Teaching Human-Computer Teaching Human-Computer Interaction Using Interaction Using Participatory Design Participatory Design Methods Methods Dr. Jerry Weinberg, SIUE Dr. Mary Stephen, SLU Ms. Kristin Caufield Supported by a grant from the National Science Foundation
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Teaching Human-Computer Interaction Using Participatory Design Methods Dr. Jerry Weinberg, SIUE Dr. Mary Stephen, SLU Ms. Kristin Caufield Supported by.
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Teaching Human-Computer Teaching Human-Computer Interaction Using Participatory Interaction Using Participatory
Design MethodsDesign Methods
Dr. Jerry Weinberg, SIUEDr. Mary Stephen, SLU
Ms. Kristin Caufield
Supported by a grant from the National Science Foundation
Human-Computer Interaction&
User-Centered Design
• Programs are used by somebody– In a general sense this means designing for
human hardware/software capabilities and limitations:
» Short term memory: Miller’s magic number
» Long term memory: recognition vs. recall
» Limits of perception: color pollution
Human-Computer Interaction&
User-Centered Design
• Programs are used by somebody– More specifically this means designing for how
the user thinks about the tasks the application is supporting:
» How do they organize the work?
» What strategies do they use to accomplish tasks?
» How is information recorded and communicated?
» What is their conceptual model?
Human-Computer Interaction&
User-Centered Design
• Typically students (and many programmers) take a system-centered view of design.
• Design is a creative activity of making artifacts that are usable for a specific purpose.
• “Usable” requires the designer take into account who is using the system, what they are using it for, and how does it fit within their overall activities.
Usable Vs. User-Friendly
HTML Checker
Version 1
Version 2
Potential Design
Participatory Design Methods
• Participatory design methods create situations in which the user becomes a partner in the design process.
– User-Centered Design [Landauer]
– Human-Centered Systems [Flanagan, Huang, Jones, and Kasif]
– Participatory Design [Muller and Kuhn]
– Contextual Design [Beyer and Holtzblatt]
The Designer/Programmer• As a computer professional, they are most
likely going to be both the designer and programmer of a system.
• Poor design results in non-use, misuse, abuse, and (potentially severe) errors
Case of the Tell-Tale Heart
Project Goal
• Develop an experiential learning environment– learn and practice methods for collecting user
data– modeling user data, – and designing from the data
Magnets allow multiple teams to use as a “War Room”
• Re-Configurable Tables
Conference room - access to the working wall area
Observation room – clear view of video monitor
User Interaction Room
• User Interviewing
• Paper Prototyping
• Usability Testing
• Cameras for observation and videotaping
• Monitor in Design War Room is slaved to user’s computer
User Interaction Room
• User sessions video taped to view later for details and review
• Two cameras – user’s face, user’s actions
• One camera can be rotated to focus on the table or the computer screen
• Microphones are mounted in the ceiling
• Partition provides a division to reduce user anxiety
Evaluation
General Questions
The project looks at two general questions with respect to the HCI students:
1. How well do the course material and lab experiences translate to an understanding of design principles and practices?
2. How well does the HCI students’ understanding of design principles and practices relate to their actual design practices.
Components of Evaluation Plan
• Questionnaires
• Student interviews
• Analysis of videotapes of students working on projects
• Following students in senior project course using interviews, analysis of project materials, and observations
Observations from Fall 2000 Class
• Students rated ethnographic skills activities as very useful.
• Some students with work experience in computing reported viewing their jobs differently after the course.
“I made the transition at work from being a software engineer to a software designer. I didn’t know there was a difference between the two job titles. Now I do.”
“I had an internship and all I did was sit in a cubicle and code all day. They kept telling me that that was all there was to it – sit in a cubicle and code, and I was really disappointed. So, when I got to this class, it was a relief to me because I realized that’s not all there is to it. I had hoped there was a way you could work with people but I had no idea it was so intense with the interviews and all.”
• Traditional students reported no previous experience with a group project in computing courses, and exhibited discomfort at the prospect of a group project.
• Traditional students reported this was their first experience with the design phase of a project.
“At the beginning of the semester, I was pretty scared at the thought of a group project. I didn’t think everyone would do their share. After my experience [in this course], I think you should definitely keep the group project.”