lecture 3 understanding users and social aspects of hci n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Lecture 3 Understanding users and Social Aspects of HCI PowerPoint Presentation
Download Presentation
Lecture 3 Understanding users and Social Aspects of HCI

Loading in 2 Seconds...

play fullscreen
1 / 58
carsyn

Lecture 3 Understanding users and Social Aspects of HCI - PowerPoint PPT Presentation

130 Views
Download Presentation
Lecture 3 Understanding users and Social Aspects of HCI
An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Lecture 3Understanding usersand Social Aspects of HCI

  2. Overview • What is cognition? • What goes on in our heads when we carry out our daily activities. • What are users good and bad at? • Mental models • External cognition • Using this understanding to inform system design

  3. Why do we need to understand users? • Interacting with technology is cognitive • We need to take into account cognitive processes involved and cognitive limitations of users • We can provide knowledge about what users can and cannot be expected to do • Identify and explain the nature and causes of problems users encounter • Supply theories, modelling tools, guidance and methods that can lead to the design of better interactive products

  4. 1. Bringing cognitive psychology knowledge to HCI

  5. Core cognitive aspects • Attention • Perception and recognition • Memory • Reading, speaking and listening • Problem-solving, planning, reasoning and decision-making, learning • Here we focus on attention, perception & recognition, & memory

  6. Attention • Selecting things to concentrate on from the mass around us, at a point in time • Focussed and divided attention enables us to be selective in terms of the mass of competing stimuli but limits our ability to keep track of all events • Information at the interface should be structured to capture users’ attention, e.g. use perceptual boundaries (windows), colour, reverse video, sound and flashing lights

  7. Design implications for attention • Make information salient when it needs attending to • Use techniques that make things stand out like colour, ordering, spacing, underlining, sequencing and animation • Avoid cluttering the interface - follow the google.com example of crisp, simple design • Avoid using too much because the software allows it

  8. An example of over-use of graphics

  9. Perception and recognition • How information is acquired from the world and transformed into experiences • Obvious implication is to design representations that are readily perceivable, e.g. • Text should be legible • Icons should be easy to distinguish and read

  10. Which is easiest to read and why? What is the time? What is the time? What is the time? What is the time? What is the time?

  11. Memory • Involves encoding and recalling knowledge and acting appropriately • We don’t remember everything - involves filtering and processing • Context is important in affecting our memory • We recognize things much better than being able to recall things • The rise of the GUI over command-based interfaces • Better at remembering images than words • The use of icons rather than names

  12. The problem with the classic ‘72’ • George Miller’s theory of how much information people can remember • People’s immediate memory capacity is very limited • Many designers have been led to believe that this is useful finding for interaction design

  13. What some designers get up to… • Present only 7 options on a menu • Display only 7 icons on a tool bar • Have no more than 7 bullets in a list • Place only 7 items on a pull down menu • Place only 7 tabs on the top of a website page • But this is wrong? Why?

  14. Why? • Inappropriate application of the theory • People can scan lists of bullets, tabs, menu items till they see the one they want • They don’t have to recall them from memory having only briefly heard or seen them • Sometimes a small number of items is good design • But it depends on task and available screen estate

  15. More appropriate application of memory research • File management and retrieval is a real problem to most users • Research on information retrieval can be usefully applied • Memory involves 2 processes • recall-directed: using memorized information • recognition-based scanning: by searching and recognition • File management systems should be designed to optimize both kinds of memory processes

  16. File management • Facilitate existing memory strategies and try to assist users when they get stuck • Help users encode files in richer ways • Provide them with ways of saving files using colour, flagging, image, flexible text, time stamping, etc

  17. Mental models • Users develop an understanding of a system through learning & using it • Knowledge is often described as a mental model • How to use the system (what to do next) • What to do with unfamiliar systems or unexpected situations (how the system works) • People make inferences using mental models of how to carry out tasks

  18. Mental models • Craik (1943) described mental models as internal constructions of some aspect of the external world enabling predictions to be made • Involves unconscious and conscious processes, where images and analogies are activated • Deep versus shallow models (e.g. how to drive a car and how it works)

  19. Everyday reasoning & mental models • You arrive home on a cold winter’s night to a cold house. How do you get the house to warm up as quickly as possible? Set the thermostat to be at its highest or to the desired temperature? (b) You arrive home starving hungry. You look in the fridge and find all that is left is an uncooked pizza. You have an electric oven. Do you warm it up to 375 degrees first and then put it in (as specified by the instructions) or turn the oven up higher to try to warm it up quicker?

