hci lecture notes by sanjay goel, jiit 2012
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Sanjay Goel, JIIT, 2012 HCI Lecture Notes Human Computer Interaction
1. Lecture #1-2 2 hrs. (24.07.12)
1. Critique the products/systems. Identify your liking and disliking.
2. Motivation and artefacts
(Ref: Ping Zhang, Motivational Affordances: Reasons for ICT Design and Use, Communications of the ACM, Nov
2008, pp 145-147).
3. Maslow (1940 onwards): Hierarchy of human needs (8 levels).
4. Deci and Ryan (1985 onwards): Intrinsic needs – Autonomy, Competence, Relatedness.
5. Map your findings of (1) to these models.
(Ref: a. Richard M. Ryan, Veronika Huta and Edward L. Deci, Living well: a self-determination theory perspective on eudaimonia, Journal of Happiness Studies, Volume 9, Number 1, Springer Netherlands, pp 139 170, January, 2008. b. Edward L. Deci and Richard M. Ryan, Hedonia, eudaimonia, and well-being: an introduction, Volume 9, Number 1, Springer Netherlands, pp 1-11 January, 2008. c. Deci, E. L., & Ryan, R. M. Intrinsic motivation and self-determination in human behavior, 1985, New York:Plenum).
6. Creating vision statement for improvising a product/service/system through enhancing its response to selected
human needs from these two models.
7. Assignments:
i. Refine your vision (6) and create three alternate solution approaches.
ii. Learn to use few software prototyping tools.
2. Lecture #3 1 hrs. (27.07.12)
1. Sharing of vision statements and proposed solution approaches.
2. Ryff and Singer (2008): Knowing Thyself – 6 basic needs for psychological well being – Self acceptance, autonomy,
control of environment, positive relations with others, purpose in life, personal growth.
(Ref: Carol D. Ryff and Burton H. Singer, Know thyself and become what you are: a Eudaimonic approach to
psychological well-being, Journal of Happiness Studies, Jan 2006, Springer Netherlands, pp 13-39).
3. Reiss (2000): 16 Basic desires – eating, physical exercise, romance, family, saving, acceptance, social contact,
independence, curiosity, order, power, status, vengeance, honour, idealism, tranquillity.
(Ref: a. Steven Reiss, Multifaceted Nature of Intrinsic Motivation: The Theory of 16 Basic Desires, Review of General Psychology, Educational Publishing Foundation, Vol. 8, No. 3, 179–193, 2004. b. Steven Reis, Who Am I?: The 16 Basic Desires That Motivate Our Behavior and Define Our Personality, Tarcher, 2000).
4. An understanding of human needs through these models helps in clarifying the purpose of all technological,
business/economic, political, social, and even ritual constructs.
5. Assignments: Complete the pending assignment
3. Lecture #4-5 2 hrs. (31.07.12)
1. Artefacts/Technology help humans modify their environment.
2. Levels of Technology
a. Human Technology/Artefact World
b. Human [Technology/Artefact World]
c. [Human Technology/Artefact] World
d. [Human Technology/Artefact] [Virtual world World]
3. New artefacts help in modifying processes.
4. Aspects of human activities:
a. Physical
b. Cognitive
c. Emotional
5. When the point of contact between the product and the people become the point of friction, then the industrial
designer has failed. – Dreyfuss in Designing for People, 1955.
6. Evolution of Human’s role in production process and designer’s challenge:
Sanjay Goel, JIIT, 2012 HCI Lecture Notes a. Source of energy: performer’s physical load is the main concern of the designer of artefact that supports
utilization of human energy. Deep study of human anatomy (of performer) is critical.
b. Control function: Cognitive load is main concern. Deep study of human cognition (of performer) is critical.
c. Process design: Cognitive load is main concern. Deep study of human cognition of performer is critical.
7. Human limitations wrt artefact deign
a. Human’s physical limitations: Detailed description of human anatomy by Dreyfuss. Detailed
measurements of average human body wrt artefact design.
b. Human’s cognitive limitation: Miller’s law - the no. of objects an average human can hold in working
memory = 7 ± 2. More than these make the cognitive load unmanageable.
8. Artefacts
a. Systems View: appear to expand some functional capacity of the task performer
b. Personal View: replacement of the original task with new one (may have radically different cognitive
requirements and require radically different cognitive capacities)
9. Artefacts can:
a. Distribute the action across time, or
b. Distribute the action across people, or
c. Change the individual actions/task
10. The form (structure of artefacts) represents the embedded and embedding process.
11. User profile capture questions:
a. Target audience/user?
b. What do you want to accomplish for each audience/user?
c. Describe a typical user?
d. What are your user goals?
e. What action would your user expect to take to accomplish their goals.
f. Do you have storyboards of the sequence required by your user to accomplish typical users?
g. What are the anticipated difficulties with using systems for this type of user?
h. How does your design solve these issues?
12. Assignments: Study the evolution of any artefact/system/process over at least last few hundred years.
4. Lecture #6 1 hrs. (03.08.12)
1. This point of contact and friction can be
a. Physical
b. Cognitive
c. Emotional
Sanjay Goel, JIIT, 2012 HCI Lecture Notes 2. Engineering Anthropometry
a. Static measurements
b. Dynamic measurements
c. Anthropometric tables
3. Principles in the application of anthropometric data
a. Design for extreme individuals
b. Design for adjustable range
c. Designing for average
4. Design for understandability
a. Designer’s concern for user’s cognitive dissonance
5. Lecture #7,8 2 hrs. (14.08.12)
1. Activity Centred Design: Ref: Robert Hoekrman, Jr., Redefining User Centred design, 2008,
http://www.peachpit.com/guides/content.aspx?g=webdesign&seqNum=355
Activity Grid:
i. Activity
1. Tasks
a. Actions
i. Operations
2. Action Cycle: 7 stages of Action
i. Forming the goal
ii. Forming the intention
iii. Specifying the action
iv. Executing the action
v. Perceiving the state of the world
vi. Interpreting the state of the world
vii. Evaluating the outcome
3. Gulf of Execution: How well the actions provided by the system match those intended by the person? How well
the system allows the person to do the intended action directly, without extra effort?
4. Gulf of Evaluation: Amount of effort that the person must exert to interpret the state of the system and to
determine how well the expectations and intentions have been met
5. Ref: Donald A. Norman, The Design of Everyday Things, 1988
13. Assignment: Prepare the activity grid for a domain specific study desk. The study desk should offer the books and
other reference material and also the work book.
6. Lecture #9 1 hrs. (17.08.12)
7. Lecture #10-11 2 hrs. (21.08.12)
1. Activity Theory: Vygotsky (1920), Leontyev, Luria, Engerstrom (1987), Kuutti(1991), Nardi (2006)...
a. Activity theory is a philosophical framework for studying different forms of human praxis as developmental
processes, with both individual and social levels interlinked.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes b. Activities in which humans participate are the basic unit of development and human life. Hence they can be
used the unit of analysis – a minimum meaningful context for individual actions.
c. Activity is a form of doing directed to an object. Real life situation always features an interconnected web of
activities which can be distinguished by their objects and motive.
d. Human cognition emerges and exists within context of an individual’s interactions with the world and can only
be understood in terms of these interactions and activities. Unity of consciousness and activity. You are what
you do. Human can control their behaviour “from the outside”, using and creating artefacts. Artefacts are
integral and inseparable component of human functioning.
e. Activity is culturally and socially determined. It is a collective phenomenon. The relationships within an activity
are culturally mediated.
f. Activity is realised through conscious and purposeful actions by participants.
g. Activity is a historically developing phenomenon. Mediating terms are historically formed and open to further
development. These are continuously reconstructed during the existence of an activity. The different forces and
contradictions can be uncovered only through a historical analysis.
h. Contradictions are the force behind the development of an activity. Conflicts are surface symptoms of
contradictions. The developmental dynamics of activities are based on the emergence and solving of
contradictions.
i. Activity System: Basic Structure of activity
1) Outcome: desired goal of activity.
2) Object: Problem space. Activity is performed to create (transform) some object (towards some desired
state, into an outcome). Object can have physical/ chemical/ biological/ cultural/ social properties. These
objects can be:
a. Physical product
i. Instruments, Machines
b. Soft product
i. Sign, Notation, Language, Story, Music, Film, Script, Plan, Procedures, Process/method,
Checklist, Computer Program, work organisation forms, ...
c. Conceptual product
i. Relationship, Meaning, Shared Concept, Idea, Model, Theory, Laws, ...
d. Experience/Knowledge
e. People (e.g. a patient to be cured, a student to be taught)
3) Subject: One of more persons who engage in the activity to create/ transform some object. The point of
view used to focus on the activity.
4) Tools: Tools mediate the Subject-Object relationship. carry and embody the history of relationship between
subject and object. Within an activity system, objects created by a subject may become a mediating tool for
another actor. Objects of an activity may mediate another activity.
5) Community: Other actors. All those people and groups who share the object. And whose knowledge,
interests, stakes, and goals shape the activity.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes 6) Social Rules: Rules mediate the subject-community relationship. Effect the activity and are impose by the
other actors including the larger organisation and professional community. Laws, codes, conventions,
customs, and agreements that people adhere to while engaging in the activity.
7) Division of labour: How the work in activity is divided among participants in the activity. Horizontal/Vertical.
8) Activity system contains two channels of supervision and control: hierarchical power structure embedded in
the division of labour, and control through norms and values embedded in rules.
