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2ND SEM MIDTERM > HCI Chapter 4 N 5 > Flashcards

HCI Chapter 4 N 5 Flashcards

1
Q

how can an interactive system be developed to ensure its usability?

how can the usability of an interactive system be demonstrated or measured?

A

Concerns

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2
Q

Example Paradigm Shifts

A

Batch processing
Timesharing
Networking
Graphical display
Microprocessor
WWW
Ubiquitous Computing

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3
Q

1940s and 1950s

1960s –need to channel the power

.C.R. Licklider at ARPA

single computer supporting multiple users

A

Time-sharing

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4
Q

more suitable medium than paper

1962 –Sutherland’s Sketchpad

computers for visualizing and manipulating data

one person’s contribution could drastically change the history of computing

A

Video Display Units

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5
Q

Engelbart at Stanford Research Institute

1963 –augmenting man’s intellect

1968 NLS/Augment system demonstration

the right programming toolkit provides building blocks to producing complex interactive systems

A

Programming toolkits

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6
Q

1970s –Papert’s LOGO language for simple graphics programming by children

A system is more powerful as it becomes easier to user

Future of computing in small, powerful machines dedicated to the individual

Kay at Xerox PARC –the Dynabook as the ultimate personal computer

A

Personal computing

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7
Q

humans can pursue more than one task at a time

windows used for dialogue partitioning, to “change the topic”

1981 –Xerox Star first commercial windowing system

windows, icons, menus and pointers now familiar interaction mechanisms

A

Window systems and the WIMP interface

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8
Q

relating computing to other real-world activity is effective teaching technique

A

Metaphor

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9
Q

some tasks do not fit into a given metaphor

cultural bias

A

Problems

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10
Q

1982 –Shneiderman describes appeal of graphically-based interaction

A

Direct manipulation

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11
Q

interface replaces underlying system

A

DM

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12
Q

1945 –Vannevar Bush and the memex

key to success in managing explosion of information

mid 1960s –Nelson describes hypertext as non-linear browsing structure

hypermedia and multimedia

Nelson’s Xanadu project still a dream today

A

Hypertext

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13
Q

a mode is a human communication channel

emphasis on simultaneous use of multiple channels for input and output

A

Multimodality

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14
Q

CSCW removes bias of single user / single computer system

Can no longer neglect the social aspects

Electronic mail is most prominent success

A

Computer Supported Cooperative Work (CSCW)

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15
Q

Hypertext, as originally realized, was a closed system

Simple, universal protocols (e.g. HTTP) and mark-up languages (e.g. HTML) made publishing and accessing easy

Critical mass of users lead to a complete transformation of our information economy.

A

The World Wide Web

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16
Q

Commands given to computer

Language-based

A

Original interfaces

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17
Q

Commands performed on “world” representation

Action based

A

Direct Manipulation/WIMP

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18
Q

return to language by instilling proactivity and “intelligence” in command processor

A

Agents

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19
Q

return to language by instilling proactivity and “intelligence” in command processor

A

Agents

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20
Q

The most profound technologies are those that disappear.

”Mark Weiser, 1991

A

Ubiquitous Computing

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21
Q

Humans are good at recognizing the “context” of a situation and reacting appropriately

Automatically sensing physical phenomena (e.g., light, temp, location, identity) becoming easier

How can we go from sensed physical measures to interactions that behave as if made “aware” of the surroundings?

A

Sensor-based and Context-aware Interaction

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22
Q

5TH
what it is, interventions, goals, constraints

A

Design

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23
Q

what happens when

A

The design process

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24
Q

who they are, what they are like …

A

Users

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25
Q

rich stories of design

A

Scenarios

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26
Q

finding your way around a system

A

Navigation

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27
Q

never get it right first time!

A

Iteration and prototypes

28
Q

Achieving goals within constraints

Goals - purpose – who is it for, why do they want it

Constraints – materials, platforms

Trade-offs

Understand your materials

Understand computers – limitations, capacities, tools, platforms

Understand people – psychological, social aspects – human error

A

Design

29
Q

what is there and what is wanted …

A

Requirements

30
Q

ordering and understanding

A

Analysis

31
Q

what to do and how to decide

A

Design

32
Q

getting it right … and finding what is really needed!

A

Iteration and prototyping

33
Q

making it and getting it out there

A

Implementation and deployment

34
Q

Description of an ‘example’ user – not necessarily a real person
use as surrogate user – what would betty think
Details matter – makes her ‘real’

A

Persona

35
Q

Direct observation – sometimes hard
In the home - psychiatric patients
probe packs – items to prompt responses
e.g. Glass to listen at wall, camera, postcard – given to people to open in their own environment they record what is meaningful to them
Used to … – inform interviews, prompt ideas, enculture designers

A

Cultural probes

36
Q

Stories for design – communicate with others – validate other models – understand dynamics
Linearity – time is linear - our lives are linear – but don’t show alternatives
step-by-step walkthrough – what can they see (sketches, screen shots) – what do they do (keyboard, mouse etc.) – what are they thinking?
use and reuse throughout design

A

Scenarios

37
Q

Scenarios – one linear path through system
Pros: – life and time are linear – easy to understand (stories and narrative are natural) – concrete (errors less likely)
Cons: – no choice, no branches, no special conditions – miss the unintended
So: – use several scenarios – use several methods

