Design Process

2G(CS/T-Sem-7)

PART-1

2
UNIT
Design Proces
Design Process :
Human Interaction with

Questions-Answers
Computers.

and Medium Answer Type

Questions
Long Answer Type

interaction.
Que 2.1. Discuss human computer

CONTENTS Answer of
Human-computer interaction
(HCD is the study and planned design
activities.
human and computer
Part-1 Design Process: Human *****°*°*****°****" 2-2G to 2-6G entertainment to support and
fulfill
Interaction with Computers HCI productivity, safety and
uses
of
and is applied to various types computer
human-computer activities offices and
traffic control, nuclear processing,
Part-2 Importance of Human. *********°********
.2-6G to 2-13G systems, including air
Characteristics, Human computer gaming.
Consideration safe, effective and enjoyable.
HCI systems are easy,
3. as well as
Part-3 The goals of HCI to produce usable and safe systems,
are
Human Interaction Speeds,. 2-13G to 2-24G 4. with good
functional systems. In order o produce computer systems
***************
...

Understanding Business
Function usability, developers must attempt to:
i. Understand the factors that determine how people use technology.
tools and techniques to enable building suitable systems.
Develop
i
Achieve efficient, effective, and safe interaction.
iv. Put people first.

Que 2.2. How a person interact with computer.

nswer
When interacting with a computer, a person:
Identifies a task to be performed or need to be fulfilled:
The task may be very structured, including activities suchas: enter
this data from this form into the system, answer aspecific question
regarding the status of an order, or collect the necessary information
from a customer to make a reservation.

2Decides how the task will be completed or the need fulfilled:

i For a structured or semi-structured task a set of transaction sereens
will be available.

2-1G (CSIT-Sem-7)
Human Computer Interface 2-3G (CS/IT-Sem Design Process
4 G (CSIT-Sem-7)
transaction
tified and the releva
is identi
The proper
retrieved.
reen ser Fine distinctions:
accomplish the s a m e thing, depending
need will require browe. upon
T o satisfy
general or vague
a wsing or searchin
possiblylhave relevance i Different actions may
or different things may
result from the
eens that might when they are performed,
through
controls: same action.
the computer's track of.
3 Manipulates minute and difficult to keep
task or satisfy the need, the keyboard, Often these distinctions are
i To perform the mouse,choosan made at the appropriate time,
or

used to select choices from Critical distinctions are not

other similar devices
are
data into text
from lists, i
distinctions having no real consequence
are made.
commands to be performed, key boxes, and so
necessary data
forth Design inconsistency:
4 Gathers the diferent names: for example, "save"
Using structured and semi-structured transactior The same action may have
sc write" and "list."
information is collected from its source: a form, a cowork and keep,"
or
command may cause different things
to happen. The
customer. i. The same
"not legal"
result may be described differently: for example,
This information is identified on the screen, or placed on thes same
information be ordered differently
through control manipulation. Screen and 'not valid." Or the same may
on different screens.
5 Forms judgments resulting in decisions relevant to the tasl becomes exercise in rote
ask on ii. The result is that system learning
an

need memorization. Meaningful or conceptual learning becomes very

Structured transactions will require minimal decision-making difficult.

Has all the data been collected and is the data valid? Has the what are the psychological responses to pOr aesig
transaction been successfully accepted by the system? If
accepted, why not? not
ii Semi-structured transactions may require decisions Answer
such as: Which Psychological responses to poor design:
set of screens should be use to
complete this process?
1. Confusion:
Que 2.3. What are the factors that make Detail overwhelms the perceived structure.
system difficult to use? i.
u. Meaningful patterns are difficult to ascertain, and the conceptual
Answer model or underlying framework cannot be understood or
Factors that make system difficult to use are: established.
1. Use
of jargon: 2. Annoyance:
Roadblocks that prevent a task being completed, or a need from
Systems often speak in
completely alien to the officestrange
a
language. Words that are
or home
being satisfied, promptly and efficiently lead to annoyance.
different contexts, such as environment or used i i. Inconsistencies in design, slow computer reaction times, dificulties
proliferate. filespec, abend, segment, ana o in quickly finding information, outdated information, and visual
screen distractions are a few of the many things that may annoy
Learning to use
Non-obvious design:system often
a
2 requires learning a new
languas
users.

