Report UFP-basics

UFP Basics Report DG 300 Delivery date: 25/5/2011

Students

Charlotte van der Sommen, B1.2 Jim Steenbakkers, B1.2 s109229 s103510

In this report we will elaborate our activities during the weeks of the assignment and show our results from the deliverables. Conclusions will be in the report, some of the reference material, such as filled out questionnaires, can be found in our appendices.

Assignors

dr. E.A.W.H. van den Hoven mtd

dr. J.M.B. Terken dr.ir. H.A. van Essen

dr.ir. M.M. Bekker

Charlotte vd Sommen & Jim Steenbakkers s109229 - s103510 1

Table of contents

Week 4

- Exercise A: Scenario of use …………………………………………………………………………………………….…… 3

- Exercise B: QOC analysis ………………………………………………………………………………….…………………. 4

- Exercise C: Task description scenario …………………………………………………………………………………. 6

Week 5

- Part 1: Build your prototype …………………………………………………………………………………………….… 7

- Part 2: Evaluation of your prototype ………………………………………………………………………………….. 8

Week 6

- Introduction to project …………………………………………………………………………………………………...…. 9

- User evaluation ……………………………………………………………………………………………………………….…. 9

- Conclusions ………………………………………………………………………………………………………………………. 12

- Problems & solutions in short points ………………………………………………………………………………… 12

Reflections

- Jim …………………………………………………………………………………………………………………………………... 13

- Charlotte ……………………………………………………………………………………………………………………….…. 13

Appendix A (Shopping cart feedback system) ……………………………………………………………………………………… 14

Appendix B (Paper prototype) …………………………………………………………………………………………………………….. 15

Appendix C (IPR list of problems) …………………………………………………………………………………………………..……. 18

Appendix D (Informed Consent From) ……………………………………………………………………………………………….… 19

Appendix E (User evaluation) ……………………………………………………………………………………………………….……… 21

Appendix F (Children’s Observation) …………………………………………………………………………………………………... 22

Appendix G (Answered Questionnaires) …………………………………………………………………………………………..…. 26

Appendix H (Experiment set up) …………………………………………………………………………………………………….……. 28


Week 4

Exercise A: Scenario of use

Situation : supermarket, Actors : children, parents, supermarket staff Objects : groceries, device, cart, checkout Outcome/goal : Children can buy healthy food through feedback from the device.

Variation : Different design options to reach the same outcome. 1st Situation: Device is portable and property of the family Mother and child go to the supermarket. Before they go mother picks up the device. They have arrived at the supermarket. Mother sets the device to her child’s needs and to her preferences. They walk through the supermarket. In the supermarket the child sees a lot of candy that he wants to buy. But when he takes one candy bar, the device tells the child that the candy bar is not good for him and that he should take an apple instead. So the child goes to the fruits & vegetables department. There he picks an apple. The device gives positive feedback on the decision of the child. The child hurries to his mother and puts the apple in the cart. Mother smiles to him and says; ‘That’s a healthy choice son’. Mother is happy that she wasn’t disturbed during shopping and that her child could do groceries individually. After checking out of the supermarket the child enjoys his apple at home.

2nd situation: Device is in the supermarket on a cart Father and child arrive at the supermarket. They pick a cart by putting a coin in it. Father sets some of the preferences that he has for his child and selects the child’s allergies on the device attached to the cart. After this, they can go shopping and they enter the supermarket. The child sees a bottle of coke. She puts it in the cart, but as she does this, the device alarms her that the product is not good for her, because she is not allowed to have a lot of sugar. The girl puts the bottle of coke back on the proper place in the shelves. Father tells her that she should pick another drink, that is lower in sugar. Father suggests a some fresh orange juice for the girl to pick. The child puts this bottle in the cart and she gets positive feedback from the device on the cart. Father and girl enjoyed shopping together and come back home with good and healthy groceries.


Exercise B: QOC analysis

2. Interaction problem of the user interface of the device. How can the preferences on the device be set by the parents?

3. Option 1: Touch screen The parent sets potential allergies of the child and the how healthy the food that they may buy should be. By making choices in a touch screen system. The interface of the system is based on some simple questions that the parents need to answer in order for the device to know their preferences. Option 2: Voice controlled The parent sets the preferences by telling the devices about the allergies of the child and what types of food the child may have. The device recognizes the allergies named by the parent. Also the device selects the proper food for the child. Option 3: Buttons Parents press buttons that represent certain kind of allergies of the children, they also press a button to make clear for the device how healthy the food of the children should be. The interface consists of some buttons.

