4. Interaction Design Overview

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4. Interaction Design Overview

• 4.1. Ergonomics
• 4.2. Designing complex interactive systems
• 4.2.1. Situated design
• 4.2.2. Collaborative design a multidisciplinary
  team effort
• 4.3. Design activities
• 4.3.1. Analysis
• 4.3.2. Specification
• 4.3.3. Evaluation
• 4.4. Literature
• 4.5. U.I.D a practical assignment

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4.1. Ergonomics

• Is about human-artifact interaction
• how humans interact with artifacts, organizations
  (design of systems, procedures, organizations)
• ergonomics and antropometrics
• the classical ergonomics start with
  antropometrics
• but to design complex systems it is important to
  consider the human information processing (and
  mental models)
• we are going to design knowledge (what the user
  should understand, what it is relevant to the
  user)

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4.2. Designing complex interactive systems

• human-computer systems that feature in
  situations where people work in groups.
• Work activities in these cases include
• communication and coordination between people
• actions of several persons on shared objects and
  in shared work spaces.
• Work is not isolated it occurs in
• a context of use
• physical
• conceptual
• historical
• and cultural.
• Information technology, in this environment, is
  used by many partners for a variety of tasks.

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Learning how to design complex interative systems

• ?Learning how to choose which is the most
  appropriate technique to cope with a specific
  design problem in a specific design phase.
• Design is a situated activity, that is to say
  that it cannot be planned and fully specified in
  advance.
• Design is a collaborative activity a
  multidisciplinary activity

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4.2.1. Situated Design

• Complex interactive systems are strongly
  situated, and so is any actual design of them.
• The only sensible way to proceed is to try to be
  aware of
• the state of the art of techniques
• applicability in actual design processes
• restricted validity of this knowledge
• ?designing interactive systems requires permanent
  awareness of the changing world and the changing
  map of sources of state of the art information
  (Van der Veer Mariani, 1997).

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4.2.2. Collaborative Design

• Different domain experts need to contribute with
  their own views on possible actions and options
  for specifications, as well as need to be open to
  consider those contributed by other disciplines.
• DESIGN AS A MULTIDISCIPLINARY TEAM ACTIVITY

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• Complex systems design from our approach
  requires the education of designers, in respect
  on how to deal with
• a variety of disciplines
• a variety of viewpoints
• and the continuous iteration between analysis,
  specification, and evaluation

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Design as a multidisciplinary team activity

• humanities
• psychology
• anthropology / ethnography (how cultures develop
  in the work situation)
• engineering
• hardware engineers
• software engineers
• architects

• ergonomics
• workplace design
• organizational design
• cognitive ergonomics
• representations arts crafts
• graphical design
• typography
• theater and cinematography (to direct attention
  to make sure the important thing is processed)
• sound music, motion touch

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4.3. Design as a process

• Design activities
• analysis
• specification technical details
• evaluation usability, easy of use,
  likeability...
• Iterative design

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A systematic design approach - DUTCHDesign for
Users and Tasks from Concepts to Handles

• Design proces - index van cursus en boek
• design activiteiten
• bronnen
• producten en modellen
• analyse
• specificatie
• evaluatie

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work organization/practice
ethnography
Task Model 1
Documents/artifacts
validity analysis
usersknowledge/behavior/needs
psychologicalknowledgeacquisition/ hermeneutics
problemanalysis/specification
specification/negotiation
Task Model 2
usabilitymeasuring
Client
constraints/opportunities
specification
feedback
early evaluation
Technology
Functionality
Scenario
Simulation
Dialog
early evaluation
maintainingconsistency
UVM
Prototype
Representation
As soon as the system is implemented
Implementation
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4.3.1. Analysis of the complete work situation

• task model 1
• describing the current situation
• task model 2
• envisioning the future how the world would be
  after the design is implemented
• ?TM1 and TM2 can be done using the same task
  modeling tool (GTA? EUTERPE)

TM1
TM2
UVM
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• When designing an innovative product, it is
  important to make sure the new product has some
• ADDED VALUE
• And only with a clear understanding of the
  CURRENT SITUATION you can look for possible
  improvements to create this added value

Providing new possibilities
Improving already existing possibilities
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Modeling

• The main purpose is to gather as much relevant
  knowledge as possible about the users and their
  tasks
• people (users and user groups)
• Specifying roles and their task-related
  attributes
• work
• Specifying tasks and a task structure, actions
  that relate to tasks, and protocols and
  strategies
• situation
• Specifying objects ("things" people manipulate
  performing tasks), the structure of objects
  (hierarchy and semantic relations between
  objects), and the situation where certain tasks
  are performed

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4.3.2. Specification

• details of technology
• The User Virtual Machine aspects of the system
  that are directly relevant for a specific group
  of users.
• the "user interface"
• including conceptual aspects
• dialogue
• and representation
• ?UVM can be modeled using the same task modeling
  tool (GTA? EUTERPE)

UVM
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Specification(2)

• functionality
• specifying want the tool will do to the user
  strongly related to the task (the semantic level
  of Moran)
• dialogue
• how the user and the system will communicate
  commands? menu? (the syntactic level of Moran)
• representation
• how the system looks like (the key-stroke level
  of Moran)

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4.3.3. Evaluation

• as soon as you are making decisions
• What should be evaluated?
• task model 2
• the UVM
• How to represent this for client, prospective
  users and other stakeholders
• Goals
• detect problems
• collect ideas and visions

UVM
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4.4. Literature

• Van der Veer, G. C. and Mariani, M. (1997).
  Teaching Design of Complex Interactive Systems
  Learning by Interacting. TeaDIS - Teaching Design
  of Interactive Systems, Schaerding, Austria, 20 -
  23 May 1997
• http//www.cs.vu.nl/gerrit/gta/uid
• UID Project Management
• Task Analysis
• Dialog design and Representation
• Prototyping and Scenarios
• Design Rationale
• Evaluation
• Tools
• Journals, Conferences, Sites, Projects

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4.5. UID - practical assignment

• Design team
• subteams specialists of different design aspects
  and methods
• The team collaborates in an iteractive manner
• Design process
• Start an initial statement from a real client
• End presentation of a complete design

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UID - team structure

• Management
• task modeling
• task model 1
• task model 2
• detail design
• functionality and formalism
• dialogue and formalism
• screen design
• scenario and prototyping representations build
  for evaluation
• evaluation

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Management group

• Applying many different techniques, used by
  specialists from different disciplines, brings
  the need for a management structure (van der Veer
  Mariani, 1997).
• Tasks
• coordination and planning
• resource management (group structure)
• contact with client contract
• documentation and reporting
• collaboration with teachers in planning classes

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task modeling group

• collecting and modeling current task knowledge
• task model 1
• deciding and modeling future task world
• task model 2
• provide input for detail design
• provide knowledge about user characteristics
• work with scenario group and evaluation group
• revise task model 2 upon request of these

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detail design group

• UVM all aspects of the system the user should be
  aware of during the interaction
• Develop details of the UVM
• functionality (incl. formalism)
• dialogue (incl. formalism)
• representation
• Guidelines and style guides
• provide input for scenario and prototyping
• provide input for evaluation
• iterate and improve based on results of these
• feed-back to task analysis group

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scenario and prototyping group

• develop needed representations, simulations,
  mock-ups, and prototypes for evaluation
• receive input from task analysis (TM2) and detail
  design

UVM
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Evaluation group

• evaluate specifications of task model 2 and
  detail design
• based on representations developed by scenario
  and prototype group
• for users as specified by task analysis group and
  for client
• feed back to task model group and detail design
  group