Testing outcomes
- Understand if the topic page leads to the outcomes/call to action in the content strategy
- Decides to study (at Victoria) a subject in this topic and moves over to relevant degree page
- Decides this topic is not a good fit and move to another topic
- Contact us using the details provided.
- Understand if the programme page leads to the outcomes/call to action in the content strategy
- Applies to enrol.
- Contacts us for help with course planning
- Registers for an open day/Student Recruitment event
- (Additional to those stated is easily understood degree information)
- Identify where users have issues with the designs (so we can improve before building)
- Identify any unmet user needs (for team consideration)
Notes for facilitators
- We are doing "user testing", meaning that (after the greeting and introduction) they drive the computer and we guide, prompt and most importantly, observe.
- As natural as possible, given the circumstances and tasks
- Go with the flow, redirecting at the end if key areas (tabs, blocks, functions, etc) were not covered.
- Paul to facilitate and Jo to observe and take notes.
- Will request permission to record screen and voice.
- Limited time so need to be efficient.
Participants
- Seven to ten, with most being new to us and possibly 1-2 from our previous batch of school students.
- $30 Prezzie card per participant
- Will meet at each school site
Equipment and set up
- Paul's own laptop or the Victoria one with the following:
- Hotgloo opened on the groupings, adjusted for the sceen size
- Screen recording software
- Voice recording software
- Printed copies of ethics form: Participant Information Sheet.
- Printed copy of test script.
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Introduction
The introduction is very important.
Put the student at ease and explain the purpose
Key messages:
- This part of our website is build for school students, so we have to test "share" it on people like you.
- We're interested in observing you play with our new web page designs and listening to your feedback.
- We're not testing you or your computer or website skills! Every answer you give us is helpful and RIGHT!
- Please don't hold back, as we need to hear all your thoughts, no matter how critical.
- Your participation is highly valued - you're helping make a difference - thank you.
2. Explain privacy - but in a low-key non-scary way
- The testing is confidential
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3. Please sign the ethics form.
Conversation guide
1. Welcome, build rapport and set the scene
Engage them in conversation about themselves - their interests and activities, leading to their study interests now, leading to intentions for tertiary study / plans for next year?
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We have only written up one topic or subject area of study so far and that it is Architecture, so for more specifically Landscape Architecture. For the purposes of this exercise we need you to pretend that you are considering studying architecture and would like to learn more about this area.
2. Topics
Let's start with the high level view of what you can study at Victoria. Have a look for information about studying architecture at Victoria.
Student will either browse, use search interests or site search. If not browse ask why they searched and why the one they chose.
Ask them to describe what they see, can do and why they are taking the actions they are
Should get to Architecture topic page. If not, assist.
If lost for words prompt with question like, "What does this page tell you?" or "Tell me what you are thinking"
About tab
what Architecture looks like at Victoria.
About tab
Was the information clear? Easily understood? Do you know what UG and PG mean?
Do they use tool tips? Do they try clicking on different things?
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Do they get to the contact details block (here or on any tab)?
Subjects tab
Way and order content is consumed?
When choosing UG study is it of interest to know about PG options?
Do they try to use anchor links (not working)?
Is the "What you might study" section useful to you? Why? What else would you want to know?
Careers and People & Stories
Less important, so don't guide them to these if they don't naturally go there.
If they did ask why and whether page met their needs?
3. Degrees
At some point the user will get to the degree page. If not, prompt and ultimately assist.
About tab
Was the information clear? Easily understood? Do you know what UG and PG mean?
Note what they do on this page, what is captivating.
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Is the information for international students distracting to you?
How helpful is it to know when the next event is?
What about the school subjects? Helpful?
Planning tab
What did you make of this page? Do you understand the requirements? How they are layered or build on each other (UE, then degree, then major)?
What do you understand from the degree requirements?
How useful is it seeing your first year courses? How useful would it be to see the same for out years?
Fees and Apply tabs
If they did ask why and whether page met their needs?
Close out
- Pressie card
- Copy of GUS
- Tell them how to find out about open days
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