4. - Time needed to set the preferences (Satisfying) - Independent of the environment (noise, other shoppers, music etc.) - Ease of use - Effective to use (no errors, reaches goal) - Memory (remembering preferences)

5. We chose to set a scale from 1 to 3, with 3 being the most possible points. So the criteria fits the best to the option. A scale from 1 to 10 would give too much difference, which is not necessary. For important criteria we multiply the points by 2.


Touch Screen - Time The time it takes to set the touch screen with a simple user interface is not that long. But also not very short. - Environment People can bump into you at the supermarket, but when using a touch screen you can set preferences on a portable device. - Ease The touch screen is very dependent on the interface, as there are no buttons to a touch screen, the interface should be easy to understand. - Effective The touch screen is very effective as a lot of different variables/preferences can be set within this interface. - Memory The device could be operated through a login code, which makes the user able to have preferences remembered. A login code has to be entered by the user, so it is not that device remembers automatically.

Voice control - Time The voice control takes very little time, as it is operated by only speech of the user. While walking through the supermarket the device can be set. - Environment In the supermarket it is very noisy, so the device can be easily influenced by the environment. - Ease The voice control system is very easy to use, as the user hardly has to think about certain preferences. So the actions (speech) that they take are more natural and thus more easy. - Effective A voice controlled system relies a lot on the knowledge of the user. So being specific in the requirements the user wants, depends on the ability of the user. - Memory It is hard for the system to recognize multiple voices, for instance from different parents. Linking this to certain options and preferences through normal speech is difficult.

Buttons - Time Setting the buttons takes some time, because the user first has to search for the right buttons. The system does not help the user to reduce the time of the actions. - Environment While setting the preferences there is little influence from outside, because buttons have to be pressed, so it hard for something to go wrong (e.g. when someone bumps in to you)


- Ease There must be as little buttons as possible for the system to be easy. Still the user needs to search for the right button, this makes the action more difficult and not logical. - Effective The buttons can clearly indicate that something is set to the users preference. When something went wrong, the user can alter the preferences. - Memory It is easy for the system to remember which buttons were pressed.

QOC conclusion The touch screen and the buttons have almost scored the same points. However there were some clear differences in the motivations for some of the criteria used. Because we found the ease of use and the effectiveness of the system most important, we can base our decision mostly on these criteria. The ease of use includes multiple criteria on its own, as a system that takes less time is most of the time also easier to use. The effectiveness of the system is very important as the goal must be achieved, without error. In case of diets and allergies the users are really dependent on the system. The user interface of the touch screen has a lot more possibilities, as there can be different screens that present different questions to the user, to guide the user and to make sure that the user can set all the preferences. (This is why it also scored most points on the criteria we found most important)

Exercise C: Task description scenario

6. The user/child knows what he/she is allowed to buy - The parent sets the device on touch screen of the cart - The child chooses a product in the supermarket - The child puts the product in to the cart - The cart gives feedback (e.g. through color/sound changes) to which the child can react (and for instance swap the product for something that he/she is allowed to buy).

7. Interaction scenario Device is in the supermarket on a cart Parent goes shopping with his/her child. At the supermarket they take a cart. On the cart there is a touch screen that can be operated by the parent. The parent sets certain allergies and preferences for its child in the system. The system can be easily set, as there will be 2 main questions that the system has: What are your child’s allergies and what sort of products is your child not allowed/allowed to buy. While the parent is shopping, the child can pick products him/herself and put them in the cart. The cart gives the child feedback through a color or a sound change. When the child notices negative feedback, it must take the product out of the cart. Then the child has the option to replace it by an alternative product.


Week 5

Part 1: Build your prototype

1. Cardboard cart:

We made a little cart out of cardboard to simulate the interaction between the child and the cart. We choose to make a little cart out of cardboard to show the children during the user test what would actually happen when they put a healthy or unhealthy product in the cart. By changing the color of the cart we could simulate the interaction with the cart.

Interface of the input for the parents:

We made the interface for the device which is used by the parents, in Photoshop. By showing different interfaces which belong to the action of the parents it will become very clear to the parents what would happen when they perform a certain action. (e.g. When they press a certain allergy) Photo’s and illustrations can be found in Appendix A & B

2. Is the feedback given to the child clear?

We chose to keep the feedback system simple. With the prototype we can test whether this simplicity is clear to the children. We can test whether they understand that when the cart turns red, they must put the product that they put in the cart, back on the shelves. And vice versa, when it turns green the children know that they can leave the product in the cart. Where on the cart should the touch screen be?

