外国经典儿童读物合集pdf_帮助父母在线购买儿童读物–用户体验案例研究
外國(guó)經(jīng)典兒童讀物合集pdf
T
?
As our first group project at GA, we needed to quickly learn how to use several online tools that helped our team of 4 collaborate and communicate while socially distant. Despite the rather extreme circumstances our team was still able to conduct research, usability testing and produce a number of quality deliverables needed to respond to the brief.
作為我們?cè)贕A的第一個(gè)小組項(xiàng)目，我們需要快速學(xué)習(xí)如何使用幾種在線工具，這些工具可以幫助我們的4人團(tuán)隊(duì)在遠(yuǎn)離社交的情況下進(jìn)行協(xié)作和交流。 盡管情況非常極端，我們的團(tuán)隊(duì)仍然能夠進(jìn)行研究，可用性測(cè)試，并生成許多響應(yīng)摘要所需的高質(zhì)量可交付成果。
Thank you Miro. Thank you Figma. Thank you Team.
謝謝米羅。 謝謝Figma。 謝謝團(tuán)隊(duì)。
我們被要求做什么 (What we were asked to do)
Our brief was to design a website specifically for Readings Kids that would allow the user to purchase children’s books online. Readings saw an opportunity to compete with Amazon and Booktopia but couldn’t do so on price. We were therefore looking for opportunities for Readings to compete in a different way. The client wanted the end product to reflect their brand values and keep in mind the end user will be a child.
我們的簡(jiǎn)介是設(shè)計(jì)一個(gè)專(zhuān)門(mén)針對(duì)Readings Kids的網(wǎng)站，該網(wǎng)站允許用戶(hù)在線購(gòu)買(mǎi)兒童讀物。 Readings看到了與Amazon和Booktopia競(jìng)爭(zhēng)的機(jī)會(huì)，但在價(jià)格上卻無(wú)法做到。 因此，我們正在為雷丁尋找機(jī)會(huì)以不同的方式競(jìng)爭(zhēng)。 客戶(hù)希望最終產(chǎn)品能夠反映出他們的品牌價(jià)值，并要記住最終用戶(hù)將是孩子。
我們以為我們知道的 (What we thought we knew)
We discussed our assumptions as a team, creating an affinity map to identify themes. From there we were able to create a mind map of core areas to guide our interview questions, with the main question being: why books?
我們以團(tuán)隊(duì)的形式討論了我們的假設(shè)，并創(chuàng)建了一個(gè)親和力地圖來(lái)確定主題。 從那里，我們能夠創(chuàng)建核心領(lǐng)域的思維導(dǎo)圖來(lái)指導(dǎo)我們的面試問(wèn)題，主要問(wèn)題是：為什么要讀書(shū)？
了解用戶(hù) (Understanding the user)
We conducted 12 user interviews targeting parents who buy children’s books. This was important to help us understand the users values, motivations and behaviours. One of our key focal areas was trying to understand why the users were buying children’s books.
我們針對(duì)購(gòu)買(mǎi)兒童讀物的父母進(jìn)行了12次用戶(hù)訪談。 這對(duì)于幫助我們了解用戶(hù)的價(jià)值觀，動(dòng)機(jī)和行為非常重要。 我們的重點(diǎn)關(guān)注領(lǐng)域之一是試圖了解用戶(hù)為何購(gòu)買(mǎi)兒童讀物。
Affinity mapping on MiroMiro上的親和度映射From our user interviews and survey findings it became clear that parents were buying other products for their children online but when it came to children’s books a majority preferred buying instore.
從我們的用戶(hù)訪問(wèn)和調(diào)查結(jié)果中可以明顯看出，父母正在為孩子在線購(gòu)買(mǎi)其他產(chǎn)品，但是當(dāng)涉及到兒童讀物時(shí)，大多數(shù)人更傾向于在商店購(gòu)買(mǎi)。
“I love going into the children’s section of the bookstore because it’s calm and cheerful”
“我喜歡走進(jìn)書(shū)店的兒童區(qū)，因?yàn)樗绕届o又開(kāi)朗”
We affinity mapped 511 insights from our user interviews into broad themes and from there refined the classifications as we dove deeper into our research. From here we were able to determine some key findings.
我們將來(lái)自用戶(hù)訪談的511個(gè)見(jiàn)解映射為廣泛的主題，并隨著我們對(duì)研究的深入研究，從中完善了分類(lèi)。 從這里我們可以確定一些關(guān)鍵發(fā)現(xiàn)。
“Going into a kid’s book store makes me feel warm and fuzzy”
“走進(jìn)兒童書(shū)店會(huì)讓我感到溫暖和模糊”
We conducted supplementary research in the form of an online survey. This provided more quantitative data that allowed us to explore how people were buying children’s books.
