Welcome to IFN591 Week 7:
Data Analysis
Agenda
1. UX and self-care
frameworks
2. Data analysis: thematic
analysis
3. Summary and next
steps
Bernd Ploderer, Tara Capel
IFN591 Principles Of User Experience
We will start soon. While you’re
waiting…
1. Go to Canvas – Modules – 7.3
and download the analysis
handout
2. Post any questions you may
have in the CHAT window
Updates, Homework
and Questions
Your homework from last week:
1. Recruit 2 participants and collect
data
2. Transcribe interviews and
anonymize data
Questions?
UX & Self-care
Frameworks
Frameworks provide a lens for your analysis
Image source: https://www.adorama.com/alc/choose-first-lens-buying-guide-beginners/
Clarify
observations
Provide a
boundary for
what is in and out
of your analysis
• Useful. As practitioners, we can’t be content to paint within the lines drawn by managers. We must have the courage and creativity to ask whether our products and
systems are useful, and to apply our knowledge of craft + medium to define innovative solutions that are more useful.
• Usable. Ease of use remains vital, and yet the interface-centered methods and perspectives of human-computer interaction do not address all dimensions of web design
In short, usability is necessary but not sufficient.
• Desirable. Our quest for efficiency must be tempered by an appreciation for the power and value of image, identity, brand, and other elements of emotional design.
7. – UX honeycomb 4. – personal
2.
– Fourpleasures self-care
3. – More Model
The UX
Honeycomb
Seven Essential considerations for
developers
http://semanticstudios.com/user_experience_design/

https://medium.com/mytake/the-ux-honeycombseven-essential-considerations-for-developersaccc372a398c
Four Pleasures, by Patrick Jordan
Focuses on the pleasurable aspects of our interactions with products
(i) physio-pleasure
(ii) socio-pleasure
(iii) psycho-pleasure
(iv) ideo-pleasure (cognitive)
Means of framing a designer’s thinking about pleasure, highlighting
that there are different kinds and that a good design has the right
balance.
http://changingminds.org/explanations/emotions/happiness/four_pleasures.htm https://
blogs.aalto.fi/stratusreader/2011/05/15/patrick-jordan-chapter-%E2%80%9Cthe-fourpleasures%E2%80%9D-in-designing-pleasurable-products-2000/
Four Pleasures, by Patrick Jordan

https://www.productplan.com/glossary/hook-model/
https://uxdesign.cc/should-we-be-creating-addictive-products-exploring-the-paradox-of-hooked-61792bcd552b
How do you know if you’ve got a compelling hook? Answer these key questions:
1 What’s the internal trigger (i.e., what customers want or need)?
2 What’s the external trigger (i.e., what brings them to your product or service)?
3 What’s the action?
4 What’s the reward?
5 How do you increase customer engagement with the product in the future?
• Findable. We must strive to design navigable web sites and locatable objects, so users can find what they need.
• Accessible. Just as our buildings have elevators and ramps, our web sites should be accessible to people with disabilities (more than 10% of the population). Today, it’s
good business and the ethical thing to do. Eventually, it will become the law.
• Credible. Thanks to the Web Credibility Project, we’re beginning to understand the design elements that influence whether users trust and believe what we tell them.
• Valuable. Our sites must deliver value to our sponsors. For non-profits, the user experience must advance the mission. With for-profits, it must contribute to the bottom
line and improve customer satisfaction.
–
1. 2.
serving several purposes
at
once. stimulation of 5senes e. dance cub has sound.
social interaction
is creating common interests lactivities
situation, consciously or unconsciously e. subber stimulate thicking a give pleasure at
support modular approach winwin
to web design values beliefs
↳
Biz can use to create product/services
3.
Creating customer habit used habitually by customer.
GOAL: resultin voluntary.
high frequency engagement
behavior executed in
anticipation of the reward
actuator of behavior.
it cues the action dat itsimportant to racerstand what
then builds a habit drives customer behavior in order to
build products dat customer use habitudly.
probs. That solved be the action taken
active dat improve
reinforces the cycle of behavior.
product/services in reward types:is rewards of the Tribe
future. Isocial rewards based on connection e
acceptances
Personal self-care
• Awareness: knowledge of one’s needs as well as of risks and symptoms of stress and burnout. Key
strategies: self-reflection, mindfulness and meditation training.
• Balance: paying attention to and finding fulfilment across different important domains of one’s life.
Key strategies: pursuit of hobbies, taking breaks, time management, and learning new skills.
• Flexibility: ability to cope with stress and to be able to adapt to new circumstances and challenges.
Strategies: positive coping strategies, setting realistic expectations and holding an attitude of selfcompassion and acceptance.
• Physical health: focus on a balanced diet, sleep hygiene, and exercise.
• Social support: relationships and social interactions to cope with stressful situations. This involves
personal relations with family and friends as well as relations with peers and work colleagues.
• Spirituality: connections between the self and something larger and ultimately meaningful.
Spirituality can involve prayers, practising mindfulness, spending time in nature.
