|
International
workshop Rome, October, 17th 2002, Palazzo dei Congressi, Bibliocom 2002
Quality in cultural Web sites
edited by the Ministero per i Beni e le Attività Culturali
In conjunction with European Commission and Associazione Italiana Biblioteche,
within the MINERVA Project
Nicoletta
Di Blas
HOC-Dipartimento
di Elettronica ed Informazione I, Politecnico di Milano, Italy
diblas@mail2.elet.polimi.it
Franca
Garzotto
HOC-Dipartimento
di Elettronica ed Informazione I, Politecnico di Milano, Italy
garzotto@polimi.it
Maria
Pia Guermandi
IBC,
Istituto Beni Culturali, Regione Emilia Romagna
MPGuermandi@ibc.regione.emilia-romagna.it
It works! A systematic method to evaluate the features of museum
Web-sites
Abstract
MILE is a general
framework for evaluating the quality and usability of hypermedia.
It includes a specialized version for the evaluation of museum web
sites, which provides quality criteria and procedural guidelines
to be used for inspection and empirical assessment of the usability
of museum Websites. This research experience has been carried on
by Politecnico di Milano, and University of Italian Switzerland
in Lugano, in cooperation with IBC (Institute for the Cultural Heritage
of the Emilia Romagna Region).
Introduction
Expert evaluators
who explore the application trying to identify usability problems
perform the so-called ”inspection” methods. In contrast, empirical
methods consist basically in the observation of a group of end-users
actually using the application in a laboratory, under the guidance
and the observation of usability experts.
MiLE (Milano-Lugano
Evaluation Method, developed by Politecnico di Milano and USI –
University of Italian Switzerland) consists of a very effective
combination of the two methods: first, some (no more than 2/3) usability
experts explore the application; second, panels of users are required
to concentrate on those aspects in which the systematic exploration
has some problem.
The key concepts
of MiLE are the following:
- Abstract
Tasks (AT), that is, generic actions (generic in that they can
be applied to a wide range of applications) capable of leading
the inspector through the maze of the different parts and levels
an application is made of, like the Ariadne’s thread.
- Concrete
Tasks (CT). They are a list of specific actions (specific in that
they are defined for a single application), which users are required
to perform, while exploring the application for the empirical
testing.
Tasks are sketched
on the basis of user’s scenarios, that is, “stories about use” of
the application. A user scenario consists of the combination of
a user profile - sketching the basic characteristics of a potential
user in terms of some relevant data (age, technological expertise,
occupation, etc.).- and a task (or a set of tasks), useful for achieving
a given goal.
In order to
make the results of exploration more punctual, MiLE suggests to
separate different levels of analysis: technology, navigation, content,
graphic, cognitive features. For each level a library of Abstract
Tasks has to be prepared, when building the method, in order to
support the inspection. For some levels (e.g. graphic or navigation)
the Abstract Tasks can be at large independent from the specific
application domain; for other levels (e.g. content) we shall have
different tasks according to the application domain (i.e., specific
tasks for the cultural heritage domain, for the e-commerce domain,
and so on). When performing the inspection, the inspector has to
check and measure a list of attributes concerning the different
facets of usability/quality (e.g. richness, completeness, are attributes
for the analysis of the content level), by executing the abstracts
tasks related to the various attributes. For each attribute (in
relation to a specific AT), a score must be given.
After the scoring
phase is over the set of collected scores is analyzed through weights
that define the relevance of each attribute for a specific goal.
Weighting allows us a clean separation between the scoring phase
(use the application, perform the tasks, and examine them) from
the evaluation phase in strict sense, in which different possible
usages are considered.
Let us introduce
a simple example: assume that a navigation feature (e.g. using indexes)
is not very powerful, but very easy to learn. What should be the
evaluation? The inspector can provide a score (e.g. 9/10 for “predictability”
and 2/10 for “powerfulness”) for the navigation. Later, figuring
out two different user scenarios (e.g. casual users and professional
users), the evaluator (possibly different from the inspector) could
assign two different pairs of weights to the attributes “predictability”
and “powerfulness”. The weights, for example could be «0.8
(predictability), 0.2 (powerfulness)», for casual users, or
«0.1 (predictability), 0.9 (powerfulness)» for professional
users. The weighted score for the navigation feature is very different
of course (7.6 for casual users and 2.7 respectively), but it reflects
the different users’ scenarios. The inspector could therefore conclude
that the application (at least for this feature) is well suited
for casual users, while it is somehow ineffective for professional
users. Trying different weighting systems allows the evaluator to
test different user scenarios, using the same set of scores derived
from the inspection (we give a more detailed example of scoring
and weighting in the last paragraph).
