 35

Sequence Model: Shawn

75

Task Flow Model: Shawn


A Perceptual Sees Sidekick light up

B Perceptual Hears Sidekick alert

C Cognitive Recognizes alert tone as a text message, decides to pick up Side-kick and read message

00:01:34:00 D Motor Picks up Sidekick

00:01:34:00 E Motor Opens swivel component of Sidekick

F Perceptual Sees “new text message” icon

G Cognitive Decides to select “new text message” to review message

00:01:36:00 H Motor Motions trackball to “new message” icon

00:01:37:00 I Motor Depresses trackball to access “new message” menu

J Perceptual Sees that the message just received is automatically highlighted on menu

K Cognitive Decides to open new message

00:01:39:00 L Motor Depresses trackball to open new message

M Perceptual Watches opening message animation

N Perceptual Reads new message

O Cognitive Processes message content

P Cognitive Decides to respond to message

00:01:44:00 Q Motor Selects and depresses respond icon

R Cognitive Considers content on his message

00:01:45:00 S Motor Types message response using the keypad on his Sidekick

T Perceptual Reviews message content

U Cognitive Is pleased with message content and decides to send

00:01:50:00 V Motor Motions trackball to send icon

00:01:50:00 W Motor Depresses trackball to send message

X Perceptive Watches”message sending” animation

Y Cognitive Reconsiders his message response

00:01:52:00 Z Motor Closes swivel component on sidekick

E

HQ

S

Z

1. Sending message on Sidekick

76


DurabilityOften the older sibling at home, high school students introduce electronics to their younger brothers and sisters. These shared devices need to be accessible and durable.

MessagingText messaging provides a constant tie to friends, who provide information and entertaining communication throughout the day. It is not uncommon for these users to send up to 200 texts in a day.

All ThumbsAvid texters, this group is highly proficient at using small, tactile keyboards with a two-thumb method.

CovetingThis age group is still very influenced by what their friends think, and want to own the same status delivering objects that other members of their group are using.

ActivityTheir schedules are fully booked with multiple extra-curricular activities, so this is not a group that is often found at home in front of one stationary device. They need a device suited for communicating and consuming media while mobile.

CollegeYoung people age 18-25 have

full social and academic lives so they stay connected with social

networking sites, email, and text messaging. Those who are gamers take electronics more

seriously than the younger age groups, and invest in systems offering the highest quality in

graphics and performance.

80


Sarah, 23Sarah is a college senior studying Fashion Design. She enjoys shopping and keeps up with all the latests trends. She is very busy with schoolwork but always makes time for socializing with friends.

Ashley, 21Ashley is a substitute art teacher who appreciates fashion and design. She uses her iPhone for maps/GPS and to find things around her (shops, gas stations, etc). She personalized her phone to match her friend’s.

John, 25John is a Film and Television major who enjoys watching TV, shopping online and hanging out with friends at bars.

Michael, 20Michael is a biology major who is interested in playing basketball, listening to music and watching sports on TV. His favorite brands are Express and Polo.

81

1. Keyboard RequiredThey like the idea of touchscreen interfaces for some tasks but require a real keyboard that is not too scaled down for typing.

Transcript Fact6. 00:10:17I: InterviewerJ: John

I:“So if there was a netbook with a touch screen, you would rather have a keypad?” J: “Well if it was a little smaller and was like this [touches laptop screen] and I could touch it, it would be cool for like phone features like if I could be like ‘oh applications,’ click on it. Ya know? Like on the screen and stuff? But not like just one big [motions with hands on laptop].Like if this [touches scroll pad] was like this [outlines laptop with hands showing size] I wouldn’t... I’d be like what the hell I need a keypad. Ya know?.”

Observations

2. Mouse PreferredThey are comfortable using a touchpad for minimal usage, such as Internet browsing or when “lounging”. However, in general, and especially for involved tasks, they prefer to use a mouse.

Transcript Fact25. 00:07:44I: InterviewerM: Michael

I: “Why do you use the trackpad and not the blue button?” M: “Probably because my finger’s so big it’s really awkward. And usually when I’m at home I have a plug-in mouse, so I don’t have to be touching it all the time.”