Posluns, K., & Gall, T. L. (2020). Dear Mental Health Practitioners, Take Care of Yourselves: a Literature
Review on Self-Care. International Journal for the Advancement of Counselling, 42(1), 1-20. https://
doi.org/10.1007/s10447-019-09382-w
Analysing user
experience data
Qualitative and quantitative data
Thematic analysis
Why do we need to analyse data?
We analyse data to:
• Make sense of the data we have collected
• Identify meaningful, interesting, and valuable findings
• Translate findings into design specifications, guidelines, recommendations
Types of data
Quantitative data
• Information that can be quantified (expressed as numbers)
• e.g.: Responses to closed questions (tick box, yes/no, Likert scale), time taken
to complete task, error rate, number of times incident occurs, log data…
Qualitative data
• Difficult to measure sensibly as numbers
• e.g.: Descriptions (such as field notes, observation notes), responses to openended questions, transcripts of interviews, think aloud talk, video recordings,
images…
Assignment 2 is focussed on qualitative data
reflect how ppl take care of hearself.
4.
-> social commitment. Would study
Types of data in your research
Say
Do Make
Qualitative: field notes, photos;
usability test transcripts and
screen recording;
Diary: both
qualitative (text)
and quantitative
(numbers, times,
frequencies,
ratings, …)
possible
Qualitative: interview
transcripts
Qualitative: photos of maps,
collages, … & interview transcripts
Interviews
Focus Groups
Observations
Contextual Inquiry
Usability testing
Diary
Photo elicitation
Card sorting
Collage
Mapping
Quantitative: system usability
score
How do we make sense of qualitative data?
Types of qualitative data:
• Text & speech (words, sentences, paragraphs)
• Images
• Video recordings
• Artifacts
Qualitative data analysis involves organising large volumes of data into
categories on the basis of codes and themes or similar features
(classification)
Capture initial insights after each interview
Analysis starts as soon as data
collection starts
Immediately after each interview
• listen to recording and write
down key quotes, names,
places, topics, ideas
• draw diagrams to visualise
your observations
Diagram to summarize key topics in online
discussions of stroke survivors (by Bernd)
Thematic Analysis of Qualitative User Research Data
https://youtu.be/KUZ6iGvJlGI
“Thematic analysis is a method for identifying, analysing and reporting patterns
(themes) within data. It minimally organizes and describes your data set in (rich)
detail” (Braun and Clarke 2006)
A 6-step method for identifying, analysing and reporting patterns (themes) within data in response to a research
question.
1. Familiarise yourself with the data
2. Generate initial codes
3. Search for themes
4. Review themes
5. Refine and name themes
6. Produce the report
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
https://www.researchgate.net/publication/235356393_Using_Thematic_Analysis_in_Psychology
Thematic Analysis Phase 1: Familiarise yourself with the data
Transcribe verbal data
Immerse yourself in the data: read and re-read transcripts
Read data in an active way: search for meaning, patterns, etc, take
notes about ideas for coding.
Phase 2: Generate initial codes
Codes identify a feature of the data that is important or interesting or
meaningful to your research question.
• A code is a word or a short phrase that describes a piece of data. It’s
essentially a label.
• Codes can indicate the subject of a comment, the nature of a comment
(question, request, etc.), tone (anger, praise, etc), its speaker, or whatever
else makes sense
• Each item can have multiple codes
Activity A – CODING DATA BY APPLYING EXISTING CODES
(5 minutes)
Apply the list of
codes to the text in
the transcript
extract from a user
study onlineabout educational using an
environment
F2f: see handout
Online: add
comments on
handout Canvas – Week PDF (on 7) or
zoom whiteboard
Categories:
labell shout phiages
· interface probs
· content probs
1.2 11,6.11.7 1.19
1.211.7
1.8
1.2
2.3
ACTIVITY B–GENERATE CODES (5 minutes)
See handout
Annotate on paper, PDF, or on zoom whiteboard
Phase 3: Search for themes
All data have been initially coded.
Group similar codes together into a overarching
themes
•Some initial codes may form main themes,
others may become sub-themes, others may
be discarded.
•group codes through an affinity diagram
Create a diagram to visualize your codes and
themes, e.g., on https://miro.com/
Affinity diagram process
1. Write one code per note
2. Place notes on surface and add similar
notes in close proximity
3. Keep revising arrangements
4. Name each group
Example: codes and themes to describe the experiences of stroke
survivors in their transition from the hospital to their homes
Ploderer, B., Stuart, J., Tran, V., Green, T. L., & Muller, J. (2017). The transition of stroke survivors
from hospital to home: understanding work and design opportunities. In Proc. OZCHI (pp. 1-9).
https://doi.org/10.1145/3152771.3152772
Activity C: Group codes into themes
(5 Minutes)
Create an affinity diagram to group
your codes from Activity B into
themes
– 1 post-it note per code
– use the whiteboard or a Miro
board https://miro.com/
Tools to support qualitative analysis
Always start coding on paper, because you have more
flexibility
You can add codes as comments in Word, or through
a separate column in Excel
http://www.saturateapp.com is a simple and free
web-based tool for collaborative analysis
QUT provides access to Nvivo
https://qutvirtual4.qut.edu.au/group/student/it-andprinting/software-and-learning-tools/nvivo which is
a powerful analysis tool but takes time to learn
Illustrate themes with
concrete examples from the
data inside your findings
Describe each theme in general terms
Then Illustrate your theme through examples of
specific experiences:
• include a quote from your interview or an
image from your say-do-make research
• give the reader context to understand how
this example illustrates your theme
Example from
Ploderer, B., Leong, T. W. (2018) Manual
engagement and automation in amateur
photography. Media International Australia,
166(1), 44-56.
https://doi.org/10.1177/1329878X17738829
Analyse your own data
Follow the same process with your own data (e.g., interview
transcript, field notes, diary entries, etc.)
