├── .gitignore ├── README.md ├── Test 1 ├── Important_Videos.md ├── Notes │ ├── Lesson 01 (1.1) - Introduction to HCI.md │ ├── Lesson 02 (1.2) - Introduction to CS 6750.md │ ├── Lesson 03 (1.3) - Exploring HCI.md │ ├── Lesson 04 (2.1) - Introduction to Principles.md │ ├── Lesson 05 (2.2) - Feedback Cycles.md │ ├── Lesson 06 (2.3) - Direct Manipulation.md │ ├── Lesson 07 (2.4) - Human Abilities.md │ ├── Lesson 08 (2.5) - Design Principles and Heuristics.md │ ├── Lesson 09 (2.6) - Mental Models.md │ ├── Lesson 14 (3.1) - Introduction to Methods.md │ ├── Lesson 15 (3.2) - Ethics and Human Research.md │ ├── Lesson 16 (3.3) - Needfinding and Requirements Gathering.md │ ├── Lesson 17 (3.4) - Design Alternatives.md │ ├── img1.PNG │ ├── img10.PNG │ ├── img11.PNG │ ├── img12.PNG │ ├── img13.PNG │ ├── img14.PNG │ ├── img15.PNG │ ├── img16.PNG │ ├── img18.PNG │ ├── img19.PNG │ ├── img2.PNG │ ├── img20.PNG │ ├── img21.PNG │ ├── img22.PNG │ ├── img23.PNG │ ├── img24.PNG │ ├── img25.PNG │ ├── img26.PNG │ ├── img3.PNG │ ├── img4.PNG │ ├── img5.PNG │ ├── img6.PNG │ ├── img7.PNG │ ├── img8.PNG │ └── img9.PNG └── Readings │ ├── Week 01 - Foundations of HCI.md │ ├── Week 02 - Research Ethics and Needfinding.md │ ├── Week 03 - Invisible Interfaces and Human Abilities.md │ ├── Week 04 - Design Alternatives.md │ └── Week 05 - Mental Models and Representations.md └── Test 2 ├── Notes ├── Lesson 10 (2.7) - Task Analysis.md ├── Lesson 11 (2.8) - Distributed Cognition.md ├── Lesson 12 (2.9) - Interfaces and Politics.md ├── Lesson 13 (2.10) - Conclusion To Principles.md ├── Lesson 18 (3.5) - Prototyping.md ├── Lesson 19 (3.6) - Evaluation.md ├── Lesson 20 (3.7) - HCI and Agile Development.md ├── Lesson 21 (3.8) - Conclusion To Methods.md ├── lesson-19-summary-of-empirical-tests.JPG └── lesson-19-summary-of-empirical-tests.PNG └── Readings ├── Don Norman-The Design of Everyday Things.pdf ├── Scott MacKenzie-Human-Computer Interaction.pdf ├── Week 06 -.md ├── Week 07 - Prototyping.md ├── Week 08 - Context and Distributed Cognition.md ├── Week 09 - Experiments and Evaluation.md ├── Week 10 - Artifacts, Interfaces, and Politics.md ├── Week 11 - Evaluation and Agile Development..md ├── Week 12 - Best of CHI 2019.md ├── Week 13 - Best of Georgia Tech HCI.md └── pdf ├── week10 ├── D-week10-Understanding Law Enforcement Strategies.pdf ├── week10-CHI of teaching online.pdf ├── week10-Cognitive walkthroughs.pdf ├── week10-How do Design and Evaluation Interrelate in HCI.pdf ├── week10-Serpentine A Reversibly Deformable Cord Sensor.pdf ├── week10-The Parenting Actor-Network.pdf └── week10-Towards a Framework for Integrating Agile.pdf ├── week6 ├── D-week6-A-Framework-for-the-Experience-of-Meaning.pdf ├── D-week6-Touchstone2-An-Interactive-4Environment.pdf ├── D-week6-What-do-prototypes-prototype.pdf └── week6-Prototyping-Tools-and-Techniques.pdf ├── week7 ├── D-week7-Online-Grocery-Delivery-Services.pdf ├── D-week7-Risk-v-Restriction.pdf ├── D-week7-They-Don’t-Leave-Us-Alone-Anywhere-We-Go.pdf ├── week7-How-a-Cockpit-Remembers-Its-Speeds.pdf └── week7-Studying-Context.pdf ├── week8 ├── D-week8-Anchored-Audio-Sampling.pdf ├── D-week8-HEURISTIC-EVALUATION-OF-USER-INTERFACES.pdf ├── D-week8-Think-secure-from-the-beginning.pdf ├── desktop.ini └── week8-chapter5.pdf └── week9 ├── week9-Discovering-Alternative-Treatments-for-Opioid-Use.pdf ├── week9-Distributed-cognition-as-a-theoretical-framework.pdf ├── week9-Do_Artifacts_Have_Politics.pdf ├── week9-Industrial-Revolution-in-the-Home.pdf ├── week9-Spaces-and-Traces.pdf ├── week9-The-Aware-Home.pdf └── week9-Value-Sensitive-Design.pdf /.gitignore: -------------------------------------------------------------------------------- 1 | Test 1/ 2 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # HCI_Notes 2 | Notes for Human Computer Interaction course - CS6750 3 | 4 | 5 | ## Organization 6 | * The notes are organized according to requirement for tests in folders [Test1](https://github.com/manikandan-ravikiran/HCI_Notes/tree/master/Test%201) and [Test2](https://github.com/manikandan-ravikiran/HCI_Notes/tree/master/Test%202). 7 | * Each of the test folders has all the materials corresponding to [videos](https://github.com/manikandan-ravikiran/HCI_Notes/tree/master/Test%201/Notes) and supplimentary [reading material](https://github.com/manikandan-ravikiran/HCI_Notes/tree/master/Test%201/Readings). 8 | 9 | 10 | ### Warning 11 | - Use this notes at your own risk, while the notes are according to video. All the suggestions made for videos and left out contents are as per my personal convinience. 12 | - This notes are according to Summer 2020 schedule, however usable for fall and spring respectively with reshuffling. Feel free to send a pull request. 13 | 14 | ### Credits 15 | The notes wouldn't be possible without foundational work of my Edtech classmate [Steven Chung](https://github.com/stevenxchung/OMSCS-Notes). 16 | 17 | ### PDF's 18 | The pdf is not released due to copyright. Please raise an git issue for the same. 19 | 20 | 21 | ### Citation 22 | ``` 23 | @misc{ManiHCINotes, 24 | author = {Manikandan Ravikiran}, 25 | title = {HCI_Notes}, 26 | year = {2013}, 27 | publisher = {GitHub}, 28 | journal = {GitHub repository}, 29 | howpublished = {\url{https://github.com/manikandan-ravikiran/HCI_Notes/}} 30 | } 31 | ``` 32 | -------------------------------------------------------------------------------- /Test 1/Important_Videos.md: -------------------------------------------------------------------------------- 1 | Important Videos List 2 | --------------------- 3 | 4 | 5 | - 1.1 - 6 | - 1.2 - 7 | - 1.3 - 8 | - 2.1 - 2,4,7,8,9,10,14 9 | - 2.2 - 3,4,5,6,7,8,9 (practise quiz if needed) 10 | - 2.3 - 1,5,11,13,14,15 11 | - 2.4 - 3,4,5,,7,8,9,10,11,12,13,15 12 | - 2.5 - All of 15 principle videos. (See notes) 13 | - 2.6 - 2,5,6,8,12,14,18,19,21,23,24 14 | - 3.1 - 2,3,4,9,11,12,13 15 | - 3.2 - 5,6,7,8,9 16 | - 3.3 17 | - 3.4 18 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 01 (1.1) - Introduction to HCI.md: -------------------------------------------------------------------------------- 1 | # Lesson 1 2 | 3 | One of the goals of designers is to make the interaction between human and computer as seamless as possible such that the user forgets about the computer and focuses on the task. 4 | 5 | - **Human factors engineering** - designing interactions between people and products, systems, or devices 6 | - **HCI** - largely about understanding interactions between humans and computers 7 | - **UX design** - dictating the interactions between users and computers 8 | - HCI uses research to inform designs and the results of those designs informs the ongoing research, this behavior could be thought as a feedback loop 9 | 10 | ## Important videos 11 | Videos 5-11 -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 02 (1.2) - Introduction to CS 6750.md: -------------------------------------------------------------------------------- 1 | # Lesson 2 2 | 3 | There are three learning goals in this class: 4 | 5 | 1. To understand common principles in HCI 6 | 2. To understand design life cycle 7 | 3. To understand current applications of HCI 8 | 9 | # Important videos 10 | Videos 10 11 | 12 | The learning outcome could be summarized as: _to design effect interactions between humans and computers_ 13 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 03 (1.3) - Exploring HCI.md: -------------------------------------------------------------------------------- 1 | # Lesson 3 2 | 3 | There are three main application areas we are focused on (technologies, domains, and ideas): 4 | 5 | 1. **Technologies** are emerging technological capabilities that let us create new and interesting user interactions 6 | 2. **Domains** are pre-existing areas that could be significantly disrupted by computer interfaces like healthcare and education 7 | 3. **Ideas** span both technologies and domains, they are theories about the way people interact with interfaces and the world around them 8 | 9 | ## Technologies 10 | 11 | - **Virtual reality** - an immersive computer-simulated reality 12 | - **Augmented reality** - real-world environments that are complemented by computer generated multimedia 13 | - **Ubiquitous computing** - computing power anytime, anywhere 14 | - **Wearable technology** - technology embedded in clothing or devices a person can wear 15 | - **Mobile**: portable computing devices built to be used easily on the go 16 | 17 | ## Ideas 18 | 19 | - **Context-sensitive computing** - equipping user interfaces with historical, geographical, or other forms of contextual knowledge 20 | - **Gesture-based interaction** - interacting with interfaces using hand or body gestures 21 | - **Information visualization** - representing abstract data visually to help humans understand it 22 | - **Computer-supported cooperative work** - using computers to support people working together 23 | 24 | ## Domains 25 | 26 | HCI applies to many different domains. Domains such as special needs, education, healthcare, security, and games are massive opportunities for HCI 27 | 28 | ## Important videos 29 | 30 | Understand all videos at once. Possible question could be which is an area which is related to HCI or not. -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 04 (2.1) - Introduction to Principles.md: -------------------------------------------------------------------------------- 1 | # Lesson 4 2 | 3 | In this lesson we will cover: Fundamental building blocks and foundational elements 4 | 5 | 1. Focusing on the task 6 | 2. Role of the interface in mediating users and tasks 7 | 3. The role of the user: Processor? Predictor? Participant? 8 | 4. User experience at multiple levels 9 | 10 | 11 | ## Users and Tasks 12 | 1. Users use interace to do a task 13 | 2. Focus on user and task through interface 14 | 15 | 16 | ## Identifying A Task 17 | 18 | How do should we go about identifying a task? 19 | 20 | 1. Watch real users - get people and ask them to work with you 21 | 2. Talk to them - talkthrough the user 22 | 3. Start small - find small task which user performs 23 | 4. Abstract up - keep asking why till you reach beyond scope of design (small + small + big - series of why) 24 | 5. You are not your user 25 | 26 | Usually these comes in HCI methods 27 | 28 | ## Usefulness And Usability 29 | 30 | Remember that one of the goals of HCI is to not only make a product that is useful but also useable. 31 | 32 | Map vs GPS navigation. Manual writing of terms. Gmaps 33 | 34 | - **Cognitive load** - the total mental effort being used in working memory. GMaps reduces cognitive load. 35 | 36 | ## HCI principles 37 | 38 | Reflection on reasoning top down vs bottom up 39 | 40 | 41 | ## Views Of The User 42 | 43 | There are three different roles a human can play: 44 | 45 | 1. **Processor**: 46 | 47 | - Sensory processor that takes input in give output. 48 | - Stems from Behaviorism (observable behaviors and outcomes) 49 | - Usability - Phyical usability 50 | - Design focus is that Interface must fit within human limits 51 | - Evaluated by quantitative experiments 52 | 53 | 2. **Predictor**: 54 | 55 | - Humans knowledge experience expectation and thought process 56 | - Stems from Cognitivism (what goes on in the users mind?) 57 | - Interface must be based on knowledhe and leverage what they know - fit with knowledge 58 | - Evaluated by qualitative studies (exitu studies) 59 | - 1 user - 1 task 60 | 61 | 3. **Participant**: 62 | 63 | - Participant in environment. 64 | - Implcit knowledge and other factors due to environment. 65 | - Whats available cognitive resources and whats competing for attention 66 | - Interface must fit with the context 67 | - Evaluated by _in situ_ studies 68 | - Stems from Functionalism (user and the interface are participants in an environment) 69 | 70 | - **Ex situ** - in a controlled or otherwise inauthentic environment 71 | - **In situ** - within the authentic context 72 | 73 | 74 | ## Designing with 3 views 75 | 76 | Tesla model S - Text box, results, keyboard and map 77 | 78 | Processor 79 | --------- 80 | - control study 81 | - interfaces and get the timing 82 | - Pros 83 | - Use existing data. 84 | - Objective comparison (text v/s voice). 85 | - Reason is not visible 86 | - why text is not better than voice. 87 | - Novice confusing. 88 | - Suitable for only evaluation and optimization, not redesign. 89 | 90 | Predictor 91 | ---------- 92 | - Ask interviews and focus groups 93 | - Get full details on textual description 94 | - Why use different interfaces at different time 95 | - why choice, why paritcular option 96 | Pros 97 | - More complete picture of interaction 98 | - Caters for experts and novices 99 | Cons 100 | - Analysis is costly 101 | - Bias in analysis. Focus on specific set of data points. 102 | - Ignore broader context. 103 | - Ex Only person and interface. Example maps in driving vs map in labs. *5 sec disappearence of search bar 104 | 105 | 106 | Participant 107 | ----------- 108 | - Consider broader activity 109 | Pros 110 | - Evaluates interaction in context 111 | - Capture authentic user attentions 112 | Cons 113 | - Expensive analysis to perform and analyze both 114 | - Requires real functional interfaces, no prototypes 115 | - Hard to use when starting fresh 116 | - Lots of uncontrollable variables 117 | 118 | Each design informs one another 119 | 120 | 121 | ![Different Models](./img1.PNG) 122 | 123 | 124 | ## God vs bad design 125 | - Processor - Instantaneous. 126 | - Predictor - They may need couple of mins. 127 | - Particpant - Kid on back. 128 | 129 | 130 | ## User experience, sans design 131 | - There is always user experience 132 | - UX design focuses on dictating users experience 133 | - It comes due to humans and tasks 134 | - Scope of user experience 135 | - Individual - Feels of design like vs deslike 136 | - Workgroup - FB keeps ppl in touch 137 | - Societal - Twitter, FB relationship status 138 | 139 | ## Important videos 140 | 2,4,7,8,9,10 and Practise Quizes for revision 141 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 05 (2.2) - Feedback Cycles.md: -------------------------------------------------------------------------------- 1 | # Lesson 5 2 | 3 | Feedback cyle - exchange of input and output to achieve a goal 4 | 5 | We cover feedback cycles in this lesson. In addition we will cover: 6 | 7 | - **Gulf of execution** - distance between a user's goals and the actions required to realize those goals 8 | - **Gulf of evaluation** - distance between the effects of those actions and the user's understanding of the results 9 | 10 | ## Gulf Of Execution 11 | 12 | - How do I know what I can do 13 | - I know goal, how to make it reality. State -> goal state 14 | - How hard is to do what is necesaary to get to goals 15 | - How do they figure out what to do to go to goal state. 16 | 17 | There are a number of components in the gulf of execution: 18 | 19 | Goal is cook - intent is microwave for 1 min. 20 | 1. Identify intentions - goals in context of system. Mismatch on goals is possible. 21 | 2. Identify actions - What action is needed to make goal reality in current system. 22 | 3. Execute in interface - Goal and action are known, they should be able to execute action in interface. Button presses. 23 | 24 | How do we go about bridging the gap between user's goals and actual execution? 25 | 26 | Tips: 27 | 1. Make functions discoverable 28 | 2. Let the user mess around 29 | 3. Be consistent with other tools - Ctrl c for copy 30 | 4. Know your user - command line vs UI 31 | 5. Feed-forward - Feedforward (give what will happen if you keep doing same thing) 32 | 33 | ## Gulf Of Evaluation 34 | 35 | There are a number of components in the gulf of evaluation: 36 | 37 | - user need to evaluate new state due to action 38 | 39 | 1. Interface output - What did it do upon action. 40 | 2. Interpretation - Can user interpret meaning of output? 41 | 3. Evaluation - Evaluate the interpretation to check if goals was realized or not. 42 | 43 | How do we go about bridging the gap between the effects of user's actions and actual results? 44 | 45 | Tips: 46 | 47 | 1. Give feedback constantly at every step on process 48 | 2. Give feedback immediately 49 | 3. Match the feedback to the action 50 | 4. Vary your feedback 51 | 5. Leverage direct manipulation 52 | 53 | 54 | ## Don Normans design 55 | 7 "how easily" Questions 56 | 57 | ![7 Questions](./img2.PNG) 58 | 59 | ![7 Questions - Human perspective](./img3.PNG) 60 | 61 | ![7 Questions - Phases ](./img4.PNG) 62 | 63 | 64 | ## Important Videos 65 | Videos 3 to 9 66 | Gulf of execution and evaluation 67 | Normans cycles and 7 Questions 68 | See examples from david at end 69 | 70 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 06 (2.3) - Direct Manipulation.md: -------------------------------------------------------------------------------- 1 | # Lesson 6 2 | 3 | 4 | ## Applications of Feeback cycles 5 | 6 | 1. **Direct manipulation** - the user should fee that they are interacting directly with their task 7 | 2. **Invisible interfaces** - an interface that disappears between the user and their task 8 | 9 | 10 | ## Examples 11 | 12 | 1. Direct Manipulation 13 | - Folders and documents. 14 | - CLI has more gulf of execution. Drag and drop has instant feedback. 15 | - Moving folder in the phone 16 | - Don Norman paper - Direct manipulation interfaces 17 | - Design of everyday things 18 | - 2 aspects of direct manipulation 19 | 20 | 21 | ## Don Normans paper on direct manipulation 22 | 23 | Some lessons from the _Direct Manipulation Interfaces_ paper: 24 | 25 | 1. **Distance** - the distance between users goals and the system itself. The greater the cognitive load required to use the system, the less direct to the interaction with the system actually feels. Distance can be broken into: 26 | 1. **Semantic distance** - distance between users goals and their expression in the system, i.e., how hard it is to know what to do 27 | 2. **Articulatory distance** - distance between that expression and its execution, i.e., how hard it is to actually do what you know to do 28 | 2. **Direct engagement** - systems that best exemplify direct manipulation all give the qualitative feeling that one is engaged with the control of the objects - not with the programs, not with the computer, but with the semantic object of our goals and intentions 29 | 30 | ## Invisible Interfaces 31 | 32 | - Mouse v/s Stylus 33 | - Just because interface is invisible by learning doesnt mean its invisible. Driving steering 34 | - Invisblity by Design 35 | - principle for creating interfaces that arent there 36 | - Mental model to System mapping 37 | 38 | 39 | ## 5 Tips: Invisible Interfaces 40 | 41 | How do we accomplish invisible interfaces? Below are five tips: 42 | 43 | 1. Use affordances - button for pressing 44 | 2. Know your user - Different for different people 45 | 3. Differentiate your user 46 | 4. Let your interface teach - Interface should teach *edit menu with ctrl:x* 47 | 5. Talk to your user 48 | 49 | ## Important Videos 50 | 51 | 1,5,11,13,14,15 52 | 53 | 54 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 07 (2.4) - Human Abilities.md: -------------------------------------------------------------------------------- 1 | # Lesson 7 2 | 3 | Focus in on covering humans, In this lesson we cover the following: 4 | 5 | Psychology of what humans can do, we will also cover three systems: input processing, and output. 6 | 7 | 1. **Input** - how stimuli are sent from the world, and perceived inside the mind 8 | 2. **Processing** - cognition, how the brain stores and reasons with over the input it's received 9 | 3. **Output** - is how the brain then controls the individual's actions out in the world 10 | 11 | 12 | ## Perception 13 | 14 | ### Sensation and Perception - Visual 15 | - Visual system is important for cognition 16 | - HCI is majorly connected to visual perception 17 | - Center - Color, 18 | - Periphery - Tracking movement 19 | - Old audiences - Fonts, visual acuity drop 20 | 21 | 22 | ### Sensation and Perception - Auditory 23 | - Noises - pitch and loudness 24 | - Ears - Localize sounds *near vs far* 25 | - Cant process ears (move around) 26 | 27 | 28 | ### Sensation and Perception - Skin 29 | - Pressure, vibration and temperature. 30 | - Cant filter touch, like listening 31 | - Its only used for personal feedback 32 | 33 | 34 | ## Memory 35 | 36 | - **Chunking** - chunking is a grouping together several bits of information into one chunk 37 | - **Perceptual store** - very short term memory lasting less than a second. 38 | - Baddley - Hitch memory model 39 | - Visuospatial Sketchpad - stores visual information 40 | - Phonologic loop - (verbal/ audotry information) 41 | - Episodic Buffer - (integrating information from other system) 42 | - Central Executive 43 | - Expertise delays forgetting in perceptial buffer 44 | - **Short-term memory** - memory that is able to hold about four to five chunks at a time 45 | - Chunking is grouping bits of information 46 | - Focus on recognizing things rather than recall them 47 | - Effect of HCI 48 | * Recognition vs Recall - Minibar (recognize the icons) 49 | - **Long-term memory** - seemingly unlimited store of memories; it is harder to put things into long-term memory than short-term memory 50 | - Put short term memory system 51 | - Reminder experiment - David's card idea 52 | 53 | ## Cognition 54 | 55 | One of the elements of cognition is _learning_, there are two types: 56 | 57 | Interfaces should teach them how to learn. 58 | 59 | 1. **Procedural learning** - how to do something. We do this HCI. Unconcisouly compentent (Cant translate them to declarative knowledge, as we don't know). Easy for us to use hard for others. 60 | 2. **Declarative learning** - knowledge about something 61 | 62 | 63 | ### Cognitive Load 64 | When designing user interfaces, cognitive load comes into play as follows: 65 | 66 | 1. We want to reduce the cognitive load posed by the interface so the user can focus on the task 67 | 2. We want to understand the context of what else is going on while users are using our interface 68 | 3. Example - IDE error checking in programming 69 | 70 | ### 5 Tips: Reducing Cognitive Load 71 | 72 | 1. Use multiple modalities - Visual and Verbal 73 | 2. Let the modalities complement each other 74 | 3. Give the user control of the pace 75 | 4. Emphasize a essential content and minimize clutter 76 | 5. Offload tasks 77 | 78 | 79 | ### Motor System - what users can do 80 | 81 | 1. Precision of tapping is reduced in splotify - closing application 82 | 2. Physically able to perform in given time. 83 | 3. Design doesnt take motor system and full context. We need to be aware of users contraint in motor system as well. 84 | 85 | 86 | ### Conclusion To Human Abilities 87 | 88 | Here are some of the main topics covered in this lesson as it relates to human abilities: 89 | 90 | - **Perception** - main ways people perceive the world around them through sight, sound, and touch 91 | - **Cognition** - memory and learning 92 | - **Motor system** - how the person interacts with the world around them 93 | 94 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 08 (2.5) - Design Principles and Heuristics.md: -------------------------------------------------------------------------------- 1 | # Lesson 8 2 | 3 | In this lesson we cover design principles, specifically the following: 4 | 5 | 1. Don Norman's Six Principles 6 | 2. Constantine's and Lockwood's Six Principles 7 | 3. Nielsen's Ten Heuristics design and evaluation 8 | 4. Seven Principles of Universal Design 9 | 10 | 11 | ## 15 Priciples 12 | ![7 Questions - Human perspective](./img5.PNG) 13 | 14 | ![7 Questions - Human perspective](./img6.PNG) 15 | 16 | - **Discoverability** - relevant function should be made visible so the user can discover them as opposed to having to read about them in some documentation or learn them through some tutorials 17 | - when user doesnt know what to do, they should be able to figure out what to do 18 | - Dont go crazy (constantine and lockwood) 19 | 20 | ![7 Questions - Human perspective](./img7.PNG) 21 | 22 | - **Simplicity** 23 | - There is often tension between discoverability and simplicity. One argues to be seen and on argues to keep the interface simple, a balance between these two is often required. 24 | - use of design is easy to understand, regardless of user's experience, knowledge, language skills, or current concentration level 25 | - user should be given only whats needed. 