A Task Analysis of Make-It Blocks Flower

Abstract

This usability report uses hierarchical task analysis (HTA) to evaluate the usability of the Make-It Blocks Flowers assembly kid. The analysis found that sorting blocks by color and interpreting the complex instruction diagrams create significant perceptual and cognitive challenges, especially for children and users with limited visual abilities. Recommended improvements include clearer color differentiation, accessible labels, and simplified visual instructions. Despite HTA’s ability to identify potential problem areas, further user testing is needed to measure actual performance and strengthen design recommendations.

Goals 

The goal of this task analysis was to evaluable the usability of the system, Make-It Blocks flowers. I used a hierarchical task analysis (HTA) to break down the process of constructing the flower into clear steps and subtasks, which ensures that each step was thoughtfully considered. By doing so, I was able to identify potential problems of the usability and also opportunities to improve the design. The HTA allowed me to recognize the specific step(s) that created the challenges. The challenges can be in regard to perception, action, or cognition. By highlighting opportunities for improvement in the assembly process, then human errors and frustrations can be prevented. For this evaluable, I assumed that the product package had already been opened and all materials were available for the user. Based on the packaging and the design of the product, the intended target user seems to be children around the ages of 8 and older.

Methodology

The method used in this analysis was a hierarchical task analysis. This approach broke down the system assembly of a complex task into simpler steps and substeps, that are more easily digestible for a researcher to understand the perceptual, cognitive, and action that is required of the user to meet the goals of the usability. A hierarchical task analysis identifies the specific points where errors and challenges for usability may rise.

For this lab, the assigned task was to assemble the Make-It Blocks Flowers kit. The overall goal (0.0) was defined as “Make a toy flower with construction blocks.” This overarching goal was divided into five major subtasks: (1.) opening the box, (2.0) taking out the components, (3.0) separating the blocks by color, (4.0) following the visual instructions to assemble the flower, and(5.) completing the final arrangement. Additionally, each of these subtasks were further broken down and the tasks were labeled “A,” “C,” and “P,” to categorize the action, cognition, and perception demanded for the task. For example, opening the box required peeling back the tape (1.1) and unfolding the sides (1.2), both of which were coded as actions (A) the user must take to achieve the first step (1.). However, identifying the key pieces from the instruction diagram (4.2) was coded as perception (P). Also, to check whether the assembled pieces were congruent to the instruction picture (4.5) required both perception (P) and cognition (C). The cumulative analysis of these steps results in a map of the user’s required interactions, which ranged from simple motor functions to more demanded perceptual and cognitive processes.

The final hierarchical task analysis diagram was constructed using Canva, with texts identifying the perceptual, cognitive, and action components at each level of the analysis. The diagram is presented in Figure 1 below and was used to identify potential usability issues discussed in the Results section.

Figure 1: 

Hierarchical task analysis diagram for Make-It Blocks Flowers assembly, coded for perceptual (P), cognitive (C), or action (A) demands.

Results

The hierarchical task analysis exposed two usability challenges: Step 3.0 “Separate the construction blocks by color” and Steps 4.1-4.2 “Look at the instructions and identify key pieces.” Step 3.0 requires a lot of perceptual demand from the user. In order to sort blocks, the user must be able to distinguish between colors that are sometimes very similar. For example, grey versus white, or light green versus blue. Under poor lit conditions, the task can be even more difficult, and errors may result at this stage of assembly. Misidentifying the color of a block, can waterfall into several frustrating problems later in the assembly process. If pieces are not sorted correctly, the user may spend even more time searching for them, be required for them to go back, disassemble some steps that they have already completed, or just have an incomplete model in the end. In Steps 4.1-4.2, there are both perceptual and cognitive challenges. The user must carefully interpret the visual instructions while at the same time, looking for and selecting the correct pieces from their potentially chaotic workspace. The diagrams are detailed, but sometimes are not the most clear, so the user might have to switch back and forth between perceiving the guide and handling the pieces. Multitasking is not very productive and can result in errors due to the increase in cognitive demands. For example, if the user misinterprets the instructions or overlooks small details in the diagrams, the assembly is fraught with potential problems. During my own attempt at this step, I found it difficult to comprehend some of the visual instructions, requiring more of my time, which supports the idea that these steps are prone to error and frustration.

Both of these findings demonstrate how a simple task, such as building a flower out of construction blocks, requires heavy perceptual and cognitive demands. Considering that this building kit is for younger children, these challenging steps can reduce the overall usability and enjoyment of the product.

Recommendations

Based on the findings from the hierarchical task analysis, I can recommend several design improvements to reduce the perceptual and cognitive difficulties during the Make-It Blocks Flower assembly kit. The first improvement would be to use colors of stronger contrast. This will make the distinction between colors easier, and the user would benefit from the increased clarity. This could be achieved by using more saturated colors or with contrasting shades. To make the colors even more clear, each color could have a small marking or label to help users with colorblindness distinguish the pieces. By improving the perceptual clarity of the blocks, sorting errors are prevented and can reduce future mistakes from cascading.

In addition, the instruction manual should be redesigned to lower the cognitive load. By increasing the size of the diagrams, and color-coding the steps, users will have an easier time following along. The images should more accurately model what the assembly should look like at each step, so users can identify mistakes before progressing too far. These changes would help younger children, and also assist individuals with limited visual acuity. By reducing both perceptual and cognitive demands, these recommendations would make the product more enjoyable to build and more inclusive.

Limitations

Although a hierarchical task analysis is helpful in identifying potential problem areas, it also has limitations. For instance, it does not measure how long tasks usually take or how frustrating users find the process. As a result, the analysis itself might identify problem areas, but not communicate the impact of the user. To build on these findings, future research could incorporate more methods to simulate users’ experiences, to expand on the results of the hierarchical task analysis and provide stronger evidence for design recommendations. Testing users’ performance data, like rates of error or completion time, would provide further evidence for how challenging each specific step is and enable designers to prioritize which issues to address first.

Conclusion

The hierarchical task analysis of Make-It Blocks Flower assembly revealed that what first appears to be a simple construction activity for kids, actually brings significant perceptual, cognitive, and motor demands from the users. Critical steps, such as sorting blocks by color and interpreting complex instruction diagrams were identified as sources for error and frustration, especially young children or users with limited visual abilities. By addressing these challenges through clearer color differentiation, improved instructional design, the product could be enhanced for its intended users and expand usability. Incorporating future methods such as user tests would additionally strengthen these findings by providing performance data. Improving usability will make the product more enjoyable to build and also aligns with human factors principles, making sure that the design and the user’s needs are considered.can elevate your work. By focusing on the user experience, you can create products that not only meet needs but also inspire and engage.