Human Computer Interaction IT352

Youmustsubmittwoseparatecopies(one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Romanfont for all your answers.

Description and Instructions

General Guidelines

The deadline for project submission is Monday, December 4, 2023.Each group can have up to 3 members.The project carries a total of 14 marks: 10 marks are allocated for the project work and documentation, while 4 marks are for the PowerPoint presentation.Students are required to both present and upload their PowerPoint presentations on Blackboard (BB).The project is divided into four sections, with marks designated for each. The PowerPoint presentation is worth 4 marks.

2 MarksLearning Outcome(s):LO1: Define interaction design process and describe different type of models, theories and frameworks for conceptualizing interaction.LO3: Demonstrate data gathering, analysis, and presentation techniques for discovering user interface requirements Part One

Modern HCI recognizes the multifaceted nature of design approaches that cater to diverse user needs and contexts. Four significant design strategies include user-centered design, activity-centered design, systems design, and genius design. Each of these approaches offers unique insights and methodologies for crafting effective interfaces.

1.Using the design approaches discussed in Chapter 2, propose a design for a software prototype for one of these groups of users:

a. Remote Workers

b. Travelers

c. Students

d. Healthcare Professionals

2.Your software prototype can be of any platform – web, mobile, stand-alone, wearable, etc. Your tasks are:

Name your software prototype and elucidate its aim, objective(s), and the specific problem it seeks to address. Also, specify which design approach(es) from Chapter 2 you are primarily leveraging and why.

3.Requirements Gathering:

Engage potential users through an online survey, interviews, or observations, tailored to your chosen user group. Aim for at least 10 survey responses and conduct two interviews or observations (or a combination).

4.Summarizing Findings:

Analyze and present your findings, focusing on user needs, tasks, and functional requirements. How do these findings align or diverge from the design approach(es) you’ve chosen?

5.Insights and Feedback:

Point out any unique insights, feedback, or innovative metaphors encountered during your data collection phase. How might these insights influence the design approach(es) you’ve chosen?

2 MarksLearning Outcome(s):LO2: Explain cognitive, social, and emotional aspects of different types of user interfaces.Part Two

The design phase is a precursor to prototyping. This involves visualizing and detailing the UI design. Based on your discoveries from Part One, articulate how the prototype will be fashioned and function. Your tasks involve:

Conceptualizing the Design:

oCraft at least three preliminary layouts that represent user requirements, the problems the prototype intends to solve, and the envisioned user interactions.

oExplain how the chosen design approach(es) from Chapter 2 influenced these conceptual designs. For instance, if activity-centered design was a primary choice, how does the design cater to specific user activities?

oSimple sketches or wireframes can be utilized for this task.

Concrete Design:

Convert your conceptual designs, enriching them with specifics like colors, auditory cues, graphics, menus, icons, etc. Dive deeper into design nuances as discussed in Chapters 7 and 12. Employ any visual design software you’re comfortable with.

4 MarksLearning Outcome(s):LO4: Illustrate prototyping for interaction design and explain practical facets of interface construction.Part Three

Prototyping brings your designs from Part Two to life, emphasizing interactivity. Design the interactive elements, ensuring users can explore and engage with the UI for eventual feedback during evaluations. While your prototype doesn’t need to be fully operational, it should be demonstrative of the intended final product. Utilize any visual programming platform of your choice.

For every interface screenshot, describe its function, its state transitions, and underline any UX methodologies applied to minimize user errors. Chapter 13 provides insights into UX design patterns.

Complement your prototype with a 2-minute video showcasing its interactive features.

2 MarksLearning Outcome(s):LO5: Describe and apply various interaction evaluation techniques.Part Four

Evaluation determines the prototype’s usability and user acceptance based on UX benchmarks. Select at least three potential users, ideally those you previously interviewed or who participated in your survey. Execute a User Acceptance Test (UAT) with these individuals and analyze their feedback with these criteria:

1.Gauge the average user satisfaction based on the prototype’s goals and objectives.

2.Count occurrences of both recognizable and unfamiliar metaphors or details to users.

3.Identify elements or functionalities that users found perplexing.

4.Gather additional suggestions or feedback for refinement.

