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Nutrition 150 Reference Online Textbook

Documentation Plan: Organization and Visuals

Composed and Delivered by
BYU-Idaho Professional Writing students

Table of Contents
Document Overview................................................................................................... 3
Goals.......................................................................................................................... 3
Stakeholders............................................................................................................... 3
Team Members and Roles........................................................................................... 3
Testing Approach........................................................................................................ 4
Reporting Results....................................................................................................... 6
Schedule/ Timetable................................................................................................... 6
Appendix A: Testing Script.......................................................................................... 8
Appendix B: Scenario Printouts................................................................................11

Document Overview
This document describes a plan for conducting a usability test contributing to development of the
new online Nutrition 150 textbook. The tests will focus mainly on the textbooks organization and
visuals to see how students responded to the layout and appearance.

Goals
This section describes the goals for the project. This includes the clients goal for the finished
online textbook and our teams goals for the usability test.
Client Goal
The textbook should be a free online resource that freshman and international students
can easily navigate and understand because of the clean structure and clear content.
Team Goal
Identify design strengths and weaknesses, specifically regarding formatting of text and
use of visuals that may impede the comprehension and ease of use for future students.

Stakeholders
This section introduces all the beneficiaries of our testing and the recommendations for changes
to be made to improve the finished textbook.
Clients
J.K.
Client with whom the liaison communicates
Main author of the chapters being edited
K.C.
Main course designer
D.L.
In charge of layout design
Users
We based our test and solutions to match the needs of these students. Overall, the course enrolls
anywhere between 800-900 students a semester.
Entry-level nutrition students, freshmen and international, were the focus group of these
tests.
A large number of those enrolled are international students.
Students are not expected to know any medical or scientific terminology.

Team Members and Roles

Britny E
Team Lead, Test Designer, & Observer
Encourages teamwork and communication to ensure project goes as planned.
Wrote and designed drafts of test scenarios, questions, and script.
Observed silently and took notes during each test.

Heather S
Test Administrator & Liaison
Administered testing and assisted participants during test.
Defined usability and purpose of usability testing to participants.
Communicates with stakeholders and other teams as needed.
Camille S
Test Coordinator
Obtained and prepared testing location and resources.
Communicated with and ushered test participants.
Ensured testing day ran smoothly and assisted observations when necessary.
Maintained audio files and records.
Emily B
Observer & Secretary
Assisted team in identifying problems, concerns, and procedural errors.
Helped assemble documents and log data for group.
Observed silently and took notes during each test.

Testing Approach
This section details the process we will use for the testing. This includes participants, resources,
and meeting time length. The Testing Process section details the exact format and pattern used
for every test.
As of the team meeting at 10/05/16, our team is to focus on visuals and organization. This test
will be carried out independently from the other two teams, and results will be shared and
compiled by the end of all testing.
Three main concepts to be tested:
Ease of navigation
Comprehension of content
Effectiveness of visuals and organization.
Results and recommendations will be consolidated at the end of the project into a single test
report to be delivered to the client for consistency and ease.
Methodology Overview
Test participants and administrators will use the course links in Brightspace to test all topics in
order to gain a better understanding of the student experience.
The usability test will have 3-5 participants.
Each participant will be using the same script and tasks.
Teams members will note reactions, both verbal and nonverbal, to tasks and questions,
and note any recurring problem areas among test subjects.
Conclusions will be developed in direct response to the data collected.
Test Participants
Participants vary widely, but all will students of BYU-Idaho who would be the user base
for this textbook.

