2020 INF3720 S1 ASS1 MEMO Students PDF

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Warning: TT: undefined function: 32 [Turn over]2020‐INF3720‐S1‐ASS1‐MEMO‐STUDENTSTotal score = 80 marks (100%)  Unique assignment number: 548267  Due date: 24 April 2020 23:59  Prof JH Kroeze MEMO INF3720 ...

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2020‐INF3720‐S1‐ASS1‐MEMO‐STUDENTS  Totalscore=80marks(100%) Uniqueassignmentnumber:548267 Duedate:24April202023:59 ProfJHKroeze

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2 MEMO INF3720 S1 ASSIGNMENT 1 2020

   Question 1 – CHAPTER 1, 5TH ED.

1.1 Give a definition of interaction design.

[20 marks]

(1)

Answer: Interaction design is “designing interactive products to support the way people communicate and interact in their everyday and working lives”  (Preece, Rogers, Sharp, 4th ed., Chapter 1, p. 8/5th ed., Chapter 1, p. 9). 1.2 List and define four design principles.

(4)

Answer (Preece, Rogers, Sharp, 4th ed., Chapter 1, p. 25-30/5th ed., Chapter 1, p. 26-30):  Visibility: the controls for operations should be clearly visible and findable = Findability: the degree to which a particular object is easy to discover or locate   Feedback: products should give adequate feedback/send information about what action(s) has already been done/what has been accomplished so that a user knows that to do next in the interface/proceed (audio/tactile/verbal/visual)   Constraints: ways of restricting the kinds of user interaction/interpration that can take place at a given moment   Consistency: interfaces that have similar operations and use similar elements for achieving similar tasks   Affordance: an attribute of an object that allows people to know how to use it (intuitively) (virtual or real)  = Navigability: is it obvious what to do and where to go in an interface?  Max. 4 1.3 Identify and describe five of the goals of usability briefly. Also provide one positive or one negative comment regarding the usability of myUnisa that you have experienced for each of the goals. (15) Answer: Any five of (Preece, Rogers, Sharp, 4th ed., Chapter 1, p. 19-22/5th ed., Chapter 1, pp. 19-22): a. Effectiveness  – how good a product is at doing what it supposed to , e.g., myUnisa is successful as a communication tool by using Announcements and Discussions and the facility to inform students via email of important announcements  b. Efficiency  – the way a product supports users in carrying out their tasks , e.g., navigation on myUnisa can be a bit clumsy/cumbersome: a user has to go back to the topic list in Discussions to see other items (the forward arrows do not work)  c. Safety  – how the system protects users from dangerous conditions and undesirable situations,  e.g. mention how myUnisa prevents a student from making a serious error, or to recover from one  d. Utility  – the extent to which the product provides the right kind of functionality so that users can do what they have to,  e.g. mention how myUnisa enables students to do and submit

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assignments  e. Learnability  – how easy is a system to use , e.g., a first year student can easily start using myUnisa and do not need training since the software is intuitive to use  f. Memorability  – how easy is it to remember how to use a product once learned,  e.g. since myUnisa follows a standardised format and structure for all modules, it is quite easy to remember how to use the system for other modules once you have learned how to use it for one module  Max. 15

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4 MEMO INF3720 S1 ASSIGNMENT 1 2020

   Question 2 – chapter 2, 5th ed.

[20 marks]

Assume that you have been asked to plan the lifecycle of the interactive design for a local town’s electronic library system. 2.1 List and define the four basic but essential activities in the process of interaction design. (8) 2.2 Draw a diagram that shows the flow between the activities in a typical interaction design lifecycle model. (8) 2.3 Apply these activities to electronic library system mentioned above. (4) Answer: See Preece, Rogers, Sharp, 4th ed., Chapter 9, p. 330-333//5th ed. Chapter 2, p. 50-52)

2.1 Answer: (Preece, Rogers, Sharp, 4th ed., Chapter 1, p. 15 & Chapter 9, p. 330-340/5th ed. Chapter 2, p. 50)  the kind of support an interactive product should provide to the 2.1 a) Discovering/establishing requirements: target users  p.50  exploring different alternative activities to meet the requirements, e.g. conceptual b) Designing alternatives:  p.50 design and concrete design options  paper-based prototypes/models; c) Protoyping (thedesignssothattheycanbecommunicatedandassessed);  p.50 a basic piece of software; role-playing using a model d) Evaluating:  determining the usability and acceptability of the product or design with a high level of user involvement  p.50 2.2 The diagram (Preece, Rogers, Sharp, 4th ed., Chapter 9, p. 330-333/5th ed., Ch5, p. 52) should show the iterative and intertwined nature of the four activities.  ESTABLISHINGREQUIRMENTS=DISCOVERINGREQUIREMENTS FIGURE9.3(4THED.)=FIGURE2.5(5THED.)

