INSTRUCTIONAL MODULE AND ITS COMPONENTS

COURSE Human Computer Interaction (HCI)

DEVELOPER AND THEIR
BACKGROUND
COURSE DESCRIPTION
COURSE OUTLINE
Rovell F. Asidera
Mel Johnson Aquino
Patima Pingol
Christian Jose Santos
Regina Arceo
Gloria Prellejera
Jay Pabustan
James Bryan Roman
Anna Cazandra Delos Reyes
Joshue Manaloto
Human Computer Interaction (HCI)) - This course intends to
teach students to design user interfaces based on the capabilities
of computer technology and the limitations of human factors.
The student design the user interfaces of a system and
implement a prototype from a list of informal requirements. The
project is developed over four tutor-marked exercises by a
design process based on current Human-Computer Interaction
principles.
Course Content/Subject Matter
A. The Human and The
Week 1 - 2
Computer
Week 3 -5 B. The Interaction
Week 6 – 8
C. Paradigms
Week 9 D. Midterm Exam

Week 10 – 11 E. Interaction Design

Week 12 – 13 F. HCI in the software process
Week 14 – 15 G. Design Rules
Week 16 – 17 H. Implementation Support
Week 18 I. Final Exam
One week (or an J. Allotted for the Midterm and
equivalent of three the Final Exams
hours)
CHAPTER # 1 (Week 1 and 2)

TITLE The Human and Computer

I. RATIONALE This chapter focuses on supplying the students with the

basic concepts of humans’ association with computers.

INSTRUCTION TO THE USERS This module presents the information storage and
processes of a human.

Instructional Materials (Module) in HCI

 At the start of the module, you are to take the pre-
assessment test to see how much information and
knowledge you have about the basics of information
storage and processing.

A self-check test, exercises, or other means of assessing

will help you check and monitor your progress as you go
through the module. The self-check test questions and
other activities in this module will be evaluated by your
teacher. These will be part of your formative
evaluation/grade.

Reminder: All answers on your pretest, evaluation,

assignment, activities and other assessments must be
written in a separate paper.

DO NOT WRITE IN THE MODULE.

PRE-TEST Direction: Read the questions carefully. Write your

answers on a separate paper.

1. Define “Emotions”.

2. Differentiate short-term memory from long-term

memory.

II. LEARNING At the end of the chapter, students are expected to: 
OBJECTIVES a. Understand the concept of information storage of
humans.
b. Know how an individual inputs and outputs
information.
c. Learn how humans process information.
d. Know how emotions influence human capabilities.

III. CONTENT
Three (3) Types of Memory

1. Sensory Memory

• Buffers for stimuli received through senses

Instructional Materials (Module) in HCI

 iconic memory: visual stimuli

echoic memory: aural stimuli

haptic memory: tactile stimuli

• Examples:

“sparkler” trail

stereo sound

• Continuously overwritten.

2. Short-Term Memory (STM)

• Scratch-pad for temporary recall

rapid access ~ 70ms

rapid decay ~ 200ms

limited capacity - 7± 2 chunks

3. Long-Term Memory (LTM)

• Repository for all our knowledge

slow access ~ 1/10 second

slow decay, if any

huge or unlimited capacity

• Two types

Episodic: serial memory of events

Semantic: structured memory of facts, concepts, skills.

• Semantic LTM is derived from episodic LTM.

• Semantic memory structure

provides access to information

Instructional Materials (Module) in HCI

 represents relationships between bits of information

supports inference

• Model: semantic network

inheritance – child nodes inherit properties of parent nodes

relationships between bits of information explicit

supports inference through inheritance

LTM - Storage of information

• rehearsal

information moves from STM to LTM.

• total time hypothesis

amount retained proportional to rehearsal time.

• distribution of practice effect

optimized by spreading learning over time.

• structure, meaning and familiarity

information easier to remember.

LTM – Forgetting

• decay

information is lost gradually but very slowly.

• interference

new information replaces old: retroactive interference.

old may interfere with new: proactive inhibition.

so may not forget at all memory is selective… affected by emotion – can subconsciously `choose'
to forget.

Instructional Materials (Module) in HCI

LTM - Retrieval

• recall

information reproduced from memory can be assisted by cues, e.g. categories, imagery.

• recognition

information gives knowledge that it has been seen before. Less complex than recall -
information is cue.

REASONING

Deductive Reasoning

• Deduction:

derive logically necessary conclusion from given premises.

e.g. If it is Friday then she will go to work

It is Friday

Therefore she will go to work.

• Logical conclusion not necessarily true:

e.g. If it is raining then the ground is dry

It is raining

Therefore the ground is dry

Inductive Reasoning

• Induction:

generalize from cases seen to cases unseen

e.g.all elephants we have seen have trunks

therefore all elephants have trunks.

Instructional Materials (Module) in HCI

 • Unreliable:

can only prove false not true

• … but useful!

Abductive Reasoning

• reasoning from event to cause

e.g.Sam drives fast when drunk.

If I see Sam driving fast, assume drunk.

• Unreliable:

- can lead to false explanations.