我們以在線調(diào)查的形式進(jìn)行了補(bǔ)充研究。 這提供了更多的定量數(shù)據(jù)，使我們能夠探索人們?nèi)绾钨?gòu)買(mǎi)兒童讀物。
One of the most effective survey questions that gave insights into user’s purchasing behaviour was through asking participants what “the 3 most important factors were when considering purchasing a children’s book”. This question revealed how powerful illustrations and storylines were for deciding which book to purchase and this was validated our user interview findings as well.
能夠深入了解用戶(hù)購(gòu)買(mǎi)行為的最有效的調(diào)查問(wèn)題之一是詢(xún)問(wèn)參與者“在考慮購(gòu)買(mǎi)兒童讀物時(shí)，最重要的三個(gè)因素是什么”。 這個(gè)問(wèn)題揭示了決定購(gòu)買(mǎi)哪本書(shū)的插圖和故事情節(jié)有多么強(qiáng)大，這也證實(shí)了我們的用戶(hù)訪談結(jié)果。
Our team spent a long time on research, missing almost every deadline we’d set for ourselves to ensure when it came time for ideation we were delivering solutions to real problems that have the greatest impact. We conducted competitive and comparative analysis, to ensure we were able to delve into the journey of the user to understand why they preferred to shop in store for books rather than online.
我們的團(tuán)隊(duì)花了很長(zhǎng)時(shí)間進(jìn)行研究，幾乎錯(cuò)過(guò)了我們?yōu)樽约涸O(shè)定的每個(gè)截止日期，以確保我們?cè)谶M(jìn)行構(gòu)想時(shí)就為影響最大的實(shí)際問(wèn)題提供解決方案。 我們進(jìn)行了競(jìng)爭(zhēng)性和比較性分析，以確保我們能夠深入研究用戶(hù)的旅程，以了解他們?yōu)槭裁锤矚g在商店購(gòu)買(mǎi)書(shū)籍而不是在線購(gòu)物。
角色 (Personas)
Initially our team struggled with our personas but once we revisited and prioritised our affinity map we realised there were two clear and distinct personas with different mindsets. This made synthesizing our research to build two robust personas much easier.
最初，我們的團(tuán)隊(duì)在角色扮演方面掙扎，但是一旦重新審視并確定了親和力地圖的優(yōu)先級(jí)，我們就意識(shí)到存在兩種清晰且截然不同的角色扮演。 這使得綜合我們的研究以建立兩個(gè)強(qiáng)大的角色變得容易得多。
愛(ài)麗絲是誰(shuí)的軟糖？ (Who the fudge is Alice?)
Alice our primary persona is a younger mum and because she has only one young child her motivations are different to our other persona. She values children’s books because they create intimacy with her child. She wants to nuture her child’s early learning but ultimately is more focussed on creativity and imagination. She would like the books she reads to her child to teach empathy, kindness and other topics that are difficult to explain to young children.
愛(ài)麗絲，我們的主要角色是一個(gè)年輕的媽媽，由于她只有一個(gè)小孩，所以她的動(dòng)機(jī)與我們其他角色不同。 她重視兒童讀物，因?yàn)樗鼈兣c她的孩子產(chǎn)生了親密感。 她想養(yǎng)育孩子的早期學(xué)習(xí)，但最終更多地側(cè)重于創(chuàng)造力和想象力。 她希望自己讀給孩子的書(shū)能教給孩子一些難以理解的同理心，善良和其他主題。
Alice loves the instore experience for its ambience and the ability to browse and preview books. She wants to preview books before buying to ensure her child will engage with the illustrations and story
愛(ài)麗絲(Alice)熱愛(ài)店內(nèi)體驗(yàn)，因?yàn)樗姆諊约盀g覽和預(yù)覽書(shū)籍的能力。 她想在購(gòu)買(mǎi)前預(yù)覽書(shū)籍，以確保她的孩子會(huì)喜歡插圖和故事
認(rèn)識(shí)黛比 (Meet Debbie)
Debbie is an older mum with 2 children who are at reading age. She is driven and wants her children to excel at school. From speaking to a staff member at Readings we learnt that many parents want to challenge their kids to read books above their age level. Her job reflects this personas competitive and driven nature and her main focus when purchasing books is accelerating her child’s education.
