Research Data
for Designers
Good design research is not a pile of screenshots. It is evidence selected to answer a design question.
By the end of class, you should be able to…
Distinguish sources
Explain primary versus secondary research.
Distinguish data
Explain qualitative versus quantitative data.
Connect evidence
Analyse evidence to establish user characteristics, behaviours, wants and needs—and turn these into opportunities and requirements.
Avoid weak evidence
Recognize research that is irrelevant or disconnected from the design decision.
Two source types. Two different roles.
The IB design process uses both first-hand and third-party information.
Collected first-hand
Observation, interviews, surveys, questionnaires, focus groups, material testing and product analysis.
Produced by others
Internet-based research, government data/statistics, university research and literature sources.
Primary research is specific to your design context.
Observation
See behaviours, actions and context.
Interviews / surveys
Collect experiences, priorities and patterns.
Product analysis
Study existing performance, features and weaknesses.
Material testing
Generate first-hand performance evidence where relevant.
Secondary research can broaden or validate what you find.
| Source | Potential design use |
|---|---|
| Government statistics | Population patterns, accessibility data, safety or public-use context. |
| University research | Established findings about people, materials, behaviour or technology. |
| Literature / technical sources | Product principles, dimensions, standards or evidence relevant to design decisions. |
| Internet-based research | Existing products, market context, technology examples and published information. |
Qualitative and quantitative answer different questions.
The syllabus expects students to distinguish both data types and use them to understand users and generate feasible solutions.
What is it like? Why?
Words, explanations, observations, experiences and meanings.
How many? How much? How often?
Numerical measurements, counts, ratings or frequencies.
Classify the evidence
A student observes that 7 of 10 users rotate a container before finding the opening tab, and several users say the tab “blends into the lid.”
Which description is most accurate?
Data becomes useful when you interpret what it means for design.
Raw evidence
8/12 users press the wrong side of the dispenser first.
Pattern
The control is not immediately obvious to many first-time users.
Design implication
The control’s affordance / visibility needs improvement so users can identify the intended action more easily.
Research should establish characteristics, behaviours, wants and needs.
Collecting data is only the first step. UCD becomes useful when evidence is interpreted into a clearer picture of the target population.
During a 6-minute passing period, 6 students use a shared bottle-filling station. Five arrive carrying another object; four operate the station one-handed; three say they want to refill faster; two struggle to keep the button pressed while positioning the bottle.
Who is this population?
Students using the station between classes, often while carrying other items.
What do they actually do?
Many attempt one-handed operation and complete the task under time pressure.
What do users prefer?
Several users explicitly want a faster refill experience.
What must the design support?
Reliable operation while positioning a bottle, including when only one hand is free.
Good research travels through the whole process.
Persona
Patterns in user characteristics, goals, behaviours and needs.
Problem statement
Evidence that explains why the problem is worthwhile.
Specifications
Requirements traceable to user and product research.
Further iterations
Testing and feedback become new research that drives changes.
Relevant evidence beats decorative evidence.
A source is useful when it changes, supports or validates a design decision.
Answers a design question
Directly informs users, problem, specification or development.
Interesting but disconnected
Facts that do not affect the design decision add noise.
Which evidence deserves priority?
Build an evidence map for a redesign.
Product: a reusable classroom whiteboard eraser.
| Question | Primary evidence | Secondary evidence |
|---|---|---|
| What frustrates users? | Observation + interview | — |
| What size should fit the intended users? | Measure users / grip observation | Relevant anthropometric data |
| What materials may reduce dust retention? | Simple comparative testing | Material property research |
Your task: add one qualitative and one quantitative data point you would aim to collect.
Research-data terminology
Retrieve first. Then check.
Can you retrieve it without looking back?
Before you leave…
Personas, Scenarios & User Populations
Keep the evidence chain moving: user → research → decision → test.
B2.1.2–2.1.4 + B1.1.2 · primary/secondary research · qualitative/quantitative data · analysing evidence to establish characteristics, behaviours, wants and needs · research supporting persona, specifications and development.