8. Lecture #12 1 hrs. (24.08.12)
1. Activities are interrelated
Ref: Kate Crawford & Helen Hasan, Demonstrations Of The Activity Theory Framework For Research In Information
Systems, Australasian Journal of Information Systems Volume 13 Number 2 May 2006
2. Typology of Work Support
Ref: i. Kari Kuutti, The Concept Of Activity As A Basic Unit Of Analysis For CSCW Research,
ECSCW, 1991
ii. Kari Kuutti, Identifying Potential CSCW Applications by Means of
Activity Theory Concepts: A Case Example, CSCW, 1992
a. Role of Subjects:
i. Passive participant (predetermined) – using the given artifacts in a pre-specified way
ii. Active Subject – Using given artifacts but deciding actively how, and when to use them
iii. Active developer of the activity (Expansive)- active developer of artifacts in an activity.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
9. Lecture #13-14 2 hrs. (28.08.12)
1. Ref: V. Kaptelinin, B. Nardi And C. Macaulay, The Activity Checklist: A Tool for Representing the
―Space‖ of Context, interactions, July-August, 1999
1.1 Five Basic Principles of Activity Theory
a. Object Orientedness: The reality around human activity consists of natural, synthetic, cultural,
social, conceptual objects including people.
b. Hierarchical structure of activity: (Source of figure: Victor Kaptelinin & Bonnie A. Nardi, Activity
Theory in HCI: Fundamentals and Reflections, Morgan and Claypool Publishers, 2012, pp 28)
i. Activity unfolds through resolution of tensions
ii. Activities are undertaken to fulfil motives. Motives are top level objectives to fulfil a need/desire.
iii. Actions are goal directed processes. Actions are conscious.
iv. Operations do not have their own goals.
v. Actions transform into operation when they become reutilized and unconscious.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
vi. An operation can become an action when conditions impeded an action‘s execution through
previously formed actions (major tensions).
(Source: Irshat Madyarov and Aida Taef, Contradictions in a Distance Course for a Marginalized
Population at a Middle Eastern University, The International Review of Research in Open and Distance
Learning, Vol 13, No 2, 2012)
Few Examples: (Source: Bonnie A. Nardi, Context and consciousness: Activity Theory and Human
Computer Interaction, MIT Press, 1996, pp 33)
c. Internalisation/Externalisation: internal (mental) and external activities constantly transform into
each other.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
IPA: Internal plane of action is the human ability to perform manipulations with an internal representation of external objects
before staring actions with these objects in reality.
(Figure source: Victor Kaptelinin, Computer Mediated Activity: Functional organs in social and developmental
context, Bonnie A. Nardi (Ed.), Context and consciousness: Activity Theory and Human Computer Interaction, MIT
Press, 1996 ,pp 45-68).
d. Mediation: Tools shape the way human interact with reality. The experience is accumulated in the
structural properties of tools (size, shape, material) and the knowledge of how tool should be used.
e. Development: All practices are reformed and shaped by historical development.
1.2 Four Perspectives on the use of ―target technology‖
a. Means and ends—the extent to which the technology facilitates and constrains the attainment of users‘
goals and the impact of the technology on provoking or resolving conflicts between different goals.
b. Social and physical aspects of the environment— integration of target technology with requirements, tools,
resources, and social rules of the environment.
c. Learning, cognition, and articulation — internal versus external components of activity and support of
their mutual transformations with target technology.
d. Development—developmental transformation of the foregoing components as a whole.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
2. Mwanza’s Eight Step Model - using Activity Theory for identifying the essential elements of human
activity and for examining inter-relationships - (Ref: Mwanza’s PhD thesis (2002) cited by Mwanza-Simwami, Daisy, AODM as a framework and model for characterising learner experiences with technology. Journal of e-Learning and Knowledge Society (Je-LKS), 7(3), 2011, pp. 75–85).
Assignment: Describe the Target Activity wrt your final year project.
10. Lecture #15 1 hrs. (31.08.12)
1. Three paradigms of HCI
a. Ergonomics – optimise man/machine fit
b. Cognitive Psychology – optimise mind/machine fit
c. Situated perspectives – support situate action and meaning making
2. Design objectives in HCI
a. Usability
b. Usefulness
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
c. Acceptability
3. Activity develops through resolution of tensions
4. Levels of tensions (contradictions/misfits/in-congruencies) in activity systems
1) Primary – within each element of the central activity
2) Secondary – between the elements of central activity
3) Tertiary – between the object and motive of the dominant central activity and the object and motive
of a culturally more advanced form of central activity
4) Quaternary – between the central and neighbouring activities.
[excerpts from Irshat Madyarov and Aida Taef, Contradictions in a Distance Course for a Marginalized
Population at a Middle Eastern University, The International Review of Research in Open and Distance
Learning, Vol 13, No 2, 2012......
Engeström (1987) argues that in schooling settings with a capitalist socioeconomic formation, the primary
contradictions within the nodes of activity acquire the nature of use and exchange value. In his example, text
represents the object of learning, which can be studied in exchange for grades or for meaningful use in real
life. Instruments oriented towards exchange value require recall and memorization; whereas, instruments that
call for meaningful use of knowledge provide means for investigation and real-life problem-solving. Division of
labor oriented towards exchange value calls for isolated roles, while division of labor oriented towards use
value encourages cooperation. Community oriented towards exchange value produces a class of separate
individuals, but when it is oriented towards use value, it creates a team of inquiry. Rules oriented towards the
exchange value create competition. Rules oriented towards the use value encourage risk-taking. Finally, a
student as a subject is either a grade-maker when oriented towards the exchange value of the object or is a
sense-maker when oriented towards the use value of his or her object. Thus, an activity where the subject is
oriented towards the exchange value of the object leads to alienation because there is no true collaboration in
the community node. An activity where the subject is oriented towards the use value of the object leads to
inclusiveness and collaboration.
Secondary contradictions occur between the nodes of an activity system, and tertiary and quaternary
contradictions occur between different activity systems. Engeström (1987) provides an example of instruments
that a doctor uses in his practice. A doctor may be faced with a contradiction of how much to spend on the
instruments to maintain his/her cost efficiency (i.e., a contradiction between use value and exchange value of
medical instruments). The secondary contradictions (2) are those that emerge between these nodes within an
activity system. According to Engeström, traditional instruments used in biomedicine (instruments) may be
inadequate for diagnosing the patients with complex illnesses (object).
The tertiary contradictions (3) arise when a culturally more advanced activity within the central activity of
interest introduces a more advanced object or motive. This could be illustrated with a clinic administration
introducing new methods of diagnoses that run counter to the traditions of some doctors in that clinic.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Finally, the quaternary contradictions (4) exist between the central activity system and the outside activity
systems. The latter could be of four types: a) an activity system of object (e.g., diagnosing and treating
patients); b) a rule producing activity system (e.g., the clinic administration); c) a subject producing activity
system (e.g., medical schools that prepare doctors and nurses); and d) an instrument producing activity system
(e.g., a company that provides drugs and other medical instruments).]
3. Some example questions for activity analysis: (Ref: Mwanza‘s PhD thesis (2002) cited by Mwanza-
Simwami, Daisy, AODM as a framework and model for characterising learner experiences with technology.
Journal of e-Learning and Knowledge Society (Je-LKS), 7(3), 2011, pp. 75–85).
· What Tools does the subject use to satisfy the objective and how?
· What Rules affect the way the subject satisfies the objective and how?
· How does the division of labour affect the way the subject satisfies the objective?
· How do the tools in use affect the way the community satisfies the objective?
· What rules affect the way the community satisfies their objective and how?
· How does the division of labour affect the way the community satisfies the objective?
4. Assignment: Analyse the mentoring activity in the CSE/IT deptt at JIIT. Propose modifications and some IT
tools to improve its efficacy and impact.
11. Lecture #16-17 1 hrs. (04.09.12)
1. Affordances
- Possibilities of thinking and doing that are signified by the user during their interaction with artefact.
- Properties of the world that make possible some action to the organism equipped to act in certain ways.
- Actionable properties between world and actor.
(Ref: a. W.W. Gaver, Technology Affordances. ACM 1991, pp 79-84)
- Sequential Affordances
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
- Nested Affordances: the nested affordance offers itself both as an end in itself, and as a means towards
realizing another affordance.
2. Norman’s four Principles of Good Design (Ref: Donald A. Norman, The Design of Everday Things, Currency and Doubleday, 1988)
- Give good Visibility of system state and alternatives of action
- Give Good Conceptual Model (including. Avoidance of overloading of control)
- Give Good mapping (between action and result, control and effect, system state and feedback): take advantage of physical analogies and cultural norms and standards.
- Give Feedback
3. Assignments:
a. Illustrate and analyse the role of false and hidden affordances in industrial accidents.
b. Critique the computing and mobile environments wrt Norman‘s four principles.
12. Lecture #18 1 hrs. (14.09.12)
A. User engineering principles for interactive systems (Hansen, 1971)
1. First principle: Know the user
2. Minimise memorisation
2a. Selection not entry
2b. Names not numbers
2c. Predictable behavior
2d. Access to system information
3. Optimise operations
3a. Rapid execution of common operations
3b. Display inertia
3c. Muscle memory
3d. Reorganize command parameters
4. Engineer for errors
4a. Good error messages
4b. Engineer out the common errors
4c. Reversible actions
4d. Redundancy
4e. Data structure integrity
B. UI Design Guidelines by Shneiderman (1987); Shneiderman and Plaisant (2009)
1. Strive for consistency
2. Cater to universal usability
3. Offer informative feedback
4. Design task flows to yield closure
5. Prevent errors
6. Permit easy reversal of actions
7. Make users feel they are in control
8. Minimize short-term memory load
C. Wundt‘s Curve (1870): Artifacts are interesting if they were sufficiently different from artifacts previously
encountered but not sufficiently different to be non-sequential.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
1. Assignments: Critique the following wrt these guidelines:
a. Any of your minor project,
b. Any Microsoft product, and
c. Any popular web service
13. Lecture #19-20 2 hrs. (18.09.12)
UI Design and evaluation Guidelines
C. UI Design Guidelines by Nielsen and Molich (1990)
1. Consistency and standards
2. Visibility of system status
3. Match between system and real world
4. User control and freedom
5. Error prevention
6. Recognition rather than recall
7. Flexibility and efficiency of use
8. Aesthetic and minimalist design
9. Help users recognize, diagnose, and recover from errors
10. Provide online documentation and help
D. UI Design Guidelines by Stone et al. (2005)
1. Visibility: First step to goal should be clear
2. Affordance: Control suggests how to use it
3. Feedback: Should be clear what happened or is happening
4. Simplicity: As simple as possible and task-focused
5. Structure: Content organized sensibly
6. Consistency: Similarity for predictability
7. Tolerance: Prevent errors, help recovery
8. Accessibility: Usable by all intended users, despite handicap, access device, or environmental
conditions
E. UI Design Guidelines by Johnson (2007)
9. Principle 1 Focus on the users and their tasks, not on the technology
Understand the users
Understand the tasks
Consider the context in which the software will function
10. Principle 2 Consider function first, presentation later
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Develop a conceptual model
11. Principle 3 Conform to the users‘ view of the task
Strive for naturalness
Use users‘ vocabulary, not your own
Keep program internals inside the program
Find the correct point on the power/complexity tradeoff
12. Principle 4 Design for the common case
Make common results easy to achieve
Two types of ―common‖: ―how many users‖ vs. ―how often‖
Design for core cases; don‘t sweat ―edge‖ cases
13. Principle 5 Don‘t complicate the users‘ task
Don‘t give users extra problems
Don‘t make users reason by elimination
14. Principle 6 Facilitate learning
Think ―outside-in,‖ not ―inside-out‖
Consistency, consistency, consistency
Provide a low-risk environment
15. Principle 7 Deliver information, not just data
Design displays carefully; get professional help
The screen belongs to the user
Preserve display inertia
16. Principle 8 Design for responsiveness
Acknowledge user actions instantly
Let users know when software is busy and when it isn‘t
Free users to do other things while waiting
Animate movement smoothly and clearly
Allow users to abort lengthy operations they don‘t want
Allow users to estimate how much time operations will take
Try to let users set their own work pace.