College of Computing and Informatics
Project
Deadline: Monday 04/12/2023 @ 23:59
[Total Mark is 14]
Student Details:
CRN:
Name:
Name:
Name:
ID:
ID:
ID:
Instructions:
• You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on
Blackboard via the allocated folder. These files must not be in compressed format.
• It is your responsibility to check and make sure that you have uploaded both the correct files.
• Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between
words, hide characters, use different character sets, convert text into image or languages other than English
or any kind of manipulation).
• Email submission will not be accepted.
• You are advised to make your work clear and well-presented. This includes filling your information on the cover
page.
• You must use this template, failing which will result in zero mark.
• You MUST show all your work, and text must not be converted into an image, unless specified otherwise by
the question.
• Late submission will result in ZERO mark.
• The work should be your own, copying from students or other resources will result in ZERO mark.
• Use Times New Roman font for all your answers.
Description and Instructions
Pg. 01
Description and Instructions
General Guidelines
•
The deadline for project submission is Monday, December 4, 2023.
•
Each group can have up to 3 members.
•
The project carries a total of 14 marks: 10 marks are allocated for the project
work and documentation, while 4 marks are for the PowerPoint presentation.
•
Students are required to both present and upload their PowerPoint
presentations on Blackboard (BB).
•
The project is divided into four sections, with marks designated for each. The
PowerPoint presentation is worth 4 marks.
Part One
Pg. 02
Learning
Outcome(s):
LO1: Define
interaction design
process and
describe different
type of models,
theories and
frameworks for
conceptualizing
interaction.
LO3:
Demonstrate data
gathering,
analysis, and
presentation
techniques for
discovering user
interface
requirements
Part One
2 Marks
Modern HCI recognizes the multifaceted nature of design approaches that cater
to diverse user needs and contexts. Four significant design strategies include
user-centered design, activity-centered design, systems design, and genius
design. Each of these approaches offers unique insights and methodologies for
crafting effective interfaces.
1. Using the design approaches discussed in Chapter 2, propose a design for
a software prototype for one of these groups of users:
a. Remote Workers
b. Travelers
c. Students
d. Healthcare Professionals
2. Your software prototype can be of any platform – web, mobile, stand-alone,
wearable, etc. Your tasks are:
• Name your software prototype and elucidate its aim, objective(s), and the
specific problem it seeks to address. Also, specify which design
approach(es) from Chapter 2 you are primarily leveraging and why.
3. Requirements Gathering:
• Engage potential users through an online survey, interviews, or
observations, tailored to your chosen user group. Aim for at least 10
survey responses and conduct two interviews or observations (or a
combination).
4. Summarizing Findings:
• Analyze and present your findings, focusing on user needs, tasks, and
functional requirements. How do these findings align or diverge from the
design approach(es) you’ve chosen?
Part One
Pg. 03
5. Insights and Feedback:
• Point out any unique insights, feedback, or innovative metaphors
encountered during your data collection phase. How might these insights
influence the design approach(es) you’ve chosen?
Part Two
Pg. 04
Learning
Outcome(s):
LO2: Explain
cognitive, social,
and emotional
aspects of
different types of
user interfaces.
Part Two
2 Marks
The design phase is a precursor to prototyping. This involves visualizing and
detailing the UI design. Based on your discoveries from Part One, articulate how
the prototype will be fashioned and function. Your tasks involve:
•
Conceptualizing the Design:
o Craft at least three preliminary layouts that represent user requirements,
the problems the prototype intends to solve, and the envisioned user
interactions.
o Explain how the chosen design approach(es) from Chapter 2 influenced
these conceptual designs. For instance, if activity-centered design was a
primary choice, how does the design cater to specific user activities?
o Simple sketches or wireframes can be utilized for this task.
•
Concrete Design:
Convert your conceptual designs, enriching them with specifics like colors,
auditory cues, graphics, menus, icons, etc. Dive deeper into design nuances as
discussed in Chapters 7 and 12. Employ any visual design software you’re
comfortable with.
Part Three
Pg. 05
Learning
Outcome(s):
LO4: Illustrate
prototyping for
interaction design
and explain
practical facets of
interface
construction.
Part Three
4 Marks
Prototyping brings your designs from Part Two to life, emphasizing interactivity.
Design the interactive elements, ensuring users can explore and engage with
the UI for eventual feedback during evaluations. While your prototype doesn’t
need to be fully operational, it should be demonstrative of the intended final