1. Familiarise yourself with the data
2. Generate initial codes
3. Search for themes and create a diagram
Use a UX framework to group codes into themes
The codes and themes, with accompanying quotes and
examples, will be the starting point for your UX specifications
(discussed next week)
If you don’t have any transcribed data yet, continue with your
work from last week: recruitment, consent, data collection,
summarizing data, transcribing, organizing data
4 Pleasures
Physio-pleasure
Socio-pleasure
Psycho-pleasure
Ideo-pleasure (cognitive)
Summary and next steps
Summary
Analysing qualitative data
involves organising large volumes
of data (e.g., interview responses,
images, observations) into
categories on the basis of codes
and themes
Next Steps
By next week, complete the activities
started last week and today:
1. Recruit 2 participants and collect
data (if you haven’t already)
2. Transcribe interviews and
anonymize data
3. Thematically analyse your data
Next week we will discuss UX
specifications that visualize and
communicate your insights to
stakeholders,
• e.g., journey map, persona, rich
picture, picture scenario
IFN591 Qualitative Data Analysis
ACTIVITY A – CODING DATA BY APPLYING EXISTING CODES
Apply the list of codes to the text in the transcript extract from a user study about using an
online educational environment.
Transcript Extract:
Adapted from: Preece, J., Rogers, Y. and Sharp, H. (2015). Interaction design. New York, NY: J. Wiley & Sons.
Codes
Interface Problems
1. Dissatisfaction about an aspect of the interface
2. Confusion/uncertainty about an aspect of the interface
3. Confusion/surprise at the outcome of an action
4. Physical discomfort
5. Fatigue
6. Difficulty in seeing particular aspects of the interface
7. Problems achieving a goal that they set themselves, or the overall task goal
8. User has made an error
9. Unable to recover from an error without external help from the experimenter
10. Suggestion for redesign of the interface of the electronic texts
Content Problems
1. Dissatisfaction about aspects of the content of the electronic text
2. Confusion/uncertainty about aspects of the electronic text
3. Evidence of misunderstanding of the electronic text content
4. Suggestion for re-writing the electronic text content
1
IFN591 Qualitative Data Analysis
ACTIVITY B– INDUCTIVELY GENERATING OPEN CODES
Following is part of an interview transcript with a woman in her 20s and is about drug use by
teens. Analyse the data and create your own set of ‘open codes’
Interviewer: Tell me about teens and drug use.
Respondent: I think teens use drugs as a release from their parents. Well, I don’t know. I can
only talk for myself. For me, it was an experience. You hear a lot about drugs. You hear they are
bad for you. There is a lot of them around. You just get into them because they’re accessible and
because it’s kind of a new thing. It’s cool! You know, it’s something that is bad for you,
taboo, a “no”. Everyone is against it. If you are a teenager, the first thing you are going to do is
try them.
Interviewer: Do teens experiment a lot with drugs?
Respondent: Most just try a few. It depends on where you are and how accessible they are.
Most don’t really get into in hard-core. A lot of teens are into pot, hash, a little organic staff. It
depends on what phase of life you are at. It’s kind of progressive. You start off with the basic
drugs like pot. Then you go on to try more intense drugs like hallucinogens. Interviewer: Are
drugs easily accessible? Respondent: You can get them anywhere. You just talk to people. You
go to parties, and they are passed around. You can get them at school. You ask people, and they
direct you as to who might be able to supply you.
Interviewer: is there any stigma attached to using drugs?
Respondent: Not among your peers. If you’re in a group of teenagers and everyone is doing it,
if you don’t use, you are frowned upon. You want to be able to say you’ve experienced it like the
other people around you. Obviously, outsiders like older people will look down upon you. But
within your own group of friends, it definitely is not a stigma.
Interviewer: You say you did drugs for the experience. Do kids talk about experience?
Respondent: it’s more of sharing the experience rather than talking about the experience. You
talk about doing drugs more than what it’s like when you take drugs. It depends upon what
level you are into it, I guess. Most kids are doing it because it is a trend in high school. They are
not doing it because of the experience in some higher sense. They are doing it because they are
following the crowd.
Source: Juliet Corbin and Anselm Strauss. 2008. Basics of Qualitative Research. Sage
Publications Inc, Thousand Oaks, CA.
ACTIVITY C – FINDING THEMES IN THE CODES
• Group the codes you have generated into
themes
• Represent the groups of codes and
themes visually as an affinity diagram
2