  20. Heating up a room or oven that is thermostat-controlled • Many people have erroneous mental models (Kempton, 1996) • Why? • General valve theory, where ‘more is more’ principle is generalised to different settings (e.g. gas pedal, gas cooker, tap, radio volume) • Thermostats based on model of on-off switch model

  21. Heating up a room or oven that is thermostat-controlled • Same is often true for understanding how interactive devices and computers work: • Poor, often incomplete, easily confusable, based on inappropriate analogies and superstition (Norman, 1983) • e.g. frozen cursor/screen - most people will bash all manner of keys

  22. Exercise: ATMs • Write down how an ATM works • How much money are you allowed to take out? • What denominations? • If you went to another machine and tried the same what would happen? • What information is on the strip on your card? How is this used? • What happens if you enter the wrong number? • Why are there pauses between the steps of a transaction? What happens if you try to type during them? • Why does the card stay inside the machine? • Do you count the money? Why?

  23. How did you fare? • Your mental model • How accurate? • How similar? • How shallow? • Payne (1991) did a similar study and found that people frequently resort to analogies to explain how they work • People’s accounts greatly varied and were often ad hoc

  24. External cognition • Concerned with explaining how we interact with external representations (e.g. maps, notes, diagrams) • What are the cognitive benefits and what processes involved • How they extend our cognition • What computer-based representations can we develop to help even more?

  25. Externalizing to reduce memory load • Diaries, reminders,calendars, notes, shopping lists, to-do lists - written to remind us of what to do • Post-its, piles, marked emails - where placed indicates priority of what to do • External representations: • Remind us that we need to do something (e.g. to buy something for mother’s day) • Remind us of what to do (e.g. buy a card) • Remind us when to do something (e.g. send a card by a certain date)

  26. Computational offloading • When a tool is used in conjunction with an external representation to carry out a computation (e.g. pen and paper) • Try doing the two sums below (a) in your head, (b) on a piece of paper and c) with a calculator. • 234 x 456 =?? • CCXXXIIII x CCCCXXXXXVI = ??? • Which is easiest and why? Both are identical sums

  27. Annotation and cognitive tracing • Annotation involves modifying existing representations through making marks • e.g. crossing off, ticking, underlining • Cognitive tracing involves externally manipulating items into different orders or structures • e.g. playing scrabble, playing cards

  28. Design implication • Provide external representations at the interface that reduce memory load and facilitate computational offloading e.g. Information visualizations have been designed to allow people to make sense and rapid decisions about masses of data

  29. Informing design based on our understanding of users • How can we use knowledge about users to inform system design? • Provide guidance and tools • Design principles and concepts • Design rules • Provide analytic tools • Methods for evaluating usability

  30. Mental models & system design • Notion of mental models has been used as a basis for conceptual models • Assumption is that if you can understand how people develop mental models then can help them develop more appropriate mental models of system functionality • For example, a design principle is to try to make systems transparent so people can understand them better and know what to do

  31. The design principle of transparency • NOT to be understood as literal • useful feedback • easy to understand • intuitive to use • clear & easy to follow instructions • appropriate online help • context sensitive guidance of how to proceed when stuck

  32. Key points • Cognition involves many processes including attention, memory, perception and learning • The way an interface is designed can greatly affect how well users can perceive, attend, learn and remember how to do their tasks • The conceptual framework of ‘mental models’ and ‘external cognition’ provide ways of understanding how and why people interact with products, which can lead to thinking about how to design better products

  33. Social aspects of HCI:designing for collaboration and communication

  34. Overview • Conversation with others • Awareness of others • How to support people to be able to: • talk and socialise • work together • play and learn together

  35. Conversation with others • Various mechanisms and ‘rules’ we follow to hold a conversation • mutual greetings A: Hi there B: Hi! C: Hi A: All right? C: Good, How’s it going? A: Fine, how are you? C: OK B: So-so. How’s life treating you?

