Ui/Ux (Prelims) pt2 Flashcards

(68 cards)

1
Q

identifying _________ and _______ is a prerequisite to
understanding the problem
space.
Understanding the Problem Space

A

usability and UI
goals

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2
Q

The process of articulating
the ______________ is
typically done as a team
effort – however, team
members will have differing
perspectives on the
_______________

A

problem space

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3
Q

enabling the design
team to ask specific kinds of questions
about how the conceptual model will
be understood by the targeted users

A

Orientation

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4
Q

allowing the
design team to establish a set of
common terms that all can
understand and agree upon.

A

Common Ground

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5
Q

preventing the
design team from becoming narrowly
focused early on.

A

Open Mindedness

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6
Q

benefits of conceptualizing the design space (3)

A

Orientation
Common Ground
Open-mindedness

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7
Q

a high-level description of how a
system is organized and
operates

A

Conceptual Models

Johnson and Henderson (2002)

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8
Q

provides a working
strategy and a
framework of general
concepts and their
interrelations.

A

conceptual model

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9
Q

convey to people
how to understand what a product is for and how
to use it for an activity

A

Metaphors and analogies

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10
Q

that people are exposed to
through the product, including the task-domain
objects they create and manipulate, their
attributes, and the operations that can be
performed on them

A

Concepts

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11
Q

between those concepts
(e.g., whether one object contains another, the
relative importance of actions to others, and
whether an object is part of another

A

Relationship

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12
Q

between the concepts and the
user experience the product is designed to
support or invoke

A

Mappings

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13
Q

The core components of coceptual models:4

A

Mataphors and analogies
Concepts
Relationships
Mappings

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14
Q

issuing
commands using keyboard and
function keys and selecting options
via menus

A

Giving instructions

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15
Q

nteracting with
the system as if having a
conversation

A

Conversing

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16
Q

acting on objects and interacting
with virtual objects

A

Manipulating / Navigating

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17
Q

Continuous representation of objects
and actions of interest
Physical actions and buttons (GUI-
based) pressing instead of issuing
commands with complex syntax (CLI-
based)
Rapid reversible actions with immediate
feedback on object of interest

A

Direct manipulation

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18
Q

finding out and learning
things

A

Exploring/Browsing

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19
Q

to allow
flexibility in the way user is able to
search for information

A

Information is structured

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20
Q

what are the things in Conceptual Models Based on activities

A

Giving instructions
Conversing
Manipulating / Navigating
Exploring / Browsing

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21
Q

Usually based on an analogy
with something in the
physical world

A

Conceptual models
Based on Objects

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22
Q

Direct manipulation is good for ‘doing’

A

types of
task

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23
Q

Issuing instructions is good for

A

repetitive tasks

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24
Q

Having a conversation is good for

A

children,
computer-phobic, disabled users and specialized
applications

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25
are often employed, where different ways of carrying out the same actions are supported at the interface -- but can take longer to learn
Hybrid conceptual models
26
is an interface designed to be similar to a physical entity but also has its own properties
interface metaphor
27
are considered to be a central component of a conceptual model.
Metaphors
28
-- what the user is doing when interacting with a system
Interaction Mode
29
-- the kind of interface used to support the mode
Interaction Style
30
are another form of inspiration for conceptual models.
Paradigms
31
adopting a set of practices that a community has agreed upon
Paradigm
32
Norman (1993) distinguishes between two general modes which are:
experiential cognition reflective cognition
33
Kahnerman (2011) describes them (experiential & reflective) in terms of
Fast and slow thinking
34
A state of mind in which we perceive, act, and react to events around us intuitively and effortlessly.
Experiential Cognition
35
requires reaching a certain level of expertise and engagement.
Experiential cognition
36
what leads to new ideas and creativity
Reflective Cognition
37
This is the process of selecting things to concentrate on, at a point in time, from the range of possibilities available
Attention
38
waiting in the waiting area, waiting for your number or name to be called
Auditory attention:
39
: scanning the basketball league results as they appear online via live feed
Visual attention
40
kinds of attention
Auditory attention Visual Attention
41
refers to how information is acquired from the environment via the different sense organs and transformed into experiences of objects, events, sounds, and tastes
Perception
42
involving other cognitive processes such as memory, attention, and language
Perception is complex
43
involves recalling various kinds of knowledge that allow us to act appropriately
Memory
44
: it affects our memory
Context is important
45
We recall things much better than being able to recognize things T or F
F We can recognize things better
46
Many designers have been led to believe that this theory is a useful finding for interaction design
Seven plus minus Two
47
Users develop an understanding of a system through learning and using it.
Mental Models
48
Knowledge is often described as a
mental model
49
as internal constructions of some aspect of the external world enabling predictions to be made
Mental models
50
concerned with what are the cognitive benefits and what processes are involved
External representations
51
to Reduce Memory Load
Externalizing
52
When a tool is used in conjunction with an external representation to carry out a computation
Computational Offloading
53
involves modifying existing representations through making marks
Annotation
54
involves externally manipulating items into different orders or structures
Cognitive tracing
55
Colour, icons, sounds, graphical elements and animations are used to make the "look and feel" of an interface appealing -- conveys an emotional state
Expressive Interfaces
56
What did shneiderman say about error messages
Not to include: avoid using terms like FATAL, INVALID, BAD Audio warnings Avoid UPPERCASE and long code numbers Messages should be precise rather than vague Provide context-sensitive help
57
who said argue that computers should be made to apologize
Reeves and Naas (1996)
58
is attributing human-like qualities to inanimate objects
Anthropomorphism
59
is shaping of an object or design in animal form
Zoomorphism
60
Reeves and Naas (1996) found that computers that flatter and praise users in education software programs have
positive impact on them
61
Provides a __________ that is welcoming, has personality, and makes user feel involved with them
persona
62
- autonomous, with internal states and able to respond to external events
Synthetic Characters
63
- often cartoon-like, play a collaborative role at the interface
Animated Agents
64
- predefined personality and set of emotions that user can change
Emotional Agents
65
- human-like body, uses gestures, non-verbal communication while talking
Embodied Conversational Agents
66
What are the Virtual Characters agents
Synthetic characters Animated Agents Emotional Agents Embodied Conversational Agents
67
refers to the extent to which users come to believe an agent's intentions and personality
Believability
68