Life Skills: Designing for User Experience

This topic is about user experience, or how a screen feels to use. You will learn key words, then design and test a simple screen.

Life Skills Stages 4 and 5 · Life Skills Outcomes: CTLS (10 outcomes)
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4Parts
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10Outcomes
Syllabus Part 1 Identifying and defining

Key Words for User Experience

🎯 (CTLS-DES-01)

📌 Identify key terminology used in the design of the user experience (UX)

Designers use special words. These words help you talk about how things work.

The user experience, or UX, is how you feel using something. Was it easy? Was it clear?

The user interface, or UI, is the part you see and touch. Buttons and menus are part of the UI.

An icon is a small picture that stands for a thing. Usability means how easy a thing is to use.

For example, a music app has a play button. The button is part of the UI. Finding a song quickly is part of the UX.

Try this Use a phone, a tablet or a picture of one.
  1. Find one app or screen you use at home.
  2. Point to three things on the screen. Say each one is a button, menu or icon.
  3. Say one word for how it feels to use. For example, easy or confusing.

Parts of Interactive Media Design

🎯 (CTLS-DES-01, CTLS-DPM-01)

📌 Identify elements of UX design in interactive media to engage the user

Interactive media is media you can act on. A game, a website and a touch screen are all interactive media. You tap, click or type, and the media responds.

Designers use elements to keep the user interested. An element is one part of the design. Common elements are:

  • Text: the words on the screen.
  • Pictures: photos, drawings and icons.
  • Sound: music or a voice that tells you what to do.
  • Colour: colours that make the screen easy to read.

Imagine a touch screen at a shopping centre. Big pictures show each shop. A voice reads out the directions.

If a stranger asks to chat online, tell a trusted adult.

Try this Use a game or app that your teacher approves.
  1. Name one thing on the screen that keeps you interested.
  2. Say which element it is: text, picture, sound or colour.
  3. Tell a partner. Ask if they agree.

UX Parts of Computer Technology

🎯 (CTLS-DES-01)

📌 Identify elements of UX in computer technology

A computer has parts that you use every day. Each part changes how a computer feels to use.

These are common parts of a computer or tablet:

  • A screen shows the pictures, words and menus.
  • A keyboard lets you type words and numbers.
  • A mouse or touch pad moves a pointer on the screen.
  • A speaker plays sound, such as music or a beep.

For example, you move the mouse to a file and click. The computer then opens the file.

Try this Use a real computer or a picture of one.
  1. Find the screen, the keyboard and the mouse or touch pad.
  2. Point to each part. Say what it does.
  3. Say which part you use most. Explain why.

How People Use Devices and Software

🎯 (CTLS-DES-01)

📌 Explore how users interact with input and output devices and software features

A device is a machine you use. A phone and a printer are devices. Software is the programs that run on a device.

An input device lets you put information in. A keyboard is an input device. So is a microphone.

An output device shows or gives back information. A screen is an output device. So are speakers and printers.

For example, you type your name on a keyboard. Your name then shows on the screen.

Try this Use paper and a pencil. Draw, point or say instead of writing.
  1. Write these words on four cards: keyboard, screen, microphone, speaker.
  2. Put each card in one pile: input or output.
  3. Check your piles with a partner or teacher.

Functions in Interactive Media

🎯 (CTLS-DES-01)

📌 Recognise the various functional elements in interactive media

A functional element is a part that does a job. Buttons, links, menus and sliders are functional elements.

A slider is a bar you move to change a setting. A link takes you to another page.

For example, a video player has a play button. It also has a pause button and a volume slider.

Try this Use a video app or a picture of one. Ask for help if you need it.
  1. Find the play button. Say what it does.
  2. Find the volume slider. Move it up and down with help.
  3. Name one more functional element. Say its job.

Features of a Program or Product

🎯 (CTLS-DES-01)

📌 Explore the UX of a computer program or product and identify its features

A feature is a part you can see or use. A program is software. A product is something made for people to use.

For example, a calculator app has number buttons. It also has a clear button and a display. Each one is a feature.

To explore the UX of a product, ask two questions. Is each feature easy to find? Does the product feel good to use?

Try this Choose one simple app or product your teacher approves. Draw, point or say instead of writing.
  1. List three features you can see.
  2. For each feature, say if it is easy to find.
  3. Tell a partner which feature you like best. Say why.