26 | 27 | ![7 Questions - Human perspective](./img8.PNG) 28 | 29 | - **Affordances** - the design of the thing affords or hints at the way it's suppose to be used. 30 | ![7 Questions - Human perspective](./img9.PNG) 31 | - Signifiers are meant to close the gap between the affordance of an object (how the object suggests it should be used) and the perceived affordance (what the user thinks on how the object should be used). 32 | - Affordance - Inherhent property of device. We cant introduce it. 33 | - Perceived - What human perceives. But it can be wrong. 34 | - Signifier - It helps perceived affordance = Affordance 35 | 36 | - **Mapping** - 37 | - Relationship between two things 38 | - Mapping user - worlds (cut copy paste) 39 | - refers to creating interfaces where the design makes it clear what the effect will be when using them (this is different than affordances where affordances suggests how to use objects) 40 | ![7 Questions - Human perspective](./img10.PNG) 41 | 42 | ## Mapping vs Affordance 43 | 44 | - Affordance - design suggests what to do 45 | - Mapping - design shows what the effects will be 46 | - Ex - Light switch 47 | - Whats the effect? 48 | - Dials on stove (icon for burners). More clear. 49 | 50 | ## Additional Principles 51 | 52 | - **Perceptibility** - refers to the user's ability to perceive the current state of the system. (On or off in switch). Problem in David's cieling fan 53 | ![7 Questions - Human perspective](./img11.PNG) 54 | 55 | - **Consistency** - we should be consistent both within and across interfaces to minimize the amount of learn the user needs to do to learn our interface; in this way we create affordances on our own. 56 | - URL in blue in wiki page. 57 | - Common functions across interfaces. 58 | - Ordering menus/ Shortcuts in PPT. 59 | 60 | ![7 Questions - Human perspective](./img13.PNG) 61 | 62 | 63 | - **Flexibility** - wherever possible, we should support the different interactions in which people engage naturally, rather than forcing them into one against their expertise or against their preference 64 | 65 | 66 | 67 | ![7 Questions - Human perspective](./img14.PNG) 68 | 69 | - **Equity** - complementary to flexibility, helping all users have the same user experience. Avoid segregation and stigmatization. 70 | 71 | 72 | ![7 Questions - Human perspective](./img15.PNG) 73 | 74 | - **Ease and comfort** - the design can be used efficiently an comfortably and with a minimum of fatigue; appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility 75 | 76 | 77 | 78 | 79 | - **Structure** - we should organize our user interfaces in ways that helps the user's mental model match the actual content of the task 80 | 81 | ![7 Questions - Human perspective](./img16.PNG) 82 | 83 | 84 | 85 | - **Constraints** - preventing the user from putting an input that wasn't going to work anyway. UI design is transparent. Constraint is visible. 86 | 87 | 88 | ![7 Questions - Human perspective](./img18.PNG) 89 | 90 | 91 | Norman's four types of constraints: 92 | 93 | 1. Physical - Physically prevent wrong action. USB sticks. 94 | 2. Cultural - Line in escalator in Japan. 95 | 3. Semantic - Inherent to situation. Purpose of rare view mirror. Must reflect behind. 96 | 4. Logical - Self evident based on situation at hand. one hole to one screw. 97 | 98 | How do we deal with constraints? There are two ways: 99 | 100 | - **Tolerance** - users shouldn't be at risk of causing too much trouble accidentally. Undo and Redo. 101 | 102 | 103 | ![7 Questions - Human perspective](./img19.PNG) 104 | 105 | 106 | - **Feedback** - user should be informed on why the error happened and how to avoid it in the future 107 | 108 | ![7 Questions - Human perspective](./img20.PNG) 109 | 110 | One last heuristic regarding user error: 111 | 112 | - **Documentation** - even though it's better if the system can be used without documentation, it may be necessary to provide help and documentation. Any such information should be easy to search, focused on the user's task, list concrete steps to be carried out, and not be too large 113 | 114 | 115 | ## Important videos 116 | * All of them. 117 | * Also need to cross check each of the definitions from mutliple authors for each principles 118 | 119 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 09 (2.6) - Mental Models.md: -------------------------------------------------------------------------------- 1 | # Lesson 9 2 | 3 | In this lesson we cover the following on mental models and representations: 4 | 5 | 1. **Mental model** - an internal, simulatable understanding of external reality. Good interface will give good mental models. 6 | 2. **Representations** - Internal symbols for an external reality. Helps users learners to use our interface quickly. 7 | 3. Metaphors and analogies - used to create good representations. 8 | 4. User error: Slips and mistakes in mental models 9 | 5. Learned Helplessness - Repurcussion of poor interface design 10 | 6. Expert Blind Spot - Reason why poor design can occur 11 | 12 | 13 | ## Mental Model 14 | - Is a person understanding of real word working - processes relationship and connection in real systems 15 | - Predict and check outcome of mental model. Basket ball example. Simulate the event to make prediction 16 | - When reality does match? why is mental model wrong? dicomfort, curious? frustration and never will get it. 17 | - Match users models and interface 18 | * Design systems that acts how its expected or teach people how they act. 19 | - Mental models are not unique to HCI. Also in Edtech. No stand and explanation 20 | - Good representaion show how system works. But very challenging 21 | 22 | ## Model model in climate control system 23 | - David's old and new car - Both I dint get a thing. Sadly I dont have one!! 24 | 25 | ## 5 Tips: Mental Models For Learnable Interfaces 26 | 27 | Below are five tips to leverage for creating learnable interfaces: (Dix et al) 28 | 29 | 1. Predictability - User should be able to predict what will happen before perform it 30 | 2. Synthesizability - But you should know the process on how you reached current state. Log of commands in CLI 31 | 3. Familiarity - Leverage actions with user is familiar. Like affordance 32 | 4. Generalizability - Knowledge of one user interface should generalize to others 33 | 5. Consistency - Single action and consistent. ctrl x for cut only. 34 | 35 | 36 | ## Representations 37 | 38 | 1. Ensure effective mental model - we get to choose how things are shown to users. 39 | 2. Cat furniture vs office furninture. Good mapping between mental model and real world. 40 | 3. Should help understand things better 41 | 4. Simple problems easy to get good representations. 42 | 43 | ## Characteristics Of Good Representations 44 | 45 | Here are some characteristics of good representations: 46 | 47 | 1. Depicts explicit relationships - Laying thing out helps easy understanding 48 | 2. Brings objects and relationships together - objects and relationships are explicit. 49 | 3. No extraneous information - Say only left to right, left out stupid information. 50 | 4. Expose natural constraints - brings envionment into pictures. 51 | 52 | ## Analogies And Metaphors 53 | 54 | - If you can ground your interface in something users already know, you can get a solid foundation in teaching them how to use your interface. Ex - Walstreet website and paper are similar. 55 | - However, when you use analogies to other interfaces, users may not know where the analogy ends. Therefore, we should pay special attention to misconceptions analogies introduce. 56 | - Analogies make the interface more learnable, but they may restrict the interface to outdated constraints. 57 | 58 | ## Design Principles Revisited 59 | 60 | How do mental models and representations tie into HCI design principles? 61 | 62 | - Analogies and metaphors - principle of consistency is neeedd 63 | - Interfaces should teach the user how the system works - principle of affordances 64 | - Representations map the interface to the task at hand - principle of mapping 65 | 66 | ## Learning Curve 67 | - Expertise vs Experience. Above line of proficiency. 68 | - Rapid Learning curve with limited experience 69 | - Difficult interface have slower learning curves 70 | - conistency with analogies and representations 71 | 72 | 73 | ## User Error: Slips And Mistakes 74 | 75 | - User mistakes/errors are common due to stress or lack of understanding of goal. 76 | 77 | Two types of user error: (All by Norman) 78 | 79 | - **Slips** - the user has the right mental model, but does the wrong thing anyway 80 | - **Action-based** - places where the user performs the wrong action, or performs the right action on the wrong object, even though they knew the correct action 81 | - **Memory lapse** - occurs when the user forgets something they knew to do 82 | - **Mistakes** - the user has the wrong mental model, and does the wrong thing as a result 83 | - **Rule-based** - occurs when the user correctly assesses the state of the world but makes the wrong decision based on it 84 | - **Knowledge-based** - occur when the user incorrectly assesses the state of the world in the first place 85 | - **Memory lapse** - similar to memory lapse slips but focuses on forgetting to fully execute a plan 86 | 87 | ## Learned Helplessness 88 | 89 | What happens when there is no useful feedback between the user's input and the interface's output? 90 | 91 | - **Learned helplessness** - a user's sense that they are helpless to accomplish their goals in an interface. Window hang while reading large dataset. 92 | - Its related to educational technology. 93 | 94 | ## Expert Blind Spot 95 | 96 | When you are an expert in something there are parts of the task that you do subconsciously without even thinking about them. 97 | 98 | 99 | ## Important videos 100 | 2,5,6,8,12,14,18,19,21,24 (Funny) -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 14 (3.1) - Introduction to Methods.md: -------------------------------------------------------------------------------- 1 | # Lesson 14 2 | 3 | ## Goal 4 | - Design better than existing design 5 | - New way to old task 6 | - Novelty should have the purpose, and understand the users task 7 | 8 | In this unit we will cover the following topics: 9 | 10 | 1. User-centered design 11 | 2. Four stages of the design life cycle 12 | 3. Qualitative vs quantitative data 13 | 4. Design life cycle 14 | 15 | ## User-centered Design 16 | 17 | - **User-centerde design** - design that considers the needs of the user throughout the entire design process 18 | - prioritizing user need and we dont know user need 19 | - Often design is done based on technical task rather than user. 20 | - In general we can't design great interfaces just by applying guidelines and heuristics. Instead, we have to interact with our users, understand their needs, and involve them in the evaluation process. 21 | 22 | 23 | ## Principles Of User-centered Design 24 | 25 | There are six principles of user-centered design: (ISO) 26 | 27 | 1. The design is based upon an explicit understanding of users, tasks, and environments - Do needfinding 28 | 2. Users are involved throughout design and development - Interviews, Surveys etc. 29 | 3. The design is driven and refined by user-centered evaluation. Real users evaluate the prototype. 30 | 4. The process is iterative - No single shot results. 31 | 5. The design addresses the whole user experience - Entire experience is to be considered. 32 | 6. The design team includes multidisciplinary skills and perspectives - CS scientists, psych, designer and more 33 | 34 | ## Stakeholders 35 | 36 | There are many types of stakeholders who user or are impacted by our interface: 37 | 38 | - **Primary** - our user who uses the interface directly. Grade book tool - Teachers 39 | - **Secondary** - are people who don't use our system directly but who might interact with the output of it in some way. - Grade book tool Parents. Helicopter Parenting 40 | - **Tertiary** - are people who never interact with the tool or output but who are nonetheless impacted by the existence of the tool. Grade book tool - Students 41 | - Inmates are running the asylum - book by alan cooper 42 | 43 | ## The Design Life Cycle 44 | 45 | User-centered design is about integrating the user into every phase of the design life cycle. We need to know two things: 46 | 47 | 1. What the design life cycle is 48 | 2. How to integrate the user into each phase 49 | 50 | Our model of a design life cycle will cover four phases: 51 | 52 | 1. **Need-finding** - we gather a comprehensive understanding of the task the users are trying to perform 53 | 2. **Design alternatives** - developing very early ideas on the different ways to approach the task 54 | 3. **Prototyping** - take the ideas with the most potential and we build them into protoypes that we can then actually put in front of a user 55 | 4. **Evaluation** - we take our ideas that we prototyped and put them in front of actual users, here is where we get user feedback 56 | 57 | ## Methods For The Design Life Cycle 58 | 59 | - Design life cycle is similar to user using interface 60 | - Shown below is the design life cycle with methods in between each phase. 61 | 62 | 63 | ## Qualitative Vs Quantitative Data 64 | 65 | **Quantitative data**: 66 | 67 | - Observations described or summarized numerically 68 | - Supports formal tests, comparisons, and conclusions 69 | - Is strong for a small class of things 70 | - Captures narrow view 71 | - what is found 72 | 73 | **Qualitative data**: 74 | 75 | - Observations described or summarized non-numerically 76 | - Supports any kind of response or observation 77 | - Covers a broader picture of what we're examining 78 | - Is more prone to biases 79 | - Description, observations, natural language 80 | - Convert qualitative to quantitative data. 81 | - How and why is found 82 | 83 | **Mixed method**: a mixture of qualitative and quantitative data from same participants 84 | 85 | ## Types Of Nominal Data 86 | 87 | There are four main types of quantitative data: 88 | 89 | 1. Nominal - Categorical - Number of instances of different categories 90 | - Single nominal - One category 91 | - Multiple nominal - More than one category 92 | - Binary (yes/no) and Non binary 93 | 2. Ordinal - Similar to nominal, but there is explicit ordering. Scale of 1-5. Gap is unclear. 94 | - It can be multinominal 95 | - Binary (Fail/Pass) and Non binary 96 | 3. Interval - We do know exact difference between value. Commuting between 4-6am. 64 degree celcius is not twice as warm as 32. 97 | 4. Ratio - Ratio data. Absolute value and ratio could be established. 98 | - Discrete - Countable 99 | - Continous - Non- Countable 100 | 101 | ## Types Of Qualitative Data 102 | 103 | - Depends on how its gathered 104 | - There are many types of qualitative data, below are some examples: 105 | 106 | 1. Transcripts - Interview/Focus group 107 | 2. Field notes - Participant Observation 108 | 3. Artifacts - Reviews for Existing interfaces 109 | 4. Others - Many more/ Not mentioned 110 | 111 | - Expensive to analyze, interpretaition bias, 112 | - Qualitative data -to- Quantitative using coding 113 | - We dont loose, only transformation 114 | - Documented methodology is obtained 115 | - Always mix these two 116 | 117 | 118 | ## Important Videos 119 | 2,4,9,11,13 120 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 15 (3.2) - Ethics and Human Research.md: -------------------------------------------------------------------------------- 1 | # Lesson 15 2 | 3 | In this lesson we will cover the following topics: 4 | 5 | 1. Origin of research ethics 6 | 2. Basic ethical considerations 7 | 3. Institutional review board: IRB 8 | 9 | ## Origin Of Institutional Review Board 10 | 11 | Due to unethical experiments such as the _Milgram Experiment_, _Tuskegee Syphilis Experiment_, and _Stanford Prison Experiment_ the _National Research Act_ was enacted (1974). This led to the creation of institutional review boards to oversee research at universities. 12 | 13 | In general, the benefits to society must outweigh the risks to the subjects in the case of these experiments. 14 | 15 | - **Belmont Report** - summarizes basic ethical principles that research must follow in order to receive government support. 16 | - demanded rigoruous consent procedures 17 | - Positive outweighed negatives and rights are always preserved 18 | - benefits of study should outweight risk to participants 19 | - Fair selection of subjects 20 | 21 | ## Value of Research Ethics 22 | - Benefits are worth the risk and are significant in nature 23 | - IRB is sensitive about coercision. 24 | - Inherent bias on participants, effect on results. 25 | - Doing good research. 26 | - IRB also monitors the research is sound and useful. 27 | 28 | ## IRB and its protocols 29 | 30 | - Protocol is description of particular research project, procedures IRB as approved. Amendments to protocols. 31 | - We are added to exisiting protocol. 32 | 33 | ## IRB Protocol 34 | - Add research personel 35 | - Protocol title 36 | - select role 37 | - Certification is needed 38 | - PI will be always first 39 | - How to create a protocol in IRBWISE 40 | - protocol description covers study at high level. 41 | - Research design and methodology 42 | - Experimental designs 43 | - duration of participation 44 | - Data collection methods 45 | - benefits outweigh the risk 46 | - Risks are to be added. 47 | - Statistical Analysis 48 | - Start and End dates 49 | 50 | ![7 Questions - Human perspective](./img22.PNG) 51 | ![7 Questions - Human perspective](./img23.PNG) 52 | ![7 Questions - Human perspective](./img24.PNG) 53 | ![7 Questions - Human perspective](./img25.PNG) 54 | ![7 Questions - Human perspective](./img26.PNG) 55 | 56 | ## Human Subject Interaction details 57 | 58 | - Will directly involve direct interaction 59 | - describe subjects and data 60 | - Vulnerable population - special accomodation is to be needed 61 | - Scientific justification is needed for no of participants 62 | - Effect size is needed 63 | - Inclusion and Exclusion status 64 | - Subjects age ranges 65 | - Recruitment plan - Subject pool 66 | - Compensation provision 67 | 68 | 69 | ## IRB Consent Procedure 70 | - What kind of consent is received? Written or Waiver 71 | - Some narrow circumstances - Now direct effect 72 | - Waiver of documentation of consent 73 | - Written consent is only identity of participant 74 | - Implied consent and can withdraw anytime 75 | - Justtification is needed for consent waiver 76 | - At risk population needs more information 77 | - Concealment, deception - Temporary prototype is needed 78 | 79 | ## Data Management Question 80 | - Clinical research and Biological research 81 | - How to we keep data safe 82 | - DoD, Radiation and Nano tech - Involvement 83 | - interview script, recruitment script, survey etc. 84 | - No conflict of Interest and submit to PI. 85 | 86 | ## Research ethics and Industry 87 | - Rapid A/B Experiments 88 | - Wont pass IRB and Facebook 89 | - Facebook manipulate users 90 | - data use policy 91 | - Not informed consent 92 | 93 | ## Important Videos 94 | 5-8 95 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 16 (3.3) - Needfinding and Requirements Gathering.md: -------------------------------------------------------------------------------- 1 | # Lesson 16 2 | 3 | In this lesson we will look into needfinding a.k.a requirement finding: 4 | 5 | 1. Defining questions about the user 6 | 2. Generating answers about the user 7 | 3. Formalizing models of the user 8 | 9 | ## Data Inventory 10 | 11 | Before doing need-finding there is a list of questions which are useful to keep in mind: 12 | - Ultimately we want to answer 13 | 14 | 1. Who are the users? 15 | 2. Where are the users? 16 | 3. What is the context of the task? 17 | 4. What are their goals? 18 | 5. What do they need? 19 | 6. What are their tasks? 20 | 7. What are their subtasks? 21 | 22 | ## The Problem Space 23 | 24 | We also need to identify the problem space: 25 | 26 | 1. Where is the task occurring? 27 | 2. What else is going on? 28 | 3. What are the user's explicit and implicit needs? 29 | 30 | - Understand scope of the space 31 | 32 | ## User Types 33 | 34 | - As we consider the problem space we also should get an idea of the space of the user i.e., we want to understand who we are designing for. 35 | - Find full range of users 36 | - Kid vs Adults 37 | - Experts vs Novices 38 | - Exercising Experts vs Novices 39 | 40 | 41 | ## Avoiding Bias In Need-finding 42 | 43 | Below are five tips in avoiding bias during need-finding: 44 | 45 | 1. Confirmation bias - We see what we want to see. Test empirically, keep samples covered 46 | 2. Observer bias - subconciouslusly bias the users. Make questions in interviews 47 | 3. Social desirability bias - Dont make people happy. Make naturalistic observations. 48 | 4. Voluntary response bias - Oversampling. Reduce survey shown 49 | 5. Recall bias - People arent good what they did during activity done in past 50 | 51 | ## Naturalistic Observation 52 | 53 | Understand the problem space and ask people later on. 54 | 55 | Below are five tips to use during observation: 56 | 57 | 1. Take notes - Gather targeted information and observation. 58 | 2. Start specific, then abstract - Risk Tunnel vision 59 | 3. Spread out your sessions 60 | 4. Find a partner - Take notes and compare with partners 61 | 5. Look for questions - Should inform questions what you need during targeted needfinding 62 | 63 | 64 | ## Hacks And Workarounds 65 | 66 | - No need direct interaction, just get inside their head. 67 | - How to accomplish a task using some shortcut. 68 | - Hack around using computer limitation 69 | - Why they using them 70 | - Different design challenge 71 | - identify errors 72 | 73 | - **Hacks** - are ways users get around the interface to accomplish their tasks 74 | - **Errors** - slips or mistakes that users frequently make while performing the task within the interface 75 | 76 | ## Apprenticeship and Ethnography 77 | 78 | Become apprentice in the actual sitation and understand the requirement 79 | - Complexity of Tools - Udacity Video Editors 80 | 81 | ## Interviews 82 | 83 | Five quick tips for conducting effective interviews: 84 | 85 | 1. Focus on the six W's (who, what, when, where, why, and how) 86 | - Avoid yes and no 87 | - use openended and semiphrases questions 88 | 2. Be aware of bias 89 | 3. Listen 90 | 4. Organize the interview 91 | - Intro 92 | - Light questions 93 | - Summary 94 | 5. Practice 95 | - Practice in research partners 96 | 97 | ## Think Aloud 98 | - Think louder in context of task 99 | - Post Event Protocol 100 | - get information immediately after activity 101 | 102 | ## Surveys 103 | 104 | - Get large data in quick time 105 | - Decide what to ask during interviews 106 | 107 | Here are five tips for designing an effective survey: 108 | 109 | 1. Less is more - affects response rate and reliabiity 110 | 2. Be aware of bias - Look at how you are phrasing questions 111 | 3. Tie them to the inventory - Start with goals and write qeustions and connect it 112 | 4. Test it out - test using coworkers. 113 | 5. Iterate - Revise and test 114 | 115 | ## Writing Good Survey Questions 116 | 117 | How do we write good survey questions? 118 | 119 | 1. Be clear 120 | - Make sure what you are asking 121 | - Dont ask overlapping range 122 | - Give extra detail 123 | - Time box frequency based questions 124 | 2. Be concise 125 | - Ask in plain language 126 | - Consise vs clear is a tradeoff 127 | 3. Be specific 128 | - Avoid questions on super big ideas 129 | - Double barrel question --> avoid them 130 | 4. Be expressive 131 | - Emphasize users opinions 132 | - User ranges instead of yes/no questions 133 | - Give levels of frequency or agreement 134 | - Allow users to add nominal categories 135 | - FB vs Snapchat vs Others 136 | 5. Be unbiased 137 | - Leave open ended question open 138 | - Avoid loaded questions (wasted vs spent) 139 | 6. Be usable 140 | - Provide progress bar 141 | - Page length consistency 142 | - Order your questions logically with a flow 143 | - Alert users about unanswered questions 144 | - Preview survey yourself. 145 | - Ask for feedback before sending 146 | 147 | ## Other approaches for data gathering 148 | - Critique Existing UI 149 | - See user reviews to find what users think 150 | - Use variety of methods to get complete picture of users task 151 | 152 | 153 | ## Pros and Cons of Needfinding methods 154 | See video 21 155 | 156 | ## Interative Needfinding 157 | - We can use many approaches during iterative needfinding cycle. 