UX-120-4 Usability Testing and Evaluation
UX-120-4 Usability Testing and Evaluation
- Course description
- Course CodeUX-120-4
- Level of Study5.2
- Program of StudyUX/UI Design and Digital Product Innovation
- Credits10
- Study Plan CoordinatorCandice Krüger
This course explores how usability can be examined, measured, and improved through structured evaluation. Students work with usability principles, heuristics, task based testing, moderated and unmoderated methods, and accessibility specific testing techniques to understand how users experience digital products in practice. The course places particular emphasis on planning meaningful tests, identifying usability issues, and interpreting findings in ways that support design decisions.
Students develop a more analytical approach to design by gathering, synthesising, and communicating evidence from testing. They assess both testing setups and their own evaluative practice in relation to relevance, validity, ethics, and quality requirements. The course also supports clear communication of UX insights and participation in discussions about good practice in usability and accessibility evaluation within digital product development.
The candidate
- has knowledge of concepts, theories, models, processes, and tools used in usability testing and evaluation, including heuristics, moderated and unmoderated testing, task based evaluation, success metrics, and accessibility specific testing techniques.
- can assess their own work in relation to relevant testing methods, research ethics, accessibility requirements, and quality requirements for data collection and evaluation.
- has knowledge of industry practices for planning, conducting, analysing, and communicating usability testing in digital product development and iterative digital innovation.
- can update their knowledge through testing practice, feedback, relevant literature, and evolving methods for usability and accessibility evaluation.
The candidate
- can explain choices of testing methods, tasks, metrics, and evaluation approaches in relation to usability issues, accessibility needs, and project goals.
- can reflect over their own practice in planning and conducting usability tests and adjust it under guidance to improve validity, structure, and communication of findings.
- can find and refer to information and material such as research literature, accessibility standards, testing guidelines, and user data, and assess their relevance to usability issues.
- can assess a usability testing situation, identify subject related issues, and determine what measures need to be implemented in relation to test design, participant tasks, accessibility, synthesis of findings, and communication of insights.
The candidate
- can plan and carry out usability testing and evaluation tasks alone and as part of a group, in accordance with ethical requirements and relevant quality standards.
- can carry out testing and evaluation work based on the needs of selected target groups, including users with different accessibility needs.
- can build relations with peers, across discipline boundaries, and with relevant stakeholders when gathering, discussing, and communicating usability findings.
- can exchange points of view with others with a background in design, development, and product work and participate in discussions about good practice in usability testing and evaluation.
Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.
Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.
Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.
| Form of assessment | Grading scale | Grouping | Duration of assessment |
|---|---|---|---|
Course Assignment | Pass / Fail |