Human Computer Interaction

Please answer the questions in the file, I attached the resources.

Human Computer Interaction
Module 8: Data Gathering
1
Content
1. Five key issues
2. Interviews
3. Questionnaires
4. Observations
2
Weekly Learning Outcome
1. Explain an interview planning and execution
2. Summarize the design of a simple questionnaire
3. Demonstrate observation planning and execution
3
Five Key Issues
4
Key Issues in data
gathering
1. Setting goals
Set the purpose of the
data gathering process
before you start
understanding how
technology fits into family
life
2. Identifying
participants
Decide who is your
participants
how many participants
are needed for a study?
5
Key Issues in data
gathering
3. Relationship with
participants
Ø Clear and professional
Ø Informed consent when
appropriate
4. Triangulation
ØLook at the data from different
perspective
ØCollect more than one type of
data.
6
Key Issues in
data gathering
7
5. Pilot study
Key Issues in data
gathering
A pilot study is a small trial run
of the main study. The aim is to
make sure that the proposed
method is viable before
embarking on the real study
8
Data Recording
• Notes, audio, video, and photographs can
be used individually or in combination:
• Notes plus photographs
• Audio plus photographs
• Video
• What are the advantages and
disadvantages of the three approaches
(note-taking, audio recording with
photographs, and video) for data recording
in this environment?
9
Interviews
10
Interviews
Unstructured: open-ended interview. Not directed by a script.
Structured: Tightly scripted, often like a questionnaire (closed
questions).
Semi-structured: Guided by a script, but interesting issues can
be explored in more depth.
Focus groups: A group interview
11
Comparison
• Unstructured time consuming but give rich data
• Structured: Structured interviews are useful only when the goals
are clearly understood, and specific questions can be identified
• Semi-structured: provide a good balance between richness and
replicability. Combine both structure and unstructured types
• Focus groups allows diverse or sensitive issues to be raised that
might otherwise be missed
12
Conduct and plan an Interview
DEVELOP THE
QUESTIONS
RUN THE INTERVIEW
13
Develop questions
interview Questions’
type
‘Closed questions’ have a fixed answer format, for example, ‘yes’ or
‘no’
Easier to analyze
‘Open questions’ do not have a fixed format
14
To avoid when
creating interview
questions
Long questions
Compound
sentences
Questions that make
assumptions
Difficult language
Unconscious biases
15
Run the Interview
• Introduction: Introduce yourself, explain the goals of the
interview, mention the ethical issues, ask to record, and consent
form must be presented
• Warm-up: first question must be easy and make the
interviewee comfortable
• Main body: Present questions in a logical order
• A cool-off period: Include a few easy questions to defuse
tension at the end
• Closure: Thank interviewee, signal the end, for example,
switch recorder off.
16
Other forms of Interviews
Digital interviews: Skype, ZOOM, Teams, Phone calls
Advantages for the interviewee:
• Participants will feel more relax in their own place
• No travel expenses needed
• No dress code required
• Can remain anonymous
• They can cut off the connection any time
Advantages for the interviewer:
• Wider number of participants
• Might lose the judgment of body language in some cases
17
Enriching the
Interview Process
• Props: Devices for prompting
interviewee, for example, use a
prototype, scenario
• Help to ground the data in a real
setting.
• Easier for the participants to get
involved
18
Questionnaire
19
Questionnaires
• Different questions type can be used à closed or open
• Closed questions are easier to analyze, and may be
distributed and analyzed by computer
• Similar to interview questions
• They can be directed to large sample of populations in
different locations
• Can be distributed by paper, email and the web
20
Designing
Questionnaires
• Questions must have a logical order àThe impact of a
question can be influenced by question order
• Think if you need different versions of the questionnaire
•Clear instructions on how to complete the questionnaire
must be included àfor example, whether answers can be
saved and completed later.
•Check typographical mistakes
•Think about the length of the questionnaire, don’t include
unnecessary questions
21
Questions and
Response Format
‘Yes’ and ‘No’ checkboxes
Checkboxes that offer many options
Likert scales
Rating scales
Semantic scales
3, 5, 7 or more points
Open-ended responses
22
How to get Good
Responses
40 % response rate is good, 20% is often acceptable
THE PURPOSE
OF STUDY
MUST BE
CLEAR
PROMISE
ANONYMITY
QUESTIONN
AIRE MUST
BE WELL
DESIGNED
OFFER A
SHORT
VERSION OF
THE
QUESTIONN
AIRE
IF MAILED,
INCLUDE A
STAMPED,
ADDRESSED
ENVELOPE
FOLLOW-UP
WITH
EMAILS,
PHONE
CALLS, OR
LETTERS
23
PROVIDE AN
INCENTIVE
Advantages of the
Online
Questionnaires
•It is easy and quick to distribute
•Quick responses
•Free of charge (unlike paper ones)
•Data can be collected in database for analysis
•Reduced time for analyzing the data
•Errors correction can be done easily
24
Creating Online
Questionnaires
questionpro.com
surveymonkey.com
25
Online
Questionnaire
Example
Questionnaire shows
check boxes, radio boxes,
and pull-down menus
26
Disadvantages of the
Online
Questionnaire
• when population size is unknown, sampling is
problematic
• Preventing individuals from responding more than
once can be an issue
• Individuals have also been known to change
questions in email questionnaires
27
Creating Online
Questionnaire
1
2
Plan the
timeline
Design
offline
3
4
5
6
Complete
online
template
Run a test
to check
user’s side
Run a
group test
Recruit
participant
s
28
Observation
29
Observation’s Types
1. Direct observation
Observing users in a controlled environment may occur within a purposely built usability
lab, but portable labs that can be set up in any room are quite common. Portable laboratories
can mean that more participants take part because they don’t have to travel away from their
normal environment.
