- Published
- 8 October 2026
- Last reviewed
- 8 October 2026
How to use these FAQs
Distinguish what happened from your interpretation and plan informed participation before collecting research material.
Select a question to expand its answer. The first answer is open initially; each answer can be opened or closed independently. These are original RDE practical explanations. Any example described as fictional is a teaching scenario.
Common questions
Is an observation the same as an interpretation?
No. An observation records what you noticed; an interpretation suggests what it may mean. In a fictional task, “the participant returned to the previous screen twice” is an observation. “The navigation label was confusing” is a possible interpretation to investigate. Keep both useful, but label them separately so that a team can examine alternative explanations.
What should participants understand before taking part?
Explain the purpose, activity, information collected and how it will be used. Make participation arrangements clear, including observers or recordings where relevant. Use understandable information and the organisation’s approved consent process. For detailed consent and privacy requirements, consult the official guidance and appropriate organisational adviser rather than treating a brief invitation as a complete consent record.
Does agreement to participate allow any later use of the material?
No. Use the material within the agreed purpose and applicable organisational arrangements. A person agreeing to a research interview has not necessarily agreed to appear in public marketing. Check additional uses before sharing. Keep the permission record connected to the material so that a future editor can understand what was agreed.
What should a note taker record?
Record relevant actions, exact wording when useful, timing and context, using the approved method. Separate notes from interpretation and avoid unnecessary personal details. A fictional usability note might describe a missed control without speculating about the person’s ability. Keep notes clear enough to review later without turning them into an unsupported judgement about the participant.
Can a few sessions establish how all users behave?
No. They can reveal useful experiences and possible problems within the scope of the research. Describe who participated, the tasks and the limits of the method. Look for patterns without inventing population percentages. Use further evidence when the decision requires it, and do not present one striking quotation as the experience of every user.
What if a participant wants to stop?
Stop the activity and follow the agreed withdrawal and data-handling process. Do not pressure the person to complete the task for the sake of the schedule. Keep the research team informed of the relevant action without unnecessary disclosure. Consult the consent record and privacy guidance for handling collected material, rather than assuming that continuing to store it is always acceptable.
Put one answer into practice
Choose the question closest to your current task. Write one action in your own notes, identify the information or permission you need and set a review point. Use the related resources below to develop the task further. No response is submitted or stored by this page.
Sources and scope
The sources below provide relevant context and terminology. The examples, practical suggestions and wording are original RDE teaching material. Apply your organisation’s policies and the guidance relevant to your situation. Reviewed 8 October 2026. Author: Jefferson Otonbara Imgbi.
- GOV.UK: Getting informed consent for user research
- GOV.UK: Taking notes and recording research sessions
- GOV.UK: Managing research data and participant privacy
Cover image: AI-generated illustrative scene created specifically for this resource.