82

3. Still Use Optical DrivesThey are used to the convenience of an optical drive for burning CDs, installing programs, and watching movies while traveling, and are more hesitant to give up that feature.

Transcript Fact32. 00:12:10I: InterviewerS: Sarah

I: “Is it important to you to have a cd or dvd drive?” S: “Oh yeah, especially when I’m traveling.”I: “What do you use it for?”S: “ Mainly burning discs, but I haven’t done it in a long time. But

watching movies, especially if I’m traveling and stuff.”

Observations

4. OrganizationThey are very interested in the idea of their computer acting as a PDA, with features that keep them organized and on task.

Transcript Fact28. 00:13:24I: InterviewerJ: John

I: “Can you think of any ways if your main problem was too many options, too many distractions that like a computer could help to limit your distractions? Like to help you to focus?” J: “Maybe reminders. Like I don’t know if computers have them but if a computer could be like ‘get back to work!’ or I dunno, like a big screen [motions a popup window].”

Data Models

SarahFour types of data models were developed based on observations of the activities and influences of one participant in the college age group, Sarah, 23-year-old college senior studying Fashion Design. She enjoys shopping, working out, hanging out with friends and her favorite brands are Express, Aldo, and Apple. She likes hip-hop music and HBO’s Entourage. She has a Mac laptop and uses it for programs like Photoshop and surfing the web on sites like Facebook and Style.com. She has a cell phone but doesn’t use it for Internet and sends a lot of texts to friends.

84

can’

t play

iPod t

hrough ca

r

SCHOOL

TOWN HOUSEWORK

TEACHER

Speakers

Laptop

Desktop

TV

Flow Model: Sarah

Take Aways:

• Owns several electronic devices but they don’t meet her every need.

• Laptop screen is too small and trackpad difficult to use.

• Goes to school to use the desktop computers.

• Would like to be able to text with her parents but they don’t know how.

ca

lls and texts

don’

t kno

w how to text

provides money

loans pay tuition

goes to school to use desktop computer for art programs

provides an education

char

ges

phon

e in

car

does homew

ork on laptop

email, facebook, hulu, pandora, etc

can’t use for art programs

listens to while running

watches movies, shows, new

s

HOME

MOM

SISTER

DAD

FRIENDScalls and texts

SARAH23-year-old college

senior

Loans Food Rent

Cellphone

CariPod

System Breakdown

Action/Influence

People

Environments/Places

Device

85

Cultural Model: Sarah

SARAH23-year-old college

senior

Take Aways:

• School is a major influence.

• Required to use the school’s email system but it doesn’t sync well with her email program at home.

• Main influences are friends.

• Shares interests, media, experiences, stories, and opinions, and style icons with friends.

• Comments on online fashion blogs.

SCHOOL

FRIENDS

TEACHERS & ADMINISTRATION

CLASSMATES

HOME

MOM

SISTER

DAD

BOSS

STYLE ICONS

CELEBRITIESFASHION

DESIGNERSWORK

sha

res in

tere

sts,

med

ia, ex

perie

nces

, sto

ries

school email system doesn’t sync with home email

required email system, structure, loans

collaboration, networking

distance makes it hard to stay in touch

what’s cool, trendy, technology

expectations, responsiblities

su

pport

sets an example, mentors

desi

gn &

style

idea

s

co

mm

ents

on

styl

e bl

ogs

responsibility, money, discipline

gets in the way of school

System Breakdown

Action/Influence

People

Environments/Places

Device

86

.