158 | 159 | ## Revisiting Inventory 160 | - After getting enormous amount of data, revisit inventory of things what we wanted to gather based on following questions 161 | 162 | 1. Who are the users? 163 | 2. Where are the users? 164 | 3. What is the context of the task? 165 | 4. What are their goals? 166 | 5. What do they need? 167 | 6. What are their tasks? 168 | 7. What are their subtasks? 169 | 170 | ## Representing need 171 | - Create representation for need 172 | - Task outline 173 | - Hierarchical network graph 174 | - Structural relationship between components 175 | - Flow chart with decisions 176 | - Similar to task analysis 177 | - Data gathered can summarize task analysis 178 | 179 | 180 | ## Defining The Requirements 181 | 182 | The final step for need-finding is to define our requirements. These are the requirements that the interface must meet. They should be specific and capable of being evaluated. 183 | - Requirements can include components outside task 184 | - User related tasks 185 | - Functionality, Usability, Learning, Accessiblity. 186 | - Compatability, Compliance, Cost. 187 | 188 | ## Conclusions 189 | 190 | Need-finding is how you develop your understanding of the needs of your user. We have discussed many different approaches from low-intervention to high-intervention: 191 | 192 | Low-intervention need-finding: 193 | 194 | - Naturalistic observation 195 | - Participant observation 196 | 197 | Mid-intervention need-finding: 198 | 199 | - Errors and hacks 200 | - Surveys, interviews, and focus groups 201 | 202 | High-intervention need-finding: 203 | 204 | - Ethnography 205 | 206 | 207 | ## Important videos 208 | 2,3,5,7,8,11,12,16,17,18,21, 209 | -------------------------------------------------------------------------------- /Test 1/Notes/Lesson 17 (3.4) - Design Alternatives.md: -------------------------------------------------------------------------------- 1 | # Lesson 17 2 | 3 | How to accomplish the task we will achieve 4 | - Choices are of wide variety 5 | 6 | This lesson will cover the following topics: 7 | 8 | 1. **Design alternatives** - when we start to brainstorm how to accomplish the task we've been investigating 9 | 2. Generating ideas 10 | 3. Exploring ideas 11 | 12 | ## The Second Biggest Mistake 13 | 14 | The biggest mistake a designer can make is jumping straight to designing an interface without understanding the users or understanding the task. The second biggest mistake is settling on a single design idea or a single genre of design ideas too early. 15 | 16 | The settling on a single idea can take on multiple forms: 17 | 18 | 1. Staying too allegiant to existing designs or products 19 | 2. Focusing too strongly on one alternative from the very beginning 20 | 21 | Distance from existing interface - Tunnel vision 22 | 23 | ## Design Space 24 | 25 | - **Design space** - the area in which we design our interfaces 26 | 27 | - Our goal during the design alternative phase is to explore the possible design space. We do not want to narrow down the design space too early. 28 | 29 | - Start with silly ideas. go nuts 30 | 31 | ## Individual Brainstorming 32 | 33 | During the design alternative phase we want to generate many ideas. Researchers claim that it is better to start with individual brainstorming before conducting a group brainstorming session. 34 | 35 | ## 5 Tips: Individual Brainstorming 36 | 37 | 1. Write down the core problem 38 | 2. Constrain yourself 39 | 3. Aim for 20 40 | 4. Take a break 41 | 5. Divide and conquer 42 | 43 | ## Challenges In Group Brainstorming 44 | 45 | - **Social loafing** - the tendency to exert less effort working in groups than working alone 46 | - **Conformity** - the tendency to agree with or follow the group's reasoning and ideas 47 | - **Production blocking** - the tendency of some individuals in discussions to block other individual's participation 48 | - **Performance matching** - the tendency to match one's level of performance to other collaborators 49 | - **Power dynamics** - the tendency to defer to more senior individuals, or to overpower less senior individuals 50 | 51 | ## Rules For Group Brainstorming 52 | 53 | 1. Expressiveness - Any idea that comes out share out loud 54 | 2. Non-evaluation - No evaluation 55 | 3. Quantity - More ideas better 56 | 4. Building - Build on the other ideas 57 | 58 | There are four additional rules: 59 | 60 | 1. Stay focused - keep goal in mind 61 | 2. No explaining ideas - Say idea and move on 62 | 3. Revisit the problem - Hit a road block and revisit 63 | 4. encourage others - Encourage them to do so. 64 | 65 | ## 5 Tips: Group Brainstorming 66 | 67 | 1. Go through every individual idea 68 | 2. Find the optimal size 69 | 3. Set clear rules for communication - Set timer and no one can block others 70 | 4. Set clear expectations - How long sesion wil go? set an expectation 71 | 5. End with ideas, not decisions - several ideas and come back to pursu 72 | e 73 | ## Fleshing Out Ideas 74 | 75 | The next step in brainstorm is fleshing out ideas, below are some methods on how we do that: 76 | 77 | 1. **Personas** - create actual characters to represent our users. Emphatatic reasoning. 78 | 2. **User profiles** - defining a number of different variables about our users and possibilities within each 79 | - Expertise, reading level, motativation literacy, frequency. 80 | 3. **Timelines** - taking our personas and thinking about their thoughts and actions over time and various stages of interacting with our interface (a general approach) 81 | - Stretch persona and check whats done at various stages 82 | - Journey maps - Entire life 83 | 4. **Scenarios and storyboards** - examining the specific scenarios users will encounter while using our interfaces (a more specific approach) 84 | 5. **User modeling** - where personas are personal and will give us an empathetic view of the UX, user models are more objective and meant to give us measurable and comparable view of the UX 85 | 86 | 87 | ## Important Videos 88 | 2,6,7,9,11,12,13,15 -------------------------------------------------------------------------------- /Test 1/Notes/img1.PNG: 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From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Chapter 2: The Human Factor 6 | 7 | > MacKenzie, I.S. (2013). Chapter 2: The Human Factor. Human-Computer Interaction: An Empirical Research Perspective. (pp. 27-66). Waltham, MA: Elsevier. 8 | 9 | Topic: human factors. 10 | 11 | MacKenzie on human factors: 12 | 13 | > The deepest challenges in human-computer interaction (HCI) lie in the human factor. Humans are complicated. Computers, by comparison, are simple. Computers are designed and built and they function in rather strict terms according to their programmed capabilities. There is no parallel with humans. Human scientists (including those in HCI) confront something computer scientists rarely think about: variability. 14 | 15 | The _why_ question is difficult to answer with empirical observation. 16 | 17 | From Newell's _Time Scale of Human Action_, there are four types of human actions in time frames within which the actions occur: 18 | 19 | 1. Biological - likely experimental and empirical—at the level of neural impulses 20 | 2. Cognitive - research on selection techniques, menu design, force or auditory feedback, text entry, gestural input, and so on 21 | 3. Rational - users are engaged in tasks that span minutes, tens of minutes, or hours 22 | 4. Social - tasks lasting days, weeks, or months 23 | 24 | - **Historical band** - operating at the level of years to thousands of years 25 | - **Evolutionary band** - operating at the level of tens of thousands to millions of years 26 | 27 | The five classical human senses are vision, hearing, taste, smell, and touch. 28 | Most people obtain about 80 percent of their information though the sense of light (Asakawa and Takagi, 2007). 29 | 30 | ### Sensors 31 | 32 | Terms for vision: 33 | 34 | - **Frequency** - is the property of light leading to the perception of color 35 | - **Fixations** - the eyes are stationary, taking in visual detail from the environment; can be long or short, but typically last at least 200 ms 36 | - **Saccades** - a rapid repositioning of the eyes to a new position; inherently quick, taking only 30–120 ms 37 | - **Scanpath** - a sequence of fixations and saccades 38 | 39 | Terms for hearing: 40 | 41 | - **Loudness** - the subjective analog to the physical property of intensity 42 | - **Pitch** - the subjective analog of frequency, which is the reciprocal of the time between peaks in a sound wave’s pressure pattern 43 | - **Timbre** - results from the harmonic structure of sounds 44 | - **Envelope** - the way a note and its harmonics build up and transition in time—from silent to audible to silent 45 | 46 | Tactile feedback, in HCI, refers to information provided through the somatosensory system from a body part, such as a finger, when it is in contact with (touching) a physical object. 47 | 48 | Terms for smell and taste: 49 | 50 | - **Smell** - is the ability to perceive odors 51 | - **Taste** - a direct chemical reception of sweet, salty, bitter, and sour sensations through taste buds in the tongue and oral cavity 52 | 53 | ### Responders 54 | 55 | Through movement, or motor control, humans are empowered to affect the environment around them. Control occurs through responders. 56 | 57 | Handedness is often relevant in situations involving touch- or pressure-sensing displays. If interaction requires a stylus or finger on a display, then the user’s hand may occlude a portion of the display. 58 | 59 | However, the eye is also capable of acting as a responder—controlling a computer through fixations and saccades. 60 | 61 | ### The Brain 62 | 63 | While sensors (human inputs) and responders (human outputs) are nicely mirrored, it is the brain that connects them. 64 | 65 | - **Perception** - the first stage of processing in the brain, occurs when sensory signals are received as input from the environment. It is at the perceptual stage that associations and meanings take shape 66 | 67 | Humans who have lost a limb through amputation often continue to sense that the limb is present and that it moves along with other body parts as it did before amputation (Halligan, Zemen, and Berger, 1999). 68 | 69 | - **Cognition** - the human process of conscious intellectual activity, such as thinking, reasoning, and deciding 70 | 71 | - **Memory** - the human ability to store, retain, and recall information 72 | - **Long-term memory** - Experiences, whether from a few days ago or from decades past, are collected together in this vast repository 73 | - **Short-term memory** - contents of working memory are active and readily available for access. The amount of such memory is small, about seven units, depending on the task and the methodology for measurement 74 | 75 | In HCI, our interest in language is primarily in systems of writing and in the technology that enables communication in a written form. 76 | 77 | ### Language 78 | 79 | Language—the mental faculty that allows humans to communicate—is universally available to virtually all humans. 80 | 81 | If redundancy in language is what we inherently know, entropy is what we don’t know—the uncertainty about forthcoming letters, words, phrases, ideas, concepts, and so on. Clearly, redundancy and entropy are related: If we remove what we know, what remains is what we don’t know. 82 | 83 | ### Human Performance 84 | 85 | Better performance is typically associated with faster or more accurate behavior, and this leads to a fundamental property of human performance—the speed-accuracy trade-off: go faster and errors increase; slow down and accuracy improves. 86 | 87 | - **Simple reaction time** - the delay between the occurrence of a single fixed stimulus and the initiation of a response assigned to it (Fitts and Posner, 1968, p. 95) 88 | - **Visual search** - activity where the user scans a collection of items, searching for a desired item 89 | - **Skilled behavior** - a property of human behavior whereby human performance necessarily improves through practice 90 | 91 | Attention is often studied along two themes: divided attention and selected attention (B. H. Kantowitz and Sorkin, 1983, p. 179). 92 | 93 | - **Divided attention** - the process of concentrating on and doing more than one task at time 94 | - **Selected attention** - is attending to one task to the exclusion of others 95 | 96 | Attention has relevance in HCI in for example, office environments where interruptions that demand task switching affect productivity (Czerwinski, Horvitz, and Wilhite, 2004). 97 | 98 | In HCI experiments testing new interfaces or interaction techniques, errors are an important metric for performance. An error is a discrete event in a task, or trial, where the outcome is incorrect, having deviated from the correct and desired outcome. 99 | 100 | ## Direct Manipulation Interfaces 101 | 102 | > Hutchins, E. L., Hollan, J. D., & Norman, D. A. (1985). Direct manipulation interfaces. Human–Computer Interaction, 1(4), 311-338. 103 | 104 | Topic: a cognitive account of both the advantages and disadvantages of direct manipulation interfaces. 105 | 106 | Two phenomenons that give rise to feeling of directness: 107 | 108 | 1. Information processing distance between the user’s intentions and the facilities provided by the machine 109 | 2. The relation between the input and output vocabularies of the interface language (direct manipulation requires that the system provide representations of objects that behave as if they are the objects themselves) 110 | 111 | Direct manipulation as coined by Shneiderman (1974, 1982, 1983): 112 | 113 | 1. Continuous representation of the object of interest 114 | 2. Physical actions or labeled button presses instead of complex syntax 115 | 3. Rapid incremental reversible operations whose impact on the object of interest is immediately visible (Shneiderman, 1982, p. 251) 116 | 117 | Virtues of direct manipulation systems: 118 | 119 | 1. Novices can learn basic functionality quickly, usually through a demonstration by a more experienced user 120 | 2. Experts can work extremely rapidly to carry out a wide range of tasks, even defining new functions and features 121 | 3. Knowledgeable intermittent users can retain operational concepts 122 | 4. Error messages are rarely needed 123 | 5. Users can see immediately if their actions are furthering their goals, if not, they can simply change the direction of their activity 124 | 125 | Two aspects of directness: 126 | 127 | 1. **Distance** - used to describe factors which underlie the generation of the feeling of directness 128 | 2. **Engagement** - the feeling that one is directly manipulating the objects of interest 129 | 130 | The goal of gulf of execution and gulf of evaluation is to minimize cognitive effort. 131 | 132 | Two aspects of distance: 133 | 134 | 1. **Semantic distance** - the relation of the meaning of an expression in the interface language to what the user wants to say (e.g., low-code vs higher-code) 135 | - Two important questions about semantic distance are (1) Is it possible to say what one wants to say in this language? That is, does the language support the user’s conception of the task domain? Does it encode the concepts and distinctions in the domain in the same way that the user thinks about them? (2) Can the thing1 of interest be said concisely? Can the user say what is wanted in a straightforward fashion 136 | 2. **Articulatory distance** - the relationship between the meanings of expressions and their physical form (e.g., a graph in excel vs an interactive graph which changes based on input in Mathematica) 137 | - On the input side, the form may be a sequence of character-selecting key presses for a command language interface, the movement of a mouse and the associated “mouseclicks” in a pointingdevice interface, or a phonetic string in a speech interface. O n the output side, the form might be a string of characters, a change in an iconic representation, or variation in an auditory signal. 138 | > A direct manipulation interface amplifies our knowledge of the domain and allows us to think in the familiar terms of the application domain rather than in those of the medium of computation. But if we restrict ourselves to only building an interface that allows us to do things we can already do and to think in ways we already think, we will miss the most exciting potential of new technology: to provide new ways to think of and to interact with a domain. 139 | 140 | ## THE PSYCHOLOGY OF EVERYDAY ACTIONS 141 | 142 | > Norman, D. (2013). Chapter 2: The Psychology of Everyday Actions. In The Design of Everyday Things: Revised and Expanded Edition. (pp. 37-73). Arizona: Basic Books. 143 | 144 | 145 | **Agenda** - First, how do people do things? why do they do things? But what happens when things go wrong? How do we detect that they aren’t working, and then how do we know what to do? To help understand this, I first delve into human psychology and a simple conceptual model of how people select and then evaluate their actions 146 | 147 | 148 | ### How People Do Things: The Gulfs of Execution and Evaluation 149 | 150 | - The role of the designer is to help people bridge the 151 | two gulfs. 152 | - The Gulf of Evaluation reflects the amount of effort that the person must make to interpret the physical satte of the device and to determine how well the expectations 153 | and intentions have been met. 154 | - What are the major design elements that help bridge the 155 | Gulf of Evaluation? Feedback and a good conceptual mode. 156 | - The difficulties reside in their design, not in the people attempting to use them. 157 | 158 | - **Basic Tools** : We bridge the Gulf of Execution through the use of signifiers, constraints, mappings, and a conceptual model. We bridge the Gulf of Evaluation through the use of feedback and a conceptual model. 159 | 160 | ### Seven Stages of Action 161 | 162 | 1. Goal (form the goal) 163 | 2. Plan (the action) 164 | 3. Specify (an action sequence) 165 | 4. Perform (the action sequence) 166 | 5. Perceive (the state of the world) 167 | 6. Interpret (the perception) 168 | 7. Compare (the outcome with the goal) 169 | 170 | * It has proven to be helpful in designing interaction. Not all of the activity in the stages is conscious. Goals tend to be, but even they may be subconscious. 171 | * Most behavior does not require going through all stages in sequence; however, most activities will not be satisfied by single actions. 172 | 173 | - The action cycle can start from the top, by establishing a new goal, in which case we call it goal-driven behavior 174 | - But the action cycle can also start from the bottom, triggered by some event in the world, in which case we 175 | call it either data-driven or event-driven behavior 176 | - Opportunistic actions are those in which the behavior takes advantage of circumstances. Rather than engage in extensive planning and analysis, we go about the day’s activities and do things as opportunities arise 177 | - The seven stages provide a guideline for developing new products or services. The gulfs are obvious places to start, for either gulf, whether of execution or evaluation, is an opportunity for product enhancement. The trick is to develop observational skills to detect them. Most innovation is done as an incremental enhancement of 178 | existing products. 179 | 180 | ### Human Thought: Mostly Subconscious 181 | - The mind is more difficult to comprehend than actions. Most of us start by believing we already understand both human behavior and the human mind. 182 | - The human mind is immensely complex, having evolved over 183 | a long period with many specialized structures. The study of the mind is the subject of multiple disciplines, including the behavioral and social sciences, cognitive science, neuroscience, philosophy, and the information and computer sciences. - Finger Move Experiments 184 | - Conscious attention is necessary to learn most things, but after the initial learning, continued practice and study, sometimes for thousands of hours over a period of years, produces what psychologists call “overlearning, 185 | 186 | 187 | - The earlier questions were memory for factual information, what is called declarative memory. - Phone number of Friend 188 | 189 | - The last question could have been answered factually, but is usually most easily answered by recalling the activities performed to open the door. This is called procedural memory. - Door knob location 190 | 191 | - Cognition and emotion cannot be separated. Cognitive thoughts lead to emotions: emotions drive cognitive thoughts. The brain is structured to act upon the world, and every action carries with it expectations, and these expectations drive emotions 192 | 193 | ***Subconscious and Conscious Systems of Cognition*** 194 | 195 | Subconscious->Conscious 196 | Fast->Slow 197 | Automatic->Controlled 198 | Multiple resources->Limited resources 199 | Controls skilled behavior->Invoked for novel situations: when learning, when in danger, when things go wrong 200 | 201 | ### Human Cognition and Emotion 202 | Useful approximate model of human cognition and emotion 203 | is to consider three levels of processing: visceral, behavioral, and reflective. 204 | 205 | **Visceral** 206 | - The visceral system allows us to respond quickly and subconsciously, without conscious awareness or control 207 | - Visceral responses are fast and automatic. 208 | They give rise to the startle reflex for novel, unexpected events; for such genetically programmed behavior as fear of heights, dislike of the dark or very noisy environments, dislike of bitter tastes and the liking of sweet tastes, and so on. 209 | - It simply assesses the situation: no cause is assigned, no blame, and no credit 210 | - Visceral responses are fast and completely subconscious. They are sensitive only to the current state of things. Most scientists do not call these emotions: they are precursors to emotion. 211 | - For designers, the visceral response is about immediate perception: the pleasantness of a mellow, harmonious sound or the jarring, irritating scratch of fingernails on a rough surface. 212 | 213 | **Behavioral** 214 | - The behavioral level is the home of learned skills, triggered by situations that match the appropriate patterns. Actions and analyses at this level are largely subconscious. Even though we are usually aware of our actions, we are often unaware of the details 215 | - Pick up a cup, and then with the 216 | same hand, pick up several more items. You automatically adjust the fingers and the hand’s orientation to make the task possible 217 | 218 | 219 | **Reflective** 220 | - The reflective level is the home of conscious cognition. As a consequence, this is where deep understanding develops, where reasoning and conscious decision-making take place. 221 | - Reflection is cognitive, deep, and slow. It often occurs after the events have happened. It is a reflection or looking back over them, evaluating the circumstances, 222 | actions, and outcomes, often assessing blame or responsibility. 223 | - Adding causal elements to experienced events leads to 224 | such emotional states as guilt and pride (when we assume ourselves to be the cause) and blame and praise (when others are thought to be the cause) 225 | 226 | * Design must take place in all 3 levels 227 | 228 | * **Levels of Processing and the 229 | Stages of the Action Cycle** - Visceral response is at the lowest level: the control of simple muscles and sensing the state of the world and body. The behavioral level is about expectations, so it is sensitive to the expectations of the action sequence and then the interpretations of the feedback. The reflective level is a part of the goal- and plan-setting activity as well as affected by the comparison 230 | of expectations with what has actually happened 231 | 232 | **Csikszentmihalyi’s work** - An easy task, far below our skill level, makes it so easy to meet expectations that there is no challenge. Very little or no processing effort is required, which leads to apathy or boredom. A difficult task, far above our skill, leads to so many failed expectations that it causes frustration, anxiety, and helplessness. The flow state occurs when the challenge of the activity just slightly exceeds our skill level, so full attention is continually required. 