Usability and Human Factors Cognition and Human Performance Lecture c This material (Comp15_Unit3c) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC

Cognition and Human Performance Learning Objectives 2 Describe the cognitive constructs for mental representation (Lecture c) Explain how cognition and human performance models should inform iterative design processes (Lecture c) Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Mental Models 3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Reason about possible outcomes resulting from actions (e.g., clicking on this link) Retrieve episodes from memory to understand a new situation (e.g., last time my hard disk failed) Psychological construct for describing how individuals form internal models of systems Representations of parts in a system Understanding of how different parts of a system connect Mental models can be used to characterize an individual‘s:

Running Mental Models 4 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Running of a model corresponds to a process of mental simulation which can be used to generate possible future states of a system from observed or hypothetical state Use of a mental model engage temporal and spatial reasoning

Using Mental Models to Predict and Explain 5 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Predict/Anticipate and Explain How people form internal models of systems “If I click OK on a dialogue box button, what will happen next”? Running a model a process of mental simulation to generate possible future states “Why didn’t the program print” Can be used to explain what happened

ATMs Kaufman, D. (2010). 6 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Limitations of Conventional Information Processing & HCI 7 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Limitations in application to real world contexts Theories too low level, limited in scope Ways people adapt and make use of tools is poorly understood People don’t fly solo (teams, collaborations)

Limitations of Conventional Information Processing & HCI 8 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Narrow focus on the rational/cognitive processes of the solitary individual Knowledge in the head as opposed to in the world Distributed Cognition External representations Cognition as distributed in the social world

Insert Clip Art Microsoft clipart 9 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

To Sit or Not to Sit? Microsoft clipart 10 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Distributed Cognition 11 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Intelligence as interwoven processing of internal (inside the head) and external information (in the world) Focus on the relationship between internal and external representations (that which is visible) The role of artifacts in task completion including computers and basic artifacts such as paper.

Affordances 12 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c Perceive the possibilities for action (physical property) Gibson: World is directly perceived based upon abundant sensory information Attributes of objects that allow people to know how to use them Door handles, water faucets, elevator panels, post-it notes, menus, buttons, lists, hypertext, scroll bars User needs to learn the meaning and function before knowing how to act Coordination, sequencing, feedback The way structures in the environment invite people to do something

Distributed Cognition Coordinating internal (user’s mind) and external (interface, environ) resources Microsoft clipart 13 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Nurse Case Manager Workflow Kaufman, D. R., Pevzner, J., Rodriguez, M., et al. (2009). 14 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Cognition and Human Performance Summary Cognitive engineering approach predicated on understanding of cognition and human performance –Basic understanding of theory is important for evaluating performance in the use of systems Classical model of information processing is useful but limited Distributed cognition approach places greater emphasis on the fact that cognition is supported by other humans as well as artifacts 15 Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c

Cognition and Human Performance References – Lecture c Images Slide 6: Kaufman, D. (2010). Personal photo of ATM machine. Department of Biomedical Informatics, Columbia University Medical Center. Slide 9, 10 & 13 : Clipart Microsoft Slide 14: Kaufman, D. R., Pevzner, J., Rodriguez, M., Cimino, J. J., Ebner, S., Fields, L., et al. (2009). Understanding workflow in telehealth video visits: Observations from the IDEATel project. Journal of Biomedical Informatics, 42(4), Health IT Workforce Curriculum Version 3.0/Spring 2012 Usability and Human Factors Cognition and Human Performance Lecture c