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ITEC 3230 (10)
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Department
Information Technology
Course
ITEC 3230
Professor
Sotirios Liaskos
Semester
Winter

Description
INTERFACES AND INTERACTIONS 1 O VERVIEW  The Design Process  Conceptual Model  Metaphors  Interaction Types  Instructing  Conversing  Manipulating and Exploring  Interface Paradigms  80s command line  90s GUI/WIMP  Web Based  Modern Mobile F ROM PROBLEM TO DESIGN  Having a good understanding of the problem space can help inform the design space e.g., what kind of interface, behaviour, functionality to provide  Requirements: A set of functional goals for the system i.e. what kinds of tasks the users want to perform A set of usability goals that are most important for the particular case. A set of experience goals that are relevant to the system.  Next step: define the conceptual model “a high-level description of how a system is organized and operates.” (Johnson and Henderson, 2002, p. 26) How the users will understand the system. How the designers themselves will understand the system. W HAT IS AND WHY NEED A CONCEPTUAL MODEL ?  Not a description of the user interface but a structure outlining the central idea as well as the concepts and the relationships between them.  Why not start with the nuts and bolts of design?  Architects and interior designers would not think about which colour curtains to have before deciding where the windows will be placed in a new building  Enables “designers to straighten out their thinking before they start laying out their widgets” (p. 28)  Provides a working strategy and a framework of general concepts and their interrelations H ELPS THE DESIGN TEAM Designers focus on how the conceptual model will be understood by users. Prevents focusing on details too early. Establish a set of common terms they all understand and agree upon. Reduce the chance of misunderstandings and confusion arising later on. M AIN COMPONENTS OF A CONCEPTUAL MODEL Major metaphors and analogies that are used to convey how to understand what a product is for and how to use it for an activity. Concepts that users are exposed to through the product The relationships between the concepts e.g., one object contains another The mappings between the concepts and the user experience the product is designed to support A CLASSIC CONCEPTUAL MODEL : THE FIRST SPREADSHEET APP (1979)  Metaphor:  The ledger sheet  Concepts:  Columns, rows, totals  Interactive and computational  Effect:  Intuitive: accountants would get it immediately  Greatly extending what accountants and others could do www.bricklin.com/history/refcards.htm ANOTHER CLASSIC  8010 Star office system targeted at workers not interested in computing  Spent several person-years at beginning working out the conceptual model  Simplified the electronic world, making it seem more familiar, less alien, and easier to learn Johnson et al (1989) THE STAR INTERFAC(1981) INTERFACE METAPHORS  Designed to be similar to an aspect of a physical entity but also has own properties. e.g. “desktop”, search “engine”, “folder”, “recycle bin”  Exploit user’s familiar knowledge, helping them to understand unfamiliar aspects of the interface  Also: people find it easier to learn and talk about what they are doing at the computer interface in terms familiar to them. BENEFITS OF INTERFACE METAPHORS Makes learning new systems easier. Helps users understand the underlying conceptual model. Can be innovative and enable the realm of computers and their applications to be made more accessible to a greater diversity of users. P ROBLEMS WITH INTERFACE METAPHORS (N ELSON , 1990)  Break conventional and cultural rules  e.g., recycle bin placed on desktop  Can constrain designers in the way they conceptualize a problem space  Conflict with design principles  Forces users to only understand the system in terms of the metaphor  Designers can inadvertently use bad existing designs and transfer the bad parts over  Limits designers’ imagination in coming up with new conceptual models INTERACTION TYPES /STYLES  Instructing  issuing commands using keyboard and function keys and selecting options via menus  Conversing  interacting with the system as if having a conversation  Manipulating  interacting with objects in a virtual or physical space by manipulating them  Exploring  moving through a virtual environment or a physical space  Most interfaces allow for a combination of those styles e.g. instructing and conversing. INSTRUCTING Where users instruct a system by telling it what to do e.g., tell the time, print a file, find a photo Very common interaction type underlying a range of devices and systems A main benefit of instructing is to support quick and efficient interaction good for repetitive kinds of actions performed on multiple objects INSTRUCTING A VENDING MACHINE How are the conceptual models different? C ONVERSING Like having a conversation with another human. Differs from instructing in that it more like two-way communication, with the system acting like a partner rather than a machine that obeys orders. Ranges from simple voice recognition, menu- driven systems, set-up “wizards” to more complex ‘natural language’ dialogues Examples include search engines, advice- giving systems and help systems M ANIPULATING  Exploit’s users’ knowledge of how they move and manipulate in the physical world  Virtual objects can be manipulated by moving, selecting, opening, and closing them.  E.g. diagram editors or CAD systems  More advanced: tagged physical objects (e.g., bricks, blocks) that are manipulated in a physical world (e.g., placed on a surface) can result in other physical and digital events  Proposes that digital objects be designed so they can be interacted with analogous to how physical objects are manipulated.  