We have decide to put it on the handling bar of the cart. It is the part where the parents have a physical connection with to the cart. Also the children, often can not reach to the height of the bar, so they can not change any of the settings in the system. On the prototype we can place the mock screen in multiple place, to test the best possible place for it. How should the cart scan the products that go in the cart?

We use the standard barcodes of the products. We link these to certain aspects of the products. With this the system decides along with the settings that the user had set before, whether a product can be chosen. In our prototype we look at how the user puts groceries in the cart, based on this information we know where to put the scanners of the system that read the barcodes.


Part 2: Evaluation of your prototype

3. Goal: Child learns what products are good for him/her 1. Child puts an unhealthy product in the cart 2. Cart reacts by turning red 3. Child takes unhealthy product out of the cart 4. Child picks a healthy product 5. Child puts the healthy product in the cart 6. Cart reacts by turning green 7. Child remembers that this products is healthy 8. Next time child knows that this products is healthy and that it can be picked again

4. Expert evaluation Schematic Steps: 1. Going in to the supermarket and noticing the cart with system 2. The parent sets the device on touch screen of the cart according to his/her settings for the child 3. The parent goes through the allergies, preferences menus 4. The child chooses a product in the supermarket 5. The child puts the product in to the cart 6. The cart gives feedback 7. The feedback depends on the choice of the child 8. IF the product is allowed to the child, the cart turns green, IF NOT the cart turns red 9a. IF cart turns green product can stay in 9b. IF cart turns red, child can search for another product 10. FIRST other product is put back 11. Then, child picks another product 12. Repeats until the cart turns green (STEP 9a.) 13. For a new product the cycle begins at STEP 4. again 1. Visibility of system status There is no continuous feedback - The system reacts on the action of the child, putting the product in the cart. However, there is no continuous feedback as the cart does not stay in the feedback color the entire time. It only gives the feedback for a short period. There is a lot of provision for feedback – Although there is no continuous feedback, there are a lot of different feedback moments. The feedback comes when a new product is put in the cart by the child at STEP 5.


The feedback is simple – There are only two states in the system, green or red, so it is immediately clear to the child what action has to follow. (STEP 9a or b) 2. Match between system and real world Color understanding – The symbolic meaning of the colors red and green are used by us to distinguish between a right product choice and a wrong product choice. Presenting information - The information is very black and white, better, green and red. It is simple for a child, because of the system states. 3. User control and freedom

In case of the child there is not a lot of freedom to the system. The parent however, is possible to set a lot of preferences in the user interface: the touch screen connected to the cart. On this interface the parent selects allergies, wanted/unwanted products for the child. In this user interface there are a lot of options expressed through simple buttons.

7. Flexibility and efficiency of use Storing default settings - This is a problem in the system, but it could be solved by using login codes to enter the system, so that it has a memory with the settings of the user, like this it doesn’t take long to configure the system when used on more occasions. System as a guide – The system asks easy questions to the parent that set it. The system also uses images to support the answer possibilities. There is also always an ‘other’ button so that they can enter more specific preferences. (e.g. an allergy that is not listed) 9. Help users recognize, diagnose, recover from errors In our system it is not really clear yet how users can recover from errors. There is no help interface and we have not taken errors into account in our system. The IPR list of problems can be found in Appendix C

5. Reflection on design consequences:

Obviously there needs to be a login screen, the system needs to be more individualized. When it has memory, it will take less time for users to set the preferences for the users. Also the system will need an error recovery. Whenever wrong combinations of settings are used, so for instance an allergy for sugar and then as a product preference candy, the system should warn the user. For the rest of the problems the severity is not really high so it does not influence our design strongly.


Week 6

Introduction to project What you see before you, is a paper prototype of the device that we have been working on. The prototype is very low quality, and is only meant to evaluate the usability of the product by simulating the workings of the system.

The objective of the system is to help children to autonomously pick food that is healthy for them. They can do this by putting products in a customized shopping cart. The cart will then turn red or green, based on whether the product is ‘good’ or ‘bad’. We are doing this user test to see if the steps that a child has to make, are as logical as we would like them to be. For the informed consent form see Appendix D

User evaluation

Goals Finding out about: Use of product by the child Use of user interface by the parent Recognition of feedback system by the child Questions How does the child interact with product? Does the parent understand the user interface? Can the parent configure the system correctly? Can the child understand the feedback given by the system? Evaluation approach and Methods Observing Users, Asking users, User testing 1 participant each time (either parent or child)

We will observe the child in a situation in which the child can choose between selected products, both healthy and unhealthy. Then we look at the way the child reacts to the feedback of the cart. What will the child do with the product? How will the child react emotionally? For the parents we will ask whether they were able to put all their preferences in the system easily.