3. Frustration:
omplex or novel design elements are not
they must nevertheless i An overabundance of annoyances, an
inability easily
to
convey
be mastered.
obvious or intuitive, t one's intentions to the computer, or an inability to finish a task or
s
may have satisfy a need can cause frustration.
before they can be prerequisite conditions that must be sat
immediate, accomplished, or outcomes may no a waysbe Frustration isheightened if an unexpected computer response
ii. The overall obvious, or visible. cannot be undone or if what really took place cannot be determined.
effect that framework of the the i Inflexible and unforgiving systems are a major source of frustration.
results not system may be invisible, withthat
accomplish them. cannot always be related
rela to the actions
 ISem
H u m a n C o m p u t e r Interfact
Design Process
2-6 G (CS/IT-Sem-7)

discretion is limited,
ofsev
s t r e s s :

times
delays during to workers whose
unusual pres
or
Panic
4 Unexpectedlylongdela This is a reaction
common
ii.
introduce
panic o r
stress.

le systems
ress such as clerical personnel.
may
are
unavailab
rlong respons Misuse of the system:
deadline or de:
causes

Some typical under a i6. difficulties.

is
operating
ing with The rules bent to shortcut operational
are
when the user i. and may affect
knowledge of the system
This requires significant
irate customer.

ii.
ults from improper computer
overly simplisticpaci
Boredom: Boredom results
system integrity.
long
times)
d o w n l o a d tim or
ioh
times o r
7. Direct programmingg needs.
by its user to meet specific
response
reactions to poor
What are the physical design? i The system is reprogrammed
worker.
Que 2.5. This is a typical response
of the sophisticated
i.

Answer
frequently lead to, or are acon.
PART-2
Psychological responses ied by, t Consideration.
followingphysicalreactions Characteristics, Human
Importance of Human
1.
Abandonment of the system: ****

and other information sources

i The system is rejected are
elie Questions-Answers
upon.
These sources must, of course, be available and the user must hs Questions
Medium Answer 1ype
the discretion to perform
the rejection. Long Answer 1ype and
I n business systems this is a common reaction of managerial a
characteristics.
professional personnel. human
Que 2.6. Explain the important
iv. With the web, almost all users can exercise this option.
2 Partial use ofthe system: AnsweT
are
iOnly a portion of the system's capabilities are used, usuallythaa
operations that are easiest to perform or that provide the mo
Important human characteristies
1. Perception: elements
benefits. and understanding of the
Perception is our
awareness

.
i environment through the physical
sensation of
Historically, this has been the most common user reaction to mo and objects of our forth.
computer systems. Many aspects of many systems oftengo unuse our various senses, sound, smell, and so
including sight,
3. Indirect use of the system: characteristics include the following:
1. Other pereceptual
mind see objects as belonging
An
intermediary is placed between the user and the computer. a. Proximity: Our eyes and
each other in space.
.
Again, since this requires high status and discretion, it is anotn together if they are near
mind see objects as belonging
ypical response of managers or others b. Similarity: Our eyes and
with authority together if they share a
c o m m o n visual property,
such as color,
Modification of the task: or orientation.
size, shape, brightness,
The task is to the same shape
changed to match the capabilities of the sys C Matching patterns: We respond similarly
i. 1s prevalent letters of the alphabet, for example,
This a
reaction when the tools are rigid and the pro in different sizes. The
is
unstructured, as in scientific problem possess the same meaning,
regardless of physical size.
5. Compensatory activity: solving d Succinctness: We see an object as having some perfect
or

easier to
i simple shape because perfection or simplicity is
Additional actions are performed to compensate
Systen

remember.
inadequacies.
A t
Common example is the manual information

structure required by thereformatting

match the of

computer.
H u m a n C o m p u t e rI n t e r f a c e
2-7G gT.Sem Design Process
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Ourperception
n iis synthetic; it stablishes m more
becoming
wholes. Ifsomethingdoes not quite close
Closure:

itself, such8s a that results in an object

e
clo i. It is the phenomenon losing distinctness
triangle,
or word,
we see it as
losed anyway. cird distinct as we turn our eyes
toward it and rapidly
visual angle from the point
square,
that form closed shapes are perceive we turn our eyes
away-that is, as the
as
Unity:Objects
of fixation increases.
screen
distance of a display
the average viewing
Shortenedi ines may
be If one a s s u m e s that
group.

automatically ii. the s c r e e n of optimum

Continuity:
extende is 19 inches (475 mm),
visual acuity is
the size of the area on
1.67inches (41.8 mm) in diameter.
2 Memory:

is not the
table of human
most stable ributes, as anyc Foveal vision and
peripheral vision:
i
Memory

has forgotten
why ked into a room,
they walked or
forgotten wh5. i. Foveal vision is used to
focus directly on something;
peripheral
location we are
c a n attest. the
birthday, in the area surrounding
important vision senses anything resolved because of
viewed as consisting
of two components, long- but what is there cannot be clearly
Memory is looking at, described.
the limitations in visual acuityjust
i memory
(or working)
same time, a
short-term

information 4 vision maintain, at the

Foveal and peripheral
receives
or working, memory from eithe i.
ii Short-term, relationship.
memory, but usually cooperative and a competitive
the senses orlongterm ive botha
senses being
processed separately. can aid a visual search, but can also be distracting.
once, the i. Peripheral vision
to provide
iv. Within short-term memory a limited amo of informa peripheral vision is thought
iv. In its cooperative nature, in the visual search of a
should go next
processing takes place. clues to where the eye
it is variously thought to last frnm
Information stored within 10 Screen.

