<aside> 🚩 In design, Human Factors Analysis is the process of rationally and scientifically determining the extent to which an intervention excludes users from using it, for the sake of eventually maximizing the number of people who can use an intervention.
</aside>
In each pass through the Study, Propose, Critique loop of your design project, you will need to analyze the extent to which people are excluded from using your design due to the demands it places on their perceptual, cognitive, or physical/motor abilities.
For Loop 1 you will perform a subjective assessment using the rubric provided below. For Loops 2 & 3 you will use the Cambridge Exclusion Calculator to make more precise estimates of the exclusion level in your design.
You will then use those estimates to consider how to reduce the demands for steps as described in the Usage Scenario to maximize the number of people who can use your intervention.
Generally, you will use the Usage Scenario of each Design Concept to reason out the task that imposes the greatest demand on a particular HF, and then document it.
The specifics of how you do this will change in each pass through the Study, Propose, Critique loop. These are described below.
Follow these steps in Loop 1.
The scale given below is meant for you to assess the demand placed on users by your design concept for a given step in a usage scenario.
Level | Product Use Demand |
---|---|
0 | No demand - device can be used without this ability (virtually everyone is capable) |
1 | Very Light - design places very low demands on user, most people can use this (approximately 5% of the population is not capable) |
2 | Light - design places noticeable demand on user (~10% not capable) |
3 | Somewhat hard- design places demands that challenge the average person (~20% not capable) |
4 | Hard - Above average capability needed to use the device. (over 50% not capable) |
| Demand Type | US Step # (Most demanding task) | Demand Level | Notes (including what drives the demand) | | --- | --- | --- | --- | | | SET UP | | | | Perceptual | | | | | Cognitive | | | | | Physical | | | | | | USE | | | | Perceptual | | | | | Cognitive | | | | | Physical | | | | | | PUT AWAY | | | | Perceptual | | | | | Cognitive | | | | | Physical | | | |