1. Indirect observation: tracking users’ activities
Sometimes direct observation is not possible because it is too intrusive or observers cannot
be present over the duration of the study, and so activities are tracked indirectly. Diaries and
interaction logs are two techniques for doing this.
30
Direct Observation’s
Types
Direct observation in the field
• Structuring frameworks
• Degree of participation
(insider or outsider)
• Ethnography
Direct observation in controlled
environments
• Think aloud technique
• The same basic data
recording techniques are
used for direct observation in
the laboratory and field
studies (capturing
photographs, taking notes,
collecting video, etc.)
31
Structuring Frameworks for
Observation in the Fields
Simple framework
• The person: Who?
• The place: Where?
• The thing: What?
Detailed framework
Space: What is the physical space like?
Actors: What are the names and relevant details of the people involved?
Activities: What are the actors doing, and why?
Objects: What physical objects are present, such as furniture?
Acts: What are specific individual actions?
Events: Is what you observe part of a special event?
Time: What is the sequence of events?
Goals: What are the actors trying to accomplish?
Feelings: What is the mood of the group and of individuals?
32
Planning and conducting an
observation field
1. Decide on the level of involvement: from passive
observer to active participant
2. How to gain acceptance
3. How to handle sensitive topics, for example,
culture, private spaces, and so on
4. How to collect the data:
•
•
What data to collect
What equipment to use
•
When to stop observing
33
Ethnography
•
•
•
•
•
•
•
•
•
•
A method of observing human interactions in social settings and activities
It is a direct observation
A researcher’s degree of participation can vary
Collections of comments, incidents, and artifacts are made
Co-operation of people being observed is required
Useful informants
Continuous data analysis
Interpretivist technique
Questions get refined as understanding grows
Examples usually mentioned in reports
34
List of materials that might be collected
during an ethnographic study
Activity or job
descriptions
Rules and
procedures that
govern particular
activities
Descriptions of
activities observed
Recordings of the
talk taking place
between parties
Informal interviews
with participants
explaining the detail
of observed
activities
Diagrams of the
physical layout,
including the
position of artifacts
35
Online Ethnography
Face to face
Richer data collected in person à through gesture, facial expression,
tone of voice, and so on
Online
It is called: Virtual, Online, Netnography
Anonymity is easier to reach
For observational studies in large social spaces, such as digital libraries
or Facebook, there are different ethical issues to consider
36
Direct observation in Controlled
Environment
• The arrangement of equipment with respect to the participant is important
• One of the problems with observation is that the observer doesn’t know
what users are thinking
• Think aloud technique à The technique requires people to say out loud
everything that they are thinking and trying to do so that their thought
processes are externalized
• The occur of silence is a challenge
37
Indirect Observation
Tracking users’ activities
• Diaries à Participants are asked to write a diary of their
activities on a regular basis
• Interaction logging à Interaction logging uses software
to record users’ activity in a log that can be examined
later
• Web analytics à Examining the trail of activity that
people leave behind when they are active on websites,
Twitter, or Facebook is also a form of indirect
observation
Video and photographs collected remotely by drones or
other equipment
38
Choosing and Combining
Techniques
It depend on:
What the study is
focusing on (goal)
Participants
involvements’ level
Nature of the
technique(s)
The availability of the
resources
Time available
39
Choosing Technique
40
Summary
Data gathering must have a clear goal with a provided consent form
The Five key issues of data gathering
The recording of the data can be done using handwritten notes, audio or video recording
Types of Interviews are structured, semi-structured, or unstructured
Focus groups
Questionnaires may be on paper, online, or telephone
Observation may be direct or indirect, in the field, or in controlled settings
Techniques can be combined depending on the study focus, participants, nature of technique, and
available resources and time
41
Human Computer Interaction
Module 9: DATA ANALYSIS, INTERPRETATION,
AND PRESENTATION
42
Contents
1. Quantitative and Qualitative
2. Basic Qualitative and Quantitative analysis
3. Which kind of analytic framework to use?
4. Tools to support data analysis
5. Interpreting and presenting the findings
43
Weekly Learning Outcomes
1. Describe the difference between qualitative and
quantitative data and analysis
2. Analyze data gathered from questionnaires, interviews,
and observations
3. Identify common pitfalls in data analysis, interpretation,
and presentation
44
Qualitative and Quantitative
Data
45
Quantitative data:
Expressed as numbers
Qualitative data: Difficult
to measure as numbers,
quality data
46
47
Qualitative and
Quantitative analysis
Quantitative analysis: Numerical methods to
ascertain size, magnitude, and amount
Qualitative analysis: Expresses the nature of
elements and is represented as themes, patterns,
or stories
Be careful how you manipulate data and numbers!