01

05

09

02

06

10

03

07

11

04

08

12

01

02

03

04

05

06

07

08

09

10

11

12

CDSProvide audio entertainment

Cell Phoneportable vocal com. device

External HDstores homework

Laptop (Macbook)provides internet access

MP3 PlayerProvide audio entertainment

Notebookused for notes and sketches

Sewing Machineused for school projects

Speakersused to listen to music

TVprovides entertainment

Wireless Mouseused with laptop

Inkjet Printerprints homework assignments

Pencil Sharpenermaintains sketch pencils

Artifact Model: Sarah

87

Physical Model: Sarah01 TV Stand:

Goes to it periodi-cally to insert DVDs

Couch:Relaxes after a long day at school

Coffee Table:Stacks magazines, sits drinks

Desk Chair: Doesn’t use, rests books and purse on it

02

03

04

05 Desk:Charges laptop, cell phone, has printer, and speakers

Bar Counter:Eats dinner, does school work

Stool:Sits, while eating or working

Kitchen:Prepares meals, makes tea

06

07

08

0108

06

07

02

03

04

05

09

08

06

12

05

04

01 07

1110

03

Take Aways:

• Most of her work is done away from her desk, which has become nothing more than a storage area.

• She tends to carry her laptop around the house with her, using it frequently for listening to music and watching streaming television shows (more than her television or mp3 player speakers.

88


Asked to use laptop Start using computer Sits on couch and puts laptop on knees instead of on the coffee table 24

Asked to use laptop Look at New York Magazine Opens Firefox, logs in to Google, searches “nymag” and clicks link 26

Part of webpage is not visible Wants to see more of the webpage Uses arrow keys to scroll down 28

Chart within page has scroll bars Wants to see more of the chart Uses trackpad with two fingers to scroll down 29

Laptop screen goes dim Wake up laptop Moves fingers across trackpad 32

Asked why she likes school computers better Describe what she likes about desktop Gestures to indicate larger screen and mouse attached 33

Needs to use a different program Wants to move window out of the way Uses trackpad to move browser down to bottom of screen instead of minimizing 36

Needs to use a different program Find program that she needs Uses trackpad to mouse over side dock (on Mac) and sees program names 37

Wants to open a file in Photoshop Find an image to open Uses arrow keys to scroll up & down in Finder window 38

Sequence Model: Sarah

89

Task Flow Analysis: Sarah

0102


00:14 A Perceptual Looks at laptop

B Cognitive Recognizes that it’s on

C Cognitive Recognizes that browser window is not open

00:15 D Motor Uses trackpad to move cursor to side dock

E Perceptual Sees application icons appear

F Motor Uses trackpad to scroll up and down along the dock

G Perceptual Sees application icons increase and decrease in size as she moves cursor over them

1

2

1. Wants to find a webpage


00:16 H Motor Uses trackpad to move cursor away from side dock

I Perceptual Sees dock disappear

J Motor Uses trackpad to move cursor to program menu bar

K Cognitive Scans through menu bar options

L Cognitive Highlights Firefox menu by moving cursor over it

M Motor Scrolls down using trackpad

2. Looks through programs

3

90

Task Flow Analysis: Sarah


00:17 N Cognitive Moves cursor, highlights File menu

O Motor Scrolls down using trackpad

P Cognitive Clicks “New Window”

Q Perceptual A Gmail window opens

R Perceptual Sees search box

00:18 S Motor/Cognitive

Uses track pad to place cursore in search box

T Motor Types text into search box using keyboard and hits “Enter” key

U Perceptual Watches blue bar signifying page is loading

3. Searches in browser

4

5 6

91


Mobile AccessThey are highly mobile, moving from home to school to work, and also work in various rooms at home, so they need a small, lightweight device to carry around for online media consumption and communication.

Complex ComputingCompleting their schoolwork requires more complex programs, which are easier to use with a large screen and external mouse.

Always OnAs a result of the popularity of smartphones, these users have grown accustomed to having internet access at all times. Any new device must have a constant Internet connection for access to Hulu, Pandora, Facebook, email and other media consumption.

OrganizationThey desire new, improved applications for staying organized and on-task.

Serious GamersMany young men this age are avid video game players and are interested in devices with the best available performance and graphics capabilities for new, high definition games and online game-play.

TouchscreensFor basic communication, web browsing, and media playback, they like the functionality of a touchscreen interface, however for more extensive typing use they prefer a tactile keyboard.

Cultural ProbesCultural probes are used to gather

information about the user’s day-to-day life by allowing them to self report information about their

activities and preferences. Kits were given to several individuals

who were representative of their age group. For this part of our study, elementary and middle school children were approached together to get

a sense of “teen and tween” cultural norms.