All participation will be voluntary

Duties: Participants will be presented and assigned specific tasks, known as scenarios, to
complete in connection to the website. They are to complete these scenarios in as efficient and
timely a manner as possible, and to provide honest feedback regarding the usability of the site
and their thought process as they carry out the assigned tasks.
Compensation: Food will be offered at compensation for their time, and perhaps with the
cooperation of Professors, extra credit in various introductory science courses.
Resources
Brightspace link to online Nutrition 150 textbook.
Word document with textbook content.
Computer with microphone and wireless mouse.
Screen recording software (Bandicam).
Library group study room with internet access.
Testing Process
Our usability test focuses on the Visuals and Organization of the reading modules of the online
textbook. We designed all questions and scenarios ahead of time. The facilitator will follow a
written script during tests to prevent leading the participant. Each test should last less than 1
hour. The participants will take the tests one at a time follow this format:
Before each test, the facilitator gives the participants background about the textbook and
its purpose, and asks them to express all thoughts and reactions to scenarios verbally so
we could follow their thought-processes.
The facilitator informs the participants that we will record them, and that only the team
members would have access to their information.
Then the facilitator turns on the screen-capture and audio recording software, and the test
formally begins.
The facilitator instructs the participants to honestly evaluate the website, and informs
them that the test is examining the textbook and not them.
The facilitator asks the participant if they had any questions.
Before starting each assigned task, the facilitator reads aloud the task description to the
participant. She also gives a printed copy of the task to the participant for reference.
Depending on how the testing goes, the facilitator can remind the participant to think
aloud so that a verbal record exists of their interaction with the website.
The facilitator and two observers observe and note participant behavior, comments, and
system actions.
Once the testing scenarios are completed, the facilitator will ask the observers, then
participants if they have any follow-up questions.
The participants are thanked for their time and escorted from the room.
Usability Tasks
This section briefly touches on the tasks we will ask all test participants to complete during
testing. We accompanied all tasks with a scenario, which is essentially the context given to

understand the task better. For the sake of brevity, we have omitted all scenarios within this
section. To see the complete script leading up to the scenarios, please see Appendix A.
1. Take a look around the page and tell us your initial thoughts and where your eye is
drawn. What do you think the article is about?
2. Read the article and identify the three concepts you think are most important to
remember. What do you think is the objective of the module?
3. Glance quickly at the article, paying special attention to the visuals and graphics, and try
to pick out the information you think you should know.
4. Try and find the information in the article that connects to each visual/graph.
5. Read the paragraph leading up to the graphic carefully, then explain what information
you expect to find in the visual, or what you think it should relate to.
6. Search for vocabulary words or key terms you think might be useful to remember for the
course. Explain your thoughts and what makes you think the terms you chose are
important.

Reporting Results
The Usability Test Report will be provided at the conclusion of the usability test, and will consist
of a presentation of the results from all three tests. Recommendations will be categorized for ease
of implementation in development.
Presentation to Client: October 31

Schedule/ Timetable
Date

Tasks

Deadlines

10/12

Study text and draft

scenarios. Collaborate on
how to find test
participants.

10/14

Edit and finalize test

scenarios. Find test
participants.

10/17

Conduct usability test with

3-5 participants.

10/19

Analyze findings from

tests and discuss.

Usability tests completed.

10/21

Create individual drafts of

usability report.

Individual drafts of
usability report and table
of contents due.

Script completed

10/24

Collaborate and create a

group draft of
documentation plan for
usability report.

Group draft of revision of

documentation plan for
usability report due.

10/26

Create individual drafts of

findings and
recommendations.

Individual drafts of
findings and
recommendations due.

10/28

Edit and revise the final

usability report. Prepare
to present to client.

Final draft of usability

report due.

10/31

Prepare to present to
client.

Presentation to client.

Appendix A: Testing Script

Intro Script (For Heather)
Hi, ___________. My name is Heather, and Im going to be walking you through this session.
We also have Britny/and Emily with us today. They/she wont be talking much. Theyre/Shes
just here to keep track of some observations for our project.
Before we begin, I have some information for you, and Im going to read it to make sure that I
cover everything.
You might already have a good idea of why we asked you here, but let me go over it again
briefly. Were asking people to look at a new online textbook for Nutrition 150 so we can give
helpful feedback to the writers about what works well and what should be adjusted before the
webtext goes online next year. The total session should take a little less than an hour.
The first thing I want to make clear right away is that were testing the textbook, not you. You
cant do anything wrong here. There is nothing wed like more than for you to give us your
honest thoughts and opinions, no matter how silly they may seem to you.
As you look at the texbook, Im going to ask you to try to think out loud as much as possible: say
what youre looking at, what youre trying to do, and what youre thinking. This will be a big
help to us.
Also, please dont worry that youre going to hurt anyones feelings. We didnt write the
textbook and were doing this to improve the it, so we need to hear your honest reactions.
If you have any questions as we go along, just ask them. I may not be able to answer them right
away, since were interested in how people do when they dont have someone sitting next to
them to help. But if you still have any questions when were done Ill try to answer them then.
And if you need to take a break at any point, just let me know.
You may have noticed the recording program. With your permission, were going to record what
happens on the screen and our conversation. The recording will only be used to help us figure out
how to improve the site, and it wont be seen by anyone except the people working on this
project. And it helps me, because I dont have to take as many notes.
If you would, Im going to ask you to verbally give your consent to being recorded. Please know
that the recording will only be seen by the people working on the project.
*start screen capture and recording* Do you have any questions so far?
Test/Scenario Script (For Heather)
OK. Before we look at the site, Id like to ask you just a few quick questions.