48
First step of Analysing data
49
Basic Quantitative Data
• Averages:
1. Mean: the total of values added /divide
by number of data points
2. Median: Middle value of data when
ranked
3. Mode: Figure that appears most often in
the data
• Percentages %
• Graphical representations give overview of
data
50
Quantitative data
analysis
• The data in the following table
represents the time taken for a group of
users to select and buy an item from an
online shopping website. Using a
spreadsheet application à graph to give
overall view of the data.
• From these two diagrams, there are an
areas for further investigation. The
values for user N (24) and user S (26) are
higher than the others and could be
looked at in more detail
51
Question design
affect data analysis
• Open question: Each answer analyzed
separately
• Closed question: Analyzed
quantitatively
Fixed alternative answers restrict what
can be said in findings
52
Qualitative Data
Analysis of qualitative data
analysis may be inductive
(extracted from the data),
or deductive (pre-existing
concepts)
53
Qualitative and Quantitative
Analysis
54
Basic Qualitative
Analysis
Looking for critical incidents
Identifying themes
Categorizing data
Helps to focus in on key events
Then analysis can proceed using specific techniques
Developing from data, dependent on observation
framework if used
Inductive analysis
Categorization scheme pre-specified
Deductive analysis
In practice, combination of inductive and deductive
55
Looking for critical
incident
• It helps identifying significant subsets of the data
for more detailed analysis à identify specific
incidents and then to focus and analyze them in
detail
• Incident may be positive or negative
56
Identifying Themes
It is a widely used
analytical technique that
aims to identify, analyze,
and report patterns in
the data
A theme represents an
important pattern of
some kind, such as
specific topic or feature
found in the data set
Themes can be related
to different aspects
such as: behavior, a
user group, events,
places or situations
Each of these kinds of
themes may be
relevant to the study
goals
57
Identifying Themes
To identify a theme:
• Start with exploring data
• Identify the theme
• Look for overall narrative
• Then use of affinity diagrams
The approach seeks to organize
individual ideas and insights into a
hierarchy showing common structures
and themes.
• Notes are grouped together when
they are similar in some fashion.
58
Categorizing Data
Inductive analysis is appropriate when
the study is exploratory
59
Analytic Frameworks
60
Which analytic
Framework to use
61
Conversation
analysis
• Focus on how a conversation is conducted
• Used in sociological studies
• Compare conversations, for instance, faceto-face conversations Vs social media
conversation
62
Conversation
Analysis
An extract of the conversation between
a family and Alexa
63
Discourse Analysis
FOCUSES ON
DIALOGUE; THAT IS,
THE MEANING OF
WHAT IS SAID AND
HOW WORDS
CONVEY MEANING
ASSUMPTION THAT
THERE IS NO
OBJECTIVE
SCIENTIFIC
“TRUTH”
LANGUAGE IS
VIEWED AS A
CONSTRUCTIVE
TOOL
DISCOURSE
ANALYSIS IS USEFUL
WHEN TRYING TO
IDENTIFY SUBTLE
MEANING
64
Discourse Analysis Example
• Discourse analysis is what you do when you are saying that you
are doing discourse analysis
• According to Coyle, discourse analysis is what you do when you
are saying that you are doing discourse analysis
• By adding just three words, “According to Coyle,” the sense of
authority changes, depending on what the reader knows about
Coyle’s work and reputation
65
Content Analysis
• Involves categorizing data into themes and study the
frequencies of them
• Can be used for any “text” such as: video, newspapers,
advertisements, images, and sounds
• It is often used as a combination with other techniques
66
Content Analysis
Example
• Online content can be analyzed using this technique , such as: text of tweets, links,
animated gifs, videos, and images.
• For example, Mark Blythe and Paul Cairns (2009) analyzed 100 videos from a
YouTube search by relevance for “iPhone 3G” using content analysis.
• They categorized the videos into seven categories:
1.
2.
3.
4.
5.
6.
7.
Review
Reportage
Unboxing
Demonstration
Satire
Advertisement
Vlog commentaries (such as, complaints about queues).