guide the
v.
peripherally visible can
30 seconds, with the lower number being the most reasonakil. V. Patterns, shapes, and alignments
eye in a systematic way
through a screen.
speculation.
vision can compete with foveal
vi. Long-term memory contains the knowledge we possess. vi. In its competitive nature, peripheral
vision for attention.
vii. Information received in short-term memory is transferred to ita
encoded within it, a process we call learning. to human
the following term with respect
vii. It is a complex process requiring some effort on our part.
Que 2.7.Describe
characteristics in design:
ix. The
learning process is improved if information the being a. Information processing
transferred from short-term memory has structure and isl b. Mental models
meaningful and familiar. C. Learnings
Skills
x.
Learning is also improved through repetition.
Individual differencess
Unike short-term memory,with its distinct limitations long-torm
memory capacity is thought to be unlimited. Answer
3. Sensory storage:
a. Information processing:
i
Sensorystorage is the buffer where the automatie procesing d1 The information that our senses collectthat isdeemed important enoug
information collected from our senses takes to do something about then has to be processed in some meaningful
. t
place.
1san unconscious process, large, attentive to the environ en', way.
quick to detect changes, and constantly being replaced bynew 2 Recent thinking is that there are two levels of information processing
gathered things. going on within us.
One level, the highest level, is identified with consciousness and working
ii. Ina
sense,that
for things
it acts like radar, constantly
constantly scanning
scanning tne environmed.
the
things that are memory.
4. Visual acuity: important to pass on to higher ne nory. and
4 I t is limited, slow, and sequential, and is used for reading
i The capacity of understanding.
the eye to resolve
details is called visual acuity
 Human Computer Interface 2-9G(CS/IT-Sem Design Process
2-10 G (CS/IT-Sem-7)

5. In addition
to this higher
the limit
leve,
of
there exists a lower level

its capacity is unknown.

finformatiq
ofinfor
Because people be taught to walk a tightrope is no
can
excuse for
5.
processing, and inparalll. design when walkways are feasible.
familiar information rapidly, l wit incorporating tightropes in a

This lower
level processes
Learning can be enhanced ifit
6. conscious effort.
and without 6.
the higher level, used in another
than see, perceive
rather than read. i. Allows skills acquired in one situation to be
We look rather somewhat like it. Design consisteney accomplishes
this.
7 in a shift of control from the higher lan.
Repetition and learning results
8. . Provides complete and prompt feedback.
level.
to the lower
the higher level performina ii. Is phased, that is, it requires a person to
know only the information
9. Both levels function simultaneously, needed at that stage of the learning process.
reasoning and problem solving,
the lower level perceiving the physiea
form of information sensed. d Skill:
b. Mental models: 1. The goal of human performance is to perform skillfully.
intoa sequence of action.
1 A mental model is simply an internal representation of a person's current 2. To do requires linking inputs and responses
so