233 | 234 | 235 | ### People as Storytellers 236 | 237 | - Conceptual models are a form of story, resulting from our predisposition to find explanations. These models are essential in helping us understand our experiences, predict the outcome of our actions, and handle unexpected occurrences. 238 | - One commonly held folk theory of the working of a 239 | thermostat is that it is like a valve: the thermostat controls how much heat (or cold) comes out of the device. Hence, to heat or cool something most quickly, set the thermostat so that the device is on maximum. The theory is reasonable, and there exist devices that operate like this, but neither the heating or cooling equipment for a 240 | home nor the heating element of a traditional oven is one of them. 241 | - The information provided misleads people into forming the wrong, quite inappropriate model - Don Normans fridge. 242 | - It is that everyone forms stories (conceptual models) to explain what they have observed. In the absence of external 243 | information, people can let their imagination run free as long as the conceptual models they develop account for the facts as they perceive them. 244 | 245 | ### Blaming Wrong things 246 | - People try to find causes for events. They tend to assign a causal relation whenever two things occur in succession. If some unexpected event happens in my home just after I have taken some action, I am 247 | apt to conclude that it was caused by that action, even if there really was no relationship between the two. 248 | - The tendency to repeat an action when the first attempt fails can be disastrous. This has led to numerous deaths when people tried to escape a burning building by attempting to push open exit doors that opened inward, doors that should have been pulled. As a result, in many countries, the law requires doors in public places to open outward, and moreover to be operated by so-called panic bars, so that they automatically open when people, in a panic to escape a fire, push their bodies against them 249 | - Suppose I try to use an everyday thing, but I can’t. Who is at fault: me or the thing? We are apt to blame ourselves, especially if others are able to use it. Suppose the fault really lies in the device, so that lots of people have the same problems. Because everyone 250 | perceives the fault to be his or her own, nobody wants to admit to having trouble. 251 | - It seems natural for people to blame their own misfortunes on the environment. It seems equally natural to blame other people’s misfortunes on their personalities 252 | - In all such cases, whether a person is inappropriately accepting blame for the inability to work simple objects or attributing behavior to environment or personality, a faulty conceptual model is at work. 253 | 254 | ### Learned Helplessness 255 | - The phenomenon called learned helplessness might help explain the self-blame. It refers to the situation in which people experience repeated failure at a task. As a result, they decide that the task cannot be done, at least not by them: they are helpless. They stop trying. 256 | - When people have trouble using technology, especially when they perceive (usually incorrectly) that nobody else is having the same problems, they tend to blame themselves. Worse, the more they have trouble, the more helpless they may feel, believing that they must be technically or mechanically inept 257 | 258 | 259 | ### Positive Psychology 260 | - Just as we learn to give up after repeated failure, we can learn optimistic, positive responses to life. 261 | - Scientists know this. Scientists do experiments to learn how the world works. Sometimes their experiments work as expected, but often they don’t. Are these failures? No, they are learning experiences. Many of the most important scientific discoveries have come from these so-called failures. 262 | 263 | ### Falsely Blaming Yourself 264 | - The idea that a person is at fault when something goes wrong is deeply entrenched in society. That’s why we blame others and even ourselves. Unfortunately, the idea that a person is at fault is imbedded in the legal system. When major accidents occur, official courts of inquiry are set up to assess the blame. More and more often the blame is attributed to “human error.” 265 | 266 | ### HOW TECHNOLOGY CAN ACCOMMODATE HUMAN BEHAVIOR 267 | - Microsoft excel data example 268 | 269 | ### The Seven Stages of Action: Seven Fundamental Design Principles 270 | 271 | 1. Discoverability. It is possible to determine what actions are possible 272 | and the current state of the device. 273 | 2. Feedback. There is full and continuous information about the results 274 | of actions and the current state of the product or service. After an 275 | action has been executed, it is easy to determine the new state. 276 | 3. Conceptual model. The design projects all the information needed 277 | to create a good conceptual model of the system, leading to understanding and a feeling of control. The conceptual model enhances 278 | both discoverability and evaluation of results. 279 | 4. Affordances. The proper affordances exist to make the desired actions possible. 280 | 5. Signifiers. Effective use of signifiers ensures discoverability and that 281 | the feedback is well communicated and intelligible. 282 | 6. Mappings. The relationship between controls and their actions follows the principles of good mapping, enhanced as much as possible 283 | through spatial layout and temporal contiguity. 284 | 7. Constraints. Providing physical, logical, semantic, and cultural constraints guides actions and eases interpretation -------------------------------------------------------------------------------- /Test 1/Readings/Week 04 - Design Alternatives.md: -------------------------------------------------------------------------------- 1 | # Week 5 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Brainstorm, Chainstorm, Cheatstorm, Tweetstorm: New Ideation Strategies For Distributed HCI Design 6 | 7 | > Faste, H., Rachmel, N., Essary, R., & Sheehan, E. (2013, April). Brainstorm, Chainstorm, Cheatstorm, Tweetstorm: new ideation strategies for distributed HCI design. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1343-1352). ACM. 8 | 9 | Topic: brainstorming is more than the pooling of “invented” ideas, it involves the sharing and interpretation of concepts in unintended and (ideally) unanticipated ways. Ideation, in short, is the radical redistribution of ideas to “unconventionalize” a given context. 10 | 11 | 12 | - **Cheatstorming** - no new ideas are necessary for further ideation to occur 13 | 14 | 15 | Goal of Paper - Specifically we focused our research on how digital tools might be used to enhance the practice of group ideation among members of asynchronously distributed collaborative teams 16 | 17 | Mainfindng - that ideation need not be limited to the generation of new ideas. From this perspective, the value of 18 | group ideation activities such as brainstorming has less to do with the creation of novel ideas than its cultural influence on 19 | the ideating team. 20 | 21 | 22 | ### Osborns steps for brainstorming 23 | (1) Fact-finding: Problem-definition and preparation; gathering and analyzing the relevant data. 24 | (2) Idea-finding: Idea-production and idea-development; thinking of tentative ideas and possible leads and then 25 | selecting and combining them. 26 | (3) Solution finding: Evaluation and adoption; verifying the offered solutions, and deciding on and implementing a final 27 | selected set. 28 | 29 | 30 | ### Idea Finding Phase 31 | 32 | 1. Criticism is ruled out: Adverse judgment of ideas must be withheld until later. 33 | 2. “Free-wheeling” is welcomed: the wilder the idea the better; it is easier to tame down than to think up. 34 | 3. Quantity is wanted: The greater the number of ideas, the more the likelihood of useful ideas. 35 | 4. Combination and improvement are sought: In addition to contributing ideas of their own, participants should suggest how ideas of others can be turned into better ideas; or how two or more ideas can be joined into still another idea 36 | 37 | 38 | ### Limitation of Brain storming 39 | 40 | - **Production blocking:** Since only one person speaks at a time in a group setting, others are inhibited from expressing their ideas while another team-member is speaking, potentially slowing their ability to generate new ideas of their own. being in a situation where participants must passively listen to others’ ideas may distract and interrupt their thought processes and ability to record their own ideas 41 | - **Evaluation apprehension** - Creativity by definition is an unconventional act, and being 42 | creative therefore involves taking personal risks [13]. Even though one of the most important rules for successful 43 | brainstorming is to “defer judgment,” the fear of being criticized for having original ideas is often pervasive. Productivity loss was observed in groups that had been informed of their presence relative to a control group that had not been told 44 | - **Free riding** -It may be the case that a brainstorming participant’s motivation to work decreases if they do not perceive that they will be recognized for their participation 45 | 46 | 47 | ### Three forms of Ideation 48 | 49 | - **Face-to-face Brainstorming Groups** The classic brainstorming session is done in face-to-face 50 | groups during a fixed period of time, usually between 15 to 45 minutes [33, p. 178], and is facilitated by a trained 51 | brainstorming expert that enforces the rules of brainstorming in the group. Participation is simultaneous and spontaneous: 52 | all participants can see each other’s ideas and are encouraged to build upon them 53 | - ** Nominal idea generation** It is done individually. The main element that defines this method is that participants are not 54 | influenced by the variety of social factors at play in a traditional brainstorming group: they cannot build on other 55 | participants’ ideas because they are not exposed to them, they will be less influenced by perceived criticisms to their ideas in real-time (although they may be reluctant to share them afterwards), they may be highly motivated to perform their 56 | work in the anticipation that their efforts will eventually be rewarded, and so on 57 | - **Computer Mediated Ideation** - Advances in digital technology have led to the potential for 58 | a variety of computer-mediated ideation techniques. Within this category, the term “electronic brainstorming” refers to 59 | any kind of brainstorming mediated by computers. One issue attempting to define electronic brainstorming is that any online activity that involves people entering information into cloud-based systems can be considered the contribution of “ideas” to a digital pool. 60 | 61 | ### Methodology and Design Research 62 | 63 | - Our investigation began with the simple premise that collaborative ideation could be enhanced through the use of 64 | distributed online tools, and design-driven approaches could be used to explore and investigate the potentialities of this 65 | space. 66 | 67 | Opportunity finding - Authors for seven areas of oppurtunity 68 | Electronic Brainstorming - Created how questions for oppuntunity with 50 ideas from 30+ participants and voted to get 35 ideas 69 | Concept Selection - Arrangement into Impact/Achievability matrix and find out chain storming and cheat storming 70 | 71 | ### Model for group ideation: 72 | 73 | 1. Prompting 74 | 2. Sharing 75 | 3. Selecting 76 | 4. Committing 77 | 78 | 79 | ### Experiments 80 | 81 | **Cheat Storming** 82 | The basic premise of this paradigm is as follows: imagine a brainstorm has been performed, resulting in 50 ideas. Participants vote on their favorite ideas, and some of them are selected for implementation. Now another brainstorm is performed on a different topic, resulting in 50 more ideas and additional voting. In time, many hundreds of brainstorm questions are asked, and thousands of ideas are generated and saved. Some have been implemented, and others have not. At this point, a wealth of valuable brainstorming has already occurred. The cheatstorming paradigm proposes that no new ideas are necessary for further ideation to occur. Given a new prompt question and a set of 50 random previous ideas to draw from, cheatstorming simply bypasses the concept generation phase altogether and jumps directly to voting on which ideas to advance. 83 | 84 | Experiment #1 85 | - Create 5 questions and Random Solutions and Cheat storm to find correct and reliable solutions 86 | 87 | Experiment #2 - how the variable effects of different types of “idea input” 88 | would affect cheatstorming results. 89 | - Same question + different types of preconcienved ideas related unrelated and diverse with 4 criterias 90 | 91 | 92 | ### Findings 93 | 94 | **Process of Cheatstorming** 95 | - Cheatstorming was shown to be a fast and enjoyable means 96 | of creative ideation 97 | - Novel ideas due to related unrelated and diverse 98 | - Indeed, the greatest challenge and thrill of the cheatstorming method is being faced with the 99 | task of combining what often seem to be nonsensical results from previous brainstorming sessions 100 | - The natural reaction of the cheatstormer—indeed, their only real option—is to force an 101 | inventive connection between ideation and prompt. 102 | - Study 2, with its larger set of inputs and greater creative freedom, introduced a more 103 | overwhelming quantity of possible connections and, consequently, felt more tedious and less productive. 104 | 105 | SUggestions 106 | - Timer constraints 107 | - Dont bias by color coding the idea types 108 | - In this regard, we believe that ideas that have been previously “used” by participants 109 | should be removed from the input pool in successive rounds 110 | 111 | 112 | **Results of Cheatstorming** 113 | - Relative to the baseline brainstorm condition (condition A), the most noticeable quality of the winning cheatstormed 114 | ideas was that all of them were dramatically technological in nature 115 | - In condition A, the baseline condition, the ideas felt the most immediately useful and 116 | applicable to the project because they did not all have such a technology focus 117 | - Condition B, the overlapping diverse input group, was the most palatable set of the remaining ideas. It 118 | seemed to introduce fresh new ideas that were grounded in something familiar. 119 | - Condition C, the unrelated diverse input group, was described as “the most random.” Ideas in this 120 | set—with names such as “tempo of experience control” and “real-time story-world generation”—were exciting but felt 121 | out-of-touch with project goals. 122 | - Condition D, the unrelated diverse input group, were the most technologically immersive 123 | 124 | 125 | ### Stages of Ideation 126 | 127 | (1) prompting, the stage during which the ideation facilitator 128 | presents a challenge to the group that will drive ideation; 129 | (2) sharing, the stage in which participants suggest and 130 | communicate ideas within the context of the medium that 131 | frames the activity (i.e., orally, and/or using a whiteboard, 132 | sticky-notes, database system, and so on); 133 | (3) selecting, the phase during which participants vote and/or otherwise 134 | determine their favorite ideas; and 135 | (4) committing, the stage at which a final criterion is set to evaluate and prioritize 136 | ideas, ultimately determining which ones the team moves 137 | forward with and (ideally) develop. 138 | 139 | 140 | ## Chapter 6: The Process Of Interaction Design 141 | 142 | > Rogers, Y., Sharp, H., & Preece, J. (2011). Chapter 6: The Process of Interaction Design. In Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons. 143 | 144 | Topic: how to design and build interactive products. 145 | 146 | Main points: 147 | 148 | 1. Consider what _doing_ design involves 149 | 2. Ask and provide answers for important questions about the interaction design process 150 | 3. Introduce the idea of a life cycle model to represent a set of activities and how they are related 151 | 4. Describe some life cycle models from software engineering and HCI and discuss how they relate to the process of interaction design 152 | 5. Present a life cycle model of interaction design 153 | 154 | ### What Is Interaction Design About 155 | 156 | - The definition of design from the Oxford English Dictionary captures the essence of design very well: "(design is) a plan or scheme conceived in the mind and intended for subsequent execution." 157 | - In interaction design, we investigate the artifact's use and target domain by taking a user-centered ap'proach to development 158 | - Although possible, it is unlikely that just one person will be involved in developing and using a system and therefore the plan must be communicated. This requires it to be captured and expressed in some suitable form that allows review, revision, and improvement. There are many ways of doing this, one of the simplest being to produce a series of sketches. Other common approaches are to write a description in natural language, to draw a series of diagrams, and to build prototypes 159 | - Interaction design involves developing a plan which is informed by the product's intended use, target domain, and relevant practical considerations. 160 | 161 | ### Four Basic Activities Of Interaction Design 162 | 163 | Below are four basic activities of interaction design: 164 | 165 | 1. Identifying needs and establishing requirements 166 | 2. Developing alternative designs that meet those requirements 167 | - This activity can be broken up into two sub-activities: conceptual design and physical design. 168 | - Conceptual design involves producing the conceptual model for the product, and a conceptual model describes what the product should do, behave and look like 169 | 3. Building interactive versions so that they can be communicated and assessed 170 | - The most sensible way for users to evaluate such designs, then, is to interact with them. This requires an interactive version of the designs to be built, but that does not mean that a software version is required. 171 | - Paper based prototypes 172 | 4. Evaluating them 173 | - Evaluation is the process of determining the usability and acceptability of the product or design that is measured in terms of a variety of criteria including the number of errors users make using it, how appealing it is, how well it matches the requirements, and so on. 174 | 175 | ### Key Characteristics Of The Interaction Design Process 176 | 177 | 1. Focus on users - encourage focus on such issues and provide opportunities for evaluation and user feedback 178 | 2. Specific usability and user experience goals - should be identified, clearly documented, and agreed upon at the beginning of the project. 179 | 3. Iteration - allows designs to be refined based on feedback 180 | 181 | ### Pratical Issues 182 | 1. Who are the users? - Primary users are those likely to be frequent hands-on users of the system; secondary users are occasional users or those who use the system through an intermediary; and tertiary users are those affected by the introduction of the system or who will influence its purchase. Stakeholders are "people or organizations who will be affected by the system and who have a direct or indirect influence on the system requirements 183 | 2. What do we mean by needs? 184 | - Instead, we have to approach it by understanding the characteristics and capabilities of the users, what they are trying to achieve, how they achieve it currently, and whether they would achieve their goals more effectively if they were supported differently 185 | - If a product is a new invention, then it can be difficult to identify the users and representative tasks for them 186 | 3. How do you generate alternative designs? 187 | - Normally, innovations arise through cross-fertilization of ideas from different applications, the evolution of an existing product through use and observation, or straightforward copying of other, similar products 188 | - That browsing a collection of designs will inspire designers to consider alternative perspectives, and hence alternative solutions. 189 | - Alternatives come from looking at other, similar designs, and the process of inspiration and creativity can be enhanced by prompting a designer's own experience and by looking at others' ideas and solutions 190 | 4. How do you choose among alternative designs? 191 | - Those that are about externally visible and measurable features, and those that are about characteristics internal to the system that cannot be observed or measured without dissecting it. 192 | - So, one answer to the question posed above is that we choose between alternative designs by letting users and stakeholders interact with them and by discussing their experiences, preferences and suggestions for improvement 193 | - Another basis on which to choose between alternatives is "quality," but this requires a clear understanding of what "quality" means. People's views of what is a quality product vary, and we don't always write it down. 194 | - The process of writing down formal, verifiable-and hence measurable-usability criteria is a key characteristic of an approach to interaction design called usability engineering that has emerged over many years and with various proponents. 195 | 196 | ### Life Cycle Models: Showing How The Activities Are Related 197 | 198 | The term _life cycle model_ is used to represent a model that captures a set of activities and how they are related. 199 | 200 | #### A simple lifecycle model for interaction design 201 | - It is based on our observations of interaction design and on information we have gleaned in the research for this book. 202 | - Commonly used approach - see figure 203 | 204 | Water Fall model and Spiral model for software design 205 | - Two features of the spiral model are immediately clear from risk analysis and prototyping. The spiral model incorporates them in an iterative framework that allows ideas and progress to be repeatedly checked and evaluated. Each iteration around the spiral may be based on a different lifecycle 206 | model and may have different activities. 207 | 208 | Rapid Application Development 209 | - Time Boxing 210 | - Joint Application Development 211 | 212 | #### HCI Lifecycle Models 213 | - Star Lifecycle Model 214 | - Flexibile and do anything kind of approach 215 | - Usability Engineering Lifecycle Model 216 | - However, what her lifecycle does provide is a holistic view of usability engineering and a detailed description of how to perform usability tasks, and it specifies how usability tasks can be integrated into traditional software development lifecycles. 217 | 218 | ## Observations On Concept Generation And Sketching In Engineering Design 219 | 220 | > Yang, M. C. (2009). Observations on concept generation and sketching in engineering design. Research in Engineering Design, 20(1), 1-11. 221 | 222 | Topic: concept generation examined via brainstorming, morphology charts and sketching. Correlations were found between the quantity of morphological alternatives and design outcome. The volume of dimensioned drawings generated during the early-to-middle phases of design were found to correlate with design outcome, suggesting the importance of concrete sketching, timing and milestones in the design process. 223 | 224 | Exploring three hypotheses: 225 | 226 | 1. The quantity of concepts generated at the beginning of a design project correlates with design outcome 227 | 2. The quantity of sketches generated during a project correlates with its design outcome 228 | 3. Increased sketching at the beginning of the project, rather than at the end, correlates with better design outcome 229 | 230 | Method: taking sample data from various courses (three courses with data taken from multiple years as well) and comparing concept generation techniques versus results of the course project for each of the courses. Morphology charts were created in all three courses. Paper-based design logbooks were kept by each student over the life of the project. 231 | 232 | Results: A total of 4,008 sketches were counted in the logbooks. 