How Screens Have Changed Over Time

🎯 (CTLS-EVL-01, CTLS-DES-01)

📌 Compare and contrast the evolution and innovation of user interfaces (UI) and UX over time

Evolution means slow change over time. Innovation means a new idea that changes how things work.

Early computers often showed only words. You typed commands to make them work. Later computers added pictures, called icons, and a mouse pointer.

Phones changed too. Many older phones had number keys. Many newer phones have touch screens.

To compare means to find what is the same and what is different. To contrast means to focus on what is different.

Try this Use two pictures, one old and one new.
  1. Name one thing that is the same in both pictures.
  2. Name one thing that is different. For example, buttons or touch.
  3. Say which one is easier for you to use. Explain why.

Comparing Devices and Programs

🎯 (CTLS-DES-01)

📌 Explore the differences of a device or computer program and how a user interacts with them

A tablet and a laptop can both open a web browser. You touch the tablet screen. On the laptop, you type on a keyboard and use a mouse or touch pad.

The differences are in how you use them. You can touch, type, speak or press buttons.

Try this Pick two devices, such as a tablet and a laptop. Draw, point or say instead of writing.
  1. Write how you touch, type or press each one.
  2. Write one job both can do. For example, show a video.
  3. Write one difference in how you use them.

Different Kinds of Screens

🎯 (CTLS-DES-01)

📌 Compare a variety of UI and how they interact with the user

Screens let you interact with a device in different ways. Here are four common kinds:

  • Touch screen: you tap or swipe with a finger.
  • Button panel: you press a real button.
  • Voice: you speak, and the device answers.
  • Mouse and keyboard: you move a pointer and type.

For example, a lift often has a button panel. A phone usually has a touch screen. A voice assistant on a speaker uses speech.

Try this Find three screens or machines at home or school. Draw, point or say instead of writing.
  1. Write down each one.
  2. Sort each one into touch, buttons, voice or mouse and keyboard.
  3. Say which kind is easiest for you to use.

UX for Different Groups of People

🎯 (CTLS-DES-01)

📌 Explore UX design from the perspective of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability

People are different. A design that works well for one person may not suit another.

Designers think about many groups of people. These include:

  • Aboriginal and Torres Strait Islander Peoples.
  • People from many cultures, who may speak other languages.
  • People of different ages and genders.
  • People with disability.

For example, a person with low vision may need big text. A young child may need big buttons and few words.

For Aboriginal and Torres Strait Islander Peoples, ask the community first. Their art, languages and stories belong to them. Use them only with permission and guidance from the community.

Try this Pick one group from the list above. Draw, point or say instead of writing.
  1. Write one need that people in that group may have.
  2. Write one design change that would help.
  3. Ask your teacher to check your idea.

Staying Safe With Interactive Media

🎯 (CTLS-SAF-01)

📌 Demonstrate safe practices when using interactive media

Interactive media can be fun. It can also be risky, so it helps to know safe habits.

These habits keep you safer:

  • Keep your password secret.
  • Do not share your address, school or phone number.
  • Close a pop-up that you do not trust.
  • Take a break from screens.

For example, a pop-up says you have won a prize. It asks for your address. Close it and do not type anything. Then tell a trusted adult.

Try this Use a practice screen or a picture of a pop-up.
  1. Find the words that ask for personal details.
  2. Close the pop-up. Do not type anything into it.
  3. Name the trusted adult you would tell.
Draw, point or say instead of writing.

Jobs That Design Screens

🎯 (CTLS-DES-01, CTLS-COL-01)

📌 Explore UI and UX roles in the workplace

Many people work to design screens. Each job has a different focus.

  • A UX designer plans how a product feels to use.
  • A UI designer chooses the look of buttons, icons and screens.
  • A programmer writes the code that makes the screen work.

In a small team, one person may do more than one job. Job titles can differ between companies.

For example, a team makes a school library app. The UX designer plans the menus.

Try this Use a simple drawing of a screen. Draw, point or say instead of writing.
  1. Draw a screen with a button, a picture and a title.
  2. Label one part as UI. Say what it looks like.
  3. Say which job would plan where the button goes.
Show what you know Try one of these ways. Point to the parts of a screen in a picture. Draw a simple screen with buttons and icons.
Syllabus Part 2 Researching and planning

Planning a UX Project Together

🎯 (CTLS-COL-01, CTLS-DES-01)

📌 Collaboratively plan a UX project

A project is a piece of work with a goal. A UX project has one goal. It makes a product that people find easy to use.