  36. Conversational rules • turn-taking to coordinate conversation • A: Shall we meet at 8? • B: Um, can we meet a bit later? • A: Shall we meet at 8? • B: Wow, look at him? • A: Yes what a funny hairdo! • B: Um, can we meet a bit later? • Back channeling to signal to continue and following • Uh-uh, umm, ahh

  37. More conversational rules • farewell rituals • Bye then, see you, good-bye, see you later…. • implicit and explicit cues • e.g. looking at watch, fidgeting with coat and bags • explicitly saying “Oh dear, must go, look at the time, I’m late…”

  38. Breakdowns in conversation • When someone says something that is misunderstood • Speaker will repeat with emphasis: A: “this one?” B: “no, I meant that one!” • Also use tokens: Eh? Quoi? Huh? What?

  39. What happens in technology-mediated conversations? • Do same conversational rules apply? • Are there more breakdowns? • How do people repair them? • Phone? • Email? • Instant messaging • SMS texting?

  40. Design implications • How to support conversations when people are ‘at a distance’ from each other • Many applications have been developed • Email, videoconferencing, videophones, computer conferencing, instant messaging, chatrooms, collaborative virtual environments, media spaces • How effective are they? • Do they mimic or extend existing ways of conversing?

  41. Synchronous computer-mediated communication • Conversations are supported in real-time through voice and/or typing • Examples include video conferencing and chatrooms • Benefits • Can keep more informed of what is going on • Video conferencing allows everyone to see each other providing some support for non-verbal communication • Chatrooms can provide a forum for shy people to talk more • Problems: • Video lacks bandwidth so judders and lots of shadows • Difficult to establish eye contact with images of others • People can behave badly when behind the mask of an avatar

  42. Will video be a success using G3 mobile phones? • Will the judder, sudden jerks and shadowsdisappear? • Will it be possible to establish eye contactand read lips on such a small image? • Will people find it socially acceptable totalk to an image of someone in the palm oftheir hands?

  43. Asynchronous communication • Communication takes place remotely at different times • Email, newsgroups, computer conferencing • Benefits include: • Read any place any time • Flexible as to how to deal with it • Powerful, can send to many people • Can make saying things easier • Problems include: • FLAMING!!! • Spamming • Message overload • False expectations as to when people will reply

  44. New communication technologies • Move beyond trying to support face-to-face communication • Provide novel ways of interacting and talking • Examples include: • SMS texting via mobile phones • Online chatting in chatrooms • Collaborative virtual environments • Media spaces

  45. Collaborative virtual environments The rooftop garden in BowieWorld, a Collaborative Virtual environment (CVE), supported by Worlds.com. Users take part by “dressing up” as an avatar. There are 100s of avatars to choose from, including penguins and real persons. Once an avatar has entered a world they can explore it and chat to other avatars. Source: www.worlds.com/bowie

  46. VideoWindow system (Bellcore, 1989) • a shared space that allowed people 50 miles apart to carry on a conversation as if in same room drinking coffee together • 3 x 8 ft ‘picture-window’ between two sites with video and audio • People did interact via the window but strange things happened (Kraut, 1990)

  47. Findings of how VideoWindow System was used • Talked constantly about the system • Spoke more to other people in the same room rather than in other room • When tried to get closer to someone in other place had opposite effect - went out of range of camera and microphone • No way of monitoring this

  48. Hypermirror (Morikawa and Maesako, 1998) • allows people to feel as if they are in the same virtual place even though in physically different spaces (woman in white sweater is in a different room to the other three) People in different places are superimposedon the same screento make them appear as if in same space

  49. Creating personal space in Hypermirror 2) Two in this room are invadingthe ‘virtual’ personal spaceof the other person by appearing to bephysically on top of them 3) Two in the room move apart to allow person in other space more ‘virtual’ personal space

  50. Everyone happy