17. Principle 9 Try it out on users; then fix it
Test results can surprise even experienced designers
Schedule time to correct problems found by tests
Testing has two goals: informational and social
There are tests for every time and purpose
Cognitive Science Based HCI Principles
(Ref: Jeff Johnson, Designing with the Mind in Mind, Chapter 1-3, Morgan Kaufmann, Elsevier, 2010)
A. We perceive what we expect
1. Perception biased by experience:
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
2. Perception biased by Current context :
Fold napkins. Polish silverware. Wash dishes.
French napkins. Polish silverware. German dishes.
3. Perception bias by Goal:
Goals Influence where we look
Goals sensitize our perceptual system to certain features
B. Our vision is optimised to see Structures: Gestalt principles
1. Proximity: Objects that are near to each other (relative to other objects) appear to be grouped.
2. Similarity: Similar objects appear related/grouped.
3. Continuity: tend to continue shapes beyond their ending points
4. Closure: We perceive a whole shape in an incomplete space by filling in the missing information.
5. Symmetry: when we perceive objects we tend to perceive them as symmetrical shapes that form
around their centre.
6. Figure/Ground: Our mind separates the visual field into foreground and background
7. Common fate: objects that move together are perceived as grouped/related
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
B1. We seek and Use Visual Structures
1. Structures enhance our ability to scan long numbers
2. Data Specific controls provide even more structure
3. Visual hierarchy lets people focus on the relevant information
14. Lecture #21 (21.09.12)
Cognitive Science Based HCI Principles Contd...
(Ref: Jeff Johnson, Designing with the Mind in Mind, Chapter 4-6, Morgan Kaufmann, Elsevier, 2010)
C. Reading is unnatural - Reading involves
- Feature driven (bottom up) reading: letter word sentence meaning
- efficient, automatic in skilled readers
- Context driven (top down) reading: meaning of sentence words; word letter
- relevant when feature driven reading is difficult or insufficiently automatic
e.g., Mray had a ltilte lmab, its feclee was withe as sown.
And ervey wehre taht Mray wnet, the lmab was srue to go.
- Poor information design can disrupt reading: AVOID
o Uncommon or unfamiliar vocabulary
o Difficult script and typefaces, All CAPS, e.g., ANY INTELLIGENT FOOL CAN MAKE THINGS BIGGER AND MORE COMPLEX... IT TAKES A TOUCH OF GENIUS - AND A LOT OF COURAGE TO MOVE IN THE OPPOSITE DIRECTION.
o Tiny fonts
o Text on noise background or with poor colour contrast
e.g.,
o Information buried in repetition: Successive lines contain lot of repetition, e.g.,
o Centered text, e.g.,
Simplicity, simplicity, simplicity! I say, let your affairs be as two or three,
and not a hundred or a thousand instead of a million count half a dozen, and keep your accounts on your thumb-nail.
- Minimise the need for Reading in UI.
- e.g.,
2002 2003 2007
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
D. Our Color Vision is Limited
- Vision is optimized for edges contrast, not brightness
- Most easily distinguishable colours: R G B Y W B
- Factors affecting the ability to distinguish colours: TAKE CARE
- Paleness (less saturated)
- Size of color patch
- Distance between patches
- Color blindness: 8% males, 0.5% females are color deficient
- dark red/black; blue/purple; light green/white; green/khaki
(Simulate the color deficient view of images/webpages with Vischeck.com)
- External factors also influence: KEEP IN MIND
- Variation among monitors
- Grey scale displays
- Display angle
- Ambient light
- Don‘t use dark reds, blues, or violets against any dark colors.
- Don‘t rely on colour alone, use other cues.
- Separate strong opponent colours.
E. Our Peripheral Vision is Poor
- Much greater resolution in the centre of the retina (fovea) than elsewhere. It maps to 1-2 cm on screen.
- Our eyes move rapidly and constantly about 3 times/second.
- Peripheral provides low resolution cues to guide our eye movement. It is good for detecting motion.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
- Error messages:
- Put it where users are looking
- Mark the error
- Use an error symbol
- Reserve red for error
- Pop up windows: use sparingly
- Nonmodal pop-ups
- Application –level modal pop-ups
- System- modal pop-up
- Use sound : limited use in normal softwares; use often in games
- Flash or wiggle briefly (0.25-- 0.5 second only)
1. Assignments: In the light of above discussed guidelines, Create a visual prototype based on an alternate HCI
design of any interaction rich and popular web service.
15. Lecture #22-23 (25.09.12)
Student Presentations of alternate HCI design of any interaction rich and popular web service
16. Lecture #24 (28.09.12)
(Ref: Jeff Johnson, Designing with the Mind in Mind, Chapter 7-9, Morgan Kaufmann, Elsevier, 2010)
F. Our Attention is limited; Our Memory is imperfect
Information Processing Theory (Miller, 1956)
Stage Theory (Atkinson, R., & Shiffrin, R., 1968)
Attention: process to STM
Repetition: Maintain in STM
Elaboration: Process to LTM
Memory:
Each memory corresponds to a pattern of neural activity extending over a wide area of the brain.
STM is not a temporary buffer. It is the combined focus of attention- currently activated neural patterns of which we are aware.
Characteristics of Attention
We focus on our goals and pay little attention to our tools
We use external aids to keep track of what we are doing
We follow information ‗scent‘ towards our goal. We don‘t think
deeply about aspects of UI - instructions, command names, option
labels, icons, navigation bar items. We see these things in a very
literal way and only notice things that match our goals.
We prefer familiar path (even if it requires extra work).
Our thought cycle: Goal, Execute, Evaluate
After we achieve our goals, we often forget cleanup steps
HCI Design Implications
Tools should fade away into the background and allow users to
focus on the goals.
Indicate user‘s progress towards their goal.
- Allow users to mark/move objects to indicate which ones they
have worked on versus which ones they have not.
Understand the likely goals at each decision point in a task and
ensure that each choice point provides options for every important
user goal and clearly indicates which option leads to which goal.
Guide users to the best path from the beginning
- Provide short cuts for frequently used functions for experienced
users
Goal: Provide clear paths – including initial steps- for the user
goals that are intended to be supported by s/w.
Execute: task based concepts, clear scent at choice points, help
them avoid diversions away from their goals.
Evaluate: feedback and status, reversal
Support users to remember these steps, or
- Eliminate the need to remember by automation.
Characteristics of Memory
STM is volatile.
STM is limited: short-term memory could only hold
o 5-9 Chunks (meaningful units) of information - Miller, 1956
o 4-6 Chunks – Broadbent, 1975
o People remember more features of some items than of others –
Cowan et al, 2004
Prominently indicate system status and user‘s progress towards
their goal.
It is too unreliable for designers to assume that users can, without
clear, continuous feedback, keep track of what mode (different
effects of same action depending upon system‘s mode) the system
is in, even when the users are the ones changing the systems from
one mode to another. Hence, avoid modes or provides adequate
Sanjay Goel, JIIT, 2012 HCI Lecture Notes There is limitation to how much information can be transferred
from the working memory to the long-term memory at a time.
mode-feedback.
People viewing search results often do not remember the search
terms they just typed. Hence display the search terms.
Allow users to refer to instructions for multi-step operations
while executing them until completing all the steps.
LTM limits are unknown
LTM is not accurate, it is error prone; it uses heavy compression.
Items are reduced to set of abstract features.
Information decay – old information not attended to and revised
hence we forget
LTM is weighted by emotion.
Interference – new/old information networks block access to the
information.
LTM is retroactively alterable.
Avoid developing systems that burden LTM.
Learning and long term retention are enhanced by UI consistency
Recognition is easy; Recall is hard
Recognition is perception + LTM working together.
o Similar perception in similar context cause similar pattern of
neural activity.
o Future reactivation of a pattern is easier after repeated
activations.
Recall is LTM reactivating old neural pattern without immediate
similar perceptual input.
See and chose is easier than recall and type
Use pictures where possible to convey function
Use thumbnail images to depict full sized images
Make common functions more visible.
Use visual cues to let users recognize where they are.
Make authentication information easier to recall
17. Lecture #25 (05.10.12)
(Ref: Jeff Johnson, Designing with the Mind in Mind, Chapter 10, Morgan Kaufmann, Elsevier, 2010)
G. Problem Solving is hard
Brain: We have three parts in the brains. All contribute to our thought and behavior. Old and mid brain react faster.
Old brain (brain
stem): Fish
onwards.
- Identify edible,
dangerous, sexy.
Mid brain: Birds and
lower mammals
- Controls and reacts
with emotions – joy,
sadness, fear, anger,..
New brain (cerebral cortex): Mammals. Large in elephants, dolphin, whale, monkeys,
apes, humans.
- Controls intentional purposeful conscious activity- planning, interpretation, analysis
- Only creatures with cortex can learn from other‘s experiences
- Possibly only human brain can articulate what they have learnt from experience.
Characteristics
Performing learned action is easy
o Performing automatic (routine, well learned) actions consumes
few or no cognitive resources – STM/attention. So these can be
done in parallel with other activities.