A group plans together. A plan tells everyone what their job is.

For example, a class wants a simple app for school library news. The group writes the goal first. Then they share the jobs.

Try this Work in a group of three or four. Use sticky notes or paper. Draw, point or say instead of writing.
  1. Write the goal in one short sentence.
  2. Write one job on each note. For example, draw the screen, or ask people what they think.
  3. Give each note to the person who will do that job.

UX Features and What They Do

🎯 (CTLS-DES-01)

📌 Explore UX features and functions

A feature is a part you can see or use. A button is a feature.

A function is the job a feature does. A save button has the function of keeping your work.

For example, a shopping app shows a large photo of each item. The photo is a feature. It helps you choose. A search box is another feature. Its function is finding things.

Try this Choose an app or product your teacher approves. Draw, point or say instead of writing.
  1. List two features. For example, a menu and a search box.
  2. For each feature, write its function in one sentence.
  3. Share your list with a partner.

Interfaces and What They Are For

🎯 (CTLS-DES-01)

📌 Explore the function and purpose of a range of interfaces of computer technology

An interface is the way you control a device. Each interface has a purpose. The purpose is the reason it was made.

  • A touch screen lets you tap and swipe.
  • A keypad lets you press numbers.
  • A voice interface lets you speak commands.

For example, a microwave has buttons. Its purpose is to heat food.

Try this Pick three devices at home or school. Use pictures if you need them. Draw, point or say instead of writing.
  1. Name each device and its interface.
  2. Write the purpose of each interface in a few words.
  3. Say which interface you would choose for a tablet. Give a reason.

Changing Needs and Wants

🎯 (CTLS-EVL-01, CTLS-DES-01)

📌 Explore how people’s changing needs and wants have shaped computer technology

A need is something a person must have to do a task. A want is something a person would like to have.

People’s needs and wants change over time. Technology changes to suit them.

For example, a person with weak eyesight needs large text. Many screens let you make text bigger. Some people want one device for many jobs. So phones now take photos and show maps.

Try this Think of one device you use. Draw, point or say instead of writing.
  1. Write one need that the device meets.
  2. Write one want that the device meets.
  3. Say how a screen helps with one of them.

How Design Changes Affect Users

🎯 (CTLS-COM-01, CTLS-DES-01)

📌 Communicate how a user might be affected by the change in a UI or program design

A design change alters how a screen looks or works. It can help some users. It can make things harder for others.

Communicate means to share your ideas clearly. You can speak, write or draw.

For example, a school app moves its homework button. Students who know the app may feel confused at first. New students may find it easier.

Try this Use a change you know about, or make one up. Draw, point or say instead of writing.
  1. Write the change in one sentence.
  2. Write who it helps and who it might confuse.
  3. Say how you would tell users. For example, a short message on the screen.

Writing an Online Questionnaire

🎯 (CTLS-DAT-01, CTLS-DES-01)

📌 Develop an online questionnaire for an identified audience to investigate a user's interactions with computer technology

A questionnaire is a list of questions. People answer them to share their ideas.

An online questionnaire is filled in on a device. Its audience is the group you want to ask.

Follow these rules when you write:

  • Ask one idea in each question.
  • Give simple answer choices.
  • Never ask for names, addresses or school details.

Show your questions to a trusted adult before you share the link.

Try this Work with a partner. Use paper and a pencil. Draw, point or say instead of writing.
  1. Write three questions about how people use a device.
  2. Give three answer choices for each question.
  3. Check that each question has one idea. Show a trusted adult.

Studying the Impact of a Program

🎯 (CTLS-DES-01)

📌 Investigate an existing program or product and determine its impact on an intended audience

An impact is an effect that something has on people. A program can have good impacts and bad impacts.

For example, a reading app gives a star for each book finished. Some students may read more. Other students may feel pressure to finish quickly. Both are impacts.

To study an impact, watch people use the program, with their permission. Write down what helps and what gets in the way.

Try this Use an app or game your teacher approves. Work with a partner. Draw, point or say instead of writing.
  1. Watch your partner use it for two minutes.
  2. Write one good effect you saw.
  3. Write one problem you saw. Say how it could be fixed.