product. Utilize any visual programming platform of your choice.
•
For every interface screenshot, describe its function, its state transitions,
and underline any UX methodologies applied to minimize user errors.
Chapter 13 provides insights into UX design patterns.
•
Complement your prototype with a 2-minute video showcasing its
interactive features.
Part Four
Pg. 06
Learning
Outcome(s):
LO5: Describe
and apply various
interaction
evaluation
techniques.
Part Four
2 Marks
Evaluation determines the prototype’s usability and user acceptance based on
UX benchmarks. Select at least three potential users, ideally those you
previously interviewed or who participated in your survey. Execute a User
Acceptance Test (UAT) with these individuals and analyze their feedback with
these criteria:
1. Gauge the average user satisfaction based on the prototype’s goals and
objectives.
2. Count occurrences of both recognizable and unfamiliar metaphors or details
to users.
3. Identify elements or functionalities that users found perplexing.
4. Gather additional suggestions or feedback for refinement.
‫الجامعة السعودية االلكترونية‬
‫الجامعة السعودية االلكترونية‬
‫‪1‬‬
‫‪26/12/2021‬‬
College of Computing and Informatics
Human Computer Interaction
2
Human Computer Interaction
Module 12: Interaction Design in Practice,
Introducing Evaluation
3
Contents
1. The Why, What, Where and When of Evaluation
2. Types of Evaluation
3. Evaluation Case Studies
4
Weekly Learning Outcomes:
1. Introduce a range of different types of evaluation methods
2. Discuss the use of different evaluation methods for different
purposes at different stages of the design process and in
different contexts of use.
5
The Why, What, Where
and When to Evaluate
6
14.2 Why, What, Where, and When to
Evaluate
Evaluation is a
continuous
process that
studies:
Why: To check
users’
requirements and
confirm that users
can utilize the
product and that
they like it
What: A
conceptual model,
prototypes of a
new system in an
early stage, more
complete
prototypes, and a
prototype to
compare with
competitors’
products
Where: In natural,
in-the-wild, and
laboratory settings
When:
Throughout
design; finished
products can be
evaluated to
collect
information to
inform new
products
Unlike a lab study, seeing children play in a natural setting will reveal when the children get bored and stop playing with the toy.
In a lab study, the children are told what to do, so the UX researchers cannot easily see how the children naturally engage with
the toy and when they get bored. You can ask them but may be they will be afraid to say I do not like it!
7
14.3 Evaluation’s
Types
CONTROLLED SETTINGS
NATURAL SETTINGS
ANY SETTINGS
8
14.3.1 Controlled
Settings
directly involve users (for example,
usability and research labs)
The main methods are usability
testing and experiments.
Experiments are typically conducted in research labs at
universities or commercial labs to test such hypotheses. These
are the most controlled evaluation settings
9
14.3.2 Natural Settings
• Involving users (for instance, online communities and products that are
used in public places)
• The main method used is field studies (for example in-the-wild studies) 
Often there is little or no control over what users do, especially in in-thewild settings
• The goal of field studies is to evaluate products with users in their natural
settings
10
14.3.3 Any
Settings
Cognitive walk-throughs involve simulating a user’s problemsolving process at each step in the human-computer dialogue
and checking to see how users progress from step to step in
these interactions
Doesn’t directly involve users (for example,
consultants and researchers critique the
prototypes, and may predict and model how
successful they will be when used by users
The range of methods includes inspections,
heuristics, walk-throughs, models, and
analytics.
Analytics is a technique for logging and analyzing data either at
a customer’s site or remotely
11
Living Labs
The concept of a living lab differs from a traditional view of a lab insofar as it is trying to be
both natural and experimental and the goal is to bring the lab into the home (or other
natural setting) or online
Living labs is used to evaluate
people’s use of technology in
their everyday lives.
Such evaluations are too
difficult to do in a usability
lab
More recent examples
include whole blocks and
cities that house hundreds
of people.
Many citizen science
projects can also be
thought of as living labs,
for instance, iNaturalist.org
12
14.3.4 Selecting
and combining
methods
• Combinations of methods are used to get a richer understanding
• For example, sometimes usability testing conducted in labs is combined
with observations in natural settings to identify the range of usability
problems and find out how users typically use a product.
13
Evaluation Case Studies
14
14.4 Evaluation Case
Studies
• Case studies are useful for understanding how different elements fit
together and how different elements (implementation, context and
other factors) have produced the observed impacts
• Different types of case studies, used for different purposes in evaluation
