HCI 66.pptsgsdgdgwdgfsdfgsdfgsdfgsdgsdgsdgsdg

Class Goals
►Motivate the field of HCI
►Learn
 Basics of interface design
 Evaluation of interfaces
 HCI research problems
 HCI community (conferences and people)

What the class will look like
► Lectures
► Readings + Quizzes + Presentations (?)
► Initial user study (web interface comparison)
► Final project
 Identify a client
 Create a new interface
 Evaluate the interface
► Differences between undergrad/grad
 Project requirements

Why take this course?
►Build your portfolio
 Work on a project you’ve always wanted
►Study a unique topic
 A computer science course focused on users
►Skill building
 Important in most research
 Burgeoning job field

Intro
► What is a user interface?
► Why do we care about design?
► We see this all the time.
 What’s good about the design of this error box?
► The user knows there is an error
 What’s poor about the design of this error box?
► Discouraging
► Not enough information
► No way to resolve the problem (instructions or contact info)

Definition of HCI
►Human-computer interaction is a discipline
concerned with the design, evaluation and
implementation of interactive computing
systems for human use and with the study
of major phenomena surrounding them.
►ACM SIGCHI Curricula for HCI (Hewett et al.
1992)
►http://sigchi.org/cdg/cdg2.html

Why HCI is Important
► The study of our interface with information.
► It is not just ‘how big should I make buttons’ or ‘how to
layout menu choices’
► It can affect
 Effectiveness
 Productivity
 Morale
 Safety
► Example: a car with poor HCI
► Take 5 minutes for everyone to write down one common
device with substantial HCI design choices and discuss with
the neighbor the pros and cons. How does it affect you or
other users?

My Choice
► iPod by Apple
Computers
► Pros:
 portable
 power
 ease of use
 # of controls
► Cons:
 scratches easily
 no speech for car use
 proprietary

What fields does HCI cover?
►Computer Science
►Psychology (cognitive)
►Communication
►Education
►Anthropology
►Design (e.g. graphic and industrial)

HCI Community
► Academics/Industry Research
 Taxonomies
 Theories
 Predictive models
► Experimenters
 Empirical data
 Product design
► Other areas (Sociologists,
anthropologists, managers)
 Motor
 Perceptual
 Cognitive
 Social, economic, ethics

HCI Tools
► Sound
► 3D
► Animation
► Video
► Devices
 Size (small->very large)
 Portable (PDA, phone)
 Plasticity
► Context sensitive/aware
► Personalizable
► Ubiquitous

Usability Requirements
► Goals:
 Usability
 Universality
 Usefulness
► Achieved by:
 Planning
 Sensitivity to user
needs
 Devotion to
requirements analysis
 Testing

Bad Interfaces
► Encumbering
► Confusing
► Slow
► Trust (ex. windows
crashing)
► What makes it hard?
 Varies by culture
 Multiple platforms
 Variety of users

► What’s wrong with each?
 Type of error
 Who is affected
 Impact
► What’s a redesign solution?

Requirements Analysis
1. Ascertain users’ needs
2. Ensure proper reliability
3. Promote appropriate standardization, integration,
consistency, and portability
4. Complete projects on schedule and within budget

Ascertain User’s Needs
► Define tasks
 Tasks
 Subtasks
► Frequency
 Frequent
 Occasional
 Exceptional
 Repair
► Ex. difference between a space
satellite, car engine, and fighter jet

Reliability
► Actions function as specified
► Data displayed must be
correct
► Updates done correctly
► Leads to trust! (software,
hardware, information) –
case: Pentium floating point
bug
► Privacy, security, access, data
destruction, tampering

Standardization, Integration,
Consistency, Portability
► Standardization – common user-interface features
across multiple applications
 Apple
 Web
 Windows
► Integration – across application packages
 file formats
► Consistency – common action sequences, terms, units,
layouts, color, typography within an application
► Portability – convert data and interfaces across multiple
hardware and software environments
 Word/HTML/PDF/ASCII