Controlled processing - Problem solving and calculations are hard
o Problems – Unfamiliar Situations.
o Requires focused attention and constant conscious monitoring.
o Execute relatively slowly and serially,
o Strains the limits of STM.
o Human brain is not optimized for calculations. It is done mainly
in brain‘s controlled, monitored mode.
o Problems that are easy for most people:
Involve 1-2 steps, or
Some steps are memorized (automatic), or
Don‘t involve much information
o Hard problems strain our brain:
Exceed our STM limits, or
Require some information retrieval from LTM, or
Encounter distractions
o Solving technical/domain specific problems require technical/
domain specific interest and training.
HCI Design Implications
Make the system familiar
Design such that the learning the tool is easy and it quickly
become automatic.
Minimize the amount of attention users must devote.
Minimize the gulf of execution
Let people use perception rather than calculation
o Let the computer do the math.
Minimize the number and complexity of settings.
Make the system familiar:
o Follow industry standards/conventions.
o Consistency across versions
o Use common metaphors
o Study users to know their familiarity/unfamiliarity
Don‘t expect users to deduce information. Tell them
explicitly and exactly what they need to know.
Don‘t distract users by imposing technical problems and
goals that users don‘t want.
o Don‘t make users diagnose systems problems.
1. Assignments: Identify the HCI related shortcomings in any popular IDE supporting C compiler wrt the
requirements of 1st year programming students without any prior programming exposure.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
18. Lecture #26-27 (09.10.12)
(Ref: Jeff Johnson, Designing with the Mind in Mind, Chapter 11, Morgan Kaufmann, Elsevier, 2010)
H. Many factors affect Learning
Characteristics
We learn to use a tool faster when
Operation is task focused, simple, and consistent.
o When the ‗gulf of execution‘ is small.
Vocabulary is task-focused, familiar and consistent
Risk is low
HCI Design Implications
Thoroughly understand the user goals and tasks
o Perform task analysis
- Design task-focused conceptual model (CM)
- Simplify the CM
- Maximize consistency in CM
Design UI based on task analysis & conceptual model.
o Ensure Keystroke consistency/Follow Look and feel
standards/Follow Style guides
Use task-focused, familiar and consistent vocabulary
o Conceptual model
o Lexicon
o Industry standard
Provide low-risk environments:
o Prevent error where possible
o Deactivate invalid command
o Make error easy to detect by showing users clearly
what they have done.
o Allow users to undo, reverse, and correct easily
HCI design requires three main steps:
1. Perform a activity/task analysis
2. Design a task-focused conceptual model, consisting mainly of an objects/ actions analysis
3. Design a user interface based strictly on the task analysis and conceptual model
Conceptual Modelling
(Ref: Jeff Johnson & Austin Henderson, Conceptual Models: Begin by Designing What to Design, Interactions, ACM, Jan-Feb, 2002, pp
25-32)
A conceptual model is a high-level description of how a system is organized and operates. It specifies and describes:
1. the major design metaphors and analogies employed in the design, if any.
2. the concepts the system exposes to users, including the task-domain dataobjects users create and manipulate, their attributes, and the
operations that can be performed on them.
3. the relationships between these concepts.
4. the mappings between the concepts and the task-domain the system is designed to support.
Users construct a model in their minds of the system and how it works. This allows them to predict its behaviour and generalize what they
learn to new situations. A conceptual model of an interactive system is therefore:
1. an idealized view of the how the system works—the model designers hope users will internalize;
2. the ontological structure of the system: the objects, their relationships, and control structures;
3. the mechanism by which users accomplish the tasks the system is intended to support.
Designing a conceptual model is: ―Less is more‖ - Keep it simple and task focused.
―If it isn‘t in the conceptual model, the system should not require users to be aware of it.‖
An important component of a conceptual model is an Objects/Actions analysis: an enumeration of all the concepts in the model
all the user-understood objects in the system,
user-understood attributes of those objects,
the actions that users can perform on each of those objects.
Relationships between concepts: If objects in a task-domain share actions, they can probably be organized in a specialization or type
hierarchy, in which certain conceptual objects are specializations of others. objects may also be related by a containment hierarchy, in
which some objects can contain other objects. Concepts in a task-domain are also related to each other in importance. Some concepts are
encountered by users more frequently than others.
Lexicon: Once the development team assigns names to the objects, actions, and attributes enumerated in the conceptual model, they have a
lexicon of terms to be used in the application and its documentation. Software developed without a lexicon often suffers from two
common user interface problems: 1) multiple terms for a given concept, and 2) the same term for multiple distinct concepts.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes I. Button Size & Placement: Fitt‟s Law
(Ref: Lukas Mathis, Designed for Use: Creating Usable Interfaces for Applications and the web, Chapter 14, Pragmatic Programmers, LLC,
2011).
a. People can hit a target more quickly if the target is bigger or closer to the user‘s mouse cursor (on a desktop system). If
you want to make things easier to hit, make them bigger. If you want them harder to hit, make them smaller.
―Shut down‖ button is smaller than the clickable areas that start applications.
b. The motion of the cursor should be in line with the form of the target—that is, if the user is moving the mouse horizontally to hit a target, making the target‘s form horizontal makes it easier to hit
.
, ID (Index of Difficulty); D (Distance to the centre of the target); W (Width of the target)
Time to hit a target, T = a +bID; a (start/stop time of the device); b(inherent speed of the device)
c. Things that are closer to the cursor can be reached by the user more quickly.
d. Things that touch the screen edge are easier to hit. Corners are easiest.
e. Leave some room between different clickable things.
f. Radial (Pie) menu reduce the average distance of buttons from the start point.
J. Real Time deadlines for Interactive Systems
(Ref: Jeff Johnson, Designing with the Mind in Mind, Morgan Kaufmann, Chapter 12, Elsevier, 2010)
Perceptual and Cognitive Functions How Long Does Our
Brain Take Deadlines for Interactive System
Design Shortest gap of silence that we can detect in a
sound
1 millisec (0.001 sec) Maximum tolerable delay or drop-out
time for audio feedback (e.g., tones,
Sanjay Goel, JIIT, 2012 HCI Lecture Notes ―earcons,‖ music)
Shortest time a visual stimulus can be shown
and still affect us (perhaps unconsciously)
5 millisec (0.005 sec) • Inducing unconscious familiarity of
images or symbols
• Electronic ink maximum lag time
• Generating tones of various pitches
Minimum noticeable lag in ink as someone
draws with a stylus
10 millisec (0.01 sec)
Maximum interval for auditory fusion of
successive sound pulses into a pitched tone
20 millisec (0.02 sec)
Maximum interval for visual fusion of
successive images
50 millisec (0.05 sec) • Maximum interval between animation
frames
• Feedback for successful hand-eye
coordination, e.g., pointer movement,
object movement or resizing, scrolling,
drawing with mouse
• Feedback for click on button or link
• Displaying ―busy‖ indicators
• Assume users can ―count‖ 1–4 screen
items in about 100 milliseconds, but more
than four take 300 milliseconds per item
• Allowable overlap between speech
utterances
Speed of flinch reflex (involuntary motor
response to possible danger)
80 millisec (0.08 sec)
Time lag between a visual event and our full
perception of it (or perceptual cycle time)
100 millisec (0.1 sec)
Duration of saccade (involuntary eye
movement), during which vision is suppressed
100 millisec (0.1 sec)
Maximum interval between events for
perception that one event caused another event
140 millisec (0.14 sec)
Time required for a skilled reader's brain to
comprehend a printed word
150 millisec (0.15 sec)
Time to subitize (determine the number of) up
to four to five items in our visual field
200 millisec (0.2 sec;
50 millisec/item)
Editorial ―window‖ for events that reach
consciousness
200 millisec (0.2 sec)
Time to identify (i.e., name) a visually
presented object
250 millisec (0.25 sec)
Time required to mentally count items in a
scene when there are more than four items
300 millisec (0.3
sec)/item
Attentional ―blink‖ (inattentiveness to other
input) following recognition of an object
500 millisec (0.5 sec) • Displaying progress indicators for long
operations
• Finishing user-requested operations,
e.g., open window
• Finishing unrequested operations, e.g.,
auto-save
• Time after info presentation that can be
used for other computation, e.g., to make
inactive objects active
• Required wait time after presenting
important info before presenting more
Visual-motor reaction time (intentional response
to unexpected event)
700 millisec(0.7 sec)
Maximum duration of silent gap between turns
in person-to-person conversation
About 1 sec
Duration of unbroken attention to a single task
(―unit task‖) 6–30 sec • Completing one step of a multistep task,
e.g., one edit in a text editor
• Completing user input to an operation
• Completing one step in a wizard
(multipage dialog box)
Time to make critical decisions in emergency
situations, e.g., medical triage 1–5 minutes Assure that all info required for decision
is provided or can be found within this
time
K. Web reading behaviour (Ref: A. Lukas Mathis, Designed for Use: Creating Usable Interfaces for Applications and the web, Chapter
6, Pragmatic Programmers, LLC, 2011; AND B. http://www.useit.com/papers/webwriting/).
People typically don‘t read text on the Web word by word. Instead, they “scan” the page, looking for sentence fragments that
contain what they are looking for.
As soon as text becomes too dense, lower-literacy users start skipping.
Scroll breaks lower-literacy users' visual concentration. Search creates problems for lower-literacy users;
Difficulties - spelling and result processing. They often simply pick the first hit on the list of search results.
Users treat "user agreements" and similar site copy with contempt. In approaching such agreement text, users: read-
10%, scan- 17%, skip- 73%. People click "I agree" without reading what they're "agreeing" to.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Guidelines for web writing:
1. Sites that target a broader audience must make lower-literacy users a priority. Use text aimed at a 6th grade reading level on
the homepage, important category pages, and landing pages. On other pages, use text geared to an 8th grade reading level.
Several online tools are available for testing readability.
2. Use half the word count or less than conventional writing. Use words that make sense to your audience. Write short, clear,
obvious sentences. When you‘re writing, ask yourself, ―Does this sentence help the user?‖ If it doesn‘t, drop it.
3. Use Cloze test, a common empirical comprehension test to measure comprehension. It works as follows:
a. Replace every Nth word in the text with blanks. A typical test uses N = 6, but you can use a higher N value.
b. Ask your test participants to read the modified text and fill in the blanks with their best guesses as to the missing words.
Each person should work alone.
c. The score is the percentage of correctly guessed words. Synonyms and misspellings are allowed. If users get 60% or
more right on average, the text is assumed to be reasonably comprehensible for the specified user profile.
