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

2. 4.1. Ergonomics Is about human-artifact interaction: –how humans interact with artifacts, organizations (design of systems, procedures, organizations…) ergonomics and antropometrics: –the classical ergonomics start with antropometrics –but to design complex systems it is important to consider the human information processing (and mental models) –we are going to design knowledge (what the user should understand, what it is relevant to the user)

3. 4.2. Designing complex interactive systems human-computer systems that feature in situations where people work in groups. Work activities in these cases include: communication and coordination between people actions of several persons on shared objects and in shared work spaces. Work is not isolated: it occurs in a “context of use” physical conceptual historical and cultural. Information technology, in this environment, is used by many partners for a variety of tasks.

4. Learning how to design complex interative systems  Learning how to choose which is the most appropriate technique to cope with a specific design problem in a specific design phase. –Design is a situated activity, that is to say that it cannot be planned and fully specified in advance. –Design is a collaborative activity: a multidisciplinary activity

5. 4.2.1. Situated Design Complex interactive systems are strongly situated, and so is any actual design of them. The only sensible way to proceed is to try to be aware of: –the state of the art of techniques –applicability in actual design processes –restricted validity of this knowledge  designing interactive systems requires permanent awareness of the changing world and the changing map of sources of state of the art information (Van der Veer & Mariani, 1997).

6. 4.2.2. Collaborative Design Different domain experts need to contribute with their own views on possible actions and options for specifications, as well as need to be open to consider those contributed by other disciplines. DESIGN AS A MULTIDISCIPLINARY TEAM ACTIVITY

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

8. Design as a multidisciplinary team activity humanities psychology anthropology / ethnography (how cultures develop in the work situation) engineering hardware engineers software engineers architects ergonomics workplace design organizational design cognitive ergonomics representations: arts & crafts graphical design typography theater and cinematography (to direct attention; to make sure the important thing is processed) sound & music, motion & touch

9. 4.3. Design as a process Design activities: analysis specification: technical details evaluation: usability, easy of use, likeability... Iterative design

10. A systematic design approach - DUTCH Design for Users and Tasks from Concepts to Handles Design process : design activities sources (and sincs) products and models: –analysis –specification –evaluation

11. work organization/ practice Client users’ knowledge/ behavior/needs Technology Task Model 1 Task Model 2 Scenario Simulation Prototype Functionality Dialog Representation Implementation usability measuring ethnography psychological knowledge acquisition/ hermeneutics problem analysis/ specification specification/ negotiation constraints/ opportunities feedback specification early evaluation early evaluation UVM maintaining consistency Documents/ artifacts validity analysis As soon as the system is implemented

12. UID – the design process and the design team Design team –“specialists” of different design aspects and methods The team collaborates in an interactive manner Design process –Start: an initial statement from a real client –End: presentation of a complete design

13. 4.3.1. Analysis of the complete work situation task model 1 –describing the current situation task model 2 –envisioning the future: how the world would be after the design is implemented  TM1 and TM2 can be done using the same task modeling tool (GTA…  EUTERPE) TM1 UVM TM2

14. When designing an innovative product, it is important to make sure the new product has some ADDED VALUE And only with a clear understanding of the CURRENT SITUATION you can look for possible improvements to create this added value Providing new possibilities Improving already existing possibilities

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

16. task modeling techniques collecting and modeling current task knowledge –task model 1 deciding and modeling future task world –task model 2 provide input for detail design provide knowledge about user characteristics provide input for scenario and evaluation revise task model 2 based on evaluation and detail design

17. 4.3.2. Specification details of technology The User Virtual Machine: aspects of the system that are directly relevant for a specific group of users. –the "user interface" –including conceptual aspects –dialogue –and representation  UVM can be modeled using the same task modeling tool (GTA…  EUTERPE) UVM

18. Specification(2) functionality specifying want the tool will do to the user ; strongly related to the task (the semantic level of Moran) dialogue how the user and the system will communicate; commands? menu? (the syntactic level of Moran) representation how the system looks like (the key-stroke level of Moran) UVM

19. detail design techniques UVM: all aspects of the system the user should be aware of during the interaction Develop details of the UVM: –functionality (incl. formalism) –dialogue (incl. formalism) –representation Guidelines and style guides provide input for scenario and prototyping provide input for evaluation iterate and improve based on results of these feed-back to task model 2

20. 4.3.3. Evaluation as soon as you are making decisions What should be evaluated? task model 2 the UVM How to represent this for client, prospective users and other stakeholders Goals detect problems collect ideas and visions UVM

21. Evaluation techniques (1): scenario and prototyping develop needed representations, simulations, mock-ups, and prototypes for evaluation from task analysis (TM2) and detail design UVM

22. Evaluation techniques (2): assess design ideas evaluate specifications of task model 2 and detail design based on representations like scenario and prototype for users as specified by task analysis group and for client feed back to task model 2 and detail design

23. 4.4. Literature etc.: Van der Veer, G. C. and Mariani, M. (1997). Teaching Design of Complex Interactive Systems Learning by Interacting. TeaDIS - Teaching Design of Interactive Systems, Schaerding, Austria, 20 - 23 May 1997 http://www.cs.vu.nl/~gerrit/gta/uid –UID Project Management –Task Analysis –Dialog design and Representation –Prototyping and Scenarios –Design Rationale –Evaluation –Tools http://www.cs.vu.nl/~mmc/index3.htm – go to “ONDERZOEK” for tool “EUTERPE” Journals, Conferences, Sites, Projects