actions movements in the

The essence of skill is performance of
or
understanding of something. 3.
2.
Usually a person cannot describe this mental mode and most often is correct time sequence with adequate precision.
and economy of effort. Economy off
unaware it even exists. It is characterized by consistency
Mental models are gradually developed in order to understand something effort is achieved by establishing a work pace that represents optimum
3.
explain things, make decisions, do something, or interact with another efficiency.
the system through such
person. 5. It is accomplished by increasing mastery of
of shortcuts, increased speed, and easier
4 Mental models also enable a person to predict the actions necessary to things as progressive learning
access to information or data.
do things if the action has been forgòtten or has not yet been
be integrated
encountered. 6. Skills are hierarchical in nature, and many basic skills may
to form increasingly complex ones.
5. When confronting a new computer system, people will bring their
own out of
expectations and preconceptions based upon mental models they have 7. Lower-order skills tend to become routine and may drop
formed doing things in their daily life. consciousness.
of increasingly
6. If the system conforms to the mental models a person has developed, 8. System and screen design must permit development
the model is reinforced and the system's use feels more "intuitive." skillful performance.
7. If not, difficulties in
learning to use the system will be encountered. e.
Individual differences:
8. This is why in design it is critical that a user's mental models be identified 1. In reality, there is no average user. A complicating but very advantageous
and understood. human characteristic is that we all differ in looks, feelings, motor abilities,
intellectual abilities, learning abilities and speed, and so on.
C.
Learning 2. In a keyboard data entry task, for example, the best typists will probably
1. Learning is the process of encoding in long-term memory information
that is be twice as fast as the poorest and make 10 times fewer errors.
contained in short-term memory. It is a complex process requiring Individual differences complicate design because the design must permit
some effort on our 3.
part. and
2. Our ability to people with widely varying characteristics to satisfactorily
learn is important as it clearly differentiates people from comfortably learn the task or job, or use the Web site.
machines.
4. In the past this has usually resulted in bringing designs down to the
3 Given enough time
people can
improve their performance in almost any level of lowest abilities or selecting people with the minimum skills
task.
necessary to perform a jób.
4 Too often, however, designers But technology now offers the possibility of tailoring jobs to the specific
use our
justify complex design. learning ability as an excuse 5.
needs of people with varying and changing learning or skill levels.
6. Multiple versions of a system can easily be created. Design must provide
for the needs of all potential users.
 2-11 G (CS/AT-Sem-
Human Computer Interface Design Process
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human
consideration in design.
viii. Job category: Executive, manager,
professional, secretary, clerk.
Describe
Que 2.8. e - c o m m e r c e systems,
includes hobbies,
ix. Lifestyle : For web
recreational pursuits, and economic status.
Answer characteristics: A person's psychological
in design: 3. The user's psychological
Human considerations and experience: characteristics also affect one's performance of tasks requiring motor,
L The user's knowledge and the experiene.
cognitive, o r perceptual skills.

The knowledge possessed by a person, nces Psychological characteristies:

the design of the interface in many ways,
undergone, shape Attitude: Positive, neutral, or negative feeling toward job system.
or
i.
b. The following kinds knowledge and experiences
of shouldh Low, moderate, or high due to interest or
Motivation:
fear.
identified.
ii.
iii. Patience: Patience or impatience expected
in accomplishing goal.
i Computer literacy: Highly technical or experienced,
Kinds and reasonableness.
moderate computer experience, or none. iv. Expectations:
from
i. System experience: High, moderate, or low knowledge ofa V. Stress level: High, some, or no stress generally resulting
particular system and its methods of interaction. task performance.

iis. Application experience: High, moderate, or low knowledge vi. Cognitive style: Verbal or spatial, analytic orintuitive, concrete
or abstract.
ofsimilar systems.
characteristics of
iv. Task experience: Level The user's physical characteristies: The physical
of knovwledge ofjob and job tasks. people can also greatly affect their performance with
a system.
v. Other systems use : Frequent or infrequent use
of other
systems in doing job. Physical characteristies:
vi. i. Age: Young, middle aged, or elderly.
Education: High school, college, or advanced degree.
vii. ii. Gender: Male or female.
Reading level: Less than 5th grade, 5th- 12th, more than 12h ii. Handedness: Left,right, or ambidextrous.
grade.
viii. Typing skill: Expert (135 WPM), skilled (90 WPM), good (55 iv. Disabilities : Blind, defective vision, deafness, motor handicap.
WPM), average (40 WPM), or hunt and peck" (10 WPM).
in user's
ix.
Native language or culture: English, another, or several.
Que 2.9.What are the characteristics of mandatory use

2 The user's tasks

and needs: task for design?
The user's tasks and needs are also
be determined: important in design. The following should Answer
i. Mandatory or discretionary use: Users of the earliest computer systems
Type system use :Mandatory or
of
i. discretionary use of the system
Frequency of use: Continual, frequent,
were mandatory or nondiscretionary. That is, they required the computer to
perform a task that, for all practical purposes, could be performed no other
lifetime use of system. occasional, or once-in-a-
iii Task or way.
need importance:
the task
being performed. High, moderate, or low importance or Characteristics of mandatory use can be summarized as follows
iv. Task The computer is used as part of employnient.
structure: Repetitiveness or
v.
automated, high, moderate, or low.
predictability of tasks beng i. Time and effort in learning to use the computer are willingly invested.
Social interactions i. High motivation is often used to overcome low usability characteristics.
:Verbal communication with
required or not required.
vi.
another person iv. The user may possess a technical background.
Primary training Extensive or
: V. The job may consist of a single task or function.
through manuals, or no formal training,
vii. Turnover rate: training. self-training
High, Que 2.10. Give the characteristics of discretionary user.
jobholders. moderate, or low turnover rate or
10
Human Computer Interface
2-13 G(CS/IT-San
Sem 2-14 G (CS/IT-Sem-7)
Design Process