Case Study: Library of Congress
Database Design
►http://catalog.loc.gov/
► Two interfaces
 Catalog New Books
► 3-6 hour training course - staffers
 Search Catalog of Books
► General public – too complex, command language and complex
cataloging rules
► Solution
 Touch screen
 Reduced functionality
 Better information presentation
► Eventually Web based interface
► Same database and services, different interfaces

Usability Measures
► How can we measure the
‘goodness’ of an interface?
► What are good metrics?
► ISO 9241
 Effectiveness
 Efficiency
 Satisfaction
► Schneiderman
 Time to learn
 Speed of performance
 Rate of errors
 Retention over time
 Subjective satisfaction

Usability Motivations
► Life-Critical systems
 Applications: air traffic, nuclear reactors, military, emergency
dispatch
 Requirements: reliability and effective (even under stress)
 Not as important: cost, long training, satisfaction, retention
► Industrial and Commercial Use
 Applications: banking, insurance, inventory, reservations
 Requirements: short training, ease of use/learning, multiple
languages, adapt to local cultures, multiplatform, speed
► Office, Home, and Entertainment
 Applications: E-mail, ATMs, games, education, search engines,
cell phones/PDA
 Requirements: Ease of learning/use/retention, error rates,
satisfaction
 Difficulties: cost, size
•Time to learn
•Speed of performance
•Rate of errors
•Retention over time
•Subjective satisfaction

Usability Motivations
► Exploratory, Creative, Collaborative
 Applications: Web browsing, search engines,
simulations, scientific visualization, CAD, computer
graphics, music composition/artist, photo arranger
(email photos)
 Requirements: remove the ‘computer’ from the
experience,
 Difficulties: user tech savvy-ness (apply this to
application examples)
► Socio-technical systems
 Applications: health care, voting, police
 Requirements: Trust, security, accuracy, veracity,
error handling, user tech-savy-ness
•Time to learn
•Rate of errors

Universal Usability
► Interface should handle diversity of
users
 Backgrounds
 Abilities
 Motivation
 Personalities
 Cultures
► Question, how would you design an
interface to a database differently for:
 A. right-handed female, Indian, software
engineer, technology savvy, wants rapid
interaction
 B. left-handed male, French, artist

Universal Usability
► Does not mean ‘dumbing down’
 Ex. Helping disabled has helped
others (parents w/ strollers, elderly)
 Ex. Door handles
► Goal: Address the needs of more
users - unlike yourself!
► Everyone is often not at full
faculties at all times

Physical Variation
► Ability
 Disabled (elderly,
handicapped, vision,
ambidexterity, ability to see
in stereo [SUTHERLAND])
 Speed
 Color deficiency
► Workspace (science of
ergonomics)
 Size
 Design
► Lots of prior research

Physical Variation
► Field of anthropometry
 Measures of what is 5-95% for
weight, height, etc. (static and
dynamic)
 Large variance reminds us there is
great ‘variety’
 Name some devices that this
would affect.
► note most keyboards are the
same
► screen brightness varies
considerably
► chair height, back height, display
angle
► Multi-modal interfaces
► Audio
► Touch screens

Cognitive and Perceptual Variation
► Bloom’s Taxonomy
 knowledge,
comprehension,
analysis, application,
synthesis, evaluation
► Memory
 short-term and working
 long-term and semantic
► Problem solving and
reasoning
► Decision making
► Language and
communication

Cognitive and Perceptual Variation
► Language and
communication
► Search, imagery,
sensory memory
► Learning, skill
development,
knowledge acquisition
► Confounding factors:
 Fatigue
 Cognitive load
 Background
 Boredom
 Fear
 Drugs/alcohol

Personality
► Computer anxiety
► Gender
 Which games do women like?
 Pac-man, Donkey Kong, Tetris
 Why? (Hypotheses: less violent,
quieter soundtracks, fully visible
playing fields, softer colors,
personality, closure/completeness)
 Can we measure this?
► What current games are for
women?
► Style, pace, top-down/bottom-
up, visual/audio learners, dense
vs. sparse data