Practical issues Location: Not a real supermarket, but instead a simulated situation at home System: Not a working system, but a cardboard model of the card, with a paper prototype of the interface.

Ethical issues Can the child do groceries independently? Is the parent able to decide for a healthy diet of the child? What will the child’s response be to denial of a product?

Evaluation of data The data collected by observing the children can be put in simple notes. These notes can be looked at and ranked and later we can perform a QOC analysis with the data. Like this we know what requirements there have to be to the system and what the most important requirements there are/ which ones should be improved. Data from interviewing the parents can be put in graphs showing the efficiency and ease of use of our designed interface.

For the actual user evaluation sheet and the outcomes see Appendix E, F, & G. In Appendix H there is a detailed picture board of the experiment.


Conclusions

Table of results for the questionnaire parents:

The ease of use of our system is rather high, as a lot of people found that the system’s interface was easy to configure. However this might be the case because there were so little choosing options. We only selected the most common types of food and allergies for our paper prototype, so the system is not very complete. Also from our expert evaluation it seems that there should be more memory in the system, so that the time for setting the system is reduced. From this questionnaire during the user evaluation it also seems the case that that is necessary, as the average time for setting the system is 2,5 minutes, which we consider is too long.

Table of QOC data Children’s observation:

The children are relatively good learners, as they get the feedback. However the problem lies with putting the product in the cart. We did not suspect this during our expert evaluation. We thought that the problem would be to recognize the color, but the children always immediately recognized the color. Problems & solutions in short points - Time to set the device Login codes (Welcome screen) (Explanation of the device in a welcome screen) - Options More icons in the standard interface - Putting the products in the cart Cushioning the cart, small opening


Reflections Jim Going in to this UFP basics I had little knowledge within this competency area. The assignment helped me especially to broaden my understanding of User Focus & Perspective. My goal was to learn more about ways to process data and to draw conclusions from user testing. In the assignment, several ways of processing data, such as QOC Analysis were applied. Also templates like the Volere template and the IPR problems list were very helpful. Formulating problems and requirements seems easy, but in fact to formulate them in a useful way it is very hard. The templates helped me to categorize these problems and requirements. I have learned that processing information in a clear is essential for drawing conclusions. Without proper analysis of the obtained information (i.e. through a questionnaire) it is impossible to draw good conclusions, simply because it is very hard to be specific then. Being specific and complete is very important for UFP, as your target group needs to be thoroughly investigated and every aspect of the target group should be known in order to come to a good and deliberate design. In my project I will translate what I have learned to a design that is not only specific for a context of use, but also for the user. There is no interface involved in my project, which I want to learn more about in the future. I would like to know more about making a UI more friendly to use.

Charlotte

I chose the assignment UFP-basics with the idea of developing myself in the competency area User Focus & Perspective. I hoped to learn how to do a user test and how to take the user into account during making a product. I am very content about what I eventually have learned. Actually it was exactly what I had in mind to learn. Now I know a lot better how to do a user test by using the design circle. By seeing what aspects you need to keep track of by making a good user test and for run through a good design circle, my eyes were opened during this assignment. All the little steps we needed to take in the week assignments where all very specific and precisely and sometimes it felt like I we did everything double but at the end it all contributed to the end result. I never had expected that a design process had so many aspects to keep track on. By getting all these insights I now can better make a user test and better deal with getting through a design process.


Appendix A Shopping cart Feedback system

This is the cart in its normal state. The touch screen is attached to the bar of the cart. Here the parent can set the preferences for the child while walking through the supermarket.

When an unwanted product (TWIX candy bar) is put in the cart by the child, the cart gives feedback to the child, by turning red. The child then knows that it has to pick another product.

This time the child has picked a healthy product that he/she is allowed to pick from the parents. The cart lights up with a green color. The child knows then that the product is available for him/her.