67
Interaction Analysis
A WAY TO
UNDERSTAND
INTERACTIONS
BETWEEN
PEOPLE AND
BETWEEN
PEOPLE AND
ARTEFACTS
BASED ON
EMPIRICAL
OBSERVATION
S SUCH AS
VIDEOS
INDUCTIVE
PROCESS IN
TEAMS,
COLLABORATIV
ELY
CONTENTS OF
THE MATERIAL
IS LOGGED
MATERIALS
ARE
EXTRACTED,
CLASSIFIED, OR
REMOVED
INSTANCES OF
A SALIENT
EVENT ARE
PLAYED ONE
AFTER THE
OTHER
68
THE TEAM OF
RESEARCHERS
STUDIES THE
ASSEMBLAGE
TOGETHER
Interaction Analysis
Example
• An example Brigitte Jordon and Austin Henderson (1995) use to
illustrate this process is their study of people around a pregnant
woman who was having her first contraction
• They noticed that, at the point of the first contraction, the medical
staff and family all shifted their attention away from the woman to
the monitoring equipment.
• They were able to find many more examples of this phenomenon,
providing strong evidence that the presence of high-tech equipment
changes the practice of caregiving, specifically that caregiving is
mediated by the real-time data presented through the equipment.
69
Grounded Theory
Seeks to develop theory from systematic analysis of empirical data
Three levels of ‘coding’
Open: Identify categories
Axial: Flesh out and link to subcategories
Selective: Form theoretical scheme
Researchers are encouraged to draw on own theoretical backgrounds to inform analysis
Analytic tools to help stimulate
70
Grounded Theory
Example
• The grounded theory
approach allowed the
development of a
taxonomy that reflects the
style and purpose of the
genre
71
System based
Frameworks
Helps the researcher investigating how new technologies
should be introduced
Two frameworks:
Socio-technical Systems
Theory.
Distributed Cognition of
Teamwork.
72
Socio-Technical
Systems Theory (STS)
The theory states that the technology and the people in a
work system are interdependent
STS theory aspects:
• Task interdependencies.
• Socio-technical systems are “open systems”.
• Heterogeneity of system components.
• Practical contributions.
• Fragmentation of design process.
73
Distributed cognition
of teamwork
Distributed cognition and Distributed Cognition of Teamwork were
introduced as an approach to studying the nature of cognitive phenomena
across individuals, artifacts, and internal and external representations.
Investigating how information is propagated through different media is a
key goal of this approach, and while distributed cognition provides a good
theoretical framework for analyzing systems, it can be difficult to apply in
practice. The framework was developed as a method to support the
application of distributed cognition. It provides a framework of models that
can be constructed from a set of collected data, for example ethnographic,
interview transcripts, artifacts, photographs, and so on.
74
Tools to Support Data Analysis
75
Tools to support data
analysis
You can do it manually
• Spreadsheet — easy to use, basic graphs
• Statistical packages, for example, SAS and SPSS
• Qualitative data analysis tools
• Categorization and theme-based analysis
• Quantitative analysis of text-based data
• Nvivo and Dedoose support qualitative data analysis
• Computer Assisted Qualitative Data Analysis (CAQDAS)
Networking Project, based at the University of Surrey
76
Interpreting and presenting the
findings
77
Interpreting presenting
the findings
• Choosing an appropriate way to present
the findings of a study is as important as
choosing the right analytical approach
All other apps
Snapchat
1%
Email
(native)
Internet
1%
1%
reddit
1%
Twitter
1%
Word
Streak
1%
Chrome
5%
Textra
4%
dscout
3%
YouTube
1%
• The choice depends on:
1. Data gathering
2. Analytical techniques used
3. Audience
4. The study goals
Hangouts
2%
Messages
11%
Facebook
15%
Gmail
3%
Google app
3%
Instagram
3%
Gallery
(photo)
1%
Home screen
9%
WhatsApp
3%
(a)
Phone sessions: Average vs. heavy user
78
Messenger
(FB)
3%
Presenting the findings
Structured notations
Using stories
Summarizing the findings
79
Structed Notation
Clear syntax and
semantics, which
have been
developed to
capture
viewpoints
Examples: Work
models, UML
diagram and
activity diagrams
Its good to use
because: The
meaning of
different symbols
is well-defined
It provides clear
guidance on
what to look for
in the data and
what to highlight
80
However,
sometimes it is
difficult to
understand so it
can be used with
stories
Using Stories
STORYTELLING
AN EASY APPROACH TO
COMMUNICATE IDEAS
81
Summarise Findings
Represented as graphs or diagrams .
Over-generalizing results without good evidence is a common pitfall, especially with qualitative
analyses.
for example, think carefully before using words such as most, all, majority, and none, and be sure
that the justifications reflect the data.
Results can be understood in a misleading way.
For example, if 8 out of 10 users preferred design A over design B, this does not mean that design A
is 80 percent more attractive than design B.
If you found 800 out of 1,000 users preferred design A, then you have more evidence to suggest that
design A is better, but there are still other factors to consider.
82
Summary
The data analysis that can be done depends on the data gathering
Qualitative and quantitative data may be gathered using any of the three main data gathering
approaches
Percentages and averages are commonly used in Interaction Design
Mean, median, and mode are different kinds of ‘average’ and can have very different answers for
the same set of data à used in quantitative data
Analysis of qualitative data analysis may be inductive (extracted from the data), or deductive (preexisting concepts)
Several analytical frameworks exist that focus on different levels of granularity with different
purposes.