黛比是一個(gè)年齡較大的媽媽，有2個(gè)處于閱讀年齡的孩子。 她很有動(dòng)力，希望自己的孩子在學(xué)校表現(xiàn)出色。 通過(guò)與Readings的工作人員交談，我們了解到許多父母希望挑戰(zhàn)孩子閱讀超過(guò)其年齡水平的書(shū)。 她的工作反映出此人具有競(jìng)爭(zhēng)性和驅(qū)動(dòng)性，并且在購(gòu)買(mǎi)書(shū)籍以加快孩子的教育速度時(shí)，她的主要工作重點(diǎn)。
問(wèn)題陳述 (Problem statement)
We created a problem statement for our primary persona, Alice. It was initally difficult to define our problem statement because not many people had expressed explicit problems with shopping online.
我們?yōu)橹饕巧珢?ài)麗絲創(chuàng)建了一個(gè)問(wèn)題陳述。 最初很難定義我們的問(wèn)題陳述，因?yàn)楹苌儆腥吮磉_(dá)過(guò)網(wǎng)上購(gòu)物的明確問(wèn)題。
So we focussed more on the why. Why was Alice choosing to shop instore over buying books online?
因此，我們將重點(diǎn)更多地放在了為什么上。 為什么愛(ài)麗絲選擇在實(shí)體店購(gòu)物而不是在線購(gòu)買(mǎi)書(shū)籍？
We created a problem statement for our primary persona, Alice. It was initally difficult to define our problem statement because not many people had expressed explicit problems with shopping online.
我們?yōu)橹饕巧珢?ài)麗絲創(chuàng)建了一個(gè)問(wèn)題陳述。 最初很難定義我們的問(wèn)題陳述，因?yàn)楹苌儆腥吮磉_(dá)過(guò)網(wǎng)上購(gòu)物的明確問(wèn)題。
We wrote our problem statements individually then discussed and justified why we believed this was the core problem that needed to be solved. Ultimately, we agreed as a team on Alice’s main motivation for purchasing books instore.
我們分別寫(xiě)了我們的問(wèn)題陳述，然后討論并證明了我們?yōu)槭裁凑J(rèn)為這是需要解決的核心問(wèn)題。 最終，我們作為一個(gè)團(tuán)隊(duì)同意了愛(ài)麗絲在店內(nèi)購(gòu)買(mǎi)書(shū)籍的主要?jiǎng)訖C(jī)。
Her core reason for browsing instore was because she could preview books to ensure they were aligned with her child’s interests and her own values.
她瀏覽店內(nèi)的核心原因是因?yàn)樗梢灶A(yù)覽書(shū)籍，以確保書(shū)籍符合孩子的興趣和自己的價(jià)值觀。
我們的一些想法是粗略的 (Some of our ideas were sketchy)
After writing our how might we statements we conducted a design studio to flesh out our ideas and encourage our team to be creative. We completed 4 rounds of crazy 8’s with each round focussing on solving problems for each “how might we” statement. Our team produced ideas that ranged from the wacky to the wonderful, including:
在寫(xiě)完我們?nèi)绾侮愂鲋?#xff0c;我們成立了一個(gè)設(shè)計(jì)工作室，充實(shí)我們的想法并鼓勵(lì)我們的團(tuán)隊(duì)發(fā)揮創(chuàng)造力。 我們完成了4輪瘋狂的8輪比賽，每輪比賽專(zhuān)注于解決每個(gè)“我們將如何”陳述的問(wèn)題。 我們的團(tuán)隊(duì)提出了從怪異到奇妙的想法，包括：
games that the kids can playlive instore video streaming mind control to make parent’s buy books
孩子們可以玩的游戲店內(nèi)視頻流媒體頭腦控制功能，可以制作父母的購(gòu)買(mǎi)書(shū)
From our initial ideations we spent some time to iterate and amalgamate ideas which corresponded most closely with the problem we were aiming to solve in our problem statement. The key insights from our research were that looking at the illustrations and the message of the story were important to users when deciding to buy a book. There was also a playful “warm and fuzzy” atmosphere in bookshops and we wanted to recreate those feelings and atmosphere on the website.