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Teens & TweensThe kits provided to participants in this age group included activities

such as picking images from magazines, using test models,

and filling out activity logs. Learning about this user group’s

aesthetic preferences and unique functional needs was

key eventually developing personas and design criteria.

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Cultural Probe KitThe cultural probe for teens and tweens consisted of six components that would gather different kinds of information from the participant. Six kids in this age range were given the kit and they had five to six days to complete them.

The kits included:

• An instruction sheet• A disposable camera for taking pictures

of activities or things they like.• Test models of devices to gather

information about physical preference.• A magazine journal where they could

paste images that reflect their style• Scissors and a glue stick for the

magazine journal• A personality test• A communication log• An activity log

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Question 1:Whose style do you admire?• Kristen Stewart• Robert Pattinson• Taylor Swift

Question 2:How do you describe your style?• Scene Kid• Preppy• Trendy

Personality QuizThis component of the cultural probe was designed to learn about how tweens and teens view themselves. A series of multiple choice questions were given spanning subjects of style, personality, and activities. The results are shown below.

Question 3:What colors do you prefer?• Neon• Bright• Black, white, grey

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Question 4:Item you could not live without?• Cellphone• Video Games• Books• Facebook

Question 5:Brand you identify with?• PacSun• Nike• Apple• Forever 21

Question 6:Who is your ideal girl/guy?• Taylor Lautner• Selena Gomez• Zac Efron• Megan Fox

Personality Quiz

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Question 8:Your favorite after school activity?• Listening to music• Snacking & gaming• Relaxing at home• Going outside

Question 7:The magazine you are most likely to read?• Seventeen• Sports Illustrated• J-14• Teen Vogue

Personality Quiz

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Magazine Journal Findings• Both bright colors and more sleek palettes of black, white and silver draw their attention.

• They like electronic products in basic shapes such as squares or rectangles with rounded corners.

• They tend to prefer computers with touch screens and cell phones with full keyboards and mobile Internet(like GPS).

Personality Quiz Findings• Most said they prefer bright, highly

saturated colors or neon colors.

• Half said they could not live without books.

• Most said people hung out at their locker to plan their weekends.

• Half of the participants said their favorite after school activity is listening to music.

• Most knew about celebrities their age.

• All the girls like to read magazines about celebrities.

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Communication Log Findings• 11 of the 30 communications made were in the form of face to face

conversations with friends or family. Chatting online and talking on the phone were also popular ways to communciate.

• Almost all communications were between friends.

• When making plans with multiple friends email or chat was used.

• Texting was not as popular as expected. Only two participants mentioned sending a text.

• 7 of the communications related to school or homework, occuring between classmates as well as teachers.

• All of the participants used various methods of communication throughout the day.

Activity Log FindingsThis section of the cultural probe is designed to document the participants daily lives. The interviewees were asked to record what activity they were doing, with who, when, and where the activity took place and take any appropriate photos.

• Parents tend to be the first to introduce electronics to their children.

• Parents and grandparents motivate participants to use electronics for long distance communication.

• Kids like to spend a few hours using the computer after dinner.

• Because of school, kids use electronics mostly in the evening.

• They are familiar with gaming systems and prefer big screens.

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Too Big

Too Small

Right Size

Keyboard Smartphone Nintendo DS Wii

With Two Hands -Like

-Do not like

Easy to Use

Easy to Handle

Boy

Girl

Comfortable

• Most of the boys felt that the Smartphone, Nintendo DS, and Wii controller are in the right size, but they felt that the keyboard of the Smartbook was too small.

• Girls felt that the Smartphone was too big to hold, but they thought the keyboard of the smartbook was the right size.

• Both felt the Nintendo DS was comfortable to hold and that the Wii controller would be easy to use.

• The smartbook keyboard got the highest comfort rating.

Test Models Findings

Nintendo DS

Wii

Smartphone

Keyboard

With One Hand -Like

-Do not like

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Design Implications of Cultural Probe

Hard to HandleThe smartphone is slightly awkward for them to hold. This could be because it is wider than most phones and it is not obvious whether one or two hands should be used when using it.