Appendix B Paper prototype




Appendix C IPR list of problems The heuristic that is violated # 1; Visibility of system status Description of the problem There is no continuous feedback Possible causes of the problem The colors feedback is only active when a product has been put in for a little while Expected consequences of the problem (severity) 20 % of users will encounter the problem and 0 % of them will need help

The heuristic that is violated # 2; Match between the system and the real world Description of the problem Recognition of the meaning of red and green Possible causes of the problem Children might have other associations with the color, e.g. that red is exciting and that they are allowed to have the product. Expected consequences of the problem (severity) 5% of users will encounter the problem and 5% of them will need help

The heuristic that is violated # 7; Match between the system and the real world Description of the problem Storing default settings Possible causes of the problem There is no memory in the system, there is no general welcome/login screen. The system is not based on individuals but more on groups. Expected consequences of the problem (severity) 100% of users will encounter the problem and 100% of them will need help

The heuristic that is violated # 9; Help users, diagnose, recover from errors Description of the problem Error recovery Possible causes of the problem There is no error recovery system, but there is little room for error, maybe there is room for error when using the login codes. Expected consequences of the problem (severity) 10% of users will encounter the problem and 10% of them will need help


Appendix D Informed Consent Form

We are three students at the University of Technology in Eindhoven. We are conducting a user test as part of a course assignment. We have asked for your child to participate in this user test, to test the usability of our product. During the user test, a parent or guardian may be present at all times. The user test may be stopped at any time if you wish, without offering explanation.

The anonymity of you and your child will be maintained throughout this assignment. During the user test, photos may be taken. These photos will also be made anonymous. No information will be included in the report or presentation that will identify you.

Participation in this user test is completely voluntary and you will not receive any compensation for your time. You may refuse participation in this user test or discontinue participation at any time without any consequences.

The user test will have a duration of approximately ten minutes. If you have any questions about this project, you may contact our assigner, dr. J.M.B. Terken at [email protected].

By signing this document, you declare that you have read the above information and voluntarily agree to let your child participate as described above.

Name: ___________________________________

Signature: ___________________________________ Date: __________________


mailto:[email protected]�

Informed Consent Form – Dutch Translation (as presented to the users)

Wij zijn drie studenten van de Technische Universiteit van Eindhoven. Wij doen een gebruikerstest, wat een onderdeel is van een opdracht van de Universiteit. We hebben aan uw kind gevraagd deel te nemen aan deze test, om de bruikbaarheid van ons product te evalueren. Tijdens de test mag er altijd een ouder of voogd aanwezig zijn. De gebruikerstest mag desgewenst op elk moment gestopt worden, zonder dat daar een uitleg voor nodig is.

Wij zullen er voor zorgen dat de anonimiteit van u en uw kind tijdens het project gewaarborgd wordt. Tijdens de test kunnen er foto’s gemaakt worden. Deze foto’s worden onherkenbaar gemaakt. Er zal geen informatie in het verslag of de presentatie gebruikt worden die tot uw identificatie zou kunnen leiden.

Deelname aan deze gebruikerstest is volledig vrijwillig. U zult geen compensatie krijgen voor de gespendeerde tijd. U mag weigeren deel te nemen aan deze test en deelname mag ten allen tijde afgebroken worden, zonder enige consequentie.

De gebruikerstest zal ongeveer tien minuten duren. Als u vragen heeft over dit project, mag u contact opnemen met onze opdrachtgever, dr. J.M.B. Terken at [email protected].

Als u dit document ondertekent, dan verklaart u dat u de bovenstaande informatie hebt gelezen en vrijwillig uw kind laat deelnemen zoals hierboven staat beschreven.

Naam: ___________________________________

Handtekening: ___________________________________ Datum: __________________


mailto:[email protected]�

Appendix E User evaluation Observation for children

Focus points:

- Interaction of child with product o How will the child the groceries in the cart?

- Recognition of feedback system o Will the child notice the green and red colors? o Will the child reacts to this change in color? o Will the child learn from the feedback?

Questionnaire for the parents:

Do you think that the interface was easy to fill in? (if not –why?)

………………………………………………………………………………………………………………………………………………………………….

Did you understand all the symbols? (if not – why?)

………………………………………………………………………………………………………………………………………………………………….

How many time did you spend setting the device?

o 0 - 1 min o 1 -2 min o 2– 3 min o 3 – 4 min o 4 < min

Did you understand the questions? (if no – why?)

………………………………………………………………………………………………………………………………………………………………….

Are there enough choosing options in your eyes? (if no – what should be adjusted?)

………………………………………………………………………………………………………………………………………………………………….


Appendix F Children’s Observation Child 1

The Child puts the groceries in the cart very random, the child takes different products ranging from banana, twix bar, apple, crips, candy and a soda drink, so both healthy and unhealthy foods. The child notices the different color we put the cart to. When the color turned red, the child took the product out. When the color is green the child also took the product out and put in back in later on.