2. Listening:
Answer

general
characteristics tionary use are
of the discretiona.
Words can be comfortably heard and understood at
a rate of 150 to
Common 160 words per minute.
follows:
absolutely necessaru for audio books and video
computer or system 1s not
ry. ii. This is generally the recommended rate
Use of the did that when normal speech is speeded
interest. narration find, however,
details are of no
a speed of 210 words per
minute results in
Technical
i be invested. up using compresion,
the system may not no loss of comprehension.
Extra effort to use
not be exhibited.
to u s e the system may
iv. High motivation 3. Speaking:
at a rate of about 105 words per
be easily disenchanted. Dictating to a computer occurs

v.May minute.
use may have to
be encouraged.
vi. Voluntary often occur, however, when
heterogeneous culture.
1. Speech recognizer misrecognitions significantly,
vi. Is from a
word correction times are factored in, the speed drops
For the business system discretionary user,
the following mav.als to an average of 25 words per
minute.
14 words
also found that the speaking rate of new
users was
beappropriate: . It is
minute during
i Is a multifunctionknowledge worker.
per minute during transcription and 8 words per
i The job can be performed without the system. composition.

i May not have expected to use the system. Keying at rates of 150 words per
minute
iv. Career path may not have prepared him or her for system use. i Fast typewriter typists can key
and higher.
considered to be about 60-70 words per
. Average typing speed is
|PART-3 minute.
however.
Human Interaction Speeds, Understanding Business Function. ii. Computer keying has been found to be much slower,
33 words per minute and
iv. Speed for simple transcription was only
for composition only 19 words per minute.
Questions-Answers Thefastest typists typed at only 40 words per minute,
the slowest at
v.

23 words per minute.

Long Answer Type and Medium Answer words per minute
Type Questions vi. Two-finger typists can key memorized text at 37
and copied text at 27 words per minute.

about the computer, its software, and the keyboard

Que 2.11.Explain human interaction vii. Something
speed. does seem to significantly degrade the keying process.
Answer 5. Hand printing: minute.
The speed at which People hand print memorized text at about 31 words per
has been studied people perform using various communication
can

found to be
by a number
of meto
researchers. The following, have
Text is copied at about 22 words per minute.
typical interaction speeds for various tasks. These De
1. Reading:
speeds a Que 2.12. What are the methods for gaining a n understanding of
i The average users ?
adult, reading English
a
reading speed
in prose in the United
the order of States,
i. 250-300 words per minute. Answe
Proofreading
200
text on
paper has been
*****

Using the following kinds of techniques to gain an understanding of users,

words per
minute. minute, on a computer found to occur at about
their tasks and needs, the organization where they work, and the environment
monitor, about 180 wO1 s per
where the system may be used
 2-15 G (CSAT-Sem-7
Design Process
Human Computer Interface 2-16 G (CS/IT-Sem-7)
untamiliar
to you, to gain
n an .

are
particularlyif they structured workshop held
Visit user
locations.
work
environment.

Facilitated team workshop: A facilitated,

information, similar to the traditional
1 the user's
Talk with usersofabout
understanding
their problems, difficulties, wishes, and wl
ries,
what with users to obtain requirements
relying on intermediari focus group.
contact; avoid
2 Establish direct observed and monitored for an
they do. th Observational field study: Users are
works