Parental InfluenceMost teens and tweens are heavily influenced by their parents in terms of how they are allowed to spend their time.

Entertain MeThey enjoy spending time watching movies and TV, and are attracted to devices with these abilities.

Group ChatThere is interest in communicating with multiple friends at once in the form of chatting or emailing.

Boys vs. GirlsBoys and girls have different feelings when they hold the same object. If the size of device fits the boys, the girls may feel that it is too big for them. By contrast, if girls think the device feels good, the boys might feel it is too small to use.

ShineThey desire glossy and shiny products which for them translates into good quality.

Advanced Technology They like products showing high technology both in function and appearance, such as touch screens and metallic looking materials.

Multifunctional They like multi-functional things. The most common functions they need are calling, texting, web browsing, photo shooting, video taping, DVD players, TV programs, music, and gaming.

GeometryThey like geometric, simple, neat shapes.

High SchoolThe kits provided to participants in this age group included activities

such as magazine image tagging, photo journals, and communication

logs. Learning about this user group’s aesthetic preferences and

communication needs was key eventually developing personas

and design criteria.

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Cultural Probe KitThe contents of this cultural probe submitted to three college-aged students included instructions with specific directions and the materials needed to collect and store the research data. Participants were given about a week to complete the directives of the probe.

Contents:

• An instruction sheet• Workbook/Journal asking about their personal preferences and getting them to document their day• Photo Journal to record things around them and what they like• USB flash drive to store photos from

photo journal• Three dissimilar magazines• A set of Post-it notes• A pen

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Workbook / Journal FindingsThis component of the cultural probe was designed to learn about what high school kids are interested in and how much they use technology. They were asked questions about their favorite music, movies, tv, games, and books. The results are shown below.

• They have diverse musical interests from alternative to electronica to R&B.

• Most of them enjoy playing shooting and science fiction video games.

• All enjoy using social networking to meet new people, keep in touch and plan activities.

• Most are not concerned with a computer’s role in their future, but are highly concerned of keeping in touch with friends.

• They like to be mobile with their friends but many do not drive yet and walk a lot.

• Teens generally look for deals and discounts as they don’t have a lot of their own spending money.

• They all study in quiet places like their rooms.

• Most watch a lot of movies, rather than reading.

• They generally call and text their friends to arrange social activities or to see what is going on.

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Photo JournalThis component of the cultural probe was designed to learn about how college students see the world around them. They were asked to take pictures of electronics to represent key describing words and explain why they represented that characteristic to them. They were also asked to take pictures of their surroundings and describe the role those objects play in their life.

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Photo Journal Findings• They like soft, swooping curves and smooth, clean lines

• They like sophisticated, neutral color palattes with bright accents

• They enjoy when their electronics glow a subtle blue

• They are very attached to their music and mp3 players

• They are very busy so need to be extremely organized

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Magazines & Post-itsThis component of the cultural probe was designed to learn about how high school kids view products and fashion. They were given two magazines: Metropolis, Life & Style and Best Buy Catalogs. The results are shown below.

• Entertainment focused• Cool looks, simple textures• Performance, features• Fun shapes• Greenish blue quirky colors• Futuristic looks• Colorful rich patterns• Wavy and sleek• Community and environment• Fashion and beauty• Celebrity gossip• Sleek and simple• Function

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Neat and TidyThey have busy lives and need to keep their datebook, locker, closet, etc. organized. The smartbook as a PDA would provide an easier way of keep their schedule than the traditional datebook

That’s MineMany students informally personalize their belongings and bedrooms with doodles, photos, and magazine cut-outs of things that inspire them. An option to customize their devices with their own art and photos rather than a set of predetermined skins might be appealing.

Media FrenzyThey are constantly listening to music, watching TV, texting or talking on their phone, or surfing the internet- often several at once. One devices that could do it all would be ideal.

Chat With MeThey don’t use email as much as Generation X- they communicate online through messaging on chat services or posting to social networking sites.

‘Board’ GamersThey still play board games- favorites are Catch Phrase, Apples to Apples, and Scrabble.The smartbook could include a digital version of these familiar games they could carry everywhere.