Personality
► No simple taxonomy of user
personality types. Ex. Myers-
Briggs Type Indicator
 Extrovert vs. introvert
 Sensing vs. intuition
 Perceptive vs. judging
 Feeling vs. thinking
► Weak link between personality
types and interfaces
► Think about your application,
and see if user personality is
important!
 Fighter jets vs. search engines

Cultural and International Diversity
► Language
► Date / Time conventions
► Weights and Measures
► Left-to-right
► Directions (!)
► Telephone #s and addresses
► Names, titles, salutations
► SSN, ID, passport
► Sorting
► Icons, buttons, colors
► Etiquette
► Evaluation:
 Local experts/usability studies

Users with Disabilities
► Federal law to ensure access to IT, including computers and
web sites. (1998 Amendment to Rehabilitation Act)
► Disabilities
 Vision
► Blind (bill-reader)
► low-vision
► color-blind
 Hearing
► Deaf
► Limited hearing
 Mobility
 Learning
► Dyslexia
► Attention deficient, hemisphere specific, etc.
► Keyboard and mouse alternatives
► Color coding
► Font-size

► Contrast
► Text descriptors for web
images
► Screen magnification
► Text to Speech (TTS) –
JAWS (web pages)
 Check email on the road, in
bright sunshine, riding a bike
► Speech Recognition
► Head mounted optical mice

► Eye Gaze control
► Learning what helps those with
disabilities affects everyone
 Present procedures, directions,
and instructions accessible to even
poor readers
 Design feedback sequences that
explain the reason for error and
help put users on the right track
 Reinforcement techniques with
other devices
► Good target area for a final
project!

Elderly
► Reduced
 Motor skills
 Perception
 Vision, hearing, touch, mobility
 Speed
 Memory
► Other needs
 Technology experience is varied
(How many grandmothers use
email? mothers?)
 Uninformed on how technology
could help them
 Practice skills (hand-eye, problem
solving, etc.)
► Touch screens, larger fonts,
louder sounds

Children
► Technology saviness?
► Age changes much:
 Physical dexterity
►(double-clicking, click and drag, and small targets)
 Attention span
 (vaguely) Intelligence
► Varied backgrounds (socio-economic)
► Goals
 Educational acceleration
 Socialization with peers
 Psychological - improve self-image, self-confidence
 Creativity – art, music, etc. exploration

Children
► Teenagers are a special group
 Next generation
 Beta test new interfaces, trends
 Cell phones, text messages, simulations, fantasy
games, virtual worlds
► Requires Safety
► They
 Like exploring (easy to reset state)
 Don’t mind making mistakes
 Like familiar characters and repetition (ever had to
babysit a kid with an Ice Age DVD?)
 Don’t like patronizing comments, inappropriate humor
► Design: Focus groups

Accommodating Hardware and
Software Diversity
► Support a wide range of hardware and software
platforms
► Software and hardware evolution
 OS, application, browsers, capabilities
 backward compatibility is a good goal
► Three major technical challenges are:
 Producing satisfying and effective Internet interaction
(broadband vs. dial-up & wireless)
 Enabling web services from large to small (size and
resolution)
 Support easy maintenance of or automatic conversion
to multiple languages

HCI Goals
► Influence academic and industrial researchers
 Understand a problem and related theory
 Hypothesis and testing
 Study design (we’ll do this!)
 Interpret results
► Provide tools, techniques and knowledge for
commercial developers
 competitive advantage (think ipod)
► Raising the computer consciousness of the general
public
 Reduce computer anxiety (error messages)
 Common fears:
► I’ll break it
► I’ll make a mistake
► The computer is smarter than me
 HCI contributes to this!

Near & Future Interfaces
►Let’s review
►Minority Report
►Steel Battalion
►Eye Toy
►Dance Dance Revolution
►Nintendo Wii
•Time to learn
•Rate of errors

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