83
Human Computer Interaction
Module 10: Discovering Requirements
84
Contents
1. What, How and Why?
2. What are Requirements?
3. Data gathering for requirements
4. Brining requirements into life
85
Weekly Learning Outcomes
1. Describe different kinds of requirements
2. Illustrate use cases to capture interaction
86
What, How and Why?
87
What ,how and
why?
What is the purpose
of the requirements
activity
Two phases
1. exploring the problem
space to gain insights
about the problem.
2. Establishing a
description of what
will be developed
88
What ,how and
why?
How to capture
requirements once
discovered
Can be captured in
different forms:
For products à monitor
App, prototype or
operational product.
For process control
software à structured or
rigorous notations
89
What ,how and
why?
Why Bother?
• To avoid
miscommunication
• To produce usable
products for users
90
What are Requirements?
91
What are
Requirements?
• A statement about a specific product which include what
it is expected to do or how it will perform
• The goals of the requirements activity is to identify,
clarify, and capture the requirements
• There is different forms of requirements at different levels
of abstraction
• User stories is an alternative way to capture what a
product is intended to do
92
Volere Shell
Example requirement
expressed using an
atomic requirements
shell from Volere
93
Different Type of Requirements
“Traditional”
Functional requirements: what the product will do
Non-functional requirements: describe
characteristics
94
Different types of
Requirements
Six of the most common types:
1. Functional requirements
2. Data requirements
3. Environment requirements
4. User requirements
5. Usability requirements
6. User experience requirements
95
Data Requirements
DATA REQUIREMENTS à
CAPTURE THE TYPE, SIZE,
AMOUNT OF THE DATA
“WHAT KIND OF DATA NEED
TO BE STORED”
96
Environmental
Requirements
Environmental requirements à refers to the circumstances in which the interactive
product will operate
Four aspects of the environment lead to different types of requirements
1- Physical environment à how much lighting, noise and movements.
2- Social environment à collaboration “will data need to be shared?”
3- Organizational environmentà how good is user support
4- Technical environment à what technologies will the product run
97
Data Gathering for Requirements
98
Data gathering for
Requirements
ØData gathering techniques: Interviews, observation, and
questionnaires
ØStudying documentation:
1. Manuals, standards, or activity logs, are a good source of data
2. Procedures and rules are often written down in manuals
3. Good source of data about the steps involved in an activity and any
regulations governing a task
4. Good for understanding legislation and getting background
information
5. Researching other products can also help identify requirements.
99
Data Gathering for
Requirements
1. Using Probes to Engage with Users
2. Contextual Inquiry
3. Brainstorming for Innovation
100
Using Probes to engage
with users
There is different forms of Probes
It is an imaginative approach to data gathering.
Probes depend on some form of logging to gather the data:
• automatically in the case of technology probes, or
• manually in the case of diaries or design probes.
Cultural probe:
• Is a developed technique to avoid traditional approaches.
• Wallet containing postcards, maps, camera, photo album, and diary
• Participants asked to answer questions using wallet contents
101
Probes Types
Design probes
• objects whose form relates specifically to a particular question and context. They are
intended to gently encourage users to engage with and answer the question in their
own context. “ ex: Top Trumps probe”
Technology probe:
• Toolkits, cell phone apps, sensor-based monitoring, for example, M-Kulinda to alert
participants about unexpected movement at home.
Provocative probe:
• Technology probe designed to challenge norms and attitudes in order to provoke
discussion , for example, the Box to challenge domestic laundry practices
102
Contextual inquiry
Part of Contextual Design,
but also used on its own to
gather requirements
undertaken by every
member of the design team
Adapted over time to suit
different technologies and
the different ways in which
technology fits into daily
life.
Focus on daily life at home
or work relevant to the
project
One-on-one field interviews
(contextual interviews)
Use a model of
master/apprentice to
structure data gathering,
based on the idea that the
interviewer (apprentice)
103
Contextual inquiry
Four main principles:
1- Context: Going to the user, wherever they
are, and seeing what they do as they do it
2- Partnership: User and interviewer explore
user’s life together
3- Interpretation: Observations interpreted by
user and interviewer together
4- Focus: Project focus to understand to what
should be paid attention
104
Contextual inquiry
1st group: Joy of life
concepts:
Contextual Interview
guided by “cool
concepts” divided
into two groups
How products make
our lives richer and
more fulfilling
Accomplish,
connection, identity,
and sensation.
Describe impact of
using the product.
2nd group: Joy of use
concepts:
Direct in action, the
hassle factor, and
the learning delta
105
four parts for contextual
inquiry
1. Overview
2. Transition
3. Main interview
4. Wrap-up
106
Brainstorming for
innovation
This technique is used to generate, refine, and
develop ideas.
To have a successful brainstorming
• Include participants with a wide-ranging experience
• Accept wild ideas
• Use catalysts for further inspiration à building up ideas
• Keep records. Capture every idea, without censoring
• Sharpen the focus à Start the brainstorm with a problem.
