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CSC 8570 -- USI. Class Meeting 6 October 5, 2010. Outline for Evening. One-minute assessment Research project issues Table creation revisited Augmenting GUEPs and CDs Course themes reprise Edge and Blackwell Careful reading Major concepts. One Minute Assessment.

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CSC 8570 -- USI

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Csc 8570 usi

CSC 8570 -- USI

Class Meeting 6

October 5, 2010


Outline for evening

Outline for Evening

  • One-minute assessment

  • Research project issues

  • Table creation revisited

  • Augmenting GUEPs and CDs

  • Course themes reprise

  • Edge and Blackwell

    • Careful reading

    • Major concepts


One minute assessment

One Minute Assessment

Do not put your name on the paper

On one side of the paper, list

  • The two most important concepts that you have learned so far.

    On the other side of the paper, list

  • The thing (or things) that you are most confused about.


Research project issues

Research Project Issues

My question:

  • Suppose your hypothesis says that design A is faster than design B.

  • You gather timing data from a number of subjects (say N=23)

  • You compute the average total task time (summed over a number of tasks)

    • Design A: 13.68 seconds

    • Design B: 15.12 seconds

  • Do the data support your hypothesis? [Note data is plural.]

  • What is the negation of the previous statement?

    If your results need a statistician, then you should design a better experiment. -- Baron Ernest Rutherford


Research project issues1

Research Project Issues

  • Your questions:


Table creation

Table Creation

  • Interesting semantic question arose

    • Relevant to Consistency GUEP

    • Related questions in spreadsheet and word processing systems

  • In a spreadsheet, which cell becomes active when the user taps

    • Tab

    • Enter

    • another navigation key


Table creation 2

Table Creation (2)

  • In a word processing system, when entering data into a table, which cell becomes active when the user taps

    • Tab

    • Enter

    • Another navigation key

  • How might one model these situations?


Augmenting gueps and cds

Augmenting GUEPs and CDs

Our goals:

  • Rephrase GUEPs and CDs, if necessary

  • Develop examples of interface items described by GUEPs and CDs

  • Relate the approaches embodied in GUEPs and CDs

    See the handout for a summary of GUEPs and CDs


Themes

Themes

  • Models, theories, frameworks

    Form a foundation for understanding

  • What users want (What do they want?)

    Which is interpreted by the

  • Design principle hierarchy

    • GUEPs (Generative User Engineering Principles)

    • General design principles

    • Implementable design guidelines


Themes 2

Themes (2)

Users are directed in their approach to a system by

  • Mental models

    • Problem space version: Set of states and paths from one state to the next leading to a solution

    • Theory version: What users believe to be true about particular domains, devices, or systems

      And

  • The cognitive dimensions (CDs) of understanding (which describe ways of thinking).

    • Related to GUEPs as described by the 14 by 9 matrix.


Themes 3

Themes (3)

We have devised a path from abstraction to implementation based on:

  • Cognitive dimensions

  • GUEPs

  • Design principles

  • Task analysis


Tangible user interfaces

Tangible User Interfaces

  • What are they?

    • Definition

    • Examples

    • John Underkoffler on the g-speak spatial operating environment


Silly aside

Silly Aside

Exercise: For the 26 3-character strings, [A-Z]UI, give the definition or description of the user interface described by the acronym.

For example, GUI stands for Graphical User Interface and describes any interface using icons or other graphical elements to access data or operations.


Tui 2

TUI (2)

  • What is the power of a WIMP interface?

    • Is the analysis (done by Edge and Blackwell) of its actions correct?


Tui 3

TUI (3)

  • What is the power of a TUI?

    • What does “power” mean in this context?


Tui 4

TUI (4)

Top level concepts

  • Physical layer; physical tokens

    • Aligning tokens; lines of tokens

    • Stacking tokens

  • Virtual layer

    • Synchronization with physical layer

    • Feedback: visual, auditory, tactile

    • Abstraction of time

  • Virtual – Physical Level

    • Degree of embodiment

    • Degree of synchronization

    • Degree of coherence


Tui 5

TUI (5)

  • Manipulable solid diagrams

  • Tokens; token aggregation

    • Object order

    • Continuous values

    • Token association

  • Superior to WIMP

    • uses DM more effectively

    • uses D of F with hands more efficiently


Example

Example

  • What do you want from a mapping system?

  • Does this match with what the system provides?

  • Explore

    • Mapquest

    • Google Maps

    • Yahoo Maps

    • Mappy.com

    • AAA.com

    • Microsoft Streets and Trips


Example1

Example

  • What do you want from a rapid transit routing system?

  • Does this match with what the system provides?

  • Explore

    • Atlanta MARTA

    • Philadelphia SEPTA

    • Washington DC Metro

    • San Francisco BART

    • Denver DART


Next time

Next Time

  • Continue work on research project, completing experimental material and IRB form.

  • Read Claburn, Waiting for Google’s gPhone.

    • Match his opinions against our list of user desires

    • Compare his ideas with GUEPs and CDs

    • List those ideas that have been implemented in the last 18 months.

    • Which features should we implement next?


Research team meetings

Research Team Meetings


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