1. Computer Game Experiment: to test whether playing with automatic
computer is more fun than playing with real friends
2. An ethnographic study of visitors at the Royal Highland show in which
participants are directed and tracked using mobile phone App
15
Case Study 1
• Evaluate the participants’ engagement while playing an online ice-hockey game
• Evaluate users’ experiences when playing against a friend and when playing alone
against the computer
• Ten participants, who were experienced game players, took part in the experiment.
• During the experiment, sensors were placed on the participants to collect
physiological data.
• The data collected included measurements of the moisture produced by sweat
glands of their hands and feet and changes in heart and breathing rates
• In addition, they videoed the participants and asked them to complete user
satisfaction questionnaires at the end
• To reduce the effects of learning, half of the participants played first against a friend
and then against the computer, and the other half played against the computer first
16
Case Study 1
Figure 14.2 shows the setup for recording data while the participants were
playing the game.
17
Case Study 1
Results from the user satisfaction questionnaire revealed that the mean ratings on a 1–
5 scale for each item indicated that playing against a friend was the favored
experience (Table 14.1). Data
18
Case Study 2
• A live chatbot—was used to collect data about
people’s experiences, impressions, and feelings as
they visited and moved around the Royal Highland
Show (RHS)
• The RHS is a large agricultural show that runs every
June in Scotland
• Ethnobot was programmed to ask participants pre-established
questions as they wandered around the show and to prompt them
to expand on their answers and take photos
• It also directed them to particular parts of the show that the
researchers thought would interest the participants
The study consisted of four data collection sessions using the
Ethnobot over two days and involved 13 participants, who
ranged in age and came from diverse backgrounds
• The Ethnobat directed Billy to a particular place
(Aberdeenshire Village)
• Next, Ethnobot asks “…what’s going on?”
• The screen shows five of the experience buttons from
which Billy needs to select a response
19
Experience responses
submitted in Ethnobot
• Overall, the analyses revealed that
participants spent an average of 120
minutes with the Ethnobot on each
session and recorded an average of
71 responses
• A total of 435 pre-established
responses were collected, including
70 that were about what the
participants did or experienced
Number of prewritten experience responses submitted by participants to the
pre-established questions that Ethnobot asked them about their experiences
20
14.5 Lesson learned from Case
Studies
• How to observe users in the lab and in natural settings
• How evaluators select different levels of control in the lab and in natural
settings and in crowdsourcing evaluation studies
• Use of different evaluation methods
• How to develop different data collection and analysis techniques to evaluate
user experience goals such as challenge and engagement
• The ability to run experiments on the Internet that are quick and inexpensive
using crowdsourcing – reaching many more participants
• Crowdsourcing involves a large group of dispersed participants contributing or producing
goods or services—including ideas, voting, micro-tasks, and finances—for payment or as
volunteers
• How a large number of participants can be recruited using Mechanical Turk
• Amazon Mechanical Turk is a crowdsourcing website for businesses to hire remotely located
“crowdworkers” to perform discrete on-demand tasks that computers are currently unable to do. It is
21
operated under Amazon Web Services, and is owned by Amazon.
Evaluation Methods
22
Evaluation language
Analytics
Analytical
evaluation
Biases
Controlled
experiment
Crowdsourcing
Ecological
validity
Expert review
or criticism
Field study
Formative
evaluation
Heuristic
evaluation
23
Evaluation language
Informed
consent form
In the wild
evaluation
Living
laboratory
Predictive
evaluation
Reliability
Scope
Summative
evaluation
Usability
laboratory
User studies
Usability
testing
Users or
participants
Validity
24
Evaluation language
Informed consent form This form describes what a participant in an evaluation
study will be asked to do, what will happen to the data collected about them, and their
rights while involved in the study.
In-the-wild study This is a type of field study in which users are observed using
products or prototypes within their everyday context.
Living lab This place is configured to measure and record people’s everyday activities
in a natural setting, such as in the home.
Predictive evaluation This type of evaluation is where theoretically based models
are used to predict user performance.
Reliability The reliability or consistency of a method is how well it produces the same
results on separate occasions under the same circumstances.
Scope This refers to how much the findings from an evaluation can be generalized.