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5 MEMO INF3720 S1 ASSIGNMENT 1 2020

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2.3 a) Establishing requirements: librarians and library users’ needs should underpin the subsequent design, e.g. what would users like to be able to view online in the library catalogue?  b) Designing alternatives: after data gathering regarding the needs, the interaction designer should compile a conceptual design that shows the various activities (lending a book, returning a book, browsing the catalogue, etc.) and the relations between these facilities.  c) Protoyping: the programming team could be asked to design examples of the various screens for the planned system (without) any functionality, e.g. a non-functional collection of screens that demonstrate how a student  will lend a digital book from the Unisa library. d) Evaluating: users can be asked to give feedback on the conceptual model or prototype before detailed coding of the functionality starts, e.g. getting a group of librarians to critically discuss the non-functional collection of  screens that demonstrate how a student will lend a digital book from the Unisa library.

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6 MEMO INF3720 S1 ASSIGNMENT 1 2020

   Question 3 CHAPTER 3, 5TH ED

[20 marks]

3.1 Explain the following terms with respect to interaction design and give an example of each: 3.1.1 Paradigm 3.1.2 Vision 3.1.3 Theory 3.1.4 Model 3.1.5 Framework

(2) (2) (2) (2) (2)

3.1 Answer: 4TH ED, P. 54-58/5TH ED, P. 88-93

3.1.1 Paradigm (2 marks) p. 88 - Refers to a general approach/set of practices that has been adopted by a community of researchers and designers for carrying out their work, in terms of shared assumptions, concepts, values, and practices  / Questions to be asked and how they should be framed; phenomena to be observed; way in which findings are to be analyzed and interpreted / overarching approaches comprising a set of accepted practices and framing of questions and phonomena to observe - Interaction paradigms include: the WIMP/GUI interface, ubiquitous computing, pervasive computing, wearable computing, tangible bits, attentive environments, and the Workaday World, internet of things (IoT)  3.1.2 Vision (2 marks) 5TH ED, P. 88 - A vision is future scenario that frames/inspires research and development in interaction design  - Often depicted in the form of a film, video or narrative  3.1.3 Theory (2 marks) 5TH ED, P. 88, 92 - A well substantiated, comprehensive explanation of some aspect of an HCI phenomenon  - The theory of information processing that explains how the mind, or some aspect of it, is assumed to work OR - Can help identify factors – e.g. cognitive, social, affective, and organisational – relevant to the design and evaluation of interactive products  3.1.4 Model (2 marks) 5TH ED, P. 88, 92 - A simplification of some aspect of HCI intended to make it easier for designers to predict and evaluate alternative designs  / abstraction that simplify some aspect of HCI – basis for designing and evaluating systems - depicts how core features and processes are structured and related / core components of UX  OR - models of user interaction / user models OR 3.1.5 Framework (2 marks) 5TH ED, P. 88, 92-3 - a set of interrelated concepts and/or a set of specific steps, questions, concepts, challenges, principles, tactics, dimensions that are intended to inform a particular domain area/advise designers

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7 MEMO INF3720 S1 ASSIGNMENT 1 2020

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what to look for  (e.g. collaborative learning/persuasive design ) or an analytic method (e.g. ethnographic studies) OR - provide set of core concepts, questions or principles for designing UX or analyzing HCI/UX data 3.2 For this question, you need access to a load shedding app on a smart phone, or a load shedding app using a web browser connected to the Internet (call it “LSHED” for the purposes of this project, but please make a note stating which real life app/website you used). Assume that the management of the LSHED company has recently decided to revamp the app/website. It should have a new, fresh look and some new or improved functionalities. Visit LSHED and briefly familiarize yourself with the existing functionalities and the way a user can interact with it. Discuss the purpose and core components of conceptual models, and apply these components to the case study by suggesting new or improved functionalities or layout. Use the following table structure: (10) I have used the following real-life app/website: Purpose of conceptual models: Core components Discussion of component 1. 2. 3. 4.

Application of component

Answer (4th ed, Ch. 2 pp. 41-44 / 5th ed, Ch. 3, pp. 74-78): Purpose of conceptual models: A conceptual model is a simplified description of a system that describes how it works  – it is intended to articulate the problem and design space in interaction design  OR a high-level description of how a system is organized and operates / an abstraction of what people can do with a product and what concepts are needed to understand how to interact with it / enables designers to clarify their thinking before designing the software tools / provides a working strategy and a framework of concepts and their interrelations.  MAX. 2 Core components Discussion of component Application of component A figure of speech/comparison The new version of the 1. Metaphors and analogies ½ that convey to people to LSHED app must use a herald understand what a software (analogy/metaphor), i.e. it product is used for and how it must have an easier, usershould be used ½ friendly way to inform users when the next load shedding will take place. 