從最初的思想出發(fā)，我們花了一些時(shí)間來(lái)迭代和融合想法，這些想法與我們要在問(wèn)題陳述中解決的問(wèn)題最接近。 我們研究的主要見(jiàn)解是，在決定購(gòu)買(mǎi)書(shū)時(shí)，查看插圖和故事的信息對(duì)用戶(hù)來(lái)說(shuō)很重要 。 書(shū)店里還充滿了嬉戲的“溫暖而模糊”的氣氛，我們希望在網(wǎng)站上重現(xiàn)這些感覺(jué)和氣氛。
用戶(hù)流 (User flow)
低保真線框 (Low fidelity wireframes)
Roger, our team’s amazing illustrator, refined our ideas from the design studio and started to sketch our low fidelity designs. We wanted to focus on designing a product that bridged the gap between what people liked about the instore experience and what was achievable online. We wanted to include a preview book the user was able to flip through because the illustrations were so important to the user’s experiences. I was responsible for converting these sketched into clickable prototypes so we could use them for usability testing.
我們團(tuán)隊(duì)出色的插畫(huà)家羅杰(Roger)從設(shè)計(jì)工作室完善了我們的想法，并開(kāi)始草繪我們的低保真設(shè)計(jì)。 我們希望專(zhuān)注于設(shè)計(jì)一種產(chǎn)品，以彌合人們對(duì)店內(nèi)體驗(yàn)的喜歡與在線可實(shí)現(xiàn)的之間的差距。 我們希望包括一本預(yù)覽書(shū)，使用戶(hù)能夠翻閱，因?yàn)椴鍒D對(duì)于用戶(hù)的體驗(yàn)非常重要。 我負(fù)責(zé)將這些草繪轉(zhuǎn)換為可點(diǎn)擊的原型，以便我們可以將它們用于可用性測(cè)試。
可用性測(cè)試(電暈時(shí)) (Usability testing (in the time of corona))
Due to the current state of Covid-19 we were unable to conduct usability testing with our paper prototypes. As a result we imported them into figma to create a clickable prototype that we were able to send people to test. We asked participants to complete three tasks- create an account, preview a book, and add it to cart.
由于Covid-19的當(dāng)前狀態(tài)，我們無(wú)法使用我們的紙制原型進(jìn)行可用性測(cè)試。 結(jié)果，我們將它們導(dǎo)入了figma中，以創(chuàng)建可點(diǎn)擊的原型，并能夠?qū)⑵浒l(fā)送給人們進(jìn)行測(cè)試。 我們要求參與者完成三個(gè)任務(wù)-創(chuàng)建一個(gè)帳戶(hù)，預(yù)覽一本書(shū)并將其添加到購(gòu)物車(chē)。
We filmed participants screens to see where they were clicking and how quickly they were able to complete the task. We also filmed their faces simultaneously to record their facial expressions while they did these tasks. This gave us non verbal cues into what elements were confusing, frustrating and delightful. After conducting 5 usability tests we had the following key insights:
我們拍攝了參與者的屏幕，以查看他們單擊的位置以及他們完成任務(wù)的速度。 我們還同時(shí)拍攝了他們的臉，以記錄他們完成這些任務(wù)時(shí)的面部表情 。 這給了我們非口頭的線索，讓人們知道哪些因素令人困惑，沮喪和令人愉快 。 在進(jìn)行了5次可用性測(cè)試之后，我們獲得了以下關(guān)鍵見(jiàn)解：
Badges Without colour or context they were sure what they meant Flip bookWould like some indicator that the book can be flipped throughAdd to favouritesSome users expected ther to be a save to favourites buttonValues and InterestsThought the values and interest buttons should be contrasting Feedback After onboarding users wanted instant suggestions based on their values and interestsOnboarding screenShould be a pop up and should have a skip option
徽章 如果沒(méi)有顏色或上下文，則可以確定它們的含義 翻轉(zhuǎn)書(shū)本需要 某種指示符，可以將書(shū)本翻轉(zhuǎn)通過(guò) 添加到收藏夾 一些用戶(hù)希望將其保存到收藏夾按鈕 值和興趣 認(rèn)為值和興趣按鈕應(yīng)該是對(duì)比的 反饋 入職后用戶(hù)希望根據(jù)其價(jià)值和興趣即時(shí)提出建議 入職屏幕 應(yīng)彈出并具有跳過(guò)選項(xiàng)
風(fēng)格 (The Style)
From our interviews we learnt that the cheerful, fun atmosphere of Readings Kid’s book store made the experience for adults buying books more enjoyable. We realised how our site was branded had to reflect this research. Our competitors websites used majority greens and whites in their branding so we wanted to choose colours that set our website apart. We chose yellow as our key brand colour as it is cheerful, warm and inviting, reflecting the emotions elicited when visiting the children’s bookstore.