First, have you ever taken any online classes before?

Have you ever used an online textbook before?
When preparing for a class, do you usually read thoroughly, or quickly skim the reading
material?
Do you refer back to the text often?
Ok, thank you. Now Im going to ask you to do a few different tasks. Each task is accompanied
by a scenario that I want you to use as your base for the task. Im going to read each one out loud
and give you a printed copy. And again, as much as possible, it will help us if you can try to think
out loud as you go along.
[First Scenario]
*present first scenario printout*
First, Im going to ask you to look at an article and tell me what you make of it: what strikes you
about it, where you look first and why, and what you think this module will be about. Just look
around and do a little narrative.
You can scroll if you want to, but dont click on anything yet. *open tab #1 and observe.*
[Second Scenario]
Thank you for that, that was great. Next, Id like you to imagine you are enrolled in the Nutrition
150 class. This next article is your assigned reading to prepare for class.
*present second scenario printout*
Read this next article and identify the three concepts you think are most important to remember.
What do you think is the objective of the module? *open tab #2 and observe.*
[Third Scenario]
Perfect. Next, Im going to show you another, different, article. You have just minutes until class
starts and there will be a quiz on the reading. You have not done the reading.
*present third scenario printout*
Glance quickly at the article, paying special attention to the visuals and graphics, and try to pick
out the information you think you should know. Remember to think out loud, and dont worry
about getting all the information. You have three minutes, starting now.
*open tab #3 and observe. Keep an eye on the time.*
Ok, time. Now we can take a breathe and relax. Dont forget this is not actually testing you.
Everything youve shared is valuable, and we are grateful for the feedback.
[Fourth Scenario]
Next, please take a look at the visuals on the next page I show you.
*present fourth scenario printout*
Try and find the information in the article that connects to each visual/graph. Please be sure to
think out loud and tell us where you are looking and why. ta
*open tab #4 and observe*
[Fifth Scenario]

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*turn screen away from participant. Open tab #5 and cover visual with a sticky note or paper*
Alright, were getting towards the end now. Youve been so helpful so far!
So for this next task, Ive covered a visual on a new page.
*present fifth scenario printout*
Please read the paragraph leading up to the graphic carefully, then explain what information you
expect to find in the visual, or what you think it should relate to.
*turn screen and observe*
Ok, so now that youve had some time to think over what you expect to find here, Im going to
show you whats actually there. Please remember to think out loud and share your reaction.
*remove paper and observe*
[Sixth/Last Scenario]
Alright, this is the last task Ill have you do today. Thank you for your patience so far.
*present sixth scenario printout*
I will show you one more page, and on this one please search for vocabulary words or key terms
you think might be useful to remember for the course. Explain your thoughts and what makes
you think the terms you chose are important.
*open tab #6 and observe*

Finishing Up
*stop screen capture*
Alright, youve been great! Britny/Emily, do you have any follow-up questions youd like to
ask?
*when questions are done, turn off recording device*
So do you have any questions for me, now that were done?
Thank you again for your time, we really appreciate you coming to help us out.
*escort participant out of the room*
Please dont forget to take a treat or two.

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Appendix B: Scenario Printouts

#1) Take a look around the page and tell us your initial thoughts and where your
eye is drawn. What do you think the article is about?
#2) Read the article and identify the three concepts you think are most important to
remember. What do you think is the objective of the module?
#3) Glance quickly at the article, paying special attention to the visuals and
graphics, and try to pick out the information you think you should know.
#4) Try and find the information in the article that connects to each visual/graph.
#5) Read the paragraph leading up to the graphic carefully, then explain what
information you expect to find in the visual, or what you think it should relate to.
#6) Search for vocabulary words or key terms you think might be useful to
remember for the course. Explain your thoughts and what makes you think the
terms you chose are important.