Problem Solving

• Process of finding solution to unfamiliar task using knowledge.

• Several theories.

• Gestalt

problem solving both productive and reproductive

productive draws on insight and restructuring of problem

attractive but not enough evidence to explain `insight' etc.

move away from behaviourism and led towards information processing theories

• Problem space theory

problem space comprises problem states.

problem solving involves generating states using legal operators

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 heuristics may be employed to select operators.

e.g. means-ends analysis

operates within human information processing system.

e.g. STM limits etc.

largely applied to problem solving in well-defined areas.

e.g. puzzles rather than knowledge intensive areas

• Skill acquisition

skilled activity characterized by chunking

• lot of information is chunked to optimize STM

conceptual rather than superficial grouping of problems

information is structured more effectively

Errors and Mental Models

Types of error

• slips

right intention, but failed to do it right

causes: poor physical skill, inattention etc.

change to aspect of skilled behaviour can cause slip

• mistakes

wrong intention

cause: incorrect understanding

Emotion

Instructional Materials (Module) in HCI

 • Various theories of how emotion works

James-Lange: emotion is our interpretation of a physiological response to a stimuli.

Cannon: emotion is a psychological response to a stimuli.

Schacter-Singer: emotion is the result of our evaluation of our physiological responses, in the
light of the whole situation we are in.

• Emotion clearly involves both cognitive and physical responses to stimuli.

• The biological response to physical stimuli is called affect.

• Affect influences how we respond to situations

positive ® creative problem solving

negative ® narrow thinking

“Negative affect can make it harder to do even easy tasks; positive affect can make it easier to do

difficult tasks.” (Donald

Norman)

Implications for interface design

stress will increase the difficulty of problem solving.

relaxed users will be more forgiving of shortcomings in design.

aesthetically pleasing and rewarding interfaces will increase positive affect.

LESSON 2: THE COMPUTER

A computer system is made up of various elements. Each of these elements affects the interaction.

• input devices – text entry and pointing.

• output devices – screen (small&large), digital paper.
• virtual reality – special interaction and display devices.
• physical interaction – e.g. sound, haptic, bio-sensing.
• paper – as output (print) and input (scan).
• memory – RAM & permanent media, capacity & access.

Instructional Materials (Module) in HCI

 • processing – speed of processing, networks.

Interacting with computers – to understand the human–computer interaction, one needs to

understand computers!

Text Entry Devices

• Keyboards including special keyboards and chord keyboards.

• Handwriting recognition.
• Speech recognition.
• Numeric keypads.
• Positioning, pointing and drawing such as:
• Mouse
• Touchpad
• Trackballs
• Joysticks
• Touch screens
• Cursors
• Stylus and Light pen

Display Devices

• Bitmap screens such as:

• Cathode Ray Tube (CRT) and
• Liquid Crystal Displays (LCD).

Instructional Materials (Module) in HCI

 • Special displays such as:
• Random Scan (Directed-beam refresh, vector display) and
• Direct view storage tube (DVST).

• Large displays such as:

• Plasma,
• Video walls, and
• LCD projector.

MEMORY

Short-term Memory - RAM

• Random access memory (RAM)

on silicon chips
100 nano-second access time
usually volatile (lose information if power turned off)
data transferred at around 100 Mbytes/sec

• Some non-volatile RAM used to store basic set-up information.

• Typical desktop computers: 64 to 256 Mbytes RAM.

Long-term Memory - disks

• magnetic disks

floppy disks store around 1.4 Mbytes

hard disks typically 40 Gbytes to 100s of Gbytes
access time ~10ms, transfer rate 100kbytes/s

• optical disks

use lasers to read and sometimes write

more robust that magnetic media
CD-ROM
- same technology as home audio, ~ 600 Gbytes
DVD - for AV applications, or very large files

• PDAs

Instructional Materials (Module) in HCI

 often use RAM for their main memory

• Flash-Memory

used in PDAs, cameras etc.

silicon based but persistent
plug-in USB devices for data transfer

IV. SYNTHESIS / It is necessary to observe the ways in which humans

GENERALIZATION interact with computers and design technologies that let
humans interact with computers in novel ways.

Learning about humans and computers is needed to focus

on computer design and user experience. This will bring
together expertise from computer science, cognitive
psychology, behavioral science, and design to understand
and facilitate better interactions between users and
machines.
V. EVALUATION 1. What is the difference between short-term memory and
long-term memory?

2. Give one example of slip and one example of mistake.

3. Which among the 3 types of reasoning do you often

use? Cite an example.
VI. ASSIGNMENT / 1. Cite 2 examples of special keyboards.
AGREEMENT
2. Aside form CRT and LCD displays, give another 3
examples.
REFERENCES Human-Computer Interaction: Fundamentals and Practice,
Gerard Jounghyun Kim,2015,CRC Press Taylor & Francis
Group,2015
Human Computer Interaction, I. Scott MacKenzie, Elsevier 2013
Human Computer Interaction, 3rd Edition, Dix, Finlay,Abowd,
et.al . Pearson Education,2004

Instructional Materials (Module) in HCI

Instructional Materials (Module) in HCI