Peace and QuietThey like to escape from the chaos to be able to focus on getting work done. Many like to take their homework to a nearby park to complete without any distractions.

Private PropertyThey are becoming more independent and want to keep some things to themselves. Having a locking or password feature to prevent snooping would be appreciated.

CollegeThe kits provided to participants in this age group included activities

such as magazine image tagging, photo journals, and communication

logs. Learning about this user group’s aesthetic preferences and

communication needs was key eventually developing personas

and design criteria.

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Cultural Probe KitThe contents of this cultural probe submitted to several college-aged students included instructions with specific directions and the materials needed to collect and store the research data. Participants were given about a week to complete the probe.

Contents:

• An instruction sheet• Workbook/Journal• Photo Journal• USB flash drive to store photos from

photo journal• A set of Post-it notes• A pen• Two magazines for workbook and

journal reference

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Workbook/Journal FindingsThis component of the cultural probe was designed to collect personal information pertaining to participant’s interests, personal design opinions, and daily activities. The Workbook/Journal requested that participants list their preferences for various forms of personal entertainment and multimedia consumption, answer questions about their social activities and connections with others, and keep a record of their communication technology usage.

• When asked to list favorite brands participants included technology brands like Apple, Canon, and Sony.

• Magazines related to consumer electronics and industrial design were among their favorites.

• Television shows pertaining to forensic science and innovation or natural history were common among the group.

• All participants listed software for multimedia creation as their top three interests

• All participants listed social networking sites, as well as media outlet websites as being among their favorites

• All participants considered staying in touch with friends by consistent means as being very important

• Participants appreciated customizing their personal belongings and electronic devices to fit their personalities. They are considered an extension of themselves

• Collectively, this group had high aspirations for where they saw themselves in four years. Staying in touch by practical means was vital to their happiness throughout the near future.

• Other than personal and physical interactions with others, social networking sites are crucial to everyday routines in communication.

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Photo JournalThis component of the cultural probe was designed to learn about how college students see the world around them. They were asked to take pictures of electronics to represent key describing words and explain why they represented that characteristic to them. They were also asked to take pictures of their surroundings and describe the role those objects play in their life.

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Photo Journal Findings• They like electronics, the more the better

• They like a more traditional styling with subdued colors

• They are usually living in small, cramped dorms or apartments with lots of clutter

• They hold on to things from their past that have sentimental value

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Magazines & Post-itsThis component of the cultural probe was designed to learn about how college students view products and fashion. They were each given two magazines: boys received Popular Mechanics and Popular Science; girls received Seventeen and Laptops. The results are shown below.

• Entertainment focused• Cool looks, simple textures• Performance, features• Fun shapes• Greenish blue quirky colors• Futuristic looks• Colorful rich patterns• Wavy and sleek• Community and environment• Fashion and beauty• Celebrity gossip• Sleek and simple• Function

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InnovationThey are intrigued by new technology and are looking for new devices and functions that assist them with their daily activities

Facebook MeFacebook was first aimed at users who are now mid-twenties and they use it now as much as ever, even to plan social events. Marketing the smartbook as a device to create, plan and send invitations for various social events within groups of friends or the community would be appealing.

SimplicityThey like clean lines and simple forms.

Remember MeThey like computers that remember them and their preferences. Having to search for a file they just downloaded or typing an entire web address into the browser to get to a site they frequently visit is frustrating.

Away From FriendsWhether they are home for the summer or away at school they removed from one set of friends or the other. A device that keeps them constantly connected, perhaps with a feature that allows them to see who they have lost touch with, would be ideal.

QuestionnaireWhile ethnographic research allows

us to observe firsthand what people do and how they do it,

questionnaires help us to gather quantitative data about a user

group’s perceptions and opinions about their activities. This tool

is also useful for gaining an understanding about a large

population through a relatively small sample size.

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57%

43%

Questionnaire

An online survey was sent to a random sampling of people age 11-28 who had Internet access. The 30 respondents answered a variety of questions about their lifestyles, their cell phone and computer usage, and their media and gaming preferences. Of particular value to our psychographic research are the results of ranking/rating scale type questions. These suggest significant design opportunities, which will be detailed after the survey results presented on the following pages.