4. Avoid sentences that can be interpreted in two different ways and sentences that lure your readers into an improper
understanding when they have read only part of them. Ask yourself whether a sentence is unambiguous even if you‟ve read
only part of it.
5. Convey one idea in each paragraph. Keep individual paragraphs short.
6. Use Inverted Pyramid style: Start text with conclusions, and include a summary of its content. Introduce the paragraph‘s
idea in the first sentence so people can quickly decide whether to read the paragraph.
7. Prioritize information: Place the main point at the very top of the page, where even readers who typically give up after a few
lines will see it. Place any other important information above the fold, to minimize the risk of users losing their place after
scrolling.
8. Use meaningful headings and subheadings.
9. Highlight keywords.
10. Use bullet lists.
11. Pictures can make your text more understandable and readable.
12. Static text is easier to read. Avoid text that moves or changes.
13. Streamline the page design: Place important content in a single main column.
14. Simplify navigation: by placing the main choices in a linear menu.
15. Optimize search: Make your search tolerant of misspellings.
16. Use legible font size and typefaces: Compare with a book.
17. Be engaging and personal, rather than boring and professional.
18. Outbound hypertext links enhance the credibility.
Assignment: Identify the HCI related weaknesses in any popular IDE supporting C compiler wrt the requirements of
1st year programming students without any prior programming exposure. Propose the conceptual model and UI of an
alternate system addressing these weaknesses. Create your group to implement this project using Open source
software.
19. Lecture #28 (12.10.12)
Designing Technology Support for Changing a Situation of Concern
Examples of Situation of Concern: Point of pain for somebody; situation that needs a change
Avg visit duration
Vs
Words on page
Max. % of words user
can read @250 wpm
Vs
Words on page
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
20. Lecture #29 (2.11.12)
Designing Technology Support for Changing a Situation of Concern
(Ref: William M Newman and Michael G. Lamming, Interactive System Design, Chapter 2, Addison Wesley, 1995)
The situation of concern has a causal link with some human activity.
Design problem: Transform the Situation of Concern into Design problem. Design problem becomes one of changing
particular component of the situation so that the desired overall change is achieved. Interactive systems Replace or augment
exisiting support systems , which themselves may or may not be interactive.
Components of Problem Statement:
Target Users
Target user activities to be supported by the new tool/system
Setting the level of support (principal usability factors, main benefits) that the system will provide.
Selecting the basic form of solution to the design problem.
Human user
Understanding humans as physical, social, cognitive performers
Pay adequate attention to their skills, expertise, responsibilities, training, and working environment
Activity
Activity consists of individual tasks and processes (interlinked tasks).
Task is a unit of activity that has a goal and usually involves a sequence of steps (actions).
Tasks may depend upon a crucial or task resource.
Files/lists/database
People with specific skills and responsibilities
Other ongoing processes including physical processes in the real world, functioning of machinery and plants,
etc.
Processes are likely to form when activities have multiple dependencies- when the focus of attention shifts from one
resource to another.
Features of processes:
Use of files and databases: some are shared between people
Communication between people – direct and indirect
Synchronisation with real world physical and mechanical processes
Suspension while waiting for information to become available, for people to respond, or for real world
processes to reach the appropriate state.
Tools provide:
Provision to perform tasks faster and better
Support for the link between tasks
Support for links between information resources tasks share.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Automate tasks – replace the tsaks by software
Reduce dependencies
Simplify/Reduce processes to single tasks.
Usability factors
What aspects of activity performance are affecting the situation of concern
Speed of performance of the activity, which affects how many people are needed to perform it
Incidence of errors while performing the activity
User‘s ability to recover from errors that occur
The magnitude of the user‘s tasks in learning to use the system
User‘s retention of learned skills
User‘s ability to customise the system to suit their way of working or the situation of concern.
The ease with which people can reorganise activities supported by the system – teir own and other people‘s
User‟s satisfaction with the system
Form of Solution
Layers of technology and resources
Constraints – market pressure, opportunities to exploit new technology or expertise, need for compatibility with
specific software /hardware
21. Lecture #30-31 (6.11.12)
(Ref: William M Newman and Michael G. Lamming, Interactive System Design, Chapter 4, Addison Wesley, 1995)
Requirement Document is a watershed in the specification process, allowing validation in terms of the original situation
of concern
Some processes and representations of interactive System design
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
User Study: Interview, Observation, Questionnaires
(Ref: William M Newman and Michael G. Lamming, Interactive System Design, Chapter 5, Addison Wesley, 1995)
Interview: Structured/unstructured
Issues to be covered in interview:
Purpose of interview
Enumerating activities
Work methods
Tracing interconnections
Performance issues
Exception handling
Domain knowledge
Observation:
Video recording
Concurrent verbal account
Passive observation
Ethnography field study
Action research
Questionnaire Design Issues:
Few questions – simple and consistent in wording
Unambiguous questions
Gather precise data
Need to support the intended analysis
User Research (Ref: Lukas Mathis, Designed for Use: Creating Usable Interfaces for Applications and the web, Chapter 1, Pragmatic
Programmers, LLC, 2011).
1. Henry Ford: “If I‟d asked people what they wanted, they would have said faster horses.”
2. People often aren‟t able to tell us how we can solve their problems, or what their problems are. And worst of all, people
are pretty bad at predicting whether how they would use a product if we proposed to build it for them. So designers have to
visit them and observe what they do. Interview several people before coming to conclusions.
Find problem Find Solution
Find out what people are currently doing. Find a way of making what they are already doing easier and more efficient.
Find out what people have to do but really
dislike doing.
Find a way of making the things they dislike obsolete, or at least more fun.
Find out what they would like to be doing. Find a way of making what they want to be doing possible.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
22. Lecture #32 (6.11.12)
User Research (Ref: Lukas Mathis, Designed for Use: Creating Usable Interfaces for Applications and the web, Chapter 2, Pragmatic
Programmers, LLC, 2011).
Job Shadowing (Observing people to understand what they do – their activities, tools used, interactions with team and
environment, their behaviour) – has a broad scope of understanding user needs, helps in identifying unidentified needs,
understand user‘s mental models and preferred interfaces, helps in designing appropriate user profiles and scenarios.
Deliverables: User descriptions, User needs, Scenarios, Product ideas.
1. Are there specific tasks that this person is spending a lot of time on?
2. Is the person doing the same thing repeatedly?
3. Is the person doing something that looks like a workaround?
4. Is the person doing something that seems to bore or annoy her?
5. Is the person forced to memorize steps or technical aspects of a task or other things that the computer could manage for
her?
6. Is the person using other tools in conjunction with her computer, such as paper lists or a calculator?
Contextual Interviews (observing people performing their tasks and having them talk about what they are doing while they are
doing it, after job shadowing)
1. Are there tasks you often do that I did not see today?
2. What kind of problem are you solving most often?
3. Why are you doing [something you‘ve seen] in this specific way?
4. What happens if you don‘t have all the information you need to complete a task?
5. Who are the people you regularly interact with, and how do you do that?
6. What do you have to do if somebody you need is not at work or if some other problem occurs?
Assignment:
i. Add more questions to these two lists.
ii. Study a potential user from any application domain using these two techniques.
23. Lecture #33 (16.11.12) Task analysis: (Ref: Jeff Johnson, Designing with the Mind in Mind, Morgan Kaufmann, Chapter 11, Elsevier, 2010)
1. What goals do users want to achieve by using the application?
2. What set of human tasks is the application intended to support?
3. Which tasks are common, and which ones are rare?
4. Which tasks are most important, and which ones are least important?
5. What are the steps of each task?
6. What are the result and output of each task?
7. Where does the information for each task come from?
8. How is the information that results from each task used?
9. Which people do which tasks?
10. What tools are used to do each task?
11. What problems do people have performing each task? What sorts of mistakes are common? What causes them? How
damaging are mistakes?
12. What terminology do people who do these tasks use?
13. What communication with other people is required to do the tasks?
14. How are different tasks related?
Activity Centred Design: (Ref: Lukas Mathis, Designed for Use: Creating Usable Interfaces for Applications and the web, Chapter 4,
Pragmatic Programmers, LLC, 2011).
1. Understanding your users as people is far less important than understanding them as participants in activities.
2. Depending on your product, it may make sense to make activities the focal point of your design process.
3. Do user research to find out what activities you need to support, but don‘t design the activities themselves for specific
people.
4. Be critical when evaluating user feedback. Sometimes, making your product better for a specific audience makes it worse
for everybody else.
5. Keep in mind that people have the capacity to adapt to your product; You don‘t always need to adapt your product to
them.
User Research
(Ref: Preece, Rogers, Sharp, Interaction Design: Beyond Human Computer Interaction, Ch 7 &12, John Wiley & Sons, 2002)
Basic Data gathering Guidelines
Focus on identifying stakeholders‘ needs by studying their existing behavior and support tools, or other products, e.g.,
competitors‘ product/ earlier version. Try to understand their constraints, context, irritations, and facilitators under which they
operate.
Involve all stakeholders.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes Use a combination of data gathering techniques
Support the data gathering sessions with suitable props:
o Task descriptions - existing/envisioned tasks
Scenario - informal stories focused on specific and realistic activities
Use cases: focus on user system interaction
Essential use cases: structured narrative (name for overall user intention; stepped description of user actions, stepped
description of system responsibility
o Prototypes
Run a pilot session to ensure that your sessions are likely to go as planned.
Make sensible compromises.
Indirect Techniques:
User Diaries
Interaction Logs
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Some Frameworks for Field Study: Help in providing focus and organizing the observation & data-collection.
A. Goetz and LeCompte (1984) B. Colin Robson (1993)
1. Who is present? How would you characterize them?
What is their role?
2. What is happening? What are people doing and
saying and how are they behaving? Does any of this
behaviour appear routine? What is their tone and body
language?
3. When does the activity occur? How is it related to
other activities?
4. Where is it happening? Do physical conditions play a
role?
5. Why is it happening? What precipitated the event or
interaction? Do people have different perspectives?
6. How is the activity organized? What rules or norms
influence behaviour?
1. Space: What is the physical space like and how is it
laid out?
2. Actors: What are the names and relevant details of the
people involved?
3. Activities: What are the actors doing and why?
4. Objects: What physical objects are present, such as
furniture?