61.4% included dimensions and the remaining 38.6% did not. 233 | 234 | 1. Results vs hypothesis 1: hypothesis holds true for shorter duration projects but not for longer duration projects 235 | 2. Results vs hypothesis 2: no statistically significant correlations were found between the total quantity of either dimensioned or total sketches of any type and final grade or contest ranking for the three courses 236 | 3. Results vs hypothesis 3: the proposed hypothesis is shown to be true. In addition, the role of milestones in planning design work may be important, and falling behind in design is linked to poorer outcomes 237 | 238 | Conclusion: Concept generation measured in the form of morphology charts showed a statistically significant correlation with both project and final term grade in the introductory course. However, morphology charts in the advanced courses did not show a statistically significant correlation. 239 | -------------------------------------------------------------------------------- /Test 1/Readings/Week 05 - Mental Models and Representations.md: -------------------------------------------------------------------------------- 1 | # Week 6 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Section 3.4: Mental Models & Metaphor 6 | 7 | > MacKenzie, I.S. (2013). Section 3.4: Mental Models & Metaphor. Human-Computer Interaction: An Empirical Research Perspective. (pp. 88-92). Waltham, MA: Elsevier. 8 | 9 | Topic: mental models and metaphors. 10 | 11 | One of the most common ways to learn and adapt is through _physical analogy_ or _metaphor_. Physical analogies and metaphors are examples of the more general concept of _mental models_, also known as _conceptual models_. 12 | 13 | - Example is slide up->page up concept 14 | - Mental model and How Desktop GUI came into picture - Rather than learning something new and unfamiliar, users could act out with concepts already understood: documents, folders, iling cabinets, trashcans, the top of the desk, pointing, selecting, dragging, dropping, and so on. This is the essence of mental models 15 | 16 | - **Implementation models** - are systems that impose on the user a set of interactions that follow the inner workings of an application; they are to be avoided. Basically this wants use to use according to the application not vice versa. 17 | 18 | ### Example Human computer Interfaces 19 | - Toolbars in GUIs are fertile ground for mental models. Example of images in toolbar trigger human thought. 20 | - Hover the mouse pointer over a GUI button and a ield pops up providing a terse elaboration on the button’s purpose. Pop up ballons 21 | - Another example of mental models are a compass and a clock face as metaphors for direction. Most users have an ingrained understanding of a compass and a clock. VR navigation using clock 22 | - NaviRadar leverages users’ spatial sense of their surroundings to aid navigation. Users receive combinations of long and short vibratory pulses to indicate direction. Although the patterns must be learned, the system is simple and avoids auditory feedback, which may be impractical in some situations 23 | 24 | ## Section 3.8: Interaction Errors 25 | 26 | > MacKenzie, I.S. (2013). Section 3.8: Interaction errors. Human-Computer Interaction: An Empirical Research Perspective. (pp. 111-116). Waltham, MA: Elsevier. 27 | 28 | Topic: the big errors are the easy ones—they get fixed. It is the small errors that are interesting. Desktop computing is still fraught with 29 | problems, lots of them. Let’s examine a few of thes 30 | 31 | 32 | 33 | - Save vs Discard Error - This scenario, told by Cooper (1999, 14), is a clear and serious UI design flaw. The alert reader will quickly retort, “Yes, but if the ‘Discard changes?’ dialog box defaults to ‘No,’ the information is safe.” But that misses the point. The point is that a user expectation is broken. Broken expectations sooner or later cause errors. 34 | - Capslock error - The capslock error is not so bad. But it’s bad enough that it occasionally receives enough attention to be the beneiciary of the few extra lines of code necessary to pop up a rsto_xkrw alert. 35 | - Velocity of Text dragging event. 36 | - Focus and no focus in text box. Automatic focus move while entering phone number. 37 | - The absence of expectations keeps the user on guard. The user is often never quite sure what to do or what to expect. The result is a slight increase in the attention demanded during interaction, which produces a slight decrease in transparency. Instead of engaging in the task, attention is diverted to the needs of the computer. The user is like a wood carver who sharpens tools rather than creates works of art. 38 | - Microstrategies focus on what designers would regard as the 39 | mundane aspects of interface design; the ways in which subtle features of interactive technology injuence the ways in which users perform tasks 40 | - At the end of the day, however, human performance is what counts. Physical properties, although instructive and essential, are secondary. 41 | - Another reason little errors tend to linger is that they are often deemed _user errors_, not design, programming, or system errors. These errors, like most, are more correctly called _design-induced errors_. 42 | 43 | ## Chapter 5: Human Error? No, Bad Design 44 | 45 | > Norman, D. (2013). Chapter 5: Human Error? No, Bad Design. In The Design of Everyday Things: Revised and Expanded Edition. (pp. 162-216). Arizona: Basic Books. 46 | 47 | Topic: we should treat all failures in the same way: find the fundamental causes and redesign the system so that these can no longer lead to problems. 48 | 49 | - **Root cause analysis** - investigate the accident until the single, underlying cause is found 50 | 51 | - **Slip** - occurs when a person intends to do one action and ends up doing something else; there are two types: _action-based_ nad _memory-lapse_ 52 | - **Mistake** - occurs when the wrong goal is established or the wrong plan is formed; there are three types: _rule-based_, _knowledge-based_, and _memory-lapse_ 53 | 54 | Key design principles for errors: 55 | 56 | - Design for both expert and novice users 57 | - Use the power of constraints, forcing functions, and natural mappings 58 | - Bridge the two gulfs (execution and evaluation) by making options available and status readable and accurate 59 | 60 | ## A “Pile” Metaphor For Supporting Casual Organization Of Information 61 | 62 | > Mander, R., Salomon, G., & Wong, Y. Y. (1992, June). A “pile” metaphor for supporting casual organization of information. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 627-634). ACM. 63 | 64 | Topic: investigation on how people deal with flow of information in their workspaces reveals that users organize their documents in piles thus leading into the desktop interface element - the pile (as seen on a Mac OS). 65 | 66 | - **User-created piles** - allow users to create piles of mixed content and multiple data types 67 | - **System-created piles** - system can create piles for a user \ 68 | - **Document-centered model** - piles represented as a collection of individual items 69 | - **Pile-centered model** - pile acts more like a folder with a single entity containing a collection of documents 70 | -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 10 (2.7) - Task Analysis.md: -------------------------------------------------------------------------------- 1 | # Lesson 10 2 | 3 | In this lesson, we will look into two methods for task analysis: 4 | 5 | 1. Human information processor models - Especially GOMS Model, Input to user and output from user (Processor model) 6 | 2. Cognitive task analysis - A way to get inside users head (predictor model) 7 | 8 | ## GOMS Model 9 | 10 | A human information processor model; it builds off the processor model of the human's role in a system. There are four categories in the GOMS model: 11 | 12 | 1. Goals - users goals 13 | 2. Operators - user operations to carry out method 14 | 3. Methods - user can use to complete (Methods - Operator 1---n) 15 | 4. Selection rules - which to select methods 16 | 17 | This model proposes that a human has a set of _goals_ and _methods_ they can choose from to accomplish those goals. Each method is comprised of a series of _operators_ which help carry out that method. Lastly, they use some set of _selection rules_ to help decide what method to choose from. 18 | 19 | Ex - Transfer information to coworkers - Email, chat, In person, etc. 20 | 21 | ## Strengths And Weaknesses Of GOMS 22 | 23 | Weaknesses of GOMS model: 24 | 25 | 1. Does not address complexity - There are many methods and submethods. Standard GOMS rules this out. 26 | 2. Assumes user is an expert - GOMS doesnt account for novices and user errors. I dont know highway in USA. 27 | 28 | Strengths of GOMS model: 29 | 30 | 1. Formalize user interaction into steps - Interaction steps to measure for efficiency. Helps to narrow down the time for each steps. Finding areas of improvement. Count time for each operator, easy to get keychain while holding something in hand. 31 | 32 | 33 | ### Types of GOMS 34 | KLM - GOMS -> Keystroke level model 35 | - here operator + execution time - efficiency determination 36 | - original work had 6 types of operators, wont work on modern ideas 37 | Card, Moran and Newell GOMS *CMN GOMS* 38 | - Hierarchical Goals and choose multiple goals 39 | - Very low level goals (moving text,delete phrases) 40 | - Model how long each individual GOMS to take 41 | - Find place which we can cut out 42 | N GOMSL - Natural language GOMS 43 | - Working memory if exploited can be identified 44 | - lends itself for human interpretation. 45 | 46 | ## 5 Tips: Developing GOMS Models 47 | 48 | 1. Focus on small goals 49 | - GOMS shud be small, abstract up from there. 50 | - Example - Navigating end of doc. 51 | 2. Nest goals, not operators 52 | - GOMS of Navigation 53 | - GOMS for changing lanes and plotting routes 54 | - Operators are smallest atoms of GOMS models. Dont breakdown further 55 | 3. Differentiate descriptive *What people do* and prescriptive *What they wanna do* 56 | - GOMS of former doesnt mean they will do later. They will not do that? 57 | 4. Assign costs to operators 58 | - Measurement of operators will take. 59 | 5. Use GOMS to trim waste 60 | - Use GOMS to cut cost by reducing operators. 61 | 62 | ## GOMS to Cognitive Task Analysis 63 | 64 | The GOMS model assumes the human is an input-output machine (processor model). However, human reasoning may be too nuanced and complex to be so simplified. 65 | 66 | Cognitive task analysis is another way of examining tasks but it puts a much higher emphasis on things like memory, attention, and cognitive load (predictor model). 67 | 68 | - Behaviorism vs Cognitivism 69 | - Observable of things 70 | - Get into mind. 71 | 72 | ## Cognitive Task Analysis 73 | 74 | Its collection of methods focus on what we cant see. 75 | 76 | Cognitive task analysis are concerned with the underlying thought process associated with performing a task. Most methods follow a particular common sequence: 77 | 78 | 1. Collecting preliminary knowledge 79 | - No experts needed, but need some familiarity (observe ppl performing tasks) 80 | 2. Identify knowledge representations 81 | - What does user know what they need to complete a task. Ex: Ordering of tasks/ Memorization etc. 82 | - For navigation, monitoring and sequence of actions. 83 | 3. Apply focused knowledge elicitation methods 84 | - Identifyy task, knowledge by thinkout loud about it. 85 | - Get user to tell us what they have in mind. 86 | - What changed their approach, what did they do in prior and what they do after change. 87 | 4. Analyze and verify data acquired 88 | - Confirming if understanding is correct. 89 | 5. Format results for intend application 90 | - We take results and models user. 91 | 92 | Result looks like a flow chart, with various tasks in each box. 93 | 94 | ## Hierarchical Task Analysis 95 | 96 | Tasks could be broken and small tasks could be reused. 97 | 98 | This form of task analysis helps us understand what tools might already be available to accomplish certain portions of our task, or how we might design certain things to transfer between different tasks and different contexts. 99 | 100 | Hierarchical task analysis process: 101 | 102 | 1. Abstracting out unnecessary details for a certain level of abstraction 103 | 2. Modularizing designs or principles so that they can be transferred between different tasks or different contexts 104 | 3. Organizing the cognitive task analysis in a way that makes it easier to understand and reason over 105 | 106 | ## Cognitive Task Analysis Strengths And Weaknesses 107 | 108 | Like the GOMS model, cognitive task analysis also have strengths and weaknesses. 109 | 110 | Strengths: 111 | 112 | 1. Emphasizes mental processes 113 | - Unlike GOMS, emphasis on whats goes on users head 114 | 2. Formal enough to for interface design 115 | - Easy to communicate 116 | Weaknesses: 117 | 118 | 1. Time-intensive - They involve talking and systemtic analysis of data 119 | 2. May deemphasize context - Role of artifacts and details in world 120 | 3. Ill-suited for novices - Whos try to use an interface. 121 | 122 | ### Other task analysis 123 | 124 | **Human information** 125 | 126 | - KLM - Keystroke level model 127 | - TLM - Touch leve model 128 | - MLP - Model human processor 129 | - CPM-GOMS - Parallel tasks. 130 | - NGOMSL - Natural language. 131 | 132 | **Cognitive Models** 133 | 134 | - CDM - Critical decision model - Focus on critical decision 135 | - TKS - Task knowledge structures - Focus on user knownledge. 136 | - CFM - Cognitive function model - Focus on complexity 137 | - Appplied CTA 138 | - Skilled CTA 139 | 140 | ## Important Videos 141 | 2,5,7,8,10,11,13 -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 11 (2.8) - Distributed Cognition.md: -------------------------------------------------------------------------------- 1 | # Lesson 11 2 | 3 | In this lesson, we will look into the four models of context/theories surrounding HCI: 4 | 5 | 1. Distributed cognition 6 | 2. Social cognition 7 | 3. Situated action 8 | 4. Activity theory 9 | 10 | ## Distributed Cognition 11 | 12 | Distributed cognition suggests models of cognition should be extended outside the mind. An example is you can either add large numbers in your head (much more difficult) or add large numbers on a piece of paper. Each object in the the process can be said to extend the cognitive process. Dont get smarter by pen and paper, cognition got distributed among the artifacts. 13 | 14 | ## How A Cockpit Remembers Its Speeds 15 | 16 | Given the dynamic nature of flight, how does a cockpit remember its speeds? 17 | 18 | The paper references to a cockpit and not one individual component as the cockpit comprises of more than one cognitive component to remember speeds: 19 | 20 | 1. Long-term memory: a library of configurations (booklet) 21 | 2. Short-term memory: a specific configuration (one sheet) 22 | 3. Working memory: use of speed bugs on a dial 23 | 4. Deliberation: the two pilots in the cockpit 24 | 25 | Each one of these components helps in remembering the speed of a plane by serving as an individual cognitive component in the cognitive system. 26 | 27 | ## Distributed Cognition To Cognition Load 28 | 29 | - Artifacts are extra memory to brain. Driving example is cognitive overload. GPS is a approach. Cruise control. Offload tasks to artifacts 30 | 31 | ## Distributed Cognition as Lens 32 | 33 | - A way of approaching/looking at the problem/design. Seperation of monitors. 34 | 35 | ## Distributed Cognition To Social Cognition 36 | 37 | Distributed cognition is concerned with how the mind can be extended by relations with other artifacts and other individuals. 38 | 39 | Social cognition is concerned with distributing cognition across individuals. Example : map reading during driving in old days. 40 | 41 | ## Social Cognition 42 | 43 | Social cognition is about how social connections create systems that can, together, accomplish tasks. Social cognition is also concerned with the cognitive underpinning of social interactions themselves. 44 | 45 | ## Situated Action 46 | 47 | Situated action is strongly concerned with the context within which people interact. However, situation action is not interested in the long-term and enduring permanent interactions amongst these things. 48 | 49 | Situated action is interested in the kinds of novel situational problems that arise all the time. How do we find out more about these problems? 50 | 51 | 1. We must examine the interfaces we design within the context in which they're used 52 | 2. We must understand the task the user performs grows out of interaction with the interface 53 | 3. The task doesn't exist until the user gets started, and once they start, they define the task 54 | 55 | ## Situated Action And Memory 56 | 57 | Memory is context dependent. People will often remember e.g., a list of personal tasks because it is part of a larger narrative versus remembering a list of tasks someone else gave them. 58 | 59 | ## Activity Theory 60 | 61 | A massive and well-developed set of theories regarding interaction between various pieces of an activity. This theory predates HCI and there are some contributions of activity theory to HCI we should be aware of: 62 | 63 | Task to Activity theory 64 | - Why we see task and then design 65 | - Up and down hierarchy - due to learning. 66 | - 67 | 68 | - It predates HCI 69 | 70 | 1. Activity theory generalizes our unit of analysis from the task to the activity; we're not just interested in what users doing but why users are doing it 71 | 2. Activity theory puts an emphasis on the idea that we can create low level operations from higher level actions 72 | 3. Activity theory points out that actions by the user can actually move up and down a hierarchy 73 | 74 | ## Important Videos 75 | 2,4,5,6,10,12,13,15 76 | 77 | -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 12 (2.9) - Interfaces and Politics.md: -------------------------------------------------------------------------------- 1 | # Lesson 12 2 | 3 | In this lesson, we will cover interfaces and politics: 4 | -Langdon winner - techincal devices have politics? Create change in world. 5 | 6 | - **Politics** - Whether artifacts can personify specific forms of authority or power, whether good or bad 7 | Two dimensions of politics: 8 | 9 | 1. Designing for change 10 | 2. Anticipating change from our designs 11 | 12 | We will also touch on _value-sensitive design_. 13 | 14 | ## Change: A Third Motivation 15 | 16 | There are three goals of HCI: 17 | 18 | 1. Help a user do a task 19 | 2. Understand how a user does a task 20 | 3. Change the way the user does a task 21 | 22 | Car - Seatbelt example - Not usability but safety. 23 | 24 | ## Paper - Do artifcats have politics? 25 | 26 | - Nuclear Power 27 | - Can be used in Totalitarian. Push for tech carries politics 28 | - Solara power equalitarian society 29 | 30 | ### Two types 31 | - Inhrently political 32 | - Nuclear power (top down)- Authoritarian 33 | - Solar Power (distribiuted) - Egalitarian society 34 | - Technical arrangements as forms of order 35 | - Technology can change social order - Context and purpose - Busting unions. 36 | 37 | ## Change By Design 38 | 39 | - Ability of interfaces to change behavior can be abused. 40 | - Normal designs with underlying politics 41 | - People can design things to intentionally create a negative (designing bridges too low so that it's harder for poor people to go to a destination) or positive change (Facebook's _like_ button). 42 | - Wealthy people can go to park, low bridges for poor people (social order) ,Net neutrality 43 | - Positive interactions. Like button and Emotions in FB. Societal trend. 44 | 45 | 46 | ## Change By Happenstance 47 | - Need not always by design. Bycycle - Societal change 48 | - Women using cycle instead relying on someone, wardroobe change. 49 | - While people could intentionally create a positive or negative design, this could happen unintentionally as well for positive (the bicycle giving women freedom to travel independently) and negative (internet access) cases. 50 | - Existing Infrastructure and Internet 51 | 52 | ## Value-sensitive Design 53 | 54 | Value-sensitive design seeks to provide theory and method to account for human values in a principled and systematic manner throughout the design process. 55 | - Privacy by design - Privacy is the value. Preserve value. 56 | 57 | ## Value-sensitive Design and Information Systems 58 | 59 | - Conceptual Investigations - Thought experiments, role value play in stakehplders 60 | - Empricial Investigations - target users - exploring how they make sense of values 61 | - Technical Investigation - target systems - 62 | 63 | Fundamental feature - Proactive, usability vs human values, 64 | 65 | ## Value-sensitive Design Across Cultures 66 | One of the challenges of value-sensitive design is that values are different across cultures (culture that values privacy vs cultures that value frees speech due to censorship). 67 | 68 | - Right to be forgotten, value held by EU. Google was not developed based on that. 69 | - Not universally shared. 70 | - Privacy vs Free speech. 71 | 72 | ## 5 Tips: Value-sensitive Design 73 | 74 | 1. Start early - Identify values early on design process and check throughout 75 | 2. Know your users - Know user values. Challenges are to be identified. 76 | 3. Consider both direct and indirect stakeholder - People who dont user but affected by it. Bank UI. 77 | 4. Brainstorm the interface's possibilities - How it could be used. Tracking hours - unjust call for termination. 78 | 5. Choose carefully between supporting values and prescribing values - We shouldnt prescribe values for everyone. Be careful about support and change 79 | 80 | ## Reversing The Relationship 81 | 82 | Technology changes society but society could also change technology too (e.g., demand for single platform to link to others for TV subscriptions). 83 | 84 | Bulbs - florecent bulbs vs Electrictity Bill 85 | - Satisfaction of politics, preserve power of organization. 86 | 87 | ## Section Quizzes 88 | 89 | ### Design Challenge: Change By Design 90 | 91 | _Design an app for Morgan that would encourage her to get up and move more frequently without explicitly telling her to do so._ 92 | 93 | One such app could be a social media app where users in the same city share pictures of the city. This application could encourage Morgan to go out and take pictures of the things around her. 94 | 95 | ## Reflections: Interfaces And Politics 96 | 97 | _Think of an instance where some technology you use was designed with political motivation in mind._ 98 | 99 | When using Piazza, there is clearly a push to use their job search tool since they always push it on the landing page. 100 | 101 | 102 | ## Important Videos 103 | 2,4,5,7,8,11,12,14 -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 13 (2.10) - Conclusion To Principles.md: -------------------------------------------------------------------------------- 1 | # Lesson 13 2 | 3 | In this lesson, we will attempt to tie together all the different threads on design principles. 4 | 5 | ## Zooming Out: Human As Processor 6 | 7 | At the narrowest level, we might view HCI as the interaction between a person and an interface. This view is shared by models such as the _GOMS model_. 8 | 9 | ## Zooming Out: Human As Predictor 10 | 11 | Most of the time we are viewing HCI as the user interacting through some interface to accomplish some task. At this level we can look interactions in terms of the _gulf of execution and evaluation_. We can use tools like _cognitive task analysis_ and _hierarchical task analysis_ to understand things like user's mental models, errors, and mappings between representations and the underlying tasks. Design pricinples are made. 12 | 13 | ## Zooming Out: Human As Participant 14 | 15 | At the highest level, we are interested in how interactions occurs beyond just the individual, interface, and task. At this level we can look at interactions in terms of _activity theory_ where interactions include elements of the context surrounding the task. We could also look at how artifacts combine to accomplish a task through _distributed cognition_. Other times we can look at deeply understanding the situated context in which a person is acting through _situated action._ Additionally, we could also look at how users integrate through norms and relations with _social cognition_. There are times where we should keep in mind the intended and unintended positive and negative changes our designs might have on society during design. 