1. MiLE step-by step
The inspection
with MiLE runs as follows:
- Preparation
- Sketch
user’s scenarios
- Choose
the Abstract Tasks
- Choose
the Attributes
- Inspection
- Execution
of the Tasks
- Scoring
of the Tasks (through the attributes)Evaluation
- Define
weights
- Derive
final scores
Inspection already
provides valuable evaluations; in some cases, however, panels of
users may be required for double checking. When empirical testing
is required, users are given a list of Concrete Tasks, i.e. a list
of specific actions that they are asked to perform. Concrete Tasks
definition (different for each case) is based upon the results of
the inspection, which has identified portions of the application,
tasks and attributes that need special attention.
- Empirical
testing
- Define
concrete Tasks for users
- Let users
apply their tasks
- Evaluate
users’ reactions
The reliability
of MiLE as a systematic evaluation framework has proved to be very
high: the execution of the Abstract Tasks (at navigation and content
level) helps spotting unexpected usability problems (inconsistencies,
lacks of clarity, etc.). Even “at-first-sight agreeable” sites,
when put to the test trough a systematic inspection “à la MiLE ”,
may reveal weaknesses and defects.
2. MiLE for museum Web-sites
Some of the
features (such as navigation or layout) of an application can be
examined largely independently from a specific application domain;
other features instead, such as content or functions offered to
the users, require a different evaluation schema for each application
domain. In order to explore functions and contents for museum Web-sites
(a specific sub-domain, within the larger domain of cultural heritage
applications), a specific panel of “experts” (the so called “Bologna
group”) has been created, with a partnership between Politecnico
di Milano, and Istituto Beni Culturali (IBC), regional organization
supervising cultural heritage activities in Emilia Romagna region,
with headquarters in Bologna.
The first step
of Bologna group was to define a museum web site structure and to
categorize all the possible pieces of content, functions and services
in it; the resulting model is therefore a synthesis of contents
and features found after the analysis of a large number of sites
(assumed to be the "universe of discourse"). The “contents survey
schema” (see Appendix) has proved to be a very efficient tool to
describe in an homogenous and comparable way different museum Web
sites and thus to evaluate them. At this stage of the research we
have listed more than a hundred “elementary” constituents, organized
into three main groups:
- site’s presentation:
general information about the Web-site;
- museum’s
presentation: contents and functions referring to a “physical
museum” (like “arrows” pointing to the real world);
- the virtual
museum: contents and functions exploiting the communicative strength
of the medium.
A further analysis
has allowed us to detect “high level” constituents such as, for
example, collections, services, promotion, which gather the elementary
constituents (a full account of all the pieces of the model can
be found as an appendix to this paper).
Next job has
been to define a set of users’ scenarios, as a way to build a library
of suitable ATs. A user scenario, in this context, is a pair «user
profile, operation (that users may wish to perform)». Therefore
in a certain way the tasks are coupled to user profiles, in the
sense that a given task may be interesting for a given profile,
and/or meaningless (or irrelevant) for a different profile. When
the inspector has to perform the inspection, he/she will learn from
his/her customer who the intended users of the application are and
will concentrate on those tasks likely to be performed by them.
In any case he/she will be free to create new tasks that fit better
the communicative goals of the application, as long as he/she follows
the guidelines of the method and its “philosophy”.
2.1 User Scenarios
A Web site is
an artefact devoted to communication: therefore we have a sender,
a message, many addressees and a context of use. That is why the
concept of user scenario becomes crucial: a scenario can be defined
as the description of a concrete episode of use of the application,
a “story” about use. A scenario describes possible/intended users
performing actions with the application. Obviously, it is impossible
to define all the potential scenarios of use: we here sketch, for
the museum’s domain, some of the most typical scenarios, useful
to evaluate the usability of most of the Web sites. The inspector,
interacting with the most important stakeholders, should trace more
specific scenarios.
It is possible
to synthesize the concept of user scenario as follow:
User
scenario = User profile + Abstract task/s)
By User profile
we mean a description of the relevant features of those stakeholders
that will interact with the services offered by the application.
The description of user scenarios could have different levels of
granularity: from generic to very detailed scenarios. However, a
scenario should portrait the type of user, his goal and the task(s)
necessary to achieve the goal. In order to sketch the user profiles,
we took into consideration a number of variables, such as age, expertise,
professional interests (e.g. school students, fine arts students,
fine arts experts, tourists, etc.). Each relevant user profile is
based upon a number of these variables.