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8 MEMO INF3720 S1 ASSIGNMENT 1 2020

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2. Concepts to which people are exposed through the proposed product ½

Task-domain objects which users create and manipulate, their attributes, and possible operations. ½

3. Relationships between those concepts ½

For instance, whether one object contains another ½

4. Mappings between the concepts and the UX the product is designed support or invoke ½

For instance, revisiting a page through looking at a list of visited sites, most-frequently visited, or saved websites ½

E.g. an option/button to show a herald and make a trumpet sound whenever a new notification is pushed to the user’s phone.  When the user clicks or taps on the herald, linked neighbours are informed too.  The user can easily browse to a daily schedule of all eight possible load shedding phases for the area where he/she currently is/will be (linking current location, day and time with schedules and phases per area) – thus providing a userfriendly and effective interface and a positive UX. This solves users’ need to when load shedding will occur in order to plan their daily activities around it. 

 MARKSALLOWEDFORANYFEASIBLE,GRAPHICALCONCEPTMAP–SEEEXAMPLESONTHEINTERNET(GOOGLE), E.G.:

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9 MEMO INF3720 S1 ASSIGNMENT 1 2020

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THE INFORMATION IN THE FIGURE SHOULD BE RELATED TO THE LSHED APPLICATION/WEBSITE

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10 MEMO INF3720 S1 ASSIGNMENT 1 2020

   Question 4 – Chapter 5 (10)

Discuss remote conversations (telepresence) and co-presence as areas where computer-based tools and services support people who cannot be physically present during a meeting or social gathering. Apply the concepts by proposing to a distance education university how these concepts could be used to replace face-to-face classes. Use the following table format for your answer. (10) Type of support

Application - distance education

Remote conversation 1 Remote conversation 2 Remote conversation 3 Co-presence 1 Co-presence 2   Answer(4thed,Ch.4,pp.111‐127/5thed,Ch.5,pp.143‐157):  Type of support Remote conversation 1 Audio – allow sound communication only (phone, mp3, WhatsApp and Skype calls) 

Remote conversation 2

Remote conversation 3

Co-presence 1 Note: This is difficult in distance education because the students are not physically present in one venue.

Co-presence 2

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Application - distance education Podcasts and interactive e-tutor sessions using WhatsApp/Skype audio only (to save bandwith) to present (static, audible) lectures or interactive discussions  Video and sound with fixed Video-conferencing (two-way cameras, (e.g. Zoom/Meeting Owl) video and sound)– students can see  slides and experiments while listening and participating in the lecture/seminar.  Video and sound with roaming Enables a distance education robots replacing physical presence student networking and having of an individual (moving around in individual discussions with other a physical classroom)  students, tutors and lecturers.  Physical coordination – using Would it be possible to conduct gestures or physical objects to (chemical and engineering) improve communication and experiments using remote instructions simultaneously on collaboration  OR: Comment: Not relevant for various Unisa campuses where distance education (unless groups of students gather for team/group work is done using practical work?  digital communication media).  Awareness – knowing who is Showing the faces of participants around, who is talking, what is on a second screen to allow a happening; peripheral and facilitator/AI/group members to see when someone does not

11 MEMO INF3720 S1 ASSIGNMENT 1 2020

   situational awareness; reading body-language 

Co-presence 3

understand a certain aspect of a lecture – this can be implemented during regional visits and group classes. Shareable interfaces – enabling co- Unisa could use augmented reality located users to interact to train groups of engineering simultaneously with digital content students – e.g. to design a (virtual)  bridge. Small groups of student can work together on a digital system at the regional offices/labs. 

MAX.10

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12 MEMO INF3720 S1 ASSIGNMENT 1 2020

   Question 5 – Chapter 6

[10 marks]

With reference to emotional interaction, compare pleasurable interfaces (and other positive design elements) with annoying interfaces (and other negative design elements). Use the following table format: (10) Pleasurable interfaces Design element a) Visceral design b) Behavioural/reflective level c) Feedbac k-level d) Persuasive level e) Mood elements

Annoying interfaces

Answer: See Preece, Rogers, Sharp, 4th ed., Chapter 5, p. 131-156/5TH ED., CHAPTER 6: 165-6; 174-9, 165-189 Design element Visceral design

Pleasurable interfaces Products that look, feel and sound good (visceral design)  Behavioural/reflective Design at the behavioural level level (good usability) and reflective level (product has meaning and personal value for the user)  Feedback-level Expressive interfaces (communicate status of a system efficiently) to provide reassuring feedback  Persuasive level Anthropomorphism – simulating human attributes to make technology more fun  Mood elements Zoomorphism – simulating animal attributes to motivate people or to put them in a good mood. 

Annoying interfaces Appearance of interface is too noisy, garish, gimmicky or patronising.  A system does not work properly or crashes or is not relevant for the user, etc.  Error messages that are vague or obtuse 

Unethical persuasive technologies/deceptive technology  Badly designed interfaces that make people frustrated or angry  Total: 80

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