• Use warm-up exercises and make the session fun
107
Bringing Requirements into life
108
Bringing Requirements
into life
• Personas
Rich descriptions of typical users of the
product under development
• Scenarios
An “informal narrative description”
109
Personas
Personas’ goals:
Include a description of the
user’s behavior, attitudes,
activities, and environment.
• To help the designer make
design decisions
• To remind the team that
real people will be using the
product
Relevant to product under
development.
Bring to life with name,
characteristics, goals, and
personal background.
Develop a small set of
personas with one primary.
110
Persona’s example
111
Persona’s example
112
Scenarios
It contain a story
that describe human
activities that allows
discussion of
contexts, needs, and
requirements.
Maybe constructed
textual descriptions,
animations, audio or
video.
113
Scenarios Vs Personas
114
Use Cases
Interaction can be captured using use cases
It focus on functional requirements
Focus on the interaction between the user and the product
Use cases are step by step description of interaction
115
Use Cases Styles
Essential Use Case à division of tasks, no implementation detail.
Alternative courses Use Cases à more detailed, and it captures
the user’s goal when interacting with the product.
116
Example essential use
case for travel organizer
RetrieveVisa
USER INTENTION
SYSTEM RESPONSIBILITY
Find visa requirements
Request destination and nationality
Supply required information Obtain appropriate visa info
Obtain copy of visa info
Offer info in different formats
Choose suitable format
Provide info in chosen format
Note: The user intention and system responsibility are offset vertically, showing a sequence of interactions
117
Use case for travel
organizer
1. The product asks for the name of the destination country
2. The user provides the country’s name
3. The product checks that the country is valid
4. The product asks the user for their nationality
5. The user provides their nationality
6. The product checks the visa requirements of that country for a passport holder of the
user’s nationality
7. The product provides the visa requirements
8. The product asks whether the user wants to share the visa requirements on social
media
9. The user provides appropriate social media information
118
Alternative course for travel organizer
Some alternative courses:
4. If the country name is invalid:
4.1: The product provides an error message
4.2: The product returns to step 1
6. If the nationality is invalid:
6.1: The product provides an error message
6.2: The product returns to step 4
7. If no information about visa requirements is found:
7.1: The product provides a suitable message
7.2: The product returns to step 1
119
Summary
Illustrate the purpose of the requirements by exploring the problem and try to find what to develop
Different types of requirements explained and how each one serve different project purposes
The process of data gathering and its importance
The difference between personas and scenarios
Personas: rich descriptions of typical users of the product under development.
Scenarios: an “informal narrative description
Use cases to capture interaction design
120
Human Computer Interaction
Module 11: Design, Prototyping and construction
121
Content
1. Prototyping
2. Concrete design and Generating prototypes
3. Construction
122
Weekly Learning Outcomes:
1. Describe prototyping and the different types of
prototyping activities
2. Explain the concrete design for a product
3. Describe physical computing kits and software
development kit and their role in construction
123
1. Prototyping
124
What is
Prototype
Prototyping provides a
small-scale model of an
idea—whether it is a new
product or a modification
of an existing one—which
allows designers to
communicate their ideas
and users to try them
out.
125
Prototype example
Small-scale model such as:
• A miniature car
• A miniature building
or town
126
Prototype example
Figure 12.3 shows a paper-based
prototype of a handheld device to help
an autistic child communicate.
This prototype shows the intended
functions and buttons, their positioning
and labeling, and the overall shape of the
device, but none of the buttons actually
works.
This kind of prototype is sufficient to
investigate scenarios of use and to
decide, for example, whether the button
images and labels are appropriate and
the functions sufficient, but not to test
whether the speech is loud enough or
the response fast enough
127
What is Prototype in interaction design
The PalmPilot was the first generation of the PDA (personal digital
assistant)
A SERIES OF
SCREEN
SKETCHES
A
STORYBOARD.
EX: CARTOON
A POWERPOINT
SLIDE SHOW
A THREEDIMENSIONAL
MOCK-UP OF A
WORKSTATION.
A VIDEO
SIMULATING
THE USE OF A
SYSTEM
A LUMP OF
WOOD (EX: THE
PALMPILOT)
A PIECE OF SOFTWARE
WITH LIMITED
FUNCTIONALITY
128
A CARDBOARD
MOCK-UP
Why Prototype
Allow evaluation and feedback with stakeholders
Effective way for designers to gather ideas
Encourage the process of reflection on the design
Allow stakeholders to interact with the product
129
Prototype
Different kinds of prototyping
• Low fidelity (loyalty, devotion)
• High fidelity
Compromises in prototyping
• Vertical
• Horizontal
130
Low-Fidelity Prototyping
• It does not look very much like the final product, nor does it
provide the same functionality.
• For example, it may use very different materials, such as
paper and cardboard rather than electronic screens and
metal, it may perform only a limited set of functions, or it
may only represent the functions and not perform any of
them.
• Advantages: simple, cheap, quick to produce and easily
changed.