Hereafter we
present some plausible scenarios for museum Web-sites:
User
Scenarios |
Details
|
Scenario’s
description |
Tourist
1 |
Generic
well-educated person. Interested in an in-depth visit of the
museum, that he/she has never visited before. |
He
would like to visit the real museum; therefore he needs to gather
some general information (opening hours, ticket’s cost, etc.).
Besides, he is very interested in the permanent exhibition and
in the events’ calendar. |
Tourist
2 |
Generic
well-educated person. He will have a precise amount of time
to spend in the museum (say, 2 hours), therefore he needs to
know what shouldn’t be missed. |
Apart
from the practical information (opening hours, ticket’s cost,
etc.), he looks for information about the most interesting/famous/important
pieces of the collections. |
Tourist
3 |
Generic tourist, not particularly well-educated. He wants to
have a fast tour of the museum to see the most famous pieces
of the collections. |
Apart
from the practical information (opening hours, ticket’s cost,
etc.), he looks for information about guided tours and/or audio
tours. |
Tourist
4 |
A
very well educated person, who already knows the permanent collections.
He regularly visits the Web site to find information about all
the cultural events organized within the real museum (conferences,
concerts …), to plan a visit to the museum. |
He
will look for the current exhibits and the events’ calendar. |
Tourist
5 |
A
very well educated person, who already knows the permanent collections.
He knows he will be in town on a specific date, therefore he
wants to know what special events will take place on that day. |
He
will look for the current exhibits and the events’ calendar. |
“Stray”
site’s visitor |
He
“bumps” onto the Web .site by chance. |
He
may be intrigued by the idea of finding funny interactive games,
e-cards, etc. |
Student
1 |
High
school student, interested on a specific topic (a painter, a
work of art, a period, etc.) for a homework. |
He will search the collections, the list of authors, the list
of works of art. He will look for long and detailed descriptions. |
Student
2 |
Elementary
school student, interested on a specific topic (a painter, a
work of art, a period, etc.) for a homework. |
He
will search the collections, the list of authors, the list of
works of art. He will look for rather simple descriptions. |
Teacher
1 |
High
school teacher, planning a visit to the museum for his/her class |
He
will search for educational material, information about the
collections, information about guided tours for schools. |
Art
lover 1 |
Art
lover, who regularly visits the Web site. |
He
looks for new material being introduced in the site (the work
of art of the month, for ex.). |
Art
lover 2 |
Art
lover, who wants to support the museum. He would like to become
a member of the museum. |
He
is interested in the advantages of the membership. He looks
for the membership form. |
Teacher
2 |
High
school teacher, who wants to enter his class to a competition
organized by the museum. |
High
school teacher, who wants to enter his class to a competition
organized by the museum. He looks for the competition’s application
form and for some information about the competition’s topic. |
Journalist
|
Journalist
who has to write an article about the latest exhibition held
at the museum. |
He
needs to download the press release and to consult the section
reserved to the exhibition. |
Competitor
1 |
Director
of another museum |
He
looks for information about the general organization of the
museum, the mission, the vision. He would like to emulate the
strategies of the museum. |
Competitor
2 |
Web-site
manager of another museum |
He
looks for information about the institution’s Web-site, to design
its own site. |
Tasks (concerning
the content evaluation) for the domain of museum Web sites are divided
into two categories as regards their “concern”:
- 1. Practical
Information Tasks;
- 2. Knowledge
Tasks
Examples of
Practical Information Tasks are
- PI 12: Find
information about the accessibility for people with disabilities
- PI 13: Find
information about guided tours/audio tours
- PI 17: Find
information about special events (lectures, conferences, concerts…)
on a specific date
- PI 26: Understand
if X hours are enough for an overview of the museum’s collections;
Examples of
Knowledge Tasks are:
- K 43: Find
all the works of art dating back to a specific historical period
- K 44: Find
the biography of a specific artist
- K 49: Find
educational material to prepare a class for a visit
- K 54: Get
an overview of the permanent collections
2.2 Usability Criteria
As regards the
list of attributes for the to be scored during the inspection, their
generality (e.g. “richness”, “completeness”) certainly allows a
wide use in domains other domains (if necessary, with some revisions).
- A1 Authority:
The author is competent in relation to the subject
- A2 Currency:
The time scope of the content’s validity is clearly stated. The
info is updated.