Summative evaluation This evaluation is done when the design is complete.
Usability lab This lab is specially designed for usability testing.
Usability testing This involves measuring how well a design supports users’
performance on various tasks.
User studies This generic term covers a range of evaluations involving users,
including field studies and experiments.
Users or participants In this context, these terms are used interchangeably
to refer
25
14.6 Other issues to consider when doing
Evaluation
• Informing participants about their rights? (consent form)
• Consider biases and other influences that impact how
you describe your evaluation findings
26
Things to consider when
interpreting data
Reliability: Does the method produce the same results on separate occasions?
Validity: Does the method measure what it is planned to measure?
Ecological validity: Does the environment of the evaluation distort the results?
Biases: Are there biases that distort the results?
Scope: How generalizable are the results?
27
Summary
Some of the data gathering methods are used in evaluation
Evaluations can be done in controlled settings such as laboratories, less controlled field settings, or
where users are not present
Usability testing and experiments enable the evaluator to have a high level of control over what gets
tested, whereas evaluators typically impose little or no control on participants in field studies
Different methods can be combined to get different perspectives
Participants need to be made aware of their rights
It is important not to over-generalize findings from an evaluation
28
Thank
You
29
1
College of Computing and Informatics
Human Computer Interaction
2
Human Computer
Interaction
Module 7
Interfaces
3
Contents
1. Interface Types
2. Interface Selection
4
Weekly Learning Outcomes
1. Highlight the main design and research
considerations for each kind of the interfaces.
2. Describe Natural User Interface (NUI) term and
discuss the selection of an interface for a given
activity.
5
Required
Reading
1. Interaction Design: Beyond HumanComputer Interaction, 5th Edition: Chapter
7 Page 193 to 257
Recommended Reading
GOOGLE Material Design https://material.io/design/
6
This Presentation is mainly dependent on the textbook: Interaction Design: Beyond Human-Computer Interaction, 5th Edition
1. Interface
Types
7
7.2 Interface Types
The goal of this chapter is to give you an overview of the diversity of interfaces that can be developed for different
environments, people, places, and activities.
We present a catalog of 20 interface types, starting with command-based and ending with smart ones
1. Command
2. Graphical
3. Multimedia
4. Virtual reality
5. Web
6. Mobile
7. Appliance
8. Voice (involves a person talking
with a spoken language app)
9.Pen
10.Touch
11.Gesture
12.Haptic (provide tactile feedback, by applying vibration and forces to the person)
13.Multimodal
14.Shareable
15.Tangible (use sensor-based interaction, where physical objects, such as bricks,
balls, and cubes, are coupled with digital representations)
16.Augmented reality
17.Wearables
18.Robots and drones
19.Brain-computer interaction
20.Smart
8
7.2.11 Gesture-based systems
• Gestures involve moving arms
and hands to communicate
• Camera recognition, sensor, and
computer vision techniques
• Recognize people’s arm and
hand gestures in a room
• Gestures need to be presented
sequentially to be understood
Recognizes core gestures for manipulating
MRI or CT images using Microsoft Kinect
9
7.2.13 Multimodal Interfaces
• Information is experienced and
detected using different
modalities, such as touch, sight,
sound, and speech
• more flexible, efficient, and
expressive means of humancomputer interaction
• multi-sensor input to enable other
aspects of the human body to be
tracked
• For example, eye gaze, facial
expression, and lip movements
• Provides input for customizing
user interfaces
Tracking a person’s movements
21
7.2.14 Shareable interfaces
• Designed for more than one person to use:
• Provide multiple inputs and sometimes
allow simultaneous input by colocated groups
• Large wall displays where people use their
own pens or gestures
• Interactive tabletops where small groups
interact with information using their
fingertips
• For example, DiamondTouch, Smart
Table,
and Surface
• Provide a large interactional space that can
support flexible group working
• Simultaneously view the interactions and
have the same shared point of reference as
others
A
11
7.2.16 Augmented Reality
• Augmented reality (AR) became an overnight
success with the arrival of Pokémon Go in
2016
• Pokémon Go made it a household game
 Used smartphone camera and GPS to place
virtual characters onto objects in the
environment (appearing in the real world)
• medicine, navigation, air traffic control,
games, and everyday exploring
• AR is the concept of mixed reality, where
views of the real world are combined with
views of a virtual environment
• Enables virtual try-ons (for example,
Snapchat filters)
• AR mirrors set up in retail stores for trying on a framed AR mirror in the ENO dressing room
12
make-up, sunglasses, jewelry