從我們的采訪中我們了解到，雷丁兒童書(shū)店的歡樂(lè)，有趣的氛圍使成年人買(mǎi)書(shū)的體驗(yàn)更加愉快。 我們意識(shí)到我們網(wǎng)站的品牌形象必須反映這項(xiàng)研究。 我們的競(jìng)爭(zhēng)對(duì)手的網(wǎng)站在其品牌中使用了大多數(shù)綠色和白色，因此我們希望選擇使我們的網(wǎng)站與眾不同的顏色。 我們選擇黃色作為我們的主要品牌顏色，因?yàn)樗乳_(kāi)朗，溫暖又誘人，反映了參觀兒童書(shū)店時(shí)引起的情緒。
一切開(kāi)始融合在一起 (It’s all starting to come together)
Once we had our user flow and site maps completed we were able to move onto our high fidelity prototype. Rob was the lead UI designer on this and we worked together on figma to communicate the aesthetic and interactions of the website.
一旦完成用戶(hù)流程和站點(diǎn)地圖，我們便可以使用我們的高保真原型。 Rob是此方面的首席UI設(shè)計(jì)師，我們共同致力于Figma，以傳達(dá)網(wǎng)站的美觀性和交互性。
點(diǎn)擊此鏈接可查看Readings Kid網(wǎng)站的原型 (Follow this link to see the prototype for our Readings Kid’s website)
這個(gè)項(xiàng)目教會(huì)了我什么 (What this project taught me)
Team work is everything. We were able to learn and acheive alot in a short period of time and having a good team was the key to our success. Thank you Rob, Sayoa and Roger. I learnt a lot from our discussions and you all brought a wealth of knowledge to the table.
團(tuán)隊(duì)合作是一切。 我們能夠在短時(shí)間內(nèi)大量學(xué)習(xí)和達(dá)到目標(biāo)，擁有一支優(yōu)秀的團(tuán)隊(duì)是我們成功的關(guān)鍵。 謝謝Rob ， Sayoa和Roger 。 我從我們的討論中學(xué)到了很多東西，你們都帶來(lái)了很多知識(shí)。
Organise your researchUser interviews take a long time to conduct so its important to try set them up as early as possible. Start the recruitment process as early as you can because if your interviews are delayed there’s a knock on effect for the rest of the project.
組織您的研究用戶(hù)訪談需要很長(zhǎng)時(shí)間進(jìn)行，因此盡早進(jìn)行設(shè)置非常重要。 盡早開(kāi)始招聘過(guò)程，因?yàn)槿绻嬖嚤谎舆t，則對(duì)項(xiàng)目的其余部分會(huì)產(chǎn)生影響。
Keep it simple, stupidWe used a lot of different tools at the beginning of this project such as trello but the team didn’t check it often enough for it to be effective. It was more simple to write our to do lists on miro where we were collaborating everyday and that way everyone was in the loop.
保持簡(jiǎn)單，愚蠢在項(xiàng)目開(kāi)始時(shí)，我們使用了很多不同的工具，例如trello，但是團(tuán)隊(duì)并未對(duì)其進(jìn)行足夠頻繁的檢查以確保其有效性。 在miro上編寫(xiě)我們的待辦事項(xiàng)清單更為簡(jiǎn)單，因?yàn)槲覀兠刻於荚谶M(jìn)行協(xié)作，因此每個(gè)人都處于循環(huán)中。
下一步 (Next steps)
A second round of usability testing and iterationConduct a second round of card sorting to refine the information architecturePolish the high fidelity prototypeAdd a related item section to the product page
第二輪可用性測(cè)試和迭代進(jìn)行第二輪卡片排序以完善信息體系結(jié)構(gòu)拋光高保真原型向產(chǎn)品頁(yè)面添加相關(guān)項(xiàng)部分
Thank you for reading about my UX journey to answer the question “ Why books?”. If you have any questions please get in touch on my linkedin. For more about me (and my dog Crumpet) please see my website.
感謝您閱讀我的UX旅程，回答“為什么要讀書(shū)？”這一問(wèn)題。 如果您有任何問(wèn)題，請(qǐng)盡快在我的觸摸LinkedIn 。 有關(guān)我(和我的狗Crumpet)的更多信息，請(qǐng)?jiān)L問(wèn)我的網(wǎng)站 。
翻譯自: https://uxdesign.cc/readings-kids-912aabab2cb2
外國(guó)經(jīng)典兒童讀物合集pdf
總結(jié)
以上是生活随笔為你收集整理的外国经典儿童读物合集pdf_帮助父母在线购买儿童读物–用户体验案例研究的全部?jī)?nèi)容，希望文章能夠幫你解決所遇到的問(wèn)題。
- 上一篇： nekohtml的简单使用
- 下一篇： [html] 当html中使用map标