- A3 Consistency:
Similar pieces of information are dealt with in similar fashion
- A4 Structure
effectiveness: The organization of the content pieces is not disorienting
- A5 Completeness:
The information required is complete
- A6 Richness:
The information required is rich (many examples, data…)
- A7 Clarity:
The information is easy to understand
- A8 Conciseness:
The basic pieces of information are given; texts are not too long
and redundant
- A9 Multimediality:
Different media are used to convey the information
- A10 Multilinguisticity:
The information is given in more than one language
- A11: efficiency:
The task can be performed successfully
3. Examples
We introduce
now a few examples of inspection that may help the reader to actually
grasp how our method works. The examples are very simple, and are
taken from actual Web sites. We hope that, in the period between
the writing of this paper and the time for the user to read it,
the Websites will not be modified (the impossibility of “freezing”
Websites, in practice, makes it difficult to develop examples of
inspection that could maintain their validity over a long span of
time), so that the reader may try directly to “inspect” them.
strong (practical
Info AT):
find the
educational activities occurring on a range of dates in a real museum
The user’s scenario
for this task is that of a family with two sons aged 5-10, living
in the town where the real museum is actually located, between november
and december 2002. They would like to know what activities for family
will take place in november-december week-ends. We performed this
task on many different Web-site, and we will describe here our finding
for the National
Gallery of London site and the Hermitage
museum in St. Petersburg site on the basis of an inspection
that took place on November 15th, 2002. The focus of our attention
will be the section named “information about the museum activities
and events” in our schema (see the appendix for the details). The
relevant attributes that we will use for this brief example are
the following:
- (A2) currency
of the information;
- (A5) completeness;
- (A7) clarity;
- (A6) richness
of the information provided (very important in order to make understandable
the potential interest of the events).
In the home
page of the National Gallery Web site we find two relevant links:
“Plan your visit” and “Education”.
If we click on “Plan your visit” we get a wide choice of "information"
links and between them "family visit": in these pages we can find
all general information about National Gallery events and facilities
for families and also a link to a calendar listing all the National
Gallery public events and activities day by day for two months:
a tool very effective and easy to use.
If we click on “Education” we get to "calendar" again and to a wide
choice of activities that children could also perform on-line.
From a graphic point of view, the Web-site is very pleasant: in
Web pages for children there are the drawings of the famous illustrator
Quentin Blake.
On the whole, we can say that the information is well updated and
exhaustive and that the task can be performed quickly and easily.
In the Hermitage Museum home page, we can find three relevant links
in two different menu: "Children and education", "Information",
"Calendar".
If we click on "Children and Education" we find the Web pages of
the museum School Center, with a list of activities: it's not clear
if these activities are offered for schools only or also for families;
in any case, there is not any practical information, but only a
general and vague illustration about museum educational activities.
If we click on "Information" section, and then on the subsection
"visitor information" we get a short list of categories, among which
we can click - as relevant for our purpose - on "tours and lectures".
We then get only a page illustrating in a generic way these activities,
without any practical information on-line.
Through "calendar" Web-pages we can get a list of main events only
(exhibitions, festivals, ecc.).
On the summary we can judge the Hermitage museum Web-site as widely
insufficient to perform this specific task: information is very
poor and generic.
The table below synthesize our scoring and evaluation.
|
A2 |
A5 |
A7 |
A6 |
Global
score for this AT |
Scores |
National |
9 |
8 |
9 |
7 |
8.25
(just average score) |
Scores |
Hermitage |
1 |
3 |
3 |
1 |
2
(just average score) |
Weights |
|
0.3 |
0.5 |
0.1 |
0.1 |
|
Weighted
scores |
National |
2.7 |
4 |
0.9 |
0.7 |
8.3("weighted"
average) |
Weighted
scores |
Hermitage |
0.3 |
1.5 |
0.3 |
0.1 |
2.2("weighted"
average) |
We do not ask
the reader to agree with our scores (we may be poor inspectors)
but to appreciate the method on a number of issues:
- a) We are
evaluating a specific task and not expressing a global evaluation;
in addition we are scoring each single attribute. This level of
detail introduces two advantages: precision of the feedback to
application designers and possibility of pinpointing the causes
for possible discrepancies among different inspectors.
- b) Through
weights we can take into account the specific objectives for the
(portion of the) application. In the example above, we gave great
relevance to attributes A2 and A5, and minor relevance to A7 and
A6.
- c) Global
concise evaluation can be obtained trough combining the evaluation
for each attribute (as in the above table), and/or combining the
evaluation for the different ATs (again using weights in order
to attribute different relevance to each AT).
- d) Different
systems of weights can be used in order to take into account different
user profiles.
strong(Cognitive
AT):
find all
informations about a specific subject
This task might
be performed by an art historian looking for information about a
topic he/she is currently carrying a research on, let’s say the
female portraits painted by John Singer Sargent. Some of Sargent’s
works are kept by the Tate
Britain Gallery of London and by the Smithsonian
American Art Museum of Washington.