Does a Program Suit Its Users?

🎯 (CTLS-DES-01)

📌 Explore the appropriateness of a program’s properties

A property is a quality of a program. Text size, colour, sound and speed are properties.

A program suits its users when its properties fit them. We say the program is appropriate.

For example, a very loud game may not suit every player. A setting that turns sound off can suit more players.

Try this Choose one program with teacher support. Draw, point or say instead of writing.
  1. Write three properties. For example, text size, colour and sound.
  2. For each property, write yes or no. Does it suit the users?
  3. Give one reason for each answer.

Creating a Made-Up User

🎯 (CTLS-DES-01, CTLS-THI-01)

📌 Design a fictional user, including attributes and characteristics

A fictional user is a made-up person. Designers use one to think about who will use a product.

A fictional user has attributes. These are facts, such as a name and an age.

A fictional user also has characteristics. These are traits, such as liking sport or needing large text.

For example, “Sam is 13. Sam plays basketball. Sam needs large text.” Each detail helps the designer.

Always make up the details. Do not use a real person’s details.

Try this Use paper or a document.
  1. Give your made-up user a name and an age.
  2. Add two interests. For example, sport or music.
  3. Add one need. For example, a bigger button.

Web Pages That Fit Any Screen

🎯 (CTLS-DES-01)

📌 Investigate responsive web design and its importance on the user's overall experience

Responsive web design means a page changes its layout for each screen. A phone, a tablet and a laptop have different screen sizes.

A responsive page moves things around. A menu may show as one list on a phone. It may show side by side on a laptop.

This matters for the user experience. People find a page easier to read when it fits their screen.

Try this Use a school or library web page with teacher support. Draw, point or say instead of writing.
  1. Open the page on a computer. Look at the layout.
  2. Open the same page on a phone. Or make the window narrower.
  3. Write one change you see. Say if it is easier to use.

Sharing UX Design Ideas

🎯 (CTLS-COM-01, CTLS-DES-01)

📌 Communicate design ideas for a UX project, using digital tools and technologies as appropriate

A design idea is only useful if others understand it. You can share ideas with words, drawings or a device.

Good sharing is clear and short. Say what the user does. Say what the screen shows.

  • Use a drawing to show the layout.
  • Use a label for each button.
  • Use one sentence to say the goal.

For example: “This screen helps a student book a library computer. The big button starts the booking.”

Try this Use paper and a pencil. Draw, point or say instead of writing.
  1. Draw one screen with three parts.
  2. Label each part with a short name.
  3. Show your drawing to a partner. Ask what they think it does.

Presenting Ideas With Software

🎯 (CTLS-COM-01)

📌 Use appropriate software to present ideas

Software can help you show ideas to others. A slideshow or a drawing app can both work well.

A simple presentation uses one idea per slide. It uses pictures and only a few words.

For example, slide one shows the goal of your app. Slide two shows the main screen. Slide three shows the main button.

Try this Use a slideshow or drawing app with teacher support.
  1. Make three slides. Put one idea on each slide.
  2. Add one picture and a few words to each slide.
  3. Show your slides to your group. Ask for one comment.

UX Roles in the Workplace

🎯 (CTLS-DES-01, CTLS-COL-01)

📌 Explore UX roles in the workplace

In a workplace, a team shares the UX work. Each person has a role. A role is one job, or one part of a job.

  • Someone asks users what they need.
  • Someone draws the screens and the layout.
  • Someone builds the product with code.
  • Someone tests the product with users.

Some people do more than one role.

For example, a team makes a bus app. One person asks bus riders what they need. Another tests it with riders.

Try this Use three cards or three people. Draw, point or say instead of writing.
  1. Write one role on each card.
  2. Give each card to a person in your group.
  3. Say what your role would do for a new app.
Show what you know Try one of these ways. Make a plan for a project with sticky notes. Say which role would ask users about their needs. Present one idea in three slides.
Syllabus Part 3 Producing and implementing

Managing Time and Resources

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Use a scaffold to manage resources and time to complete a UX project

A resource is anything you need to finish a task. Resources include materials, devices, people and time.

A scaffold is a plan with clear steps. It works like a checklist. It helps you see what comes next.

A poster checklist has four steps: plan, draw, check and share. Each step has a day to finish it.