16 | 17 | ## 5 Tips: On-Screen UI Design 18 | 19 | 1. Use a grid 20 | 2. Use a whitespace 21 | 3. Know your Gestalt principles - how user perceive and group projects. 22 | 4. Reduce clutter - #1-#3 helps in this. 23 | 5. Design in grey-scale 24 | 25 | ## Only Half of the Picture 26 | 27 | We have a lot of principles and frameworks to help us design good interfaces but that is only half of the picture. To create truly great user interfaces we must also understand our user as well as the fact that we are not our user. 28 | 29 | -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 18 (3.5) - Prototyping.md: -------------------------------------------------------------------------------- 1 | # Lesson 18 2 | 3 | This lesson will cover the following topics: 4 | 5 | 1. **Prototyping** - looking at the different ideas available to us and developing them 6 | 2. Low-fidelity prototypes - things that can be assembled and revised very quickly for rapid feedback from users 7 | 3. High-fidelity prototypes - wire frames or working versions of our interface 8 | 9 | ## Basics Of Prototyping 10 | 11 | Some basics to prototyping: 12 | 13 | 1. Early prototyping - rapid revision on preliminary ideas 14 | 2. Late prototyping - finishing touches on final design/revising already live design 15 | 16 | ### Representation (Types) 17 | 18 | - What is the prototype? 19 | 20 | Different prototype representations from early (low-fidelity) to late (high fidelity): 21 | 22 | 1. Verbal 23 | 2. Paper 24 | 3. Wizard of Oz 25 | 4. Wireframe 26 | 5. Physical 27 | 6. Functional - Working idea. 28 | 7. Live 29 | 30 | ### Fidelity 31 | 32 | Fildelity - Completeness/Maturity of prototype. Far from being complete. Correlated to representation. 33 | 34 | ### Evaluation 35 | 36 | Prototype evaluation from early to late: 37 | 38 | 1. Function - Low fidelity - what button to press ? Can it do what it is meant to do? Can user figure out what to do by looking at it? 39 | 2. Interface - Readability 40 | 3. Performance - Higher fidelity - working/closing to working output 41 | 42 | ### Scope 43 | Prototype scope from early to late: 44 | 45 | 1. Horizontal prototype - covers the design as a whole but in a more shallow way 46 | - Entire FB website 47 | 2. Vertical prototype - great detail on a small portion of the interaction 48 | - Status posting screen 49 | 50 | Summary of concepts: 51 | 52 | 1. Representation - what is the prototype? 53 | 2. Fidelity 54 | 3. Evaluation 55 | 4. Scope 56 | 57 | ## Tradeoffs In Prototyping 58 | 59 | We must note tradeoffs in prototyping: 60 | 61 | 1. Low-fidelity prototypes: 62 | - Pros: easy to create and modify 63 | - Cons: not as effective for detailed comprehensive evaluations 64 | 2. High-fidelity prototypes: 65 | - Pros: can be used for detailed feedback and evaluation 66 | - Cons: difficult to actually put together 67 | 68 | Remember that we are designing to get more feedback. Start easy get ideas and move to higher fidelity. Not complete interfaces. 69 | 70 | ## 5 Tips: Prototyping 71 | 72 | 1. Keep prototypes easy to change - Enable rapid revision (paper vs code) 73 | 2. Make it clear that it's a prototype - Dont make too good, make it look like prototypoe 74 | 3. Be creative - Do whatever it takes to get feedback. Find ones that get feedback. 75 | 4. Evaluate risks - Minimize time spent on bad design by getting feedback early. Dont waste time. 76 | 5. Prototype for feedback - Goal of prototype is feedback. Prototype for kind of feedback. 77 | 78 | ## Types Of Prototypes 79 | 80 | Below are different types of prototypes: 81 | 82 | - **Verbal** - describing the design we have in mind to our user 83 | - _Social desirability bias_ can occur so we need to make sure to ask for specific and critical feedback 84 | - _Expert blind spot_ can also occur so we can use analogies to explain prototypes 85 | - **Paper** - drawing our our design 86 | - We can utilize _card-based prototyping_ where each screen is on a different card and can be used to simulate the interaction 87 | - **Wizard Of Oz** - a prototype where the user can now interact authentically with the system while a human supplies functionality that has not be implemented yet 88 | - Voice and Gesture interface 89 | - **Wire framing** - using more detailed tools to mark up what an interface might look like. 90 | - Formalize designs 91 | - Challenges of screen real estate. 92 | - **Physical** - a 3D prototype on the interface but does not have to be the actual working version 93 | - Physical or 3d. 94 | - Bluetooth device that sycs with phones to execute the actions. 95 | 96 | ## Design Life Cycle Revisited 97 | 98 | We do not just move to the evaluation stage after we are done with prototyping, rather a single prototype corresponds to a single iteration through the cycle. 99 | - Success of prototype-> Raise the fidelity 100 | 101 | ## Multi-Level Prototyping 102 | 103 | All prototypes do not have to be at the same level at the same time. Instead, prototyping can and should exist at multiple levels of fidelity. 104 | - Dont do everything, part could be done from low to high fidelity. 105 | 106 | ### Important Videos 107 | 2,3,4,7,8,11,12 108 | -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 19 (3.6) - Evaluation.md: -------------------------------------------------------------------------------- 1 | # Lesson 19 2 | 3 | This lesson will cover the following topics: 4 | 5 | 1. **Evaluation** - where we take what we've designed and put it in front of users to get their feedback 6 | 2. **Qualitative evaluation** - e.g., what user's like and don't like 7 | 3. **Empirical evaluation** - e.g., whether the time to complete a task has changed 8 | 4. **Predictive evaluation** - predicting what the results of user evaluation will be 9 | 10 | ## Three Types Of Evaluation 11 | 12 | - **Qualitative evaluation** - evaluation that emphasizes the totality of a phenomenon. Likes dislike need doesnt need, easy vs hard etc. 13 | - **Empirical evaluation** - evaluation based on numeric summaries or observations of a phenomenon. More participants and qualitative is done in prior. 14 | - **Predictive evaluation** - evaluation based on systematic application of pre-established principles and heuristics 15 | 16 | ## Evaluation Terminology 17 | 18 | - **Reliability** - whether a measure consistently returns the same results for the same phenomenon 19 | - **Validity** - whether a measure's results actually reflect the underlying phenomenon (reality and results) 20 | - **Generalizability** - whether a measure's results can be used to predict phenomena beyond what it measured. Broader Audience (may or may not be applicable to all). 21 | - **Precision** - the level of detail a measure supplies 22 | 23 | ## 5 Tips: What To Evaluate 24 | 25 | 1. Efficiency - how long does user take to achieve text (Expert) 26 | 2. Accuracy - how many users does users commit while executing a task (Expert) 27 | 3. Learnability - How long does user take to reach expertise. 28 | 4. Memorability - users abiility to remember on how to use interface over time. 29 | 5. Satisfaction - Cognitive load, how many actually download the app? - Social desirability bias. 30 | 31 | Important things needed to address the research. 32 | - What data are you gathering? 33 | - What are you evaluating ? 34 | - What approach will you use to evaluate? 35 | 36 | ## Evaluation Timeline 37 | 38 | Change in evaluation with time, The evaluation timeline usually is as follows: 39 | 40 | Regarding purpose: 41 | 42 | 1. **Formative** - primary purpose is to help redesign and improve our interface 43 | 2. **Summative** - the intention of conclusively saying at the end what the difference was 44 | 45 | Regarding approach: Ways to fullfill purpose 46 | 47 | 1. Qualitative - the goal is to help us improve and understand tasks 48 | 2. Predictive - inform how we revise and improve our interface over time (Similar to qualitive evaluation) 49 | 3. Empirical - the goal is to demonstrate or assess change 50 | 51 | Regarding data: 52 | 53 | 1. Qualitative - always useful to improve our interfaces. 54 | 2. Quantitative - while always useful, can only arise when we have rigorous evaluations. 55 | 56 | Regarding setting: where does it take place. 57 | 58 | 1. Lab testing - helps us focus exclusively on the interface early on 59 | 2. Field testing - helps us focus more on the interface in context 60 | 61 | ## Evaluation Design 62 | 63 | 1. Define the task - very large or very small task. 64 | 2. Define performance measures - how are we going to measure this. Define it and avoid confirmation bias. Create metrics. Qualitative vs Quantitative. 65 | 3. Develop the experiment - How we find user performance on the measures. Survey or Interview/ What to control or vary empirically. Generalizability. 66 | 4. Recruit participants - Ethics - right awareness 67 | 5. Do the experiment 68 | 6. Analyze the data - what data tells about performance measures. Do followups if you find something extra than expected. 69 | 7. Summarize the data - Informs ongoing process 70 | 71 | ## Qualitative Evaluation 72 | 73 | Get qualitive feedback about the interface. 74 | There are some questions we want to ask in this evaluation: (Similar to interviews) 75 | 76 | 1. What did you like/dislike? 77 | 2. What were you thinking while using this interface? 78 | 3. What was your goal when you took that particular action? 79 | 80 | Methods - Interview/Survey/ Think out load protocol/Focus Groups 81 | 82 | Use these techniques to get feedback on how our prototype changes the task. 83 | 84 | 85 | ## Designing A Qualitative Evaluation 86 | 87 | There are options when designing a qualitative evaluation: 88 | 89 | 1. Prior experience or live demonstration? - bring user in to test. Mostly later case 90 | 2. Synchronous or asynchronous? - watch live or complete and send 91 | 3. One interface or multiple prototypes? - Vary the order based on bias. 92 | 4. Think aloud protocol or post-event protocol? - explain while doing or do later at the end. 93 | 5. Individuals or groups? - Focus groups (build and expand)/ Only source of knowledge (bad) but no bias. 94 | 95 | ## Capturing Qualitative Evaluation 96 | 97 | Options to capture qualitative evaluation: 98 | 99 | 1. Video recording 100 | - Pros; Automated Comprehensive and passive (Focus on admninstering) 101 | - Cons: intrusive, nonaalyzalble and screenless. Overwhelming on analyses. 102 | 2. Note-taking 103 | - Pros: Cheap, Non intrusive (Capture what we do/not everything) and Analyzable 104 | - Cons: Slow, Manual and Limited 105 | 3. Software logging 106 | - Pros: Automated passive and analyzable 107 | - Cons: Limited (only some parts could be captured), Narrow and Tech Senistive 108 | 109 | ## 5 Tips: Qualitative Evaluation 110 | 111 | 1. Run pilot studies - Recruiting is hard, gather useful data . Use friends and coworkers 112 | 2. Focus on feedback - Dont explain rationale, dont teach. Take it and design. 113 | 3. Use questions - when user get stuck? Guide user 114 | 4. Instruct users what to do, not how - Reduce bias 115 | 5. Capture satisfaction - Do they like it? 116 | 117 | ## Empirical Evaluation 118 | 119 | - Something numerical is evaluation? What layout of button is useful? 120 | - Comparing design and showing imprvement in industry. 121 | - Build new theories (gesture has tuf curve than voice) 122 | - How can we show there is a difference between these designs? 123 | - The goal of empirical evaluation is to come up with strong conclusions. Most empirical evaluations are comparisons. 124 | - In qualitive eval we get ppl one after another. 125 | 126 | ## Designing Empirical Evaluation 127 | 128 | - **Treatment** - what a participant does in an experiment. Difference interface or design and comparison between them. Difference between two logo should be based on design color should be only comparable. 129 | - **Between subjects design** - comparison between two groups of subjects receiving different treatments. What do participants do or both treatment? 130 | - **Within subjects design** - comparison within one group experiencing multiple treatments. Both treatments are given, what are seen first? order is randomised. 131 | - **Random assignment** - using random chance to decide what treatment each participant receives. Control bias. 132 | 133 | ## Hypothesis Testing 134 | 135 | - Reaction time study? Data is generated and compare this. 136 | - **Hypothesis testing** - testing whether or not the data allows us to conclude a difference exists. 137 | 138 | Null= Assume oppose is true 139 | Alternative if data doesnt support that. Less than 5% chance. 140 | 141 | ## Quantitative Data And Empirical Tests 142 | 143 | Recall that there are a number of tests for quantitative data: 144 | 145 | 1. Nominal: 146 | - Recommended - Chi-squared test 147 | - Alternatively: Fisher's exact test, G-test 148 | 2. Ordinal: 149 | - Recommended - Kolmogorov-Smirnov test 150 | - Alternatively - Chi-squared test, median test 151 | 3. Interval and ratio: 152 | - Recommended - Student's _t_-test 153 | - Alternatively - MWW test, Kruskal-Wallis test 154 | 155 | ## Special Test 156 | - Three independent varible (hypothesis) - Do pairwise - Repeated testing - False positive - Falsely reject null and agree alternative hypothesis. 157 | - Fishers exact and G-test 158 | - Where is the difference? 159 | - ANOVA and Kruskal Wallis (Interval and Ratio) 160 | - Where is the difference? 161 | Independent variable is Mostly categorical. GPA is interval data. 162 | Binomial Data - Two sample binomial test 163 | 164 | ## Summary Of Empirical Tests 165 | 166 | Below is a summary of empirical tests: 167 | 168 | ![Summary of Empirical Tests](lesson-19-summary-of-empirical-tests.PNG) 169 | 170 | ## 5 Tips: Empirical Evaluation 171 | 172 | 1. Control what you can, document what you can't - Try to make treatments identical as possible 173 | 2. Limit your variables - Noisy data false conclusion and monitor handfull of things at a point. 174 | 3. Work backwards - Messy and reliability is last and decide question and analysis 175 | 4. Script your analyses in advance - Torture data and analyse and conclude. Dont do again 176 | 5. Pay attention to power - Size of difference the test can detect. 177 | 178 | ## Predictive Evaluation 179 | 180 | Predictive evaluation should only be used where we wouldn't otherwise be doing any evaluation. Rapid feedback, appropriately and when users are not available. 181 | 182 | ## Types Of Predictive Evaluation 183 | 184 | - **Heuristic evaluation** - each individual evaluator inspects the interface alone, and identifies places where the interface violates some heuristic. Sit with an expert and get the report. 185 | - **Model-based evaluation** - tracing through models in the context of the interface we designed (e.g., GOMS model). We can also compare interfaces. Also profiles of users could be used. 186 | - **Simulation-based evaluation** - where we might construct an AI agent that interacts with our interface in the way a human would. The human project - IIIT Germany. 187 | 188 | ## Cognitive Walkthrough 189 | 190 | The most common type of predictive evaluation is actually cognitive walkthrough: 191 | 192 | - **Cognitive walkthrough** - stepping through the process of interacting with an interface, mentally simulating in each stage what the user is seeing and thinking and doing. To do this, we start with task and goal. 193 | - predict what action will user take 194 | - Noting system response 195 | - Investigate gulf for each step 196 | - it may be fine for us, but we can put to user shoes we can identify something missing. 197 | 198 | ## Evaluating Prototypes 199 | 200 | Our goal is to constantly apply multiple evaluation techniques to center our designs on the user. 201 | - Qualtitative evaluation. 202 | - Some quantitative evaluation. 203 | - For all the prototypes. 204 | 205 | 206 | ## Important Videos 207 | 3,5,7,8,10,12,13,14,15,19 -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 20 (3.7) - HCI and Agile Development.md: -------------------------------------------------------------------------------- 1 | # Lesson 20 2 | 3 | - In this lesson, we will cover how we might use agile development methods to engage in quicker feedback cycles. 4 | - New methods for HCI - earlier delivery, continous improvement, rapid feedback cycles. 5 | 6 | ## The Demand For Rapid Hci 7 | 8 | Before, costs for development, distribution, and feedback regarding software and products were expensive compared to now. 9 | - Speacialized development skills 10 | - Distribution is physical 11 | - Fix was hard 12 | - By have users to come into testing 13 | 14 | How do we take the principles we have covered so far and apply them to a rapid agile development process? 15 | - Cheap development 16 | - Internet distribution - Free and update 17 | - Usage data is free and live. Lots of feedback 18 | - More incentive to build and save 19 | 20 | ## When To Go Agile? 21 | 22 | We can make the decision to go agile by considering the following: 23 | 24 | | | Traditional | Agile | 25 | | ----------------- | ----------- | ---------- | 26 | | Criticality is... | High | Low | Healthcare and Financial are not considered 27 | | Requirements is.. | Rarely | Frequently | Thermostat vs udacity 28 | | Team size is... | Large | Small | 29 | | Team embraces... | Order | Change | 30 | 31 | 32 | ## Towards a framework for integrating agile development and user-centred design (USD). 33 | 34 | Similarities and Differences Between UCD and Agile Development 35 | 36 | - They rely on an iterative development process, building on empirical information from previous cycles or rounds. For instance, one of XP’s values is feedback ([2:20]), and the idea of refactoring code is an embodiment of this value. In UCD one of its founding principles is iterative design 37 | - Agile techniques place an emphasis on the user, encouraging participation 38 | throughout the development process. For instance, in Scrum, user evaluation of the product is encouraged on a monthly basis as users are ideally present during the sprint review ([16:54]) and the “Product Owner” is responsible for the requirements and feature prioritisation for the product. A second founding principle of UCD, is early and continual focus on users. 39 | - Both approaches emphasise the importance of team coherence. Beck states that one of the purposes of the planning game is to “bring the team together” ([2:85]). One of the features of the UCD approach is that the whole team should have the user in mind while developing the product. 40 | 41 | The two main differences are: 42 | 1. UCD advocates maintain that certain design products are required to support 43 | communication with developers, while agile methods seek minimal documentation. 44 | 2. UCD encourages the team to understand their users as much as possible before the 45 | product build begins, whereas agile methods are largely against an up-front period 46 | of investigation at the expense of writing code. 47 | 48 | ## Live Prototyping 49 | - Optimizely - Drag and drop interface. Small revision its awesome. Benefit is high. 50 | - Final interface vs Prototype 51 | - Allows to get feedback 52 | 53 | ## A/B Testing 54 | - Rapid software testing between two changes. B version to small users and change as positive before to all. 55 | - Real user testing 56 | 57 | ## Agile HCI In The Design Life Cycle 58 | 59 | Agile development techniques don't replace the design life cycle, they just change the rate at which we go through it and the types of prototypes and evaluation that we actually do. We're still going to do the initial need-finding step. 60 | 61 | ## 5 Tips: Mitigating Risk In HCI And Agile Development 62 | 63 | 1. Start more traditional - Once you have something up and running, move to agile 64 | 2. Focus on small changes - Dont make huge change 65 | 3. Adopt a parallel track method - 2 week sprints, have HCI one sprint ahead. 66 | 4. Be careful with consistency - Dont mess with user expectation 67 | 5. Nest your design cycles - Small cyles rapidly in Agile 68 | 69 | ## Important Video 70 | 2,4,7,9 71 | -------------------------------------------------------------------------------- /Test 2/Notes/Lesson 21 (3.8) - Conclusion To Methods.md: -------------------------------------------------------------------------------- 1 | # Lesson 21 2 | 3 | In this lesson, we will attempt to tie together all the different topics on methods and design principles. 4 | 5 | ## Designing Audiobooks For Exercisers 6 | 7 | We will go through several iterations of the design cycles just to get to the finished product. However, just because the product is released does not mean that the design cycle ends. The design cycle starts again once real users start using our app. In a way, the design life cycle never actually ends, rather, it evolves with the product over time. 8 | 9 | ## Research Methods Meet Design Principles 10 | 11 | Design principles capture conclusions found by the design life cycle in the past in ways that can be transferred to new tasks and new interfaces. 12 | 13 | ## Approaches To User-Centered Design 14 | 15 | There are different approaches to user-centered design: 16 | 17 | 1. **Participatory design** - all the stakeholders including the users themselves, are involved as part of the design team but we must be careful not to over represent the few users that are participating in the design with the rest of the users out there 18 | 2. **Action research** - addresses an immediate problem and researches it by trying to simultaneously solve it 19 | 3. **Design-based research** - similar to action research but it can be done by outside practitioners as well. Common in learnining science research 20 | 21 | ## Important Videos 22 | - 2,3,4,6,8 -------------------------------------------------------------------------------- /Test 2/Notes/lesson-19-summary-of-empirical-tests.JPG: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Notes/lesson-19-summary-of-empirical-tests.JPG -------------------------------------------------------------------------------- /Test 2/Notes/lesson-19-summary-of-empirical-tests.PNG: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Notes/lesson-19-summary-of-empirical-tests.PNG -------------------------------------------------------------------------------- /Test 2/Readings/Don Norman-The Design of Everyday Things.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Readings/Don Norman-The Design of Everyday Things.pdf -------------------------------------------------------------------------------- /Test 2/Readings/Scott MacKenzie-Human-Computer Interaction.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Readings/Scott MacKenzie-Human-Computer Interaction.pdf -------------------------------------------------------------------------------- /Test 2/Readings/Week 06 -.md: -------------------------------------------------------------------------------- 1 | # Week 7 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## A Framework for the Experience of Meaning in Human-Computer Interaction 6 | 7 | > Mekler, E. & Hornbæk, K. (2019). A Framework for the Experience of Meaning in Human-Computer Interaction. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 8 | 9 | Topic: present a framework of meaning in interaction, based on a synthesis of psychological meaning research. The framework outlines five distinct 10 | senses of the experience of meaning: connectedness, purpose, coherence, resonance, and significance. 11 | 12 | ### Summary 13 | - What makes interaction good? The answers to this question are steadily evolving in human-computer interaction. 14 | - Past included consistency, transparency, usability, and positive emotions 15 | - Some researchers even argue that computers struggle to support and might easily undermine meaning. 16 | - Problem: it is difficult to design for, assess, evaluate or simply discuss meaning as a quality of good interaction. 17 | - We present a framework that outlines the components of meaning as an experience in interaction: connectedness, purpose, coherence, resonance, and significance. These components are oriented toward the self/the world, motivation, understanding, feeling/intuition, and evaluation. They are based on a synthesis of psychological research on meaning in life, meaning-making, and meaning maintenanc 18 | 19 | ### Page 1 20 | 21 | - transparency, usability, and positive emotions 22 | - Some researchers even argue that computers struggle to support and might eas- ily undermine meaning 23 | - As a consequence, it is difficult to design for, assess, evaluate or simply discuss meaning as a quality of good interaction. 