131
Low-Fidelity Prototyping example
STORYBOARDING
SKETCHING
PROTOTYPING
WITH INDEX CARDS
WIZARD OF OZ
132
1. Storyboarding
• It is a series of sketches
showing how a user might
progress through a task
using the product.
• Often used with scenarios,
bringing in more detail
and a chance to role play
(Christina) using a new mobile device for exploring historical
The example storyboard shown in Figure 12.4 depicts a person (Christina) using a new mobile device for exploring
historical sites. This example shows the context of use for this device and how it might support Christina in her quest for
133
information about the pottery trade at The Acropolis in Ancient Greece
2. Sketching
• Depends on hand-drawn
sketches
• Many people find it difficult to
engage in sketching because
they are not confident about
their drawing quality
• Use simple boxes, stick fingers
for sketching vocabulary
134
3. Prototyping with Index cards
• It is used for developing a range of
interactive products.
• Simple and successful
• Index cards (3 x 5 inches)
• Each card represents
one element of interaction
• In evaluation, can step through the
cards
135
4. ‘Wizard-of-Oz’ Prototyping
• The user thinks they are interacting
with a computer, but a human is
responding to output rather than
the system
• Usually done early in design to
understand users’ expectations
The method takes its name from the classic story of the little girl who is swept away in a storm and finds herself in
the Land of Oz (Baum and Denslow, 1900). The Wizard of Oz is a small shy man who operates a large artificial image
of himself from behind a screen where no one can see him.
136
High-Fidelity Prototyping
• The materials used is expected to be in the final product
• The prototype looks more like the final system than a low-fidelity
version
• High-fidelity prototypes can be developed by integrating existing
hardware and software components
• Disadvantages: users think they have a complete system à see
compromises
137
Compare
Type
Advantages
Disadvantages
Low-fidelity prototype
•Quick revision possible
•More time can be spent on
•improving the design before
•starting development
•Evaluates multiple design concepts
•Useful communication device
•Proof of concept
•Limited error checking
•Poor detailed specification for
•development
•Facilitator-driven
•Limited usefulness for usability tests
•Navigational and flow limitations
High-fidelity prototype
•(Almost) complete functionality
•Fully interactive
•User-driven
•Clearly defines navigational scheme
•Use for exploration and test
•Look and feel of intended product
•Serves as a “living” or evolving
•specification
•Marketing and sales tool
•More resource-intensive to develop
•Time-consuming to modify
•Inefficient for proof-ofconcept designs
•Potential of being mistaken for the
final product
•Potential of setting inappropriate
expectations
138
Compromises Prototyping
• For software-based prototyping, maybe there is a slow response? sketchy
icons? limited functionality?
• “In the wild” prototypes operational but not necessarily robust
Two common types of compromise:
Horizontal: Provides a wide range of functions, but with little detail
Vertical: Provides a lot of detail for only a few functions
• Compromises in prototypes must not be ignored. Product needs
engineering
139
2. Concrete Design and Generating Prototype
140
12.4 Concrete design
• Difference between conceptual and concrete is a matter of changing
emphasis: during design
• Aspects to concrete design: Color, icons, buttons, interaction devices, etc.
• Two aspects of Dealing with issues related to user characteristics and
context:
1. Accessibility refers to the extent to which a product is accessible to as
many people as possible.
2. Inclusiveness means being fair, open, and equal to everyone.
141
12.5 Generating Prototype
GENERATING STORYBOARDS
FROM SCENARIO
GENERATING CARD-BASED
PROTOTYPES FROM USE CASE
142
12.5.1 Generate Storyboard
Generate a storyboard from a scenario
Break down scenario into steps
Create a scene for each step
Sketching out a storyboard prompts designers to think
about design issues
143
Generate Storyboard
144
12.5.2 Generate Card-Based Prototype
Generate a card-based prototype from a use case
§ Consider each step in use case – what interaction element is needed
§ Draw a card that captures it
145
Generate Card-Based Prototype
146
3. Construction
147
12.6 Construction
There are many useful resources to support development.
In this section, we introduce two kinds of resources: physical computing kits and software
development kits (SDKs).
1. Physical computing kits
• Use electronics to build and code prototypes
• Toolkits available include:
Arduino
LilyPad (for fabrics)
Senseboard
BBC micro:bit
MaKey MaKey
• Designed to be used by wide range of people
2. Software Development Kits (SDK)
It is a package of programming tools and components that supports the development of
applications for a specific platform
148
12.6.1 Physical Computing Kits
Physical computing is concerned with how to build and code
prototypes and devices using electronics
The toolkit is composed of two parts:
Arduino board (see Figure 12.19): is the
piece of hardware that is used to build
objects
Arduino integrated development
environment (IDE), which is a piece of
software that makes it easy to
program and upload a sketch
The Arduino board
Source: Used courtesy of Dr. Nicolai Marquardt
149
Physical Computing Kits
The MaKey MaKey toolkit is composed of a
printed circuit board with an Arduino
microcontroller, alligator clips, and a USB
cable (see Figure 12.21).