Assumes that direct manipulation interfaces enable users to feel that they are directly controlling the digital objects. E XPLORING  Involves users moving through virtual or physical environments  Examples include:  3D desktop virtual worlds where people navigate using mouse around different parts to socialize (e.g., Second Life)  CAVEs (Cave Automatic Virtual Environment) where users navigate by moving whole body, arms, and head in an environment simulated using projectors.  Physical context aware worlds, embedded with sensors, that present digital information to users at appropriate places and times A VIRTUAL WORLD A CAVE INTERFACE PARADIGMS Refers to a particular approach that has been adopted by a community in terms of shared assumptions, concepts, values and practices. It is like fashion: it is based on decades! P ARADIGMS IN HCI  The predominant 80s paradigm was to design user- centred applications for the single user on the desktop  Shift in thinking occurred in the mid 90s  Many technological advances led to a new generation of user–computer environments  e.g., virtual reality, multimedia, agent interfaces  Effect of moving interaction design ‘beyond the desktop’ resulted in many new challenges, questions, and phenomena being considered INTERFACE TYPES 1980s interfaces Command WIMP/GUI 1990s interfaces Advanced graphical (multimedia, virtual reality, information visualization), Web Interfaces, Speech (voice) , Pen, gesture, and touch, Appliance 2000s interfaces Mobile, Multimodal, Shareable, Tangible, Augmented and mixed reality, Wearable, Robotic COMMAND INTERFACES Commands such as abbreviations (e.g., ls) typed in at the prompt to which the system responds (e.g., listing current files) Some are hard wired at keyboard, e.g., delete Efficient, precise, and fast. Allow scripts, batch execution and pipelines. Large overhead to learning set of commands RESEARCH AND DESIGN ISSUES Form, name types and structure are key design questions Consistency is most important design principle e.g., always use first letter of command same parameter conventions – linux Can you see Google as a command-line interface WIMP/GUI INTERFACES  Xerox Star first WIMP -> rise to GUIs  Windows  could be scrolled, stretched, overlapped, opened, closed, and moved around the screen using the mouse  Icons  represented applications, objects, commands, and tools that were opened when clicked on  Menus  offering lists of options that could be scrolled through and selected  Pointing device  a mouse controlling the cursor as a point of entry to the windows, menus, and icons on the screen W INDOWS Windows were invented to overcome physical constraints of a computer display, enabling more information to be viewed and tasks to be performed Scroll bars within windows also enable more information to be displayed Multiple windows can make it difficult to find desired one, so techniques used Listing, iconizing, shrinking A PPLES SHRINKING WINDOWS RESEARCH AND DESIGN ISSUES  Window management enabling users to move fluidly between different windows (and monitors)  How to switch attention between them to find information needed without getting distracted M ENUS  A number of menu interface styles flat lists, drop-down, pop-up, contextual, and expanding ones, e.g., scrolling and cascading  Flat menus good at displaying a small number of options at the same time and where the size of the display is small, e.g., iPods but have to nest the lists of options within each other, requiring several steps to get to the list with the desired option moving through previous screens can be tedious E XPANDING MENUS  Enables more options to be shown on a single screen than is possible with a single flat menu  More flexible navigation, allowing for selection of options to be done in the same window  Most popular are cascading ones  primary, secondary and even tertiary menus  downside is that they require precise mouse control  can result in overshooting or selecting wrong options IPOD FLAT MENU STRUCTURE CASCADING MENU LONG MEN…S C ONTEXTUAL MENUS  Provide access to often-used commands that make sense in the context of a current task  Appear when the user presses the Control key while clicking on an interface element (MAC) When right-clicking (Windows) (while on an interface element) e.g., clicking on a photo in a website together with holding down the Control key results in options‘open it in a new window,’ ‘save it,’ or ‘copy it’  Helps overcome some of the navigation problems associated with cascading menus RESEARCH AND DESIGN ISSUES What are best names/labels/phrases to use? Placement in list is critical to ensure safety Quit and save need to be far apart Many international guidelines exist emphasizing depth/breadth, structure and navigation e.g. ISO 9241 ISO9241  More than 8 or so options on a menu  the options must be grouped.  g = sqrt(n)  g: the number of groups  n: the total number of options This has nothing to do with Miller’s Law (remember what that is?) ICON DESIGN  Icons are assumed to be easier to learn and remember than commands  Remember that humans remember images easier  Can be designed to be compact and variably positioned on a screen  Now populate every application and operating system  represent desktop objects, tools (e.g., paintbrush), applications (e.g., web browser), and operations (e.g., cut, paste, next, accept, change ICONS  Since the Xerox Star days icons have changed in their look and feel:  black and
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