Observe
well now.
users working or
performing a task to see what
their 5.
extended time to learn what they do.
3. their problems. or very early prototype, is
difficulties, and
a task to illustrate and stud.
udy 6. Requirements prototyping: A demo,
users working or performing to users for comments concerning functionality.
presented
Videotape
problems and difficulties. or early prototypes, is presented
the system may be installed 7. User interface prototyping: demo, A
Learn about the work
organization where to users to uncover user-interface issues and problems.
5.
details that
something to
uncover
think aloud as they do Usability laboratory testing: Users at work are observed, evaluated,
6 Have users
solicited.
8.
may not otherwise be and measured in a specially constructed laboratory.
not known,.
It may expose difficulties that
are
7 Try the job yourself.
expressed, by users.
9. Card sorting for websites: A technique to establish groupings of
information for web sites.
8. Prepare surveys and questionnaires to
obtain a larger sample of user Indirect methods: Indirect methods impose an intermediary, someone or
opinions. something, between the users and the developers. An indirect method of
9 Establish testable behavioral target goals to give management a measure requirements determination is one that places an intermediary between the
for what progress has been made and what is still required.
developer and the user. This intermediary may be electronic or another
person. Using an intermediary can certainly provide useful information.
Que 2.13.| Discuss business and requirement analysis. Working through an intermediary, however, takes away the multichannel
communication advantages of face-to-face user-developer contact. Indirect
Answer methods include the following:
a. The objective is to establish the need for a system. A L. MIS intermediary: A company representative defines the user's goals
objective that must be met.
requirement is an
and needs to designers and developers.
b. A product description
users or marketing.
is developed and refined, based on
input from
2. Paper survey or questionnaire: A survey or questionnaire is
administered to a sample of users using traditional mail methods to
C. There obtain their needs.
are
many techniques for capturing information for determining
requirements. 3. Electronic survey
The
or questionnaire: A survey or
questionnaire is
techniques listed are classified as direct and indirect administered to a sample ofusers using e-mail or the web to obtain their
Direct methods: The needs.
opportunity they provide significant advantage of the direct methods is
to hear the user's the 4. Electronic focus group: A small group of users and a moderator
Person-to-person comments in person and
encounters permit firsthand. discuss the requirements online
using workstations.
(body language, voice multiple channels of communication
immediately follow upinflections,
on
and so on) and
vague or incomplete provide the
opportunity to
5.
Marketing and sales: Company representatives who
regularly meet
recommended
1.
direct methods for
data.
Following
getting input from users: are some
customers obtain suggestiqns or needs, current and
potential.
Individual
toobtain face-to-face interview: A
6.
Support line: Information collected by the unit that helps customers
with
information. It may be one-on-one visit with the day-to-day problems is analyzed (Customer support, technical
2
Telephone structured or
somewhat user support, help desk, etc.).
via telephone.interview or survey : A structured open-endea 7. E-Mail or bulletin board: Problems,
interview condueed questions, and suggestions from
Traditional focus users posted to a bulletin
board or through e-mail are
analyzed.
brought together to group : A small group of 8. User group:
verbally discuss the users and Improvements are suggested by customer groups who
requirements.
a
moderato 9.
convene periodically to discuss software
usage.
Competitor analyses : A review of competitor's products or websites
s used to gather ideas, uncover design requirements and
identify tasks
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Human Computer Interface 2-18 G (CS/AT-Sem-7) Design Process

are presented a ma
show:
Customers at a
t r a d e show
up or 5. Allow the moderator flexibility in using the script.
10. Trade for c o m m e n t s .
asked clarification.
prototype
and
of how other media, Dri 6. Take good notes, using the session recording for backup and
: An analysis
media analysis matter of inte
11. Other
broadcast, present
the process,
information, o r subject

and
finterest
feedback a r e obtained. Que 2.16: Explain card sorting for websites.

12. System testing

New requirements
: Erom Answer
ongoing product testing.
Card sorting for websites
Que 2.14.Designing a
website, what kinds of interview question. Card sorting is a technique used to establish hierarchical groupings of
for asking users ? information for Websites.
a r e appropriate
It is normally used only after gathering substantial site content
i.
Answer information using other analysis techniques.
of interview questions
If designing a Web site, the following kinds are
ii. Potential content topics a r e placed on
individual index cards and users
them.
appropriate for asking potential
users
a r e asked to sort the
cards into groupings that a r e meaningful to
and then solicit comments on the site's structure, map, and page
i Present a site outline or proposal iv. Card sorting assists in building the
thoroughness of content coverage, and suggestions for additional content content.
Ask users to describe situations in which the proposed Web site might The process is as follows:
.
content topics and inscribe
be useful 1. From previous analysis, identify about 50
ii. Ask users to describe what is liked and disliked about the Web sites o Limit m o r e than 100.
them on index cards. topics to no

potential competitors. Provide blank index cards for n a m e s

of additional topics the
2.
iv. Ask users to describe how particular Web site tasks should want to add, and colored blank cards for groupings
participant may
accomplished. that the participant will be asked to create.
3. Number the cards on the back.
Que 2.15. Explain focus group. What are steps in setting up a
4. Arrange for a facility with large enough table
for spreading out

focus group ? cards.

Use one or two
a range of users.
5. Select participants representing
Answer time and 5 to 12 in total.
people at a

group is small group of users (8 to 12) and moderator that you are trying
Focus a a are
6. Explain the process to the participants, sayingwill be useful, what
brought together to discuss the requirements. to determine what categories of information
called.
2. what the groupings should be
The purpose of a focus group is to probe user's experiences, attitudes, groupings make sense, and
beliefs, and desires, and to obtain their reactions to talk out loud while doing
ideas o r prototypes. 7. Ask the participants to sort the cards and
3. that additional content cards may be
Focus groups are not usually useful for establishing how users really so. Advise the participants
work or what kinds of named and added as they think necessary
during the sorting
usability problems they really have.
4. Focus group discussion can be influenced process.