The Makey Makey toolkit
Source: Makey Makey
150
Physical Computing Kits
reset button
USB connector
battery socket
radio & Bluetooth antenna
25 LED lights
processor
2 buttons
compass
accelerometer
FRONT
edge connector for accessories
BACK
The BBC micro:bit
Source: micro:bit. Used courtesy of Micro:bit Foundation
• One of the most recent physical computing systems is the BBC micro:bit (https://microbit .org, see Figure 12.22).
• Like Arduino, the micro:bit system consists of a physical computing device that is used in conjunction with an IDE.
• However, unlike Arduino, the micro:bit device contains a number of built-in sensors and a small display so that it
is possible to create simple physical computing systems without attaching any components or wires.
151
12.6.2 SDKs: Software Development Kits
• A software development kit (SDK) is a package of programming tools and
components that supports the development of applications for a specific
platform, for example, for iOS on iPhone and iPad and for Android on
mobile phone and tablet apps.
• Makes development much easier
• Includes: IDE (integrated development environment) , documentation,
drivers, sample code, and application programming interfaces (APIs)
152
Software Development Kits Examples
• Amazon’s Alexa Skills Kit for voice-based services
• Apple’s ARKit for augmented reality
• Microsoft’s Kinect SDK for body motion tracking
153
Summary
Prototyping may be low fidelity (such as paper-based) or high fidelity (such as software-based)
Existing software and hardware helps create prototypes
Generate prototypes from scenarios and use cases
Concrete design specifies design details, for example, layout or navigation.
Physical computing kits and software development kits facilitate the transition from
design to construction.
154
Thank You
155
College of Computing and Informatics
Assignment 2
Deadline: Thursday 30/11/2023 @ 23:59
[Total Mark for this Assignment is 8]
Student Details:
Name: ###
ID: ###
CRN: ###
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.
Question One
Pg. 01
Learning
Outcome(s):
CLO3
Question One
2 Marks
Imagine you are part of a research team tasked with creating a new educational
mobile application aimed at enhancing online learning experiences. In this
context, answer the following four questions.
1. First, for understanding how users interact with a newly developed mobile
application, your goal is to gather data to evaluate the usability and user
satisfaction of the application. Using the concepts and methodologies
discussed in Module 8 of the Human Computer Interaction:
a. Design a Data Gathering plan for data gathering, specifying the
methods you would use (e.g., interviews, questionnaires,
observations) and justify your choices based on the nature of the
study.
b. Discuss how the data gathered from each method can be analyzed to
provide insights into the usability and user satisfaction of the mobile
application.
Note: Your answer should demonstrate a clear understanding of the different
data gathering techniques, their appropriate application, and the importance of
ethical considerations in human-computer interaction.
Question Two
Pg. 02
Learning
Outcome(s):
CLO3
Question Two
2 Marks
2. Next, your task involves analyzing data collected from various sources,
interpreting the findings, and presenting them effectively. Based on the
concepts and techniques discussed in Module 9:
a. Describe the process you would follow to analyze both qualitative and
quantitative data collected from your research. Include specific
methods (e.g., content analysis, thematic analysis for qualitative data,
and statistical analysis for quantitative data) and explain why these
methods are suitable for your project.
b. Propose strategies for effectively presenting your findings. Consider
different presentation methods (e.g., structured notations, storytelling,
graphical representations) and justify which method(s) would be most
effective for your audience and study goals.
Note: Your response should demonstrate a comprehensive understanding of the
principles and practices of data analysis, interpretation, and presentation in the
context of human-computer interaction.
Question Three
Pg. 03
Learning
Outcome(s):
CLO1 and CLO3
Question Three
2 Marks
3. Now, for creating the intended new application, you are responsible for
discovering and defining the requirements of the project. Using the
knowledge acquired from Module 10:
a. Explain the different types of requirements (e.g., functional, nonfunctional, data, environment, user, usability, user experience) that
must be considered for the mobile educational application. Provide
examples for each type relevant to the project.
b. Develop a set of personas and scenarios that represent typical users
of the application. Explain how these personas and scenarios will help
in understanding the requirements and guiding the design process.
Note: Your response should demonstrate a comprehensive understanding of the
process of discovering requirements in human-computer interaction, with a
focus on practical application to a real-world project.
Question Four
Pg. 04
Learning
Outcome(s):
CLO1 and CLO4
Question Four
2 Marks
4. In the context of designing a creating a new educational mobile application,
apply the concepts learned in Module 11 of the Human Computer Interaction.
a. Describe the process of creating a prototype for the interactive website.
Explain the difference between low-fidelity and high-fidelity prototypes
and justify which type would be more suitable for the early stages of
design for this website. Provide examples of what these prototypes might
include (e.g., sketches, wireframes, interactive mockups).
b. Identify potential compromises that might arise in the prototyping process
(such as limitations in functionality or design fidelity) and suggest
strategies to address these compromises.
Note: Your response should demonstrate a comprehensive understanding of
the principles of design prototyping and construction in the context of humancomputer interaction, with a focus on practical application and critical thinking.