7.2.17 Wearables
• A broad category of devices that are worn on
the body.
• smartwatches, fitness trackers, fashion tech,
and smart glasses.
• Started with head- and eyewear-mounted
cameras like Google Glass
• Jewelry, caps, glasses, shoes, and jackets have
all been the subject of experimentation
• focused on convenience,
Google Glass
• enabling people to carry out a task without having
to take out and control a handheld device.
• Exoskeleton clothing is also an area where
fashion meets technology
• exoskeleton suits have also been developed to
provide additional power to workers—a bit like
Superman—where metal frameworks are fitted
with motorized muscles to multiply the wearer’s
strength

13
7.2.18 Robots and Drones
• Remote robots used in
hazardous settings
• Domestic robots helping around
the house
• Pet robots as human
companions
• Sociable robots that work
collaboratively with humans
 Encourage social behaviors
• Unmanned (without crew)
aircraft that are controlled
• entertainment,
• Agricultural applications,
• Helping to track poachers in
wildlife parks in Africa
• Can fly low and stream
photos to a ground station
where images can be
stitched together into maps
• Agricultural applications:
Can be used to determine
the health of a crop, or
when it is the best time to
harvest the crop
14
7.2.19 Brain-computer interfaces
• Brain-computer interfaces (BCI) provide
a communication pathway between a
person’s brain waves and an external
device, such as a cursor on a screen
• Person needs training to concentrate on
the task, for example, moving the
cursor
• BCIs work through detecting changes in
the neural functioning in the brain
• BCIs apps:
 Games (for example, Brain Ball)
 Enable people who are paralyzed to
control
robots
15
7.2.20 Smart interfaces
• The motivation for many new technologies is to make them smart,
• smartphone, smartwatch, smart building, smart home, or smart appliance
• Smart refers to having some intelligence and connected to the internet and
other devices
• Context-aware
• understand what is happening around them and execute appropriate
actions.
• some have been programmed with AI so that they can learn the
context and a user’s behavior. they then change settings or switch
things on according to the user’s assumed preferences.
• Human-building interaction
• Buildings are designed to sense and act on behalf of the inhabitants
16
2. Interface
Selection
17
Which Interface?
• Interface depends on
• task, users, context, cost, robustness, and so on
• Answering questions like:
• Is multimedia better than tangible interfaces for learning?
• Is speech as effective as a command-based interface?
• Is a multimodal interface more effective than a mono-modal interface?
• Will wearable interfaces be better than mobile interfaces Are virtual
environments the ultimate interface for playing games?
• Are shareable interfaces better at supporting communication and
collaboration compared with using networked desktop PCs?
18
summa
ry
Many interfaces have emerged post the WIMP/GUI era,
including voice, wearable, mobile,
tangible, brain-computer, smart, robots, and drones
Natural user interfaces may not be as natural as graphical
user interfaces—it depends on
the task, user, and context.
A range of design and research questions need to be
considered when deciding which interface to use and what
features to include
Increasingly, new interfaces that are context-aware or
monitor people raise ethical issues
concerned with what data is being collected and for
what is
it being used.
Thank
You
32
1
College of Computing and Informatics
Human Computer Interaction
2
Human Computer
Interaction
Module 2
THE PROCESS OF
INTERACTION DESIGN
3
Contents
1. Introduction
2. What is involved in interact
design?
3. Activities of interaction design
4. Practical issues
4
Weekly Learning Outcomes
1. Reflect on what interaction design involves and
explain the main principles of a user-centered
approach.
2. Introduce the four basic activities of
interaction design and how they are related in
a simple lifecycle model.
5
Required
Reading
1. Interaction Design: Beyond HumanComputer Interaction, 5th Edition:
chapter 1 Page 37 to 55
Recommended Reading
KELLEY, T., with LITTMAN, J. (2016) The Art of Innovation, Profile
Books. https://profilebooks.com/work/the-art-of-innovation/
6
This Presentation is mainly dependent on the textbook: Interaction Design: Beyond Human-Computer Interaction, 5th Edition
1.
Introduction
7
Introduction
• This chapter focuses on
• what interaction design involves.
• discussing the advantages of involving users in development.
• what is a user-centered approach.
• introducing the four basic activities of interaction design
• asking some important questions about the interaction design process
• Incorporating interaction design activities can be integrated into other
development
lifecycles.
8
Activity
• Let’s design a cloud-based service
•
to enable people to share their photos, movies, music, chats,
documents, and so on, in an efficient, safe, and enjoyable way.
• What would you do?
• How would you start?
• Would you begin by sketching how the interface might look,
work out how the system architecture should be structured, or
just start coding?
• Would you start by asking users about their current
experiences with sharing files and examine the existing
tools, for example, Dropbox and Google Drive?
9
The double diamond of design
• The Design Council of the United Kingdom captures these in the
double
diamond of design,
• This approach has four phases which are iterated:
• Discover: Designers try to gather insights about the problem.
• Define: Designers develop a clear brief that frames the design
challenge.
• Develop: Solutions or concepts are created, prototyped,
tested, and iterated.
• Deliver: The resulting project is finalized, produced, and
launched.
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The double diamond of design
Source: Adapted from The Design Process: What is the Double
Diamond?
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Activity 2.1
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Activity 2.1
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Thank
You
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