24 | - We present a framework that outlines the components of meaning as an experience in interaction: connectedness, purpose, coherence, resonance, and significance. These com- ponents are oriented toward the self/the world, motivation, understanding, feeling/intuition, and evaluation. They are based on a synthesis of psychological research on meaning in life, meaning-making, and meaning maintenanc 25 | 26 | ### Page 2 27 | 28 | - Hassenzahl et al. [41] called for design to focus on affording moments of meaning, and argued that meaning stems from the extent a product satisfies various psychological needs. 29 | - What makes a good interaction - Answers to this question serve to advance theory in HCI and may ultimately influence measures, methodology, and design 30 | - Thus both experience during interaction as well as outcomes that endure beyond the moment-to-moment interaction are valid answers to the question about goodness 31 | - Meaning is a complicated word; fleshing out our understand- ing of it in relation to HCI is the main purpose of this paper. But to avoid misunderstandings, we outline a few distinc- tions that are key to understanding meaning as a quality of interaction. Meaning is typically used akin to a form of fulfillment [69], worth [19], or ‘goodness’ [28] of interaction. This is similar to the use in “a meaningful experience”, “finding meaning in an activity”, or “to be engaged in meaning- making”. Thereby, meaning may be applied to objects, ex- periences, activities, and behavior. 32 | - Recent works Tend to share an interest in meaning and in human experiences, momentary or long-term, ofusing or living with a digital product or service, often termed the ‘user experi- enc 33 | 34 | ### Page 3 35 | 36 | #### MEANING FRAMEWORK 37 | 38 | - The framework was developed by reviewing the works of contemporary meaning scholars within existential ex- perimental and positive psychology. In particular, we focus on research on meaning in life, meaning-making and meaning maintenance, which are of particular relevance to HCI 39 | 40 | ### Page 4 41 | 42 | The key idea of the framework is that the experience of meaning consists of five distinct, albeit related components – connectedness, purpose, coherence, resonance, and signifi- cance. 43 | 44 | 45 | 46 | ### Assumptions of the Framework 47 | 48 | 49 | - meaning as a moment-to-moment experience. While much psychological research focuses on people’s global as- sessment of meaning in life, this is largely derived from their daily and situational experiences ofmeaning 50 | - second assumption is that our framework conceptual- izes meaning as a chiefly subjective experience. Rather than being objectively given in the world, we understand meaning as something personal, which must be subjectively gener- ated 51 | - third assumption is that despite its vast and seemingly abstract nature, the experience of meaning is not ineffable. While the sources of meaning (i.e., what is experienced as meaningful) are manifold and may differ over time and from person to person [23, 99], the experience of meaning is uni- versal [34, 45, 61, 78]. While we are wary of reductionist 52 | 53 | ### Purpose 54 | 55 | - purpose, we refer to having a sense of direction [78, 83, 102], perceiving one’s current activities as having clear ends to strive towards [32, 34], as well as seeing how they are linked to future events [7, 75] 56 | 57 | - Purpose is therefore also referred to as the motivational component of meaning [78, 92, 99], and may be considered the future- oriented component of meaning. We question purpose when we ask “Why is this happening to me?” or “Why am I doing this? 58 | 59 | ### Connectedness 60 | 61 | - connectedness we refer to the fact that the experience of meaning always connects beyond the immediate experience 62 | 63 | - opposite of connectedness is self-alienation 64 | 65 | - Meaning does not simply emerge from a vacuum, – all experience of meaning connects to aspects of the self and the world we are in 66 | 67 | - For example, many people report meaningful experiences involving video games [88],those games have a personal connection. For others, video games constitute at best a pleasant, yet ultimately meaning- less pastime [84], precisely because their experiences lack these connections 68 | 69 | - people sharing the same cultures, experiences, ideologies, and be- liefs may consider similar experiences meaningful 70 | 71 | ### Coherence 72 | 73 | coherence to denote the extent to which one’s ex- periences make sense [7, 34, 45, 54, 78, 99, 110]. The sense of coherence results from thinking about those experiences and understanding them in relation to life as a whole. It is the moment when we exclaim “I see what you did there” or state “that made sense to me”. 74 | 75 | We question coherence when we ask ourselves “what is happening to me?” For instance, as absurd as it may seem to our friends that we structure vacation and work time around the CHI deadline, it makes sense to us—most of the time at least—as it is coherent with our identity as HCI researchers, our goal to write a good paper, and our previous experiences in doing so 76 | 77 | ### Significance 78 | 79 | significance as the sense that our expe- riences and actions at a given moment feel important and worthwhile, yet also consequential and enduring [7, 34, 62, 78]. In short, the experience underlines that our existence is non-trivial. It is when we state that things “matter” and “make a difference”. For instance, some activities and expe- riences bring us little to no pleasure—in fact, we might feel quite ambivalent or even bad about them. Yet we deem them deeply important: Breaking up with an estranged partner, or dedicating considerable time and effort to improve a work that hardly anyone will ever see 80 | 81 | ### Resonance 82 | 83 | We use resonance to denote the immediate, unreflected expe- rience of something making sense [54], without the need to reflect on why or how it does so, or being able to explain it. We assert “what is happening now feels right” [44, p. 473] or that something just “clicks” with us [54], indicating a special fit or connection. For example, we might have an intuition, a positive ‘gut feeling’, that what we are doing and experi- encing right now is ‘right’: Reading a poem or gazing at a beautiful landscape might resonate strongly with us. Perhaps we know more than we can tell [44], such as when practicing yoga, one notices that the pose feels ‘right’ 84 | 85 | 86 | While conscious and more active reflective pro- cesses are often central to research on meaning, compre- hension and sense-making [34, 43, 91, 96], the notion of resonance has received far less attention. 87 | 88 | In short, while coherence is about understanding how one’s experiences fit with what we know about ourselves nd the world, resonance denotes a pronounced feeling of rightness’ that emerges spontaneously in response to one’s ngoing experience connecting with one’s self in some way. 89 | 90 | ### Relation Among the Components of Meaning 91 | 92 | - The five components of meaning are distinct, but it would be inaccurate to see them as separate and orthogonal. Con- nectedness is at the core of the experience of meaning. If our experiences did not connect to anything, we would not be able to make sense of them (coherence), develop any gut feelings (resonance), recognize their purpose to us, or be able to assess their significance in light of our personal values 93 | - Coherence arguably con- stitutes a necessary condition for purpose, resonance and significance: If we cannot make sense of our experiences, they feel wrong, and it is difficult to evaluate whether they matter to us and set future goals. But a sense of coherence alone will not automatically render our experiences purpose- ful or significant. 94 | - Importantly, while our framework focuses on the moment- to-moment experience of meaning, it need be reiterated that meaning is never solely about one specific moment in time. 95 | 96 | ### Relation Among the Components of Meaning 97 | 98 | We find a number of those discussions superficial, given the complexity ofmeaning as captured in our framework and in the broader psychological literature 99 | 100 | ### Discussion 101 | 102 | #### Benefits of the Framework 103 | 104 | The framework we propose has attempted to do something rarely done in individual papers, including the sample of CHI papers we analyzed: It has created an overview of an important quality of interaction, meaning. 105 | 106 | We argue that the framework can also provide some input to design and evaluation. With respect to design, Dourish has noticed that “meaning is a vague term. Connecting it to design will require more precision” [26, p.128]. Distin- guishing the five components in design is useful, and our analysis highlights several avenues for doing so. For example, designers of technologies aimed at making data “meaningful” [53, 98] may not only focus on coherence, but also deliber- ately consider ways for users to perceive data as purposeful, resonant and significant. 107 | 108 | Moreover, our framework may also provide the starting point for considering meaning as an experience goal when designing products beyond the work place, as it pro- vides a clearer understanding of the different components and orientations of meaning. 109 | 110 | For evaluation, it is a difficult empirical problem to un- derstand what people experience as meaningful interactions with technology; both in terms of assessing meaning qual- itatively and quantitatively and in terms of understanding the contents of their meaning-making. 111 | 112 | 113 | ### Limitation of framework 114 | - Most importantly, because we ground our framework in existential and 115 | positive psychology, we describe meaning as a subjective 116 | experience. However, there is an ongoing discussion, also 117 | in the fields we draw on, whether there is also something 118 | such as objective meaning in the world or intersubjective 119 | meaning -------------------------------------------------------------------------------- /Test 2/Readings/Week 07 - Prototyping.md: -------------------------------------------------------------------------------- 1 | # Week 7 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## What Do Prototypes Prototype 6 | 7 | > Houde, S., & Hill, C. (1997). What do prototypes prototype? In M. Helandar, T.K. Landaeur, & P. Prabhu (Eds). Handbook of Human-Computer Interaction, 2. (pp. 367-381). Elsevier Science. 8 | 9 | Topic: to establish a model that describes any prototype in terms of the artifact being designed, rather than the prototype’s incidental attributes. 10 | 11 | Paper aims to focus more attention on fundamental questions about the interactive system being designed: What role will the artifact play in a user’s life? How should it look and feel? How should it be implemented? 12 | 13 | By focusing on the purpose of the prototype—that is, on what it prototypes—we can make better decisions about the kinds of prototypes to build. 14 | 15 | ### The Problem With Prototypes 16 | 17 | It is difficult for designers to communicate clearly about prototypes to such a broad audience. It is challenging to build prototypes which produce feedback from users on the most important design questions. 18 | 19 | ### What Is A Prototype 20 | 21 | What is significant is not what media or tools were are used to create them, but how they are used by a designer to explore or demonstrate some aspect of the future artifact. 22 | 23 | ### Definitions 24 | 25 | - **Artifact** - the interactive system being designed 26 | - **Prototype** - any representation of a design idea, regardless of medium 27 | - **Designer** - anyone who creates a prototype in order to design, regardless of job title 28 | - **Model**: 29 | - **Role** - refers to questions about the function that an artifact serves in a user’s life—the way in which is it useful to them 30 | - **Look and feel** - denotes questions about the concrete sensory experience of using an artifact—what the user looks at, feels, and hears while using it 31 | - **Implementation** - refers to questions about the techniques and components through which an artifact performs its function 32 | 33 | ## Prototyping Tools And Techniques 34 | 35 | > Beaudouin-Lafon, M., & Mackay, W. (2003). Prototyping tools and techniques. Human Computer Interaction-Development Process. (pp. 101-142). 36 | 37 | Topic: tools and techniques for using prototypes to design interactive systems. The goal is to illustrate how they can help designers generate and share new ideas, get feedback from users or customers, choose among design alternatives, and articulate reasons for their final choices. 38 | 39 | ### What Is A Prototype 40 | 41 | - **Prototype** - a concrete representation of part or all of an interactive system; a tangible artifact, not an abstract description that requires interpretation 42 | 43 | We can look at prototypes as both concrete artifacts in their own right or as important components of the design process. When viewed as artifacts, successful prototypes have several characteristics: 44 | 45 | - _Support creativity_, helping the developer to capture and generate ideas, facilitate the exploration of a design space and uncover relevant information about users and their work practices 46 | - _Encourage communication_, helping designers, engineers, managers, software developers, customers and users to discuss options and interact with each other 47 | - _Permit early evaluation_ since they can be tested in various ways, including traditional usability studies and informal user feedback, throughout the design process 48 | 49 | We can analyze prototypes and prototyping techniques along four dimensions: 50 | 51 | - **Representation** - describes the form of the prototype, e.g., sets of paper sketches or computer simulations 52 | - **Precision** - describes the level of detail at which the prototype is to be evaluated; e.g., informal and rough or highly polished 53 | - **Interactivity** - describes the extent to which the user can actually interact with the prototype; e.g., watch-only or fully interactive 54 | - **Evolution** - describes the expected life-cycle of the prototype, e.g. throwaway or iterative 55 | 56 | ### Precision 57 | 58 | > Although it may seem contradictory, a detailed representation need not be precise. This is an important characteristic of prototypes: those parts of the prototype that are not precise are those open for future discussion or for exploration of the design space 59 | 60 | ### Interactivity 61 | 62 | > A critical role for an interactive system prototype is to illustrate how the user will interact with the system. While this may seem more natural with on-line prototypes, in fact it is often easier to explore different interaction strategies with off-line prototypes. 63 | 64 | ### Exploring The Design Space 65 | 66 | All designers work with constraints: not just limited budgets and programming resources, but also design constraints. These are not necessarily bad: one cannot be creative along all dimensions at once. However, some constraints are unnecessary, derived from poor framing of the original design problem 67 | 68 | Some of the most effective design solutions derive from a more careful understanding and reframing of the design brief. 69 | 70 | Prototypes aid designers in both aspects of working with a design space: generating concrete representations of new ideas and clarifying specific design directions. 71 | 72 | ### Horizontal Prototypes 73 | 74 | The purpose of a horizontal prototype is to develop one entire layer of the design at the same time. 75 | 76 | ### Vertical Prototypes 77 | 78 | The purpose of a vertical prototype is to ensure that the designer can implement the full, working system, from the user interface layer down to the underlying system layer. 79 | 80 | ### Off-line Rapid Prototyping Techniques 81 | 82 | There are four types covered in this paper: 83 | 84 | 1. Paper and pencil 85 | 2. Mock-ups 86 | 3. Wizard of Oz 87 | 4. Video prototyping 88 | 89 | ### On-line Rapid Prototyping Techniques 90 | 91 | There are three types covered in this paper: 92 | 93 | 1. Non-interactive simulations 94 | 2. Interactive simulations 95 | 3. Scripting languages 96 | 97 | ### Design Patterns 98 | 99 | > Design patterns have emerged in recent years as a way to capture effective solutions to recurrent software design problems. It is interesting to note than many of these patterns come from interactive software, and most of them can be applied to the design of interactive systems. Most patterns for interactive systems are behavioral patterns, i.e. patterns that describe how to implement the control structure of the system. 100 | 101 | ### Summary 102 | 103 | > Prototypes, because they are concrete and not abstract, provide a rich medium for exploring a design space. They suggest alternate design paths and reveal important details about particular design decisions. They force designers to be creative and to articulate their design decisions. Prototypes embody design ideas and encourage designers to confront their differences of opinion. The precise aspects of a prototype offer specific design solutions: designers can then decide to generate and compare alternatives. The imprecise or incomplete aspects of a prototype highlight the areas that must be refined or require additional ideas. 104 | 105 | On another note regarding prototypes: 106 | 107 | > Perhaps most important, prototypes provide one of the most effective means for designers to communicate with each other, as well as with users, developers and managers, throughout the design process. 108 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 08 - Context and Distributed Cognition.md: -------------------------------------------------------------------------------- 1 | # Week 8 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## How A Cockpit Remembers Its Speeds 6 | 7 | > Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19(3). (pp. 265-288). 8 | 9 | Topic: distributed cognitive system presented as an analysis of a memory task in the cockpit of a commercial airliner. 10 | 11 | The task is to control the configuration of the airplane to match the changes 12 | in speed required for maneuvering in the approach and landing. 13 | 14 | The cockpit system remembers its speeds, and the memory process emerges 15 | from the activity of the pilots. The memory of the cockpit, however, is not 16 | made primarily of pilot memory. 17 | 18 | ## Studying Context: A Comparison Of Activity Theory, Situated Action Models And Distributed Cognition 19 | 20 | > Nardi, B. (1992). Studying context: A comparison of activity theory, situated action models and distributed cognition. In B. Nardi (Ed.) Context and Consciousness: Activity Theory and Human-Computer Interaction. (pp. 35-52). MIT Press. 21 | 22 | Topic: compares three approaches to the study of context: activity theory, situated action models, and distributed cognition 23 | 24 | The situated action perspective has provided a much-needed corrective to the rationalistic accounts of human behavior from traditional cognitive science. It exhorts us not to depend on rigidly conceived notions of inflexible plans and goals and invites us to take careful notice of what people are actually doing in the flux of real activity. 25 | 26 | > Activity theory and distributed cognition are very close in spirit, as we have seen, and it is my belief that the two approaches will mutually inform, and even merge, over time, though activity theory will continue to probe questions of consciousness outside the purview of distributed cognition as it is presently formulated. 27 | 28 | Author believes that activity theory is offers more richness and depth when compared to situated action. Author believes that having the _situation_ as the primary determinant of an activity is unsatisfying. According to the author: 29 | 30 | > Situated action models make it difficult to go beyond the particularities of the immediate situation for purposes of generalization and comparison... Situated action models, then, have two key problems: (1) they do not account very well for observed regularities and durable, stable phenomena that span individual situations, and (2) they ignore the subjective. The first problem is partially addressed by situated action accounts that posit routines of one type or another (as discussed earlier). 31 | 32 | The author believes subject's object is important and by situated action leaving this out, we cannot account for details which may be of interest. 33 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 09 - Experiments and Evaluation.md: -------------------------------------------------------------------------------- 1 | # Week 9 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Chapter 5: Designing HCI Experiments 6 | 7 | > MacKenzie, I.S. (2013). Chapter 5: Designing HCI Experiments. Human-Computer Interaction: An Empirical Research Perspective. (pp. 157-188). Waltham, MA: Elsevier. 8 | 9 | Topic: designing HCI experiments. 10 | 11 | > One way to think about experiment design is through a signal and noise metaphor. In the metaphor, we divide our observations and measurements into two components: signal and noise. 12 | 13 | - Signal is related to a variable of interest, such as input device, feedback mode, or an interaction technique under investigation 14 | - Noise is everything else—the random influences 15 | 16 | Thinking about experimental variables forces us to craft narrow and testable questions. The two most important experimental variables are independent variables and dependent variables. 17 | 18 | There are tradeoffs between random and control variables: 19 | 20 | | Variable | Advantage | Disadvantage | 21 | | -------- | ------------------------------------------------------------------------------------------- | ----------------------------------------------------------------------------------------------- | 22 | | Random | Improves external validity by using a variety of situations and people. | Compromises internal validity by introducing additional variability in the measured behaviours. | 23 | | Control | Improves internal validity since variability due to a controlled circumstance is eliminated | Compromises external validity by limiting responses to specific situations and people. | 24 | 25 | - **Independent variable** - a circumstance or characteristic that is manipulated or systematically controlled to elicit a change in a human response while the user is interacting with a computer 26 | - **Dependent variable** - a measured human behavior 27 | 28 | - Within-subjects is also called _repeated measures_, because the measurements on each test condition are repeated for each participant 29 | - For a between-subjects design, a separate group of participants is used for each test condition 30 | 31 | ## Heuristic Evaluation Of User Interfaces 32 | 33 | > Nielsen, J., & Molich, R. (1990, March). Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 249-256). ACM. 34 | 35 | Topic: individual evaluators could only identify about 20-50% of usability problems. Aggregated evaluations from several evaluators seem to do better. 36 | 37 | > Heuristic evaluation is done by looking at an interface and trying to come up with an opinion about what is good and bad about the interface. 38 | 39 | A key trend could be seen in Figure 4 from the paper - diminishing returns appears to happen at around ten aggregated evaluators. 40 | 41 | > The number of usability results found by aggregates of evaluators grows rapidly in the interval from one to five evaluators but reaches the point of diminishing returns around the point of ten evaluators. 42 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 10 - Artifacts, Interfaces, and Politics.md: -------------------------------------------------------------------------------- 1 | # Week 10 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Do Artifacts Have Politics 6 | 7 | > Winner, L. (1980). Do Artifacts Have Politics? In Daedalus 109(1). (pp. 121-136). MIT Press. 