Survey Respondent Demographics

Respondent Age

Male

Female

0

1

2

3

4

5

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Num

ber

of R

espo

nden

ts

Age

Respondent Gender

123

28%

38%

34%

Questionnaire Results

Cell Phone Use• All but one have a cell phone, for which they paid $100-200.

Monthly bills range from $50-100.

• 62% of respondents send 10-50 texts a day

• 48% spend 0-15 minutes per day talking on the phone

• Among the most requested improvements to their phones: -More memory -Better battery life -Better screen resolution -Ability to run several apps at once -Bigger font -Larger screen -Better browser (faster) -Play videos -Higher mexapixel camera -Voice recognition -More responsive screen Tactile

Keyboard

Touchscreen

Numpad

Cell Phone InterfaceThe cell phone interfaces that people currently use were evenly divided among numpads, tactile keyboards, and touchscreens.

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Computer Use• 73% of respondents have a laptop

• 80% would spend $500-2000 on a new one

• Respondents’ laptops average 3-5 hours of battery life

• The most requested laptop improvements were faster performance and longer battery life

• People use their laptops “everywhere”

• Top laptop uses: Internet, Email, Chatting Social networking, Games, Movies, Research

• Most frequent uses: Internet, email, research, listening to music, uploading pictures

• Least frequent uses: ebooks, planner, TV

Other Electronics• Most respondents own: Mp3 Player, Digital camera, TV,

External Hard Drive

• Most wish they owned: Psp, iHome/Docking Station, Webcam, Mp3 to car stereo device, Ebook Reader, GPS

Gaming• 63% of respondents have a game system

• 95% play a couple of times a week or less

• Respondents also use their game systems for dvds, multiplayer games, netflix, and working out

• 67% play games on the computer

• 63% play games on a website

• 70% play computer games a couple of times a week or less

• Respondents’ favorite games: Farmville (on Facebook), Guitar Hero

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Internet Use• Favorite “apps”: Weather, Farmville

• Most time per day is spent on: Facebook, search sites, info sites, YouTube

• Least time per day spent on: Twitter, MySpace, photo sites, blog sites

• Respondents use wireless the most at home, at work, at school, and at coffee shops

Respondents’ Favorite Websites:

If they had a smartbook...• Respondents would most like to use it for: calendar/

contacts, social networking, music, emails

• Respondents would be least likely to use it for: personal documents, skype, shopping, downloaded games, ebooks

0

6

12

18

24

30

YouTube Google Facebook Wikipedia Yahoo! Reddit Craigslist

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Design Implications of Questionnaire Results

It doesn’t need to be a phone.It’s not necessary to have voice calling since people don’t spend very much time talking on the phone each day.

Extreme portability and battery life are key.Users require the ability to stay on the move. People use their laptops “everywhere”.

Input interface may not be a primary concern.Users are comfortable with a variety of interfaces, so maybe this is not central to ability to use the product.

There are many opportunities for improvement to current smartphone features.People have a lot of complaints about their current phones, and many features they would like added or improved.

• Processing power: users want to run several applications at once

• Touchscreens need to be more responsive than those currently on the market, with higher resolution for graphics/video

• Camera with higher megapixel range: people like having a device with dual functions, but phone cameras are unsatisfactory (especially men, who have only limited pocket space to carry electronics)

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Storage capacity does not have to be very large.The majority of respondents have an external hard drive (56.7%).

Load times for applications need to be improved.

Create or support an “app” for AIM and Facebook chat.Among respondents, these were the most popular chat services (27.6% each).

Design for group gameplay, perhaps even traditional tabletop games (e.g. Scrabble or Catchphrase).When prompted for game preferences, a lot of people first listed traditional games & group games.

Design Implications

The following pages present a compilation of our conclusions and findings from each stage

of the research. These design implications were used as a guide for developing target

markets, brand values, and design criteria.

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SharingYounger children share most of their electronics with their families, and tend to rely on older

siblings to teach them how to do new things or fix problems that they can’t figure out on their own.

PortabilityThey like their devices to be portable, often carrying them from one room to another in the house.