The relevant
attributes that we will use for this brief example are the following:
- (A11) efficiency:
the search can be performed successfully and quickly
- (A5) completeness
- (A6) richness
of the information
- (A4) structure
effectiveness
Using the Tate
Britain Web-site, we have two choices: to use the search engine
or to navigate the site. Writing the name “Sargent” in the search
window of the home page we get a list of 102 records. If we enter
the section "collections” we can use the tool “Tate collections”,
and select one among different options. We can use the "artist search"
tool, getting a long list of authors in alphabetical order: if we
click on “Sargent” we find 45 matches, displayed with a thumbnail,
title, date and catalogue number. We have also the possibility to
save single items in a customized repository - " my selection".
If we click on the title or the thumbnail we have, for each of the
work, the basic data, a description and the possibility of zooming
the image; for a lot of works it is also possible to read the catalogue
description. We can also refine our search using "subject search"
tool: by combining two subjects (there is a list we can browse),
for example "group and movements" and "people", we can explore all
female portraits of the 19th at the Tate. The Smithsonian Art Museum
Web-site offers a similar functionality: a search engine in the
home page. Inserting the full name “John Singer Sargent” in the
form for generic search, we obtain a list of 75 Web-pages including
this artist name (from museum catalogue cards to past exhibitions
press releases); we can refine our search and compile the "artist
name" form: we are given a list of 8 artworks. The description of
the works includes only basic data and a list of keywords. The same
results can be obtained by choosing the section “collection and
exhibitions". If instead we search the section "art inventories",
we can leave the Smithsonian American Art Museum Web site and search
the Inventories of American Paintings and Sculpture (www.siris.si.edu).
The Inventories - established by the Smithsonian American Art Museum
- catalog American art in collections worldwide and provide information
on over 335.000 artworks. Information is compiled from a variety
of sources but images of the artworks are not yet available for
online viewing. The result of a search in Inventories databases
using the full name of the artist and the subject "female portrait"
is a long list of 441 items with basic data of artworks and their
references.
On the whole,
we can say that both sites permits to reach a first set of basic
information by using the search engines: if we want more specific
data, at scientific level, we have to use other tools. Only the
Smithsonian Web-site allows us to search a real database, but without
any image (a significant restriction in artworks research!).
The table below
synthesize our scoring and evaluation.
|
A11 |
A5 |
A6 |
A4 |
Global
score for this AT |
Scores |
Tate |
8 |
7 |
7 |
7
(just average score) |
Smithsonian |
7 |
6 |
5 |
6.25
(just average score) |
Weights |
|
0.1 |
0.3 |
0.2 |
|
Weighted
scores |
Tate |
0.8 |
2.1 |
1.4 |
strong(just
average score) |
Smithsonian |
0.7 |
1.8 |
1 |
strong
(just average score) |
4. Conclusions and future
work
The general
distinctive features introduced by MiLE can be synthesized as it
follows:
- Efficient
combination of inspection and empirical testing
- Use of Abstract
Tasks, ATs, as guidelines for inspection
- Use of Attributes,
as a way to detail scoring
- Use of Concrete
Tasks, CTs, as guidelines for empirical testing
- Use of weights,
as a way to translate scores into evaluation
- Use of user
profiles in order to assign weights
The current
work consists into identifying, through the user scenarios, the
“universe of possible functions” that a museum Web-site should support,
matching user profiles features with Abstract Tasks. The goal is
to generate an overall schema, showing what type of user is interested
in what information/action. The combination of user-profile/AT is
what we mean by User Scenario.
We aim at providing a contribution to the community of people interested
in museum Web-sites (museum curators, designers, Web managers, etc.),
a part of a shared understanding about what it means to evaluate
quality and usability of “virtual artifacts”.
Since the amount of work to be performed is outstanding, and we
would like to generate a discussion in a large community, the authors
strongly encourage all the interested subjects to contact them,
in order to enlarge the scope and the validity of this research
about evaluation.
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Acknowledgements
The MiLE work
has been partially supported by the European Commission, IST project
2000-25465 “VNET5 – Advancing User Centered Product Creation in
Electronic Publsihing.
We also wish
to acknowledge the work of the other members of the Bologna group,
who made this (still on going) research effort possible. We therefore
warmly thank Dede Auregli (Galleria d'Arte Moderna di Bologna),
Gilberta Franzoni (Musei Civici di Arte Antica di Bologna), Paola
Giovetti (Museo Civico Archeologico di Bologna), Laura Minarini
(Museo Civico Archeologico di Bologna), Federica Liguori (Politecnico
di Milano), Carolina Orsini (Università di Bologna), Uliana Zanetti
(Galleria d'Arte Moderna di Bologna).
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