Child 2

The child throws in the product very enthusiastically. The child recognizes the red color as wrong, so it takes out the unhealthy product immediately and changes it for a healthy product. Without expecting the feedback it puts in another healthy product. The child learns fast and knows that the cart recognizes the product, and rewards (green) for healthy products.

Child 3

Child puts multiple products in the cart at the same time We picked the red color. So The child notices this change and takes out the product and starts to put them in one by one. The feedback system is not clear for the child as it is red on the first product he puts in (candy). So the child leaves it put. Then puts more in it, but the cart stays red. After a while the child takes out the products again and puts the apple in first. When the child sees the green color the different status is noticed, so the child knows that the apple can be left in the cart.

Short QOC analysis

Criteria:

- Putting the product smoothly in the cart - Notice the color difference - reacts to the change of color - learn from feedback

2. We chose to set a scale from 1 to 3, with 3 being the most possible points. So the criteria fits the best to the option. A scale from 1 to 10 would give too much difference which isn’t necessary. For important criteria we multiply the points by 2.


Child 1 - Product smoothly

The Child puts the groceries very randomly in the cart so we chose the middle way. Because this could be a very important point for the final product because it could matter whether the product is put fast or slow in the cart for the scanners. - notice color difference The child notices the different color .When the color turned red, the child took the product out. When the color is green the child also took the product out and put in back in later on. - react to color change The child notices the different color .When the color turned red, the child took the product out. So reacts to the color. - learn from feedback The child understands the system en immediately uses is after the first product. This is a very important point because it is important that the child can deal with the product without too many trouble otherwise it wouldn’t use the system so we doubled the ranking.


Child 2

- Product smoothly

The child throws in the product very enthusiastically which is not very smoothly so the lowest ranking. Because this could be a very important point for the final product because it could matter whether the product is put fast or slow in the cart for the scanners. - notice color difference

The child recognizes the red color. - react to color change The child recognizes the red color as wrong, so it takes out the unhealthy product immediately and changes it for a healthy product - learn from feedback

The child recognizes the red color as wrong, so it takes out the unhealthy product immediately and changes it for a healthy product. Without expecting the feedback it puts in another healthy product. The child learns fast and knows that the cart recognizes the product, and rewards (green) for healthy products. So the child immediately learns from the system. This is a very important point because it is important that the child can deal with the product without too many trouble otherwise it wouldn’t use the system so we doubled the ranking.

Child 3

- Product smoothly

The child didn’t put the product very smoothly in the cart. Because this could be a very important point for the final product because it could matter whether the product is put fast or slow in the cart for the scanners. - notice color difference When we picked the red color. The child notices this.

- react to color change When we picked the red color. So The child notices this change and takes out the product and starts to put them in one by one.


- learn from feedback When we picked the red color. So The child notices this change and takes out the product and starts to put them in one by one. The feedback system is not clear for the child as it is red on the first product he puts in (candy). This is a very important point because it is important that the child can deal with the product without too many trouble otherwise it wouldn’t use the system so we doubled the ranking.

The children are relatively good learners, as they get the feedback. However the problem lies with putting the product in the cart. We did not suspect this during our expert evaluation. We thought that the problem would be to recognize the color, but the children always immediately recognized the color.


Appendix G Answered Questionnaires Questionnaire for the parents:

1.


…Yes, it was very clear to me what to choose…………………………………………………………………………………………..

Did you understand all the symbols? (if not – why?)

…Yes, the symbols where very clear too….…………………………………………………………………………………………………




…Yes, ….…………………………………………………………………………………………………………………………………………………….


…No, I could think of more possibilities for allergies………………………………………………………………………………….

2.


…Yes, the interaction was very logical and in were very little questions.…………………………………………………..

Did you understand all the symbols? (if not – which?)

…No, For the products which the children may not pick It was not clear for me if the coke at itself was not good or that it is meant as a drink.………………………………………………………………………………………………………





…Yes, they were not very hard….……………………………………………………………………………………………………………….


…Yes, I couldn’t think of another one………………………………….…………………………………………………………………….

3.


…Yes, it was very natural…………………………………………………………………….…………………………………………………..

Did you understand all the symbols? (if not – which?)

…Yes, I like the fact that they were displayed as pictures…………………………………………………………………………




…Yes, they were very short and clear….…………………………………………………………………………………………………….


…No, I have a lot more preferences for my children…..……….…………………………………………………………………….


Appendix H Experiment setup


Documents

Report UFP-basics