5. Acts:. What are specific individuals doing?
6. Events: Is what you observe part of a special event?
7. Goals: What are the actors trying to accomplish?
8. Feelings: What is the mood of the group and of
individuals?
Checklist of things to plan before going into the field:
1. State the initial study goal and questions clearly.
2. Select a framework to guide your activity in the field.
3. Decide how to record events, i.e., as notes, on audio, or on video, or using a combination of all three.
4. Plan to routinely go through your notes and other records as soon as possible after each evaluation session to flesh out detail
and check ambiguities with other observers or with the people being observed.
5. As you make and review your notes, try to highlight and separate personal opinion from what happens. Also clearly note
anything you want to go back to.
6. Be prepared to refocus your study as you analyze and reflect upon what you see. Identify interesting phenomena that seem
relevant.
7. Think about how you will gain the acceptance and trust of those you observe. It will be tempting to pay attention to those who
receive you well, so make sure you attend to everyone in the group.
8. Think about how to handle sensitive issues. Check what participants are comfortable with and be accommodating and flexible.
Your choice of equipment for data collection will also influence how intrusive you are in people's lives.
9. Working as a team is likely to generate more reliable data because you can compare notes among different evaluators.
10. Consider checking your notes with an informant or members of the group to ensure that you are making good interpretations.
11. Plan to look at the situation from different perspectives - different layers of management, end-users, marketing, product
developers, product managers, suppliers, etc. if possible multiple representatives from each group.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Assignment: Carry out user research wrt any application domain using these techniques.
24. Lecture #34-35 (20.11.12)
[ref: 1. Preece, Rogers, Sharp, Interaction Design: Beyond Human Computer Interaction, Ch 1, John Wiley & Sons, 2002
2. http://usabilitygeek.com/the-difference-between-usability-and-user-experience/] Interaction design: Designing interactive products to support people in their everyday and working life. Finding ways to support people.
(Winograd, 1997) – Design of spaces for human interaction and communication.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Criteria Usability User experience =
Utility+ Usability + Desirability + Brand experience
Question Can the user accomplish their goal? Did the user have as delightful an experience as possible?
AIM Relates to the ease with which users can achieve their goals
while interacting with a product. To make that product easy to
use.
Concerned with the way users perceive their interaction
with that product. To make the user happy before, during
and after using that product.
Metaphors Science , Freeway Art, Twisting mountain road
ISO
Definition
Effectiveness, efficiency and satisfaction with which specified
users achieve specified goals in particular environments
All aspects of the user‘s experience when interacting with
the product, service, environment or facility
Focus goal achievement presentation, functionality, system performance,
interactive behaviour, and assistive capabilities
[Ref: Clanton, Chuck. "An interpreted demonstration of computer game design." InCHI 98 conference summary on
Human factors in computing systems, pp. 1-2. ACM, 1998]
Create fun game play and ensure that the game interface and game mechanics do not interfere. Hook „Em Fast & Hard Keep „Em Hooked
1. Establish the quest.
2. Provide a gentle on-
ramp: Learnability.
3. When players select a
difficulty, they accept it.
4. Let each player progress
at their own pace.
5. Spread Cues, Tools, and Obstacles out but not to much.
6. Avoid lengthy dead-ends: Responses should be visible and localized so that tedious backtracking can be
avoided.
7. Pressure can be fun.
8. Give hints not answers.
9. Avoid linear, monotonous pacing: intersperse simple and parallel problems.
10. Reward game play with media.
11. Confusion is not fun.
12. Frustration can be fun: make the obstacle appear harder than it is, failure can be fun too.
Sanjay Goel, JIIT, 2012 HCI Lecture Notes 13. Trial and error is not fun: loosing less and less badly is addictive.
14. It‘s fun to be known.
15. Make great game and players will master its complexity.
[Ref: Federoff, Melissa A. "Heuristics and usability guidelines for the creation and evaluation of fun in video games." MS
Thesis, Indiana University, 2002]
Game Interface Game Mechanics Game Play 1. Controls should be customizable and
default to industry standard settings
2. Controls should be intuitive and
mapped in a natural way
3. Minimize control options
4. The interface should be as non-
intrusive as possible
5. For PC games, consider hiding the
main computer interface during game
play
6. A player should always be able to
identify their score/status in the game
7. Follow the trends set by the gaming
community to shorten the learning
curve
8. Interfaces should be consistent in
control, color, typography, and dialog
design
9. Minimize the menu layers of an
interface
10. Use sound to provide meaningful
feedback
11. Do not expect the user to read a manual
12. Provide means for error prevention and
recovery through the use of warning
messages
13. Players should be able to save games in
different states.
14. Game Interface and Play: Art should
speak to its function
15. Mechanics should
feel natural and
have correct weight
and momentum
16. Feedback should be
given immediately
to display user
control
17. Game Mechanics
and Play: Get the
player involved
quickly and easily
18. There should be a clear overriding goal of the game
presented early
19. There should be variable difficulty level
20. There should be multiple goals on each level
21. ―A good game should be easy to learn and hard to master‖
(Nolan Bushnell)
22. The game should have an unexpected outcome
23. Artificial intelligence should be reasonable yet unpredictable
24. Game play should be balanced so that there is no definite
way to win
25. Play should be fair
26. The game should give hints, but not too many
27. The game should give rewards
28. Pace the game to apply pressure to, but not frustrate the
player
29. Provide an interesting and absorbing tutorial
30. Allow players to build content
31. Make the game replayable
32. Create a great storyline
33. There must not be any single optimal winning strategy
34. Should use visual and audio effects to arouse interest
35. Include a lot of interactive props for the player to interact
with
36. Teach skills early that you expect the players to use later
37. Design for multiple paths through the game
38. One reward of playing should be the acquisition of skill
39. Build as though the world is going on whether your
character is there or not
40. If the game cannot be modeless, it should feel modeless to
the player
25. Lecture #36 (23.11.12)
Pinelle, David, Nelson Wong, and Tadeusz Stach. "Heuristic Evaluation For Games: Usability Principles For Video Game
Design." In Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems, pp. 1453-
1462. ACM, 2008. (Given for Self Study)
1. Provide consistent responses to the user‘s actions: Games should respond to users‘ actions in a predictable manner.
2. Allow users to customize video and audio settings, difficulty and game speed.
3. Provide predictable and reasonable behavior for computer controlled units: Users should not be forced to issue extra
commands to correct faulty artificial intelligence.
4. Provide unobstructed views that are appropriate for the user‘s current actions
5. Allow users to skip non-playable and frequently repeated content.
6. Provide intuitive and customizable input mappings.
7. Provide controls that are easy to manage, and that have an appropriate level of sensitivity and responsiveness: Controls for
avatars, e.g., characters or vehicles, should mirror the real world and should be designed so that they are not too sensitive or
unresponsive.
8. Provide users with information on game status: provide enough information to allow players to make proper decisions while
playing the game.
9. Provide instructions, training, and help.
10. Provide visual representations that are easy to interpret and that minimize the need for micromanagement: radar views, maps,
icons, and avatars, should be designed so that they are easy to interpret
Sanjay Goel, JIIT, 2012 HCI Lecture Notes Desurvire, Heather, and Charlotte Wiberg. "Game usability heuristics (play) for evaluating and designing better games:
The next iteration." Online Communities and Social Computing (2009): 557-566. [Revised Desurvire, Heather, Martin
Caplan, and Jozsef A. Toth. "Using heuristics to evaluate the playability of games." In CHI'04 extended abstracts on
Human factors in computing systems, pp. 1509-1512. ACM, 2004.] (Given for Self Study)
Game Play Coolness etc. Usability & Game Mechanics A. Enduring Play
1. The players finds the game fun, with no
repetitive or boring tasks
2. The players should not experience being
penalized repetitively for the same failure.
3. The players should not lose any hard won
possessions.
4. Game play is long and enduring and keeps
the players‘ interest.
5. Any fatigue or boredom was minimized by
varying activities and pacing during the
game play.
B. Challenge, Strategy and Pace
1. Challenge, strategy and pace are in balance.
2. The game is paced to apply pressure without
frustrating the players. The difficulty level
varies so the players experience greater
challenges as they develop mastery.
3. Easy to learn, harder to master.
4. Challenges are positive game experiences,
rather than negative experiences, resulting
in wanting to play more, rather than
quitting.
5. AI is balanced with the players‘ play.
6. The AI is tough enough that the players
have to try different
C. Consistency in Game World
1. The game world reacts to the player and
remembers their passage through it.
2. Changes the player make in the game world
are persistent and noticeable if they back-
track to where they have been before.
D. Goals
1. The game goals are clear. The game
provides clear goals, presents overriding
goals early as well as short term goals
throughout game play.
2. The skills needed to attain goals are taught
early enough to play or use later, or right
before the new skill is needed.
3. The game gives rewards that immerse the
player more deeply in the game by
increasing their capabilities, capacity or for
example, expanding their ability to
customize.
E. Variety of Players and Game Styles
1. The game supports a variety of game styles.
2. The game is balanced with multiple ways to
win.
3. The first ten minutes of play and player
actions are painfully obvious and should
result in immediate and positive feedback
for all types of players.
4. The game had different AI settings so that it
was challenging to all levels of players,
whether novice or expert players.
F. Players Perception of Control
1. Players feel in control.
2. The player‘s have a sense of control and
influence onto the game world.
A. Emotional
Connection: There
is an emotional
connection between
the player and the
game world as well
as with their avatar.
B. Coolness/
Entertainment:
The game offers
something different
in terms of
attracting and
retaining the
players‘ interest.
C. Humor: The
game uses humor
well.
D. Immersion: The
game utilizes
visceral, audio and
visual content to
further the players‘
immersion in the
game.
A. Documentation/Tutorial
1. Player does not need to read the manual or documentation to
play.
2. Player does not need to access the tutorial in order to play.
B. Status and Score
1. Game controls are consistent within the game and follow
standard conventions.
2. Status score Indicators are seamless, obvious, available and do
not interfere with game play.
3. Controls are intuitive, and mapped in a natural way; they are
customizable and default to industry standard settings.
4. Consistency shortens the learning curve by following the
trends set by the gaming industry to meet users‘ expectations.
If no industry standard exists, perform usability/playability
research to ascertain the best mapping for the majority of
intended players.
C. Game Provides Feedback
1. Game provides feedback and reacts in a consistent,
immediate, challenging and exciting way to the players‘
actions.