A

Linearity

38
Q

Widget choice – menus, buttons etc.
Screen design
Application navigation design
Environment – other apps, o/s

A

Levels

39
Q

Widget choice
Screen design
Navigation design
Environment
Elements and tags
Page and design
Site Structure
The web, browser and external links

A

Web

40
Q

Widget choice
Screen design
Navigation design
Environment
Controls – buttons, knobs, dials
Physical layout
Modes of device
the real world

A

Physical devices

41
Q

Within a screen – later …
Local – looking from this screen out
Global – structure of site, movement between screens
Wider still – relationship with other applications

A

Structure

42
Q

From one screen looking out

A

Local

43
Q

Progress with local knowledge only but can get to the goal

A

Goal seeking

44
Q

4 golden rules

A

Knowing where you are
Knowing what you can do
Knowing where you are going – or what will happen
Knowing where you’ve been – or what you’ve done

45
Q

Shows path through website hierarchy

A

Breadcrumbs

46
Q

Lock to prevent accidental use … – remove lock - ‘c’ + ‘yes’ to confirm – frequent practiced action
If lock forgotten – in pocket ‘yes’ gets pressed – goes to phone book

A

Modes

47
Q

Show different paths through system

A

Network diagrams

48
Q

Parts of application – screens or groups of screens
Typically functional separation
Deep is difficult!
Misuse of miller’s 7 ± 2 – short term memory, not menu size
Optimal? – many items on each screen – but structured within screen
Marriage service - general flow, generic – blanks for names - pattern of interaction between people
Computer dialogue - pattern of interaction between users and system - but details differ each time

A

Hierarchical diagrams

49
Q

Style issues: – platform standards, consistency
functional issues – cut and paste
Navigation issues – embedded applications – links to other apps … the web

A

Wider

50
Q

Basic principles

A

Ask – what is the user doing?
Think – what information, comparisons, order
Design – form follows function

51
Q

Grouping of items
Order of items
Decoration - fonts, boxes etc.
Alignment of items
White space between items

A

Available tools

52
Q

Use boxes to group logical items

Use fonts for emphasis, headings

But not too many!!

A

Decorations

53
Q

You read from left to right (English and European)

A

Alignment text

54
Q

Usually scanning for surnames

A

Alignment names

55
Q

Visually: long number = big number
Align decimal points or right align integers

A

Alignment numbers

56
Q

Scanning across gaps hard
(often hard to avoid with large data base fields)
Use leaders
Or greying (vertical too)
Or even (with care!) ‘bad’ alignment

A

Multiple columns

57
Q

● The gaps between
● Space to Structure
● Space to separate
● Space to highlight

A

White space-the counter

58
Q

● grouping of items
● order of items
● decorations
● alignment
● white space

A

Physical controls

59
Q

● Forms, dialogue boxes – presentation + data input – similar layout issues – alignment - N.B. different label lengths
● Logical layout – use task analysis (ch15) – groupings – natural order for entering information
● Top-bottom, left-right (depending on culture)
● Set tab order for keyboard entry

A

Entering information

60
Q

● psychological term
● for physical objects – shape and size suggest actions
● pick up, twist, throw – also cultural – buttons ‘afford’ pushing
● for screen objects – button–like object ‘affords’ mouse click – physical-like objects suggest use
● culture of computer use – icons ‘afford’ clicking

A

Affordances

61
Q

● Purpose matters – sort order (which column, numeric alphabetic) – text vs. Diagram – scatter graph vs. Histogram
● Use paper presentation principles!
● But add interactivity – softens design choices - e.g. Re-ordering columns

A

Presenting information

62
Q

● Aesthetically pleasing designs – increase user satisfaction and improve productivity
● Beauty and utility may conflict – mixed up visual styles ⇒ easy to distinguish – clean design – little differentiation ⇒ confusing – backgrounds behind text … good to look at, but hard to read
● But can work together – e.g. The design of the counter – in consumer products – key differentiator (e.g. imac)

A

Aesthetics and utility

63
Q

● Both often used very badly!
● Colour – older monitors limited palette – colour over used because ‘it is there’ – beware colour blind! – use sparingly to reinforce other information
● 3d effects – good for physical information and some graphs – but if over used … e.g. Text in perspective!! 3d pie charts

A

Colour and 3D

64
Q

● Over use - without very good reason (e.g. Kids’ site)
● Colour blindness
● Poor use of contrast
● Do adjust your set! – adjust your monitor to greys only

A

Bad use of color

65
Q

● Localisation & internationalisation – changing interfaces for particular cultures/languages
● Globalisation – try to choose symbols etc. That work everywhere
● Simply change language? – use ‘resource’ database instead of literal text … but changes sizes, left-right order etc.
● Deeper issues – cultural assumptions and values – meanings of symbols e.g tick and cross … +ve and -ve in some cultures … but … mean the same thing (mark this) in other

A

Across countries and cultures

66
Q

● You never get it right first time
● If at first you don’t succeed
● Moving little by little … but to where
● Malverns or the matterhorn?
● Need a good start point
● Need to understand what is wron

A

Prototyping

2ND SEM MIDTERM (8 decks)

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