csc 8570 -- usi
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CSC 8570 -- USI. Class Meeting 5 September 21, 2010. Phrase Exercise. Only 4 from the grammar had no meaning to anyone drag and drag move and drag drag twice move twice Conversely, either 6 or 7 experts (that’s you) agreed - PowerPoint PPT PresentationTRANSCRIPT
CSC 8570 -- USI
Class Meeting 5September 21, 2010
Phrase Exercise
• Only 4 from the grammar had no meaning to anyone– drag and drag– move and drag– drag twice– move twice
• Conversely, either 6 or 7 experts (that’s you) agreed– Tap is described by one phrase commonly chosen from the
grammar, but only one expert assigned it to tap– Double tap is described by 8 phrases from the grammar– Press and hold is described by 5 phrases from the grammar– Press and drag is described by 1 phrase from the grammar
Phrase Exercise (2)
The two-finger interactions:• The only phrase that most everyone attached
to an action, and one of the actions was Pull together/Pull apart, was double press
Conclusion: Describing actions in common terms is difficult and should proceed from the interface view to the user view, rather than the other direction.
Research Project
• Short presentation– One spokesperson– Five minutes– Hypotheses, variables, initial experimental design
• Questions and comments from the audience
Research Teams
• Aspen: Matt, Vince• Bailey: Gerry, Vinay• Conifer: Yi-Ling• Durango: David• Estes Park: Ivan
Research Project Issues
• Add to bibliography – goal is at least 15 references• Design experiment• Create experimental tools• Complete IRB form• Start writing first two sections• Dates– IRB form finished no later than 10/5– Progress Report 1 due 10/26
Summary of Some Ideas
• User goals• Mental models• GUEPs• Cognitive dimensions
User Goals
Based on last week’s discussion and other sources, here’s a list of user goals.
Users want systems that:1. Are powerful, meaning fast and efficient2. Have proper functionality3. Minimize the possibility for (tragic) errors4. Allow easy recovery from misdirected actions5. Are easily learned and easily relearned
User Goals (2)
6. Fit a cognitive model based on past experience
7. Are easy to maintain, including set up8. Are flexible9. Stimulate creative problem solving10. Are personally satisfying
GUEPs and CDs
• GUEPs (Generative User Engineering Principles)
• CDs (Cognitive Dimensions)
Relating GUEPs and CDs
Match the 14 cognitive dimensions to the 9 GUEPs looking for overlapping and orthogonal ideas.
Summarize the results by creating a 14 by 9 array whose cell entries describe the relationship between the ith CD and the jth GUEP
Mental Models
As theories:• Constructed by humans• Based on their world experience• What they believe to be true about particular
domains, devices, or systems
Mental Models
As problems spaces• Mental structures (ideas, concepts, virtual
worlds)• Contain possible states • Searchable so that users can plan their
behaviors (paths from one state to the next converging on a solution)
A Lengthy Example
iPods at the ready• What is your mental model of an iPod?– What do you believe to be true about an iPod?– How would you describe the problem space
associated with an iPod?
iPod (2)
What tasks do you want to accomplish with an iPod?
• Described in high level terms• In a different context, “I want fresh tomatoes
from my garden on my salad.” [No specifications about planting, tending, picking or preparing the tomatoes.]
iPod (3)
What operators are available?• Physical keys or widgets• Virtual widgets on the interface
iPod (4)
What notation do we use for widget interaction?• Do we need to expand Card & Moran or
Raskin & Beck?
iPod (3)
Preparing for task analysis• Tasks vs. goals• Hierarchical task analysis vs. GOMS• ConcurTaskTrees– http://giove.cnuce.cnr.it/ctte.html
ConcurTaskTreesTask Types
Type Action Example
User No system interaction
Read a message
Abstraction Complex User session
Application No user interaction
Perform a database query
Interaction User and system together
Click a button
ConcurTaskTreesOperators
Temporal OperatorsIcon Description Syntax
[] Choice T1 [] T2
|=| Order Independency
T1 |=| T2
||| Concurrent T1 ||| T2
|[ ]| Concurrent with information exchange
T1 |[ ]| T2
[> Disabling T1 [> T2
|> Suspend/Resume T1 |> T2
>> Enabling T1 >> T2
[] >> Enabling with information exchange
T1 [] >> T2
T1Connection
[ T1 ]Optional [ ]
T1 *Iterative *
SyntaxDescriptionIcon
Unary Operators
Synthesizing Edge and Blackwell
Referring to your concept map:• What is its structure?• What is its shape?• What is its top-level concept?
Leave Behind
• Concept map of the Edge and Blackwell paper
Next Time
Remember that “next time” is October 5• Continue work on research project,
completing experimental material and IRB form
• Catch up on reading
Research Team Meetings