2. Provide appropriate audio/visual/visceral feedback (music,
sound effects, controller vibration).
D. Terminology
1. The game goals are clear. The game provides clear goals,
presents overriding goals early as well as short term goals
throughout game play.
2. The skills needed to attain goals are taught early enough to
play or use later, or right before the new skill is needed.
3. The game gives rewards that immerse the player more deeply
in the game by increasing their capabilities, capacity or, for
example, expanding their ability to customize.
E. Burden On Player
1. The game does not put an unnecessary burden on the player.
2. Player is given controls that are basic enough to learn quickly,
yet expandable for advanced options for advanced players.
F. Screen Layout
1. Screen layout is efficient, integrated, and visually pleasing.
2. The player experiences the user interface as consistent (in
controller, color, typographic, dialogue and user interface
design).
3. The players experience the user interface/HUD as a part of the
game.
4. Art is recognizable to the player and speaks to its function.
G. Navigation: Navigation is consistent, logical and minimalist.
H. Error Prevention
1. Player error is avoided.
2. Player interruption is supported, so that players can easily turn
the game on and off and be able to save the games in different
states.
3. Upon turning on the game, the player has enough information
to begin play.
4. Players should be given context sensitive help while playing
so that they are not stuck and need to rely on a manual for
help.
5. All levels of players are able to play and get involved quickly
and easily with tutorials, and/or progressive or adjustable
difficulty levels.
I. Game Story Immersion: Game story encourages immersion
(If game has story component).
Sanjay Goel, JIIT, 2012 HCI Lecture Notes
Sweetser, Penelope, and Peta Wyeth. "Gameflow: A Model For Evaluating Player Enjoyment In Games." Computers in
Entertainment (CIE) 3, no. 3 (2005): 3-3.ACM
Concentration: Games should require concentration and the player
should be able to concentrate on the game. In RTS, concentration is
manifest through detailed worlds, units, and buildings (i.e., animation,
sound, graphics), as well as via compelling narrative in the campaign,
good automation, simple game play and interface, and numerous tasks
and objects to monitor.
- Provide a lot of stimuli from different sources
- Provide stimuli that are worth attending to
- Quickly grab the players‘ attention and maintain their focus throughout
the game
- Players shouldn‘t be burdened with tasks that don‘t feel important
- Games should have a high workload, while still being appropriate for
the players‘ perceptual, cognitive, and memory limits
- Players should not be distracted from tasks that they want or need to
concentrate on
Challenge: Games should be sufficiently challenging and match the
player’s skill level. In RTS, challenge comes from the difficulty of
the opponent AI in skirmish mode, difficulty settings, mission
variation, increasing difficulty in the campaign, mastering a new race
or faction, and balanced units and races
- Challenges in games must match the players‘ skill levels
- provide different levels of challenge for different players
- The level of challenge should increase as the player progresses
through the game and increases their skill level
- provide new challenges at an appropriate pace
Player Skills: Games must support player skill development and
mastery. Player skills are developed with the aid of descriptive tool tips,
online help, an optional tutorial that fits with the story, a simple and
well-designed interface, adherence to RTS conventions, visual and
auditory cues, a campaign that gradually introduces the various races,
units and buildings, rewards of more skill, abilities or items, and rewards
of cut-scenes and story
- Players should be able to start playing the game without reading the
manual
- learning the game should not be boring, but be part of the fun
- include online help so players don‘t need to exit the game
- Players should be taught to play the game through tutorials or initial
levels that feel like playing the game
- increase the players‘ skills at an appropriate pace as they progress
through the game
- Players should be rewarded appropriately for their effort and skill
development
- Game interfaces and mechanics should be easy to learn and use
Control: Players should feel a sense of control over their actions in
the game. Players are given more control through path-finding,
attitude adjustment, unit formations, an easily controlled interface
(e.g., hot-keys, bottom-heavy design, shallow menus, clear icons), a
polished game with no bugs, and unique races that allow different
play styles and strategies.
- Players should feel a sense of control over their characters or units
and their movements and interactions in the game world
- Players should feel a sense of control over the game interface and
input devices
- Players should feel a sense of control over the game shell (starting,
stopping, saving, etc.)
- Players should not be able to make errors that are detrimental to the
game and should be supported in recovering from errors
- Players should feel a sense of control and impact onto the game
world (like their actions matter and they are shaping the game world)
- Players should feel a sense of control over the actions that they take
and the strategies that they use and that they are free to play the game
the way that they want (not simply discovering actions and strategies
planned by the game developers)
Clear Goals: Games should provide the player with clear goals at
appropriate times. Clear goals are presented through an introduction that
provides background, motivation, and overriding goals, in-game cut-
scenes that present goals and further the story, as well as clear and
specific mission objectives.
- Overriding goals should be clear and presented early
- Intermediate goals should be clear and presented at appropriate times
Feedback: Players must receive appropriate feedback at appropriate
times. Feedback involves notifying the player of completion or
failure of missions, keeping a log of mission goals, objectives, and
status, providing a score and summary at the end of the mission, as
well as visual and auditory feedback on actions, tasks, and events.
- Players should receive feedback on progress toward their goals
- Players should receive immediate feedback on their actions
- Players should always know their status or score
Immersion: Players should experience deep but effortless involvement
in the game. Immersion is achieved through concentration (i.e. tasks,
monitoring, visual and auditory stimuli), feeling a connection to heroes,
units, and the story, feeling excited by the pace of the game and no
periods where the player is inactive or waiting.
- Players should become less aware of their surroundings
- Players should become less self-aware and less worried about everyday
life or self
- Players should experience an altered sense of time
- Players should feel emotionally involved in the game
- Players should feel viscerally involved in the game
Social Interaction: Games should support and create opportunities
for social interaction. Social interaction comes in the form of a
variety of multiplayer modes, a free online service with matchmaking
and rankings, being able to play with or against other players, text
chat, and the ability to create and share game content.
- support competition and cooperation between players
- support social interaction between players (chat, etc.)
- support social communities inside and outside the game
Csikszentmihalyi's Flow model (1997): feeling of energized focus, full
involvement, and enjoyment in the process of the activity.
Flow is experienced when perceived Challenges and Skills are above actor‘s
average levels.
Apathy: when they are below.
Other experiences: Boredom, Relaxation, Control, Worry, Anxiety, Arousal
Sanjay Goel, JIIT, 2012 HCI Lecture Notes Sweetser, Penelope, Daniel Johnson, Anne Ozdowska, and Peta Wyeth. "Gameflow Heuristics for Designing and
Evaluating Real-Time Strategy Games." In Proceedings of The 8th Australasian Conference on Interactive
Entertainment: Playing the System, ACM, 2012.
Narrative
Immersion
1. The opening cinematic should draw the player into the game
2. The campaign should include cinematics that advance the storyline, ground the player in the game world, and add depth to the game world
and characters
3. The campaign should tell an entertaining, involving, and memorable story and progressively add depth to the story
4. The player should become attached to the game world, characters, and story
5. The game should provide additional background information for the races and story through manuals or other sources
Sound and Graphics
Concentration Control Immersion
1. There should
be a variety of
sound effects
and voice
responses for
the player to
attend to and
voices
responses
should not be
repeated too
often
2. There should
a visually
rich,
stimulating
environment
for the player
to attend to
The player
should be
able to mute
some sounds
(e.g., unit
chatter),
without
muting all
sounds (e.g.,
combat
sounds, cut-
scene
dialogue)
Graphics
1. Detailed graphics should be used to give life and personality to the game world, structures, and
characters
2. The terrain, structures, and units should be used to set the atmosphere and capture the feel of the game
world
3. The structures, terrain, and units of different races should have a distinctive look and feel that clearly
captures the feel of the race they represent
4. Different types of units should have a distinctive look and feel (not the same unit with different clothes
and weapons)
5. Animations and special effects should be used to give life to the game world and units
6. Animations should not detract from the believability of characters and situations (e.g., repetitive
nodding and awkward arm movements)
7. Cinematography (e.g., camera manipulation) should be used to enhance believability in cut-scenes and
in-game
8. The interface should be themed to the game world and race
Sound
9. Voices should be used to give units distinct and vivid personalities
10. Sound effects and voice responses should be varied and not repetitive
11. Music should be themed for each race and help set the mood of the game
Campaign
Challenge Player Skills Clear Goals
1. The campaign should provide many hours of
play
2. The early stages of the campaign should
provide a good match for the skill level of
new players
3. The campaign should start slow and ease the
player into the game
4. The player should be required to change
races during the campaign, so as to challenge
them to adapt and learn new strategies
5. As the player progresses through the
campaign and their skills improve, the
missions should ramp up in difficulty to
match their skills, without becoming too
difficult
1. The campaign should include an optional, introductory
mission to teach new players about the controls and basics
of the game (e.g., movement, combat, base building,
gathering resources)
2. The game should provide opportunities for the player to
learn about and experiment with the game concepts
contextually through the campaign, including units,
structures, technologies, and races (for later use in the
skirmish mode)
3. The campaign should gradually introduce new units,
structures, technologies, and races so the player learns a
little at a time
4. The campaign should consistently reward the player for
their effort and achievements and motivate them to keep
playing, through cinematics and story developments
1. The opening
cinematic should
clearly give the
player the overall
goals for the game
2. Cinematics during
the game should be
used to clearly give
the player
intermediate goals
3. The campaign
should give the
player more drive
and direction for the
game
Sanjay Goel, JIIT, 2012 HCI Lecture Notes Mission
Concentration Challenge Control Feedback
1. The campaign should
include optional side
quests that give the
player alternatives to the
main objective and story
2. The player should not
spend the majority of a
mission expanding their
forces or performing
tasks that feel like a
slow grind
3. Missions should require
the player to perform
multiple tasks in unison
to achieve success
1. The campaign should include a range of mission
objectives and not just typical RTS "build up and
destroy" objectives
2. The missions in the campaign should vary in
complexity
3. The missions in the campaign should have normal
and hard difficulty settings
4. There should always be a way for the player to
finish a mission, so that they don't experience
feelings of hopelessness
5. The missions in the campaign should not be easier
or harder than most RTS games
6. Missions should be sufficiently challenging to force
the player to explore different strategies
7. Finishing missions should require tactics, strategy,
and skill, rather than just superior firepower
1. Missions should be
creative and offer the
player many choices
2. The player should be
able to be inventive
about how they
achieve the objectives
3. Missions should be
free of bugs that may
cause player frustration
4. The enemy should not
be seen to "pick on"
the player and not
attack the player's
computer-controlled
allies
1. The player should be
given feedback on
how well they
achieved each
mission, including a
score and statistical
information on the
mission
2. The player should be
notified immediately
if they have failed to
complete a mission
or if they will be
unable to complete a
mission due to some
action
Races
Challenge Player Skills Control
1. Each race should necessitate its own style of play
2. Different races should be different to play, but evenly matched and
balanced
3. Each race should include units that are specific to that race, with
functional and strategic differences
4. Each race should have units that counter the units in the other races
5. Different races should not include units that are functionally the
same
6. Hero units shouldn't become so powerful that other units become
worthless
7. The player should never know exactly what they will be facing,
even though they know the race of their opponent
8. Races should include enough strategic variation that each game is a
different experience
1. Races should have some
level of commonality, in
terms of types of buildings,
technology, and units, to
allow players to easily learn
how to use new races and
switch between different
races
2. Races should vary in
function (beyond the surface
level), to challenge the
player to develop new skills
and strategies
1. The player should be able to
choose a race that suits their
style of play
2. The game should have
multiple races, each of which
favours a different style of
play
3. The player should be able to
make choices that further
customize and develop their
chosen race, rather than
having predetermined
strengths and weaknesses
Artificial Intelligence (AI)
Concentration Challenge Control
The player
should not be
required to
micromanage
unit movement,
combat, or unit
abilities
1. The opponent AI should use varied strategies, not just rush tactics
2. The opponent AI should maintain a balance between expanding,
defending, and building an economy
3. The opponent AI should be unrelenting, but not overwhelming
4. The opponent AI should not attack with small, intermittent groups of
units that are easy to dispatch
5. The opponent AI should not be overly aggressive and crush the player
6. The opponent AI should not make obvious mistakes (e.g., leaving armies
idle while its base is attacked)
7. The opponent AI should be robust and flexible and not rely on preset
conditions and scripted sequences
8. The game should have multiple difficulty settings that accommodate for
all player skill levels, by adjusting the aggressiveness and efficiency of
the opponent AI.