or bad. by group dynamics, for good the participants talk about what they
8. Observe and take notes as
sorting rationale.
attention to the
Steps in setting up focus group: doing. Pay particular
are
ifa participant has too many groupings
1. Establish the objectives of the session. 9. Upon finishing the sorting,
ask that they be arranged hierarchically.
2. Select participants on the colored
representing typical users, or potential users. 10. Ask participants to provide a
name for each grouping
3. Write a script for the moderator the user would expect to see that
to follow. blank cards, using words that
4. Find a skilled moderator to would lead them to that particular grouping.
facilitate discussion, to ensure
discussion remains focused on that t he
relevant topics, and to ensure
everyone participates. tle
 2-19 G (CS/IT-Sen
Human C o m p u t e rI n t e r f a c e

Design Process

the groupings umbers

using the numhen on
the back
2-20 G (CS/IT-Sem-7)

record of to understand,
11. Make
a
developed in order
each card. ii. Mental models are gradually
next session.
Reshuffle the
cards for
the
explain, and do something. actions necessary to
12. results looking for
comm.
to predict the
the Mental models enable a person have not yet been
13. When
finished, analyze
different sorting
sessions. amon iv.
do things if the
actions have been forgotten
or

the encountered.

for creating electronie sur task analysis:

Describe the steps vey. 2. Performing a
user's activities to
the
Que 2.17. Task analysis
involves breaking down the
i individual task level.
Answer
an understanding
of why and how people
questionnaire: . The goal is to obtain
Electronic survey or currently do the things
that will be automated.

survey is
administered to a sample of usem how
i A questionnaire
or
viae ii. Knowing why establishes
the major work goals, knowing
these goals.
mail or the Web.
actions performed to accomplish
i. Characteristics, advantages, and disadvantages are similar to paper provides details of the
also provides information concerning workflows,
iv. Task analysis and actions, and the
surveys and questionnaires. between people, objects,
inter-relationships
ii. They are, however, significantly
less expensive then mailed surveuo
vey user's conceptual frameworks.
all
complete description of
user
iv. The speed of their return can also be much faster than those distributed is
The output of a task analysis
a

in a paper format.
uted .
tasks and interactions.

v. In creating an electronic survey: Developing conceptual models:

3. offa
the creation, by the designer,
1. Determine the survey objectives.
i The output the task analysis is
of user interface.
2. Determine whereyou will find the people to complete the surve conceptual model for the
framework through
3. Create a mix of multiple choice and open-ended questions i. A conceptual model is the general conceptual
short answers addressing the survey objectives.
requiring which the system's functions are presented.
Such model describes how the interface present objects, the
will
4 Keep it short, about 10 items or less is preferable. ii. a
of objects, and the
relationships between objects, the properties
5.
Keep it simple, requiring no more thar 5-10 minutes to complete. actions that will be performed.
mental model.
Que 2.18. Determine the basic business iv. A conceptual model is based on the user's
functions. models:
v. Guidelines for conceptual
designing
Answer 1. Reflect the user's mental model, not the designer's.
i Adetailed deseription of what the
2 Draw physical analogies or present metaphors.
i product will do is prepared.
Major system functions are listed and 3. Comply with expectancies, habits, routines, and stereotypes.
inputs and outputs. described, including critical system
i. A flowchart of 4. Provide action-response compatibility.
major functions is developed. 5. Make invisible parts and process of a system visible.
iv.
Developer will use
following Provide proper and correct feedback.
functions: process to determine basic business 6.
1 Gain a 7. Avoid anything unnecessary or irrelevant.
upon
complete understanding of the
user's mental model base 8. Provide design consistency.
A goal
of task 9. Provide documentation and a help system that will reinforce
gain a picture analysis, and a
of the user's goal of understanding the the conceptual model.
i. mental model. user, 1 to
Amental model is an 10. Promote the development of both novice and expert mental
internal
conceptualization and understanding
representation
of
of
person's curre a ent models.

something.
 2-21 G (CS/IT-Se
Human Computer Interface
em-7 2-22 G (CS/AT-Sem-7)
Design Process

objects : to be
manipuiated to.
to get work be performed, the
business
4
Defining that have The is concerned with the task to
user
all objects
objectives that must be
Determine fulfilled.
done. Describe:
focused on the design
of the interface, the
used in
tasks.
ii The designer's model is and the visual
i n t e r a c t i o n methods,
The objects that differentiate eao kinds of objects, the
1

2 Object
behavior and
characteristics
kind representations on the screen.

present metaphors:
of object.
to each other and the people ns
2. Draw physical analogies or

The relationship of objects i Replicate what is familiar and well

known.