Try this Use a sheet of paper. Draw, point or say instead of writing.
  1. Write four steps for a small project.
  2. Give each step a day to finish it.
  3. Tick each step when it is done.

Using Colour, Size and Position

🎯 (CTLS-DES-01, CTLS-COM-01)

📌 Use elements of UX design such as position, colour and text size to develop a web application, program or product that communicates information to targeted users

Designers use three tools to make screens easy to read. These are position, colour and text size.

  • Put the main title at the top.
  • Use big text for the main words.
  • Use dark text on a light background. This is easy to read.

For example, a sign for a sports carnival has a big title. It uses bold colours and a short list of events.

Try this Use paper or a drawing app with teacher support.
  1. Draw a screen for younger students.
  2. Put the title at the top in big text.
  3. Use only two colours. Check that you can read everything.
Ask someone to read it aloud.

Making a Product With UX Skills

🎯 (CTLS-DES-01, CTLS-DPM-01)

📌 Use UX skills to produce a program or product

A product is something made for people to use. An app, a poster and a web page are all products. UX skills help make a product easy to use.

The four steps are plan, design, make and check. You plan who will use it. You design the screens. You make a first version. Then you check it with a user.

For example, a class makes a simple quiz for Year 7 students. The teacher checks the first version before the class shares it.

Try this Use paper, or a free drawing app with teacher support. Draw, point or say instead of writing.
  1. Plan one screen for a school club.
  2. Draw the screen. Include a title and one button.
  3. Ask a friend to try it. Write one change they suggest.

Organising Information on a Website

🎯 (CTLS-DES-01, CTLS-DPM-01)

📌 Create a web application using elements of information architecture

Information architecture means how information is organised. It decides what goes on each page. It also names each menu.

Good organisation helps users find things fast. Group similar things together.

For example, a school website has Home, Subjects, Events and Contact. A visitor can find an event without searching.

Never put personal details on a website, like your home address. Tell a trusted adult before you publish anything online.

Try this Use sticky notes or a list. Draw, point or say instead of writing.
  1. Write five pieces of information for a school club.
  2. Group them into two or three piles.
  3. Name each pile with a short menu label.

Working Together on a Project

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Collaboratively develop a project or complete a task using set criteria

A criterion is a rule that a product must meet. It tells you whether the work is good enough.

A team works together. Each person has a job. Everyone checks the work against the criteria.

A canteen menu screen could need three buttons and big text. The team checks each one at the end.

Try this Work in a small group. Draw, point or say instead of writing.
  1. Write three criteria for your product.
  2. Give each person one job.
  3. Check your work against each criterion. Tick each one.
Show what you know Try one of these ways. Show a checklist of three criteria with ticks. Point to each team member’s job. Say whether your product meets each criterion.
Syllabus Part 4 Testing and evaluating

Trying Out a Digital Solution

🎯 (CTLS-COL-01, CTLS-DES-01)

📌 Independently or collaboratively participate in testing a digital solution on their identified target audience

A digital solution is an app or screen that solves a problem. Its target audience is the group it is made for.

Test your solution with people from that group. Ask them to try one task. Watch quietly. Write down where they pause or get stuck.

For example, a Year 7 student finds the lunch menu. The student pauses at the wrong button.

Always ask for permission before you watch or write notes. Do not share a tester’s name, photo or details. Tell a trusted adult if anything worries you.

Try this Use a paper screen with a partner. Draw, point or say instead of writing.
  1. Give your partner one task. For example, find the lunch menu.
  2. Watch quietly. Write each place they pause.
  3. Thank your partner. Ask one question about what was hard.

Sharing the Results of Testing

🎯 (CTLS-COM-01)

📌 Communicate the outcomes of testing

Communicating results means telling others what happened. Keep it short and clear.

A short test report has four parts:

  • What you tested.
  • What worked.
  • What did not work.
  • What you will change.

For example: “Four of five testers found the search box. One tester missed it. We will make the search box bigger.”

Try this Use a sheet of paper or a slide. Draw, point or say instead of writing. Ask someone to read it aloud.
  1. Write one sentence for each of the four parts.
  2. Draw a tick or a cross for each tester’s result.
  3. Read your results to your teacher or class.
Show what you know Try one of these ways. Write a four-part test report. Draw a simple chart of ticks and crosses. Say one change you would make to your product.