1. The player should be able to customize
and control their units' behavior, by
setting unit attitude, stance, and
formations
2. The player's units should move where they
are ordered, without requiring intervention
3. Grouped units should move in formation,
so that they can easily move as a group
without requiring player intervention
4. Units should feel responsive, by
immediately carrying out player orders
5. Units should not just aggressively pursue
enemies beyond reason
Sanjay Goel, JIIT, 2012 HCI Lecture Notes Game play
Concentration Challenge Player Skills
1. The player should have many
tasks to concentrate on during the
game (e.g., collecting resources,
scouting, expanding,
constructing, producing,
researching, upgrading,
managing heroes, attacking, and
defending)
2. The player should need to split
their attention, time, and effort
between their many tasks
throughout the game
3. Early stages of the game, which
are potentially slow in RTS
games, should include sufficient
elements to support player
concentration
4. The amount of
micromanagement required in
bases should be minimized
5. Units should not have inventories
that the player needs to
micromanage
6. Micromanagement should be
minimized by automatic unit
formations, unit attitude settings,
good path-finding, production,
research queues, and intelligent
autonomous unit behaviour
7. Building units, researching
upgrades, and collecting
resources should not be so slow
that the player will be waiting
with nothing to do
8. Battles should be busy with
many things to attend to
1. Units and structures should have sufficient health, so as to focus
game-play more on combat than production
2. Game-play should maintain a fast pace, by not having lengthy
troughs for unit production or research
3. Upgrading units should have a significant impact on unit
effectiveness
4. Combat should focus more on unit manipulation than oncontrolling
large numbers of units
5. The game should rely more on management than on overwhelming
the opponent with large waves of units
6. The pace of the game should be fast enough to be exciting and
should increase as the game progresses, ending in all-out tactical
combat
7. The game should provide new and unique twists on conventional
RTS gameplay, to provide new challenges to experienced RTS
player and to give the game appeal, depth, and lasting value
8. The game should include numerous diverse maps that provide the
player with varied challenges
9. Small population limits should be used to force players to make hard
decisions about what kinds of units to use
10. Players should be discouraged from overly defensive play and
forced outside of their comfort zones, by making defensive
structures weaker, siege weapons more powerful, and by not starting
with enough resources to win the game
11. Map terrain should be varied and setup for tactical gameplay by
including choke points and high ground
12. As the player progresses through the game, new structures, units,
and technologies should become available
13. The economic aspects of the game should be compelling
14. The game should use the classic RTS rock-paper-scissors format for
combat between different categories of units (e.g., infantry, archers,
and cavalry)
15. The game should be accessible to inexperienced RTS players, who
should be able to play without being overwhelmed
16. The game should not have overpowered units that make all other
units redundant
17. The game must be sufficiently complex and challenging for
experienced RTS players
1. The game should
conform to RTS
conventions (e.g.,
resource gathering, base
building, unit capacity,
unit control, technology
advances, building tree,
managing defences,
forming an army,
attacking the enemy) to
allow the player to have
an inherent
understanding of the
game
2. The game play should
conform to the
traditional RTS model
(e.g., building a base,
collecting resources,
producing units,
upgrading and
researching, amassing
an army, attacking the
enemy, defend own
base) to meet the
benchmarks of the genre
3. The hierarchy of
structures, units,
technology, and special
abilities should be kept
simple
4. The game should
indicate which unit
types are best suited to
attack other unit types
Control Feedback Immersion
1. The player should not feel overwhelmed by the number of units under their command
2. The pace of the game should allow the player to manage their forces and use special abilities
3. The player should be able to play the game in the way that they want
4. The player should be able to modify the speed of the game
5. The choices that the player makes should affect the outcome of the game
6. The player should not feel like their base is too large to manage or defend
7. The player should be able to choose from a wide variety of map and game settings
The player should
be able to
immediately see
the effect of
attacking an enemy
unit (e.g., hit point
meter reduces)
The game elements
should build up a rich
and detailed world
that is more like
visiting a fully
realised location than
a constructed map
Interfaces and Control
Player Skills Control Feedback
1. The game's interface should be
uncomplicated and uncluttered
2. The game's interface should be
intuitive and easy to use
3. The game's controls should be
straightforward
4. The game's controls should
conform to RTS conventions
(e.g., point and click with mouse,
hotkeys, command icons, drag
boxes around units to select)
5. The game's interface should use
RTS conventions (e.g., bottom-
heavy menu)
6. Detailed tool tips (i.e.,
1. The game should have keyboard hotkeys to allow the
player to quickly perform important actions
2. Setting attack and move orders, casting spells, and
controlling groups should be simple
3. The player should be able to customize the keyboard
hotkeys and mouse controls
4. The player should be able to customize the interface, by
moving, minimizing, and opening control panels
5. Creating custom matches should be intuitive
6. The fonts and icons on the interface should be easy to
read
7. There should be multiple paths to achieve the same goal
via the interface and controls (e.g., buttons should be
available in multiple locations and/or accessible from
different menus)
1. There should be a mini-map that
clearly displays the surroundings
2. The player should be clearly
notified when there are things that
need their attention (e.g., events,
idle units)
3. The player should be able to
clearly see the contents of groups
of units
4. The game should include
memorable audio cues to signify
in-game events deserving attention
5. The game should provide clear
feedback on where a player can
and cannot build and it should be
Sanjay Goel, JIIT, 2012 HCI Lecture Notes descriptions of what it is, what it
does, what it's good for) should
appear when the player mouses
over items
8. Controlling the camera during the game should be smooth
and intuitive
9. The player should be able to quickly jump to important
events that are happening in the game
10. The player should be able to easily group units and cycle
between groups and between units within groups
clear why a player is unable to
build on a certain spot
6. The game should give clear
feedback when a unit has received
experience or increases in statistics
Editor
Challenge AI Social Interaction
The game should include an editor that allows
players to create and share missions, which
extends the re-playability and life of the game.
1. The game should include a map and mission editor that
allows players to create custom content, maps, and
campaigns
2. The game's editor should be easy to use, robust, and flexible
Players should be able
to create custom maps to
share online
Multiplayer
Challenge Social Interaction
1. Multiplayer games should be
accessible to new players
2. Players in multiplayer games
should be allowed time to build
up a base before they are
rushed by other players
3. Multiplayer games should not
be too slow before hostilities
erupt
4. The game should have a
skirmish mode that allows a
large number of players on a
single map (e.g., 12 players)
1. The game should provide an online service for playing multiplayer games
2. The game should make it easy to connect to multiplayer games and start playing
3. The online server should match opponents automatically based on skill level or game-type preference
4. Teams of players should be able to play against other teams
5. The online server should include features such as rank ladders, auto-handicap, ladder statistics, a chat
client, and facilities for tracking friends
6. The online play mode should be integrated into the game
7. The online server should run smoothly and stably
8. The game should include multiplayer support in-game, such as the ability to vote on the course of
action if one player drops out and the ability to talk to other players
9. The game should support cooperative gaming, so that players can effectively play as a team (e.g., the
ability to build walled-in cities next to each other)
10. Multiplayer games should require team work to achieve victory
Help
Player Skills Social
Interactions
1. The player should be able to record and watch matches to learn from previous games
2. The game should have a manual that covers the basics and allows novices to establish the essentials quickly and start
playing
3. The game should include a technology tree to give an overview of some of the strategic avenues
4. The game should have a comprehensive in-game help system that includes detailed information on technology, structures,
and units
5. The player should be able to click a button to view detailed information on a selected unit (e.g., combat statistics and
interesting information)
6. The player should be able to click on most things in the game to access well laid-out help and information screens
7. The player should be able to access the technology tree ingame, with hyperlinks to detailed information on each element
in the tree
8. The game should have a tutorial, so that many of the more unique in-game features do not go unnoticed by the player
9. The game should have a tutorial that explains the basics (e.g., building and combat)
Players
should be able
to record
matches to
replay them to
recount the
events of the
game and
learn from
their previous
experiences
Assignment: (Group of 2 or 3) - Rate (on the scale of 1-5) and compare two RTS games wrt above mentioned 165
heuristics.
------------End of Course-------------Good Luck--------------------
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