8 | 9 | Topic: the idea that artifacts can have politics. 10 | 11 | What matters is not technologies itself buy the social or economic system in which it is embedded. 12 | 13 | Two ways that artifacts contain political properties: 14 | 15 | 1. Instances in which the invention, design, or arrangement of a specific technical device or system becomes a way of settling an issue in a particular community 16 | 2. Cases of what can be called inherently political technologies, man-made systems that appear to require, or to be strongly compatible with, particular kinds of political relationships 17 | 18 | ## The “Industrial Revolution” In The Home: Household Technology And Social Change In The 20 Century 19 | 20 | > Cowan, R. S. (1976). The “industrial revolution” in the home: Household technology and social change in the 20 century. Technology and Culture 17(1). (pp. 1-23). Johns Hopkins University Press. 21 | 22 | Topic: technological revolution in our home and its impact. 23 | 24 | Sociological model that predicts changing patterns of household work will be correlated with at least two indicators of social change: 25 | 26 | 1. The divorce rate 27 | 2. The rate of married women's labor force participation 28 | 29 | Author hypothesizes that the role of the advertiser is the connecting link between social change and technological change. 30 | 31 | ## Value Sensitive Design And Information Systems 32 | 33 | > Friedman, B., Kahn Jr, P. H., Borning, A., & Huldtgren, A. (2013). Value Sensitive Design and Information Systems. In P. Zhang & D. Galletta (Eds.) Human-Computer Interaction in Management Information Systems: Foundations. New York: M.E. Sharpe, Inc. 34 | 35 | Topic: introducing value sensitive design and developing the idea through three different studies: 36 | 37 | 1. Cookies and informed consent in web browsers 38 | 2. HDTV display technology in an office environment 39 | 3. User interactions and interface for an integrated land use, transportation, and environmental simulation 40 | 41 | > Our goal in this paper is to provide an account of Value Sensitive Design, with enough detail for other researchers and designers to critically examine and systematically build on this approach. 42 | 43 | What is value sensitive design? 44 | 45 | > Value Sensitive Design is a theoretically grounded approach to the design of technology that accounts for human values in a principled and comprehensive manner throughout the design process. 46 | 47 | What is a value in the HCI sense? 48 | 49 | > A value refers to what a person or group of people consider important in life. 50 | 51 | Value sensitive design builds on an iterative methodology that integrates conceptual, empirical, and technical investigations. 52 | 53 | **Conceptual investigations**: 54 | 55 | - Who are the direct and indirect stakeholders affected by the design at hand? 56 | - How are both classes of stakeholders affected? 57 | - What values are implicated? 58 | - How should we engage in trade-offs among competing values in the design, implementation, and use of information systems (e.g., autonomy vs. security, or anonymity vs. trust)? 59 | - Should moral values (e.g., a right to privacy) have greater weight than, or even trump, non-moral values (e.g., aesthetic preferences)? 60 | 61 | **Empirical investigations** - can be applied to any human activity that can be observed, measured, or documented. 62 | 63 | **Technical investigations** - focus on how existing technological properties 64 | and underlying mechanisms support or hinder human values. 65 | 66 | ### Cookies And Informed Consent In Web Browsers Case 67 | 68 | Based on investigation results Mozilla developed new types of mechanisms: 69 | 70 | 1. Peripheral awareness of cookies 71 | 2. Just-in-time information about individual cookies and cookies in general 72 | 3. Just-in-time management of cookies 73 | 74 | ### HDTV Display Technology In An Office Environment 75 | 76 | > More women than men expressed concern about the invasion of privacy through web cameras in public places. This finding held whether their image was to be displayed locally or in another city (Tokyo), or viewed by one person, thousands, or millions. One implication of this finding is that future technical designs and implementations of such display technologies need to be responsive to ways in which men and women might perceive potential harms differently. 77 | 78 | ### User Interactions And Interface For An Integrated Land Use, Transportation, And Environmental Simulation 79 | 80 | > Using value sensitive design to investigate how a technology – an integrated land use, transportation, and environmental computer simulation – affects human values on both the individual and organizational levels; and how human values can continue to drive the technical investigations, including refining the simulation, data, and interaction mode. 81 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 11 - Evaluation and Agile Development..md: -------------------------------------------------------------------------------- 1 | # Week 11 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Cognitive Walkthroughs: A Method For Theory-Based Evaluation Of User Interfaces 6 | 7 | > Polson, P. G., Lewis, C., Rieman, J., & Wharton, C. (1992). Cognitive walkthroughs: a method for theory-based evaluation of user interfaces. International Journal of Man-Machine Studies, 36(5). (pp. 741-773). 8 | 9 | Topic: a new methodology (cognitive walkthroughs) for performing theory-based evaluations of the user interface designs early in the design cycle. 10 | 11 | Main focus of cognitive walkthroughs: **ease of learning**. 12 | 13 | Cognitive walkthrough inputs: 14 | 15 | - Detailed design description of the user interface 16 | - A task scenario 17 | - Explicit assumptions about the user population and the context of use 18 | - A sequence of actions with which a user could successfully complete the task using the design under evaluation 19 | 20 | Goal structure management comes in four forms: 21 | 22 | 1. Generating the goal structure 23 | 2. Generating goals for actions 24 | 3. Interpreting feedback 25 | 4. "And-then" goal structure 26 | 27 | What distinguishes cognitive walkthroughs from other evaluation methods? 28 | 29 | 1. Role of simulation 30 | 2. Focus on mental operations 31 | 3. Use of task context 32 | 4. Links to the interface 33 | 5. Role of theory 34 | 35 | Assumptions: 36 | 37 | - User’s initial goals for a task will be incomplete in that they do not specify a complete task decomposition that includes both representations of subtasks and the action sequence necessary to carry out each subtask 38 | - Prompts, button labels and menu items interact with the user’s background knowledge and existing goals to create more explicit goals, which define components of the complete task and establish goals to perform specific actions 39 | - The lowest-level goal is to execute some physical action 40 | - When an action has been taken, the goal structure must be revised 41 | - In many tasks and in interactive dialogs, goals are not posted individually but as part of a structure that represents a goal and an associated sequence of subgoals that must be accomplished in a fixed order 42 | 43 | > The cognitive walkthrough is a precisely specified procedure for simulating a user’s cognitive processes as the user interacts with an interface in an effort to accomplish a specific task. 44 | 45 | A cognitive walkthrough has two phases, preparation and evaluation. 46 | 47 | ## How Do Design And Evaluation Interrelate In HCI Research 48 | 49 | > Wania, C. E., Atwood, M. E., & McCain, K. W. (2006, June). How do design and evaluation interrelate in HCI research? In Proceedings of the 6 Conference on Designing Interactive Systems. (pp. 90-98). ACM. 50 | 51 | Topic: relationship between designing for usability and evaluating usability to build overarching theory of HCI. 52 | 53 | Design methods have evolved over decades: 54 | 55 | - First generation, or product oriented, design methods focused on systems theory and software engineering 56 | - Second generation, or process oriented, design methods developed in the 1970’s, focused on user participation, communication and democracy in the design process 57 | - Third generation, or use oriented design methods, focus on the actual use situation and assess the quality in use of the designed system 58 | 59 | Evaluations can be done four basic ways: automatically, empirically, formally, and informally 60 | 61 | In HCI research, design and evaluation are typically treated as separate activities. In addition, students are typically taught these skills separately and industry typically hires people to be either designers or evaluators. 62 | 63 | > Overall, the HCI community sees seven clusters of authors with seven corresponding viewpoints within the topic of usability... Topics do not split between design and evaluation, but rather split according to philosophies of how systems should be designed and evaluated 64 | 65 | ## Towards A Framework For Integrating Agile Development And User-Centered Design 66 | 67 | > Chamberlain, S., Sharp, H., & Maiden, N. (2006). Towards a framework for integrating agile development and user-centered design. In Proceedings of the 4 International Conference on Extreme Programming and Agile Processes in Software Engineering. (pp. 143-153). Springer. 68 | 69 | Topic: integration between UCD (user-centred design) and agile development. Additionally, authors will highlight five principles for integrating UCD and agile development 70 | 71 | Three project teams in one organisation were observed for around 2-4 hours per week on site by one individual for a period of 6 months. The organisation hosting these projects was a large media company with a tradition of employing a user-centred approach to development. 72 | 73 | > A fundamental problem of communication exists between the developers and designers within each team and the subject of power within the project is a tricky one. Designers within a project defend their discipline in response to decisions made by the developers, and vice versa. 74 | 75 | ### Five Principles For Integrating UCD And Agile Development 76 | 77 | 1. **User involvement** - user should be supported by each member 78 | 2. **Collaboration and culture** - more effective communication between developers and designers 79 | 3. **Prototyping** - designers must provide prototypes and user feedback to developers 80 | 4. **Project life-cycle** - basic customer needs to be explored before code release 81 | 5. **Project management** - agile and UCD must work well with project management framework 82 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 12 - Best of CHI 2019.md: -------------------------------------------------------------------------------- 1 | # Week 12 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## A Framework For The Experience Of Meaning In Human-Computer Interaction 6 | 7 | > Mekler, E. & Hornbæk, K. (2019). A Framework for the Experience of Meaning in Human-Computer Interaction. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 8 | 9 | Topic: presenting a framework to evaluate _meaning_ in HCI. 10 | 11 | Meaning may be used as a non-modifying term to indicate a general sense of purpose, significance, or coherence. 12 | 13 | Three aspects of meaning: 14 | 15 | 1. **Ontology** - concerns our relationship to the objects in the world, from which meaning can be constructed 16 | 2. **Inter-subjectivity** - is about the sharing of meaning, in a sense, that different people can come to shared understanding about the world and each other, despite not having access to each other’s mental states 17 | 3. **Intentionality** - concerns the relationship between action and meaning 18 | 19 | > The key idea of the framework is that the experience of meaning consists of five distinct, albeit related components – connectedness, purpose, coherence, resonance, and significance 20 | 21 | Assumptions: 22 | 23 | 1. We focus on meaning as a moment-to-moment experience 24 | 2. The framework conceptualizes meaning as a chiefly subjective experience 25 | 3. Despite its vast and seemingly abstract nature, the experience of meaning is not ineffable 26 | 27 | ## Touchstone2: An Interactive Environment For Exploring Trade-Offs In HCI Experiment Design 28 | 29 | > Eiselmayer, A., Wacharamanotham, C., Beaudouin-Lafon, M., & Mackay, W. (2019). Touchstone2: An Interactive Environment for Exploring Trade-offs in HCI Experiment Design. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 30 | 31 | Topic: a direct-manipulation interface that is able to generate and examine trade-offs. 32 | 33 | Interviewed participants highlighted the following problems in designs: 34 | 35 | 1. Time constraints 36 | 2. Weighing design alternatives 37 | 3. Counterbalancing problems 38 | 4. Representing experiment designs 39 | 5. Power analysis to select sample size 40 | 41 | > Primary goal is to improve the quality and reproducibility of HCI experiments by offering researchers a tool for specifying and comparing alternative experiment designs. 42 | 43 | ## Online Grocery Delivery Services: An Opportunity To Address Food Disparities In Transportation-Scarce Areas 44 | 45 | > Dillahunt, T., Simioni, S., & Xu, X. (2019). Online Grocery Delivery Services: An Opportunity to Address Food Disparities in Transportation-scarce Areas. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 46 | 47 | Topic: online grocery delivery services to serve low-resource areas. 48 | 49 | Main research questions: 50 | 51 | 1. Does the online grocery-delivery model serve as a feasible model to provide healthy-food access to low-income and transportation-scarce individuals? 52 | 2. Does an online grocery-delivery service lead to healthier-food choices? 53 | 3. What opportunities exist for online grocery delivery service design to support healthy choices among individuals living in low-income and transportation scarce environments? 54 | 55 | Researchers used structural coding to quickly access relevant data from their data set. 56 | 57 | > We found that the service not only provided participants with access to healthy food but that our Shipt group purchased a higher percentage of healthy grocery items overall 58 | 59 | ## “They Don’t Leave Us Alone Anywhere We Go”: Gender And Digital Abuse In South Asia 60 | 61 | > Sambasivan, N., Batool, A., Ahmed, N., Matthews, T., Thomas, K., Gaytán-Lugo, L., Nemer, D., Bursztein, E., Churchill, E., & Consolvo, S. (2019). “They Don’t Leave Us Alone Anywhere We Go”: Gender and Digital Abuse in South Asia. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 62 | 63 | Topic: focuses on online abuses, specifically cyberstalking, impersonation, and personal content leaks. 64 | 65 | - About 72% of research participants reported that they faced online abuse - - Abuse tends to occur more for participants who were younger and from disadvantaged communities 66 | - Consequences of online abuse vary widely from threats to murder and there were many examples given in the paper 67 | - Victims of online abuse typically create their own coping mechanism (e.g., limiting social media, seeking help from family, etc.) rather than seeking support from law enforcement (law enforcement in Asia are inconsistent and not transparent) 68 | - There are opportunities to help these victims however. Some of the solutions are to create more consistent social platforms which are flexible enough for victims to use. This could mean more privacy and content options along with options for reporting abuse 69 | 70 | ## Risk Vs. Restriction: The Tension Between Providing A Sense Of Normalcy And Keeping Foster Teens Safe Online 71 | 72 | > Badillo-Urquiola, K., Page, X., & Wisniewski, P. (2019). Risk vs. Restriction: The Tension between Providing a Sense of Normalcy and Keeping Foster Teens Safe Online. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 73 | 74 | Topic: keeping foster teens safe online while enabling them to use the internet. 75 | 76 | Research questions: 77 | 78 | 1. According to parents, what types of risks do foster youth encounter online? 79 | 2. How do foster parents attempt to mediate these online risks? Are these strategies effective? 80 | 3. What are the unique challenges associated with parental mediation of technology use in the home for foster families? 81 | 82 | Researchers found 53% of foster teens in sample were considered high-risk. 83 | 84 | Researchers propose several approaches for addressing challenges: 85 | 86 | 1. Training and educational programs to teach foster parents about the latest technology trends and about effective digital parenting practices 87 | 2. New policies that give foster parents more authority to use an array of possibilities to mediate technology use in the home 88 | 3. Design parental control software that is uniquely tailored to foster families 89 | 90 | ## ‘Think Secure From The Beginning’: A Survey With Software Developers 91 | 92 | > Assal, H. & Chiasson, S. (2019). ‘Think secure from the beginning’: A Survey with Software Developers. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 93 | 94 | Topic: real issues of security appear to steam from a lack of organizational or process support to handle security throughout development tasks. 95 | 96 | Research questions: 97 | 98 | 1. How does security fit in the development life-cycle in real life? 99 | 2. What are the current motivators and deterrents to developers paying attention to security? 100 | 3. Does the development methodology, company size, or adopting Test-Driven Development (TDD) influence software security? 101 | 102 | Use of TDD was found to be most influential to influence software security. 103 | 104 | > Dealing with competing priorities, and the lack of security plans, procedures, knowledge, or resources are the main causes for deferring security. 105 | 106 | ## Anchored Audio Sampling: A Seamless Method For Exploring Children’s Thoughts During Deployment Studies 107 | 108 | > Hiniker, A., Froehlich, J., Zhang, M., & Beneteau, E. (2019). Anchored Audio Sampling: A Seamless Method for Exploring Children’s Thoughts During Deployment Studies. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 109 | 110 | Topic: remote data collection technique for extracting audio samples during field deployments with children to address limited value of surveys and interviews in this type of work. 111 | 112 | > The data that is collected during an AAS (Anchored Audio Sampling) study is defined by Anchor events, occurrences that the researcher has selected as triggers for audio recording 113 | 114 | Anchor events might refer to any number of user behaviors, activities, or states. 115 | 116 | Three core contributions of AAS: 117 | 118 | 1. AAS allows researchers to collect qualitative data without requiring self-report from users, reducing the participation burden and potentially reducing the extent to which participants alter their behaviors 119 | 2. AAS reproduces the real-time, event-based sampling that characterizes context-aware ESM (Experience Sampling Method) 120 | 3. Retroactive data capture that is not typically part of ESM procedures 121 | -------------------------------------------------------------------------------- /Test 2/Readings/Week 13 - Best of Georgia Tech HCI.md: -------------------------------------------------------------------------------- 1 | # Week 13 2 | 3 | > Ten questions on each test will be based on these readings. From the perspective of the test, your emphasis in reading these papers should be in getting a sufficient understanding of the material to answer high-level questions about the paper, as well as to be able to find answers quickly for more specific questions. 4 | 5 | ## Distributed Cognition As A Theoretical Framework For Information Visualization 6 | 7 | > Liu, Z., Nersessian, N., & Stasko, J. (2008). Distributed cognition as a theoretical framework for information visualization. IEEE Transactions on Visualization and Computer Graphics, 14(6). (pp. 1173-1180). 8 | 9 | Topic: authors argue that cognition is more of a property of interaction than a property of the human mind and that reductionist approaches to examine human minds are not as informative for information visualization design. 10 | 11 | ## The Aware Home: A Living Laboratory For Ubiquitous Computing Research 12 | 13 | > Kidd, C., Orr, R., Abowd, G., Atkeson, C., Essa, I., MacIntyre, B., Mynatt, E., Starner, T. & Newstetter, W. (1999). The aware home: A living laboratory for ubiquitous computing research. In N. Streitz, S. Konomi, & H. Burkhardt (Eds.) Cooperative Buildings: Integrating Information, Organizations, and Architecture (pp. 191-198). 14 | 15 | Topic: ubiquitous computing at home using HCI principles. 16 | 17 | ## Discovering Alternative Treatments For Opioid Use Recovery Using Social Media 18 | 19 | > Chancellor S., Nitzburg, G., Hu, A., Zampieri, F., & Choudhury, M. (2019). Discovering Alternative Treatments for Opioid Use Recovery Using Social Media. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 20 | 21 | Topic: examining homelessness on social media through analysis of data from Tumblr blog posts to realize practical applications of HCI to help underserved populations. 22 | 23 | ## Spaces And Traces: Implications Of Smart Technology In Public Housing 24 | 25 | > Kozubaev, S., Rochaix, F., DiSalvo, C., & Le Dantec, C. (2019). Spaces and Traces: Implications of Smart Technology in Public Housing. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 26 | 27 | Topic: investigating smart home technologies in the context of public housing as well as complex issues which arise (e.g., privacy and autonomy). 28 | 29 | ## Understanding Law Enforcement Strategies And Needs For Combating Human Trafficking 30 | 31 | > Deeb-Swihart, J., Endert, A., & Bruckman, A. (2019). Understanding Law Enforcement Strategies and Needs for Combating Human Trafficking. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 32 | 33 | Topic: interviewing officers who are combating human trafficking to understand how data can help. Author highlights key areas where HCI could help to improve: 34 | 35 | 1. Visualization of geospatial data 36 | 2. Usable security and privacy for unified databases 37 | 3. Archaic information systems used by law enforcement 38 | 39 | ## Serpentine: A Self-Powered Reversibly Deformable Cord Sensor For Human Input 40 | 41 | > Shahmiri, F., Chen, C., Waghmare, A., Zhang, D., Mittal, S., Zhang, S., Wang, Y., Wang, Z., Starner, T., & Abowd, G. (2019). Serpentine: A Self-Powered Reversibly Deformable Cord Sensor for Human Input. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 42 | 43 | Topic: self-powered sensor that can sense a variety of human input. Successful test results (97.7%) accuracy suggests that this sensor facilitate ubiquitous computing applications. 44 | 45 | ## The Parenting Actor-Network Of Latino Immigrants In The United States 46 | 47 | > Wong-Villacres, M., Kumar, N., & DiSalvo, B. (2019). The Parenting Actor-Network of Latino Immigrants in the United States. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. ACM. 48 | 49 | Topic: HCI (via Actor-Network Theory or ANT) to support parenting initiatives, particularly in education. 50 | 51 | ## The CHI Of Teaching Online: Blurring The Lines Between User Interfaces And Learner Interfaces 52 | 53 | > Joyner, D. (2019). The CHI of Teaching Online: Blurring the Lines Between User Interfaces and Learner Interfaces. In E. Kapros & M. Koutsombogera (Eds.) Designing for the User Experience in Learning Systems, Human-Computer Interaction Series. Springer. 54 | 55 | Topic: the intersection of interface design and learning design. 56 | -------------------------------------------------------------------------------- /Test 2/Readings/pdf/week10/D-week10-Understanding Law Enforcement Strategies.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Readings/pdf/week10/D-week10-Understanding Law Enforcement Strategies.pdf -------------------------------------------------------------------------------- /Test 2/Readings/pdf/week10/week10-CHI of teaching online.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/manikandan-ravikiran/HCI_Notes/9dc1caea70ff7ade3b0e6ecf69f6714682b177a0/Test 2/Readings/pdf/week10/week10-CHI of teaching online.pdf -------------------------------------------------------------------------------- /Test 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