PersonalizationThey are interested in customizing their devices and interfaces.

InfluencesTheir desires are heavily influenced by external forces, including advertising, friends, and siblings, while their access to devices that can fill those desires is primarily controlled by their parents.

SocializingYounger children are willing to meet new friends online, but do so primarily within the safe

sphere of online game play.

DurabilityHigh school students introduce electronics to their younger brothers and sisters. These shared devices need to be accessible and durable.

ImageThey are very image-conscious. They are highly aware of personal appearances and the status associated with personal items.

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Communal MediaThey watch TV and movies and listen to music in communal environments, sharing the experience with family or friends.

MessagingText messaging is their preferred means of communication, since phones are light, portable, and messages can be typed, sent, and received quickly.

GamingThey own dedicated gaming devices, but love to play games online since there is constant access to new, free entertainment options and they can play against friends in remote locations.

Integrated InterfaceThey are comfortable using an integrated trackpad and keys for navigation and see no need for an external mouse.

Always OnThanks to smartphones, these users have grown accustomed to having internet access at all times. Any new device must have a constant Internet connection social networking, email and other media consumption.

TouchscreensFor basic communication, web browsing, and media playback, they like the functionality of a touchscreen interface, however for more extensive typing use they prefer a tactile keyboard.

Serious GamersMany young men are avid video game players and are interested in devices with the best performance and graphics capabilities for new, high definition games and online game-play.

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Boys vs. GirlsBoys and girls have different feelings when they hold the same object. If the size of device fits the boys, the girls may feel that it is too big for them. By contrast, if girls think the device feels good, the boys might feel it is too small to use.

Awkward SmartphonesNo one said that the smartphone was easy to handle. This could be because it is wider than most phones and it is not obvious whether one or two hands should be used when using it.

Parental InfluenceMost teens and tweens are heavily influenced by their parents in terms of how they are allowed to spend their time.

Entertainment OptionsThey enjoy spending time watching movies and TV, and are attracted to devices with these abilities.

Group ChatThere is interest in communicating with multiple friends at once in the form of chatting or emailing.

Offline ActivitiesTweens are interested in reading as well as in outdoor activities.

Online GamingThe younger children pend a good bit of their free time playing flash games online.

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ShineThey desire glossy and shiny products which translates into good quality.

Advanced Technology They like products showing high technology both in function and appearance, such as touch screens and metallic looking materials.

Multifunctional They like multi-functional things. The most common functions they need are calling, texting, web browsing, photo shooting, video taping, DVD, TV programs, music, and gaming.

GeometryThey like geometric, simple, neat shapes.

Classic ColorsBlack, white and silver are the classic colors they always like.

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It doesn’t need to be a phone.It’s not necessary to have voice calling since people don’t spend very much time talking on the phone each day.

Extreme portability and battery life are key.Users require the ability to stay on the move. People use their laptops “everywhere”.

Input interface may not be a primary concern.Users are comfortable with a variety of interfaces, so maybe this is not central to ability to use the product.

There are many opportunities for improvement to current smartphone features.People have a lot of complaints about their current phones, and many features they would like added or improved.

• Processing power: users want to run several applications at once

• Touchscreens need to be more responsive than those currently on the market, with higher resolution for graphics/video

• Camera with higher megapixel range: people like having a device with dual functions, but phone cameras are unsatisfactory (especially men, who have only limited pocket space to carry electronics)

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Storage capacity does not have to be very large.The majority of respondents have an external hard drive (56.7%).

Load times for applications need to be improved.

Create or support an “app” for AIM and Facebook chat.Among respondents, these were the most popular chat services (27.6% each).

Design for group gameplay, perhaps even traditional tabletop games (e.g. Scrabble or Catchphrase).When prompted for game preferences, a lot of people first listed traditional games & group games.

Creative DirectorPeter Fossick

Student teamVictor Anti Charisse Bennett Zi Qing Cai Huang-Kai Chen Chen Nan Kelly Downing Lina Gao Briana Lang Johnny Lin Kelsey Marks Heather Mithoefer Tzu-Yuan Peng Jonathan McKay Hui Zhao

freescale 1

Documents