well learned.
them. actions that a r e already
ii Duplicate in part, to their
The actions performed. c a n be attributed,

apply. ii. The s u c c e s s of graphical systems to be effective, must

which actions metaphor. A metaphor,
5. The objects to employing the desktop
attributes that each object in the tao
ask within a n interface.
State information
or be widely applicable
6 display, or allow
to be edited. or occasionally applicable
should
must preserve, iv. Metaphors that a r e only partially
actions that appear most often in the
Identify the objects and
not be used.
7. routines, and stereotypes:
expectancies, habits,
workflow.
obJects very obvious and
3. Comply with on knowledge, habits,
routines, and
Make the several most important i Create a system that builds
familiar associations, avoiding
exist. Use
easy to manipulate. expectancies that already
unfamiliar.
the n e w and
5 Developing metaphors: in their customary ways.
where one's body of knowledge about one i Use words and symbols
A metaphor is a concept icons reflecting
understand something else. of the user, and create
thing is used to i. Replicate the language
already known images.
Metaphors act as building blocks of a system, aiding understanding Provide action-response compatibility:
of how a system works and is organized :
with the actions that
should be compatible
1 Choose the analogy that works best for each object and its All system responses

actions. elicit them.

actions that
example, should reflect the
2 Use real-world metaphors. ii. Names of commands, for
will occur.
3 Use simple metaphors, should
in documentation o r help
screens

ii. The organization of keys

4. Use common metaphors. exists on the keyboard.
reflect the ordering that actually
5. Multiple metaphors may co-exist. visible:
5. Make invisible parts of the system
of which are
6 Use major metaphors, even if you can not exactly replicate of parts and processes, many
them visually. i. Systems a r e composed
invisible to the user.
7. Test the selected person must
make a hypothesis
metaphors. . In creating a mental model, a
what is visible.
and how it relates
about what is invisible
Que 219. Explain the guidelines for designing conceptual models. mental models evolve to become
ii. is gained, their
As m o r e experience
more accurate and complete.
Answer visible will speed up the process
Making invisible parts of system
a
Guidelines for designing iv.
conceptual models: of developing correct
mental models.
1.
Reflect the user's mental model, not the designer's: 6. Provide proper and correct feedback: Be generous
in providing
and what has
A user will have
different informed of what is happening,
than the designer. So, the expectations and levels of knowledge Keep a person
feedback.
mental models of the user and happened, at all times, including:
will be different. designe
 2-23 G(CS/IT-Sem Design Process
Human Computer Interface
2-24 G (CS/IT-Sem-7)

indication
of status and
standard and guidelines valuable to
continuous
users
Provide a

visible
results ofactions Que 2.20.| How
P r o v i d e

developers?
actions in
progress.

i Display
context
information
as possible.
much Answer
Present as
messages.
v.
and c o r r e c t error or guidelines achieve design
v.Provide clear,
constructive,
1. Developing and applying design standards
the standards and guidelines
or irrelevant: consistency. This is valuableto users because
Avoid the unnecessary

7. information on the s c r e e n . Allow faster performance.

irrelevant
Never display
and integrate it into their
People may try
to interpret it ental
ment
. Reduce errors.
false one.
models, thereby creating a
i Reduce training time.
be unneeded data fields, screa
Irrelevant information might iv. Foster better system utilization.
i. or e r r o r message numbers.
controls, system status codes, V.
Improve satisfaction.
information cannot be avoided, point thie
iv. Ifpotentially misleading vi. Improve system acceptance.
out to the user.
2. They are valuable to system developers because they:
& Provide design consistency: Increase visibility of the human-computer interface.
number of concepts to be learned i.
i Design consistency reduces the
. Simplify design.
ü Inconsistency requires the mastery of multiple models.
ii. Provide more programming and design aids, reducing programming
ii If an oecasional inconsistency cannot be avoided, explain it to the
time.
user.
iv. Reduce redundant effort.
iv. This will prevent the user from falsely assuming that the model he
or she has been operating under is incorrect. v.Reduce training time.
9. Provide documentation anda vi. Provide a benchmark for quality control testing.
help system that will reinforce
the conceptual model
i Consistencies and metaphors should be explicitly described in the
user documentation.
i This will assist a person in
learning the system.
ii. Do not rely on the
people to uncover consistencies and metaphors
themselves.
iv. The help system should offer advice aimed at improving mental
models.
Promote the
N.

10. Promote the

development of both novice and expert mental
models: development of both novice and
expert mental
.
Novices and
models when experts likely to bring to bear different
are

ii.
using a system. mental
It will be
easier for novices to
if they are form an initial
protected from the full system mental od
ii
Employ levels of complexity of system. mou
a
functionality
progressive disclosure. that can be revealed throug"