How insights from the classroom inform my approach to usability testing.

This photo is an ode to my teaching desk, featuring: piles of papers (graded and ungraded), packets, attendance rosters, errant writing utensils, keys, glasses, and my favorite mug (decorated with famous opening lines of books) filled with a warm, caffeinated beverage.

Planning

1. Consider the script from the user’s perspective.

I often tested lessons on myself before running them with my classes. This meant working through the learning activities and answering the warm up and reflection questions. While this was not a foolproof method, testing the lesson from the student perspective helped me spot poorly-worded instructions, redundancies, assumptions, and potential areas of confusion.

Before the usability test, pretend to be the user (or grab a friend/colleague/family member to help out) and try to complete the tasks and questions from your script. As you take on the user’s perspective, consider the difference between the context you have and the context the user will have. Are they familiar with the product, or is this the first time they’re seeing it? Have they completed usability tests before? What information, instructions, or clarification might be supportive?

While you practice the script on yourself or a friend, look for areas that are unclear or challenging. Adjust the script as you see fit, and make notes about how you will facilitate. Ultimately, you want a script that anticipates users’ needs while furthering your research goals.

2. Do a tech rehearsal.

If a lesson relied on a video, website, computer program, or any type of technology, I tested it out before class. Practicing in advance raised my awareness of the logistics involved, such as: making sure student laptops were charged, locating the correct speakers and cords, learning how to use the projector with and without a remote, and switching between screens without accidentally revealing personal information.

If you’re running in-person usability tests, practice any section of the script where technology is involved, such as when the user interacts with the prototype. If you’re meeting remotely, open the platform you’ll use to run the session, and facilitate a practice session. If it’s a video call, turn on your video. If it’s a call, turn on your audio and unmute yourself.

Move through the script, and make note of key logistics, like: setting up audio/video, accessing the record button, toggling between screen sharing, sending prototype links, and being able to view the script and the user on the same screen. By rehearsing with the technology in advance, you’ll deal with fewer hiccups in the session, which frees up more cognitive space to focus on the user.

Facilitating

3. Build trust and rapport right away.

Creating a welcoming environment was foundational for a successful classroom. Students needed to feel safe and seen before they could do the brave work of engaging with new concepts and discussing ideas with their peers. As a teacher, it was my job to set and maintain a positive, inclusive tone.

Users are making an effort to incorporate this usability test into their busy day. They might have faced a thorny commute to reach you in person, or they might be borrowing time from their lunch hour to hop on a Zoom call with you. The users must transition from their routine into your session — what can you do to make that transition comfortable and pleasant?

Reserve a few minutes to introduce yourself, express gratitude, and exchange small talk as you begin the session. (While it’s cliche, the weather can be a gentle starting topic, and it works for in-person or remote sessions.) Avoid launching into your script right away — use the opening minutes to establish a personal connection with the user. This can also be a good time to convey your excitement about the product you’ll be testing. Showing your interest (in a way that feels genuine to you) implies that this session is meaningful, which can help the user feel that their input is valuable.

4. Be fully present.

On most teaching days, I taught the same lesson multiple times. This didn’t mean I could teach on autopilot during my afternoon classes! Instead, it was important for me to tune in to each class’s needs and dynamics. While the content and learning objectives remained the same, I tailored my approach, pace, and techniques to the students in front of me.

Running usability tests is an inherently repetitive task. As you follow the same script in each session, tune in to the person you’re meeting with. Keep in mind that each person might react differently to the prompts. Users might disrupt patterns that were established by users that came before them, and what’s easy for some users to understand may pose a challenge for others. Listen actively so you are poised to respond in a way that supports the user and furthers your research goals.

If possible, leave time between the sessions, and avoid scheduling them all on the same day. Facilitating and being present demand a lot of effort, and it’s difficult to keep the same energy if there are several back-to-back tests. Plan the sessions in a way that helps you maintain the same level of attentiveness for each one. Creating a schedule that supports your needs will set you up to get the most out of each session.

Reflecting

5. Evaluate your approach and results.

At the end of a teaching day (or week), I reflected on my results. I looked back on the lessons to pinpoint successes and growth areas. In addition to reflecting on my planning and facilitation, I reviewed student work to gauge how effectively I had taught the concepts. I practiced humility and curiosity when I evaluated myself, which helped me learn from mistakes, brainstorm creative solutions, and turn best practices into instincts.

After running all the usability tests, set aside time to reflect on the sessions. Did you achieve your research goals? How did your planning and facilitation contribute to this result? Is there anything you wish you had done differently?

To make your reflection actionable, try marking up the script based on users’ responses. In just a few minutes, you could make notes on areas that were helpful, successful, unclear, or unhelpful. These annotations can inform your next script, and serve as a record of your learnings about the process.

5 Usability Test Tips From A Former Teacher