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ecruit test users with more similar background, and you can try to brief test users to bring them close to some common level of preparation for their tasks. Differences in procedure, how you actually conduct the test, will also add to variability. If you help some test users more than others, for example, you are asking for trouble. This reinforces the need to make careful plans about what kind of assistance you will provide. Finally, if people don't understand what they are doing your variability will increase. Make your instructions to test users and your task descriptions as clear as you can. f. Debriefing Test Users It has been stressed that it is unwise to ask specific questions during a thinking aloud test, and during a bottom-line study. But what about asking questions in a debriefing session after test users have finished their tasks? There's no reason not to do this, but do not expect too much. People often don't remember very much about problems they have faced, even after a short time. Clayton remembers vividly watching a test user battle with a text processing system for hours, and then asking afterwards what problems they had encountered. "That wasn't too bad, I don't remember any particular problems," was the answer. He interviewed a real user of a system who had come within one day of quitting a good job because of failure to master a new system; they were unable to remember any specific problem they had had. Part of what is happening appears to be that if you work through a problem and eventually solve it, even with considerable difficulty, you remember the solution but not the problem. There is an analogy here to those hidden picture puzzles you see on kids' menus at restaurant: there are pictures of three rabbits hidden in this picture, can you find them? When you first look at the picture you can't see them. After you find them, you can not help seeing them. In somewhat the same way, once you figure out how something works it can be hard to see why it was ever confusing. Something that might help you get more info out of questioning at the end of a test is having the test session on video so you can show the test user the particular part of the task you want to ask about. But even if you do this, don't expect too much: the user may not have any better guess than you have about what they were doing. Another form of debriefing that is less problematic is asking for comments on specific features of the interface. People may offer suggestions or have reactions, positive or negative, that might not otherwise be reflected in your data. This will work better if you can take the user back through the various screens they've seen during the test. 4.0 CONCLUSION In this unit, you have been introduced to evaluating designs with users. Choosing the users to test, getting the users to know what to do, providing the necessary systems and 188
data needed for the test are the various necessary processes evaluation that were all discussed fully. 5.0 SUMMARY Evaluating with users involves having real people try to do things with the system and observing what happens. The best test users will be people who are representative of the people you expect to have as users. The test tasks should reflect what you think real tasks are going to be like. Choosing a user also involves handling out instructions, getting an observer, recording, summarizing the data and using the result. Setting up usability study includes choosing the order of Test Tasks, training Test Users, the Pilot Study, e.t.c 6.0 TUTOR MARKED ASSIGNMENT a. Explain Bottom-Line Numbers. b. Describe a mockup. c. How would you select test users who are true representation of the users population? 7.0 REFERENCES AND FURTHER READING Nielsen, J. and Molich, R. "Heuristic evaluation of user interfaces." Proc. CHI'90 Conference on Human Factors in Computer Systems. New York: ACM, 1990, pp. 249-256. Nielsen, J. "Finding usability problems through heuristic evaluation." Proc. CHI'92 Conference on Human Factors in Computer Systems. New York: ACM, 1992, pp. 373-380. Molich, R. and Nielsen, J. "Improving a human-computer dialogue: What designers know about traditional interface design." Communications of the ACM, 33 (March 1990), pp. 338-342. Nielsen, J. "Usability Engineering." San Diego, CA: Academic Press, 1992. 189
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] NATIONAL OPEN UNIVERSITY OF NIGER
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National Open University of Nigeria
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Summary ...........................
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UNIT 3 - GRAPHICAL USER INTERFACE (
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Assignments File Tutor-Marked Assig
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2 DESIGN and DESIGNING GOOD USER IN
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need both the study unit you are wo
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CIT 711: USER INTERFACE DESIGN AND
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UNIT 1 FUNDAMENTALS OF USER INTERFA
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3.3 TYPES OF USER INTERFACES Curren
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3.5 USER INTERFACE MODALITIES AND M
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Table of Contents 1.0 Introduction
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3.1.1 DESIGNING A GOOD USER INTERFA
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widgets properly is to read and und
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Figure 1:- Showing that alignment o
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6.0 TUTOR MARKED ASSIGNMENT a. How
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A graphical user interface is a typ
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Operating System. It is easy for a
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A list of items from which to selec
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collaborative work. For example, sc
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MODULE 1 UNIT 4 HUMAN COMPUTER INTE
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3.3 DIFFERNCES WITH RELATED FIELDS
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window blinds to automobile braking
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Wickens, Christopher D., John D. Le
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The International Ergonomics Associ
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approach, the Gilbreths reduced the
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3.6 BENEFITS OF ERGONOMICS The thre
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Another key to reducing lumbar disc
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MODULE 2 - USER INTERFACE DESIGN TE
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methods include inspection methods,
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Determine time of each operation (b
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unable to understand new informatio
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M cones, or, misleadingly, green co
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Motor skill which is a learned seri
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MODULE 2 UNIT 2 UNDERSTANDING USERS
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The users of a system must be ident
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This example brings up an important
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whether you want to have a palette
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Task analysis which includes identi
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MODULE 2 UNIT 3 USER CENTERED DESIG
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or small body text is also hard to
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Introduction to User-centered desig
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organizations themselves. Interacti
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After thorough analysis using vario
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Interaction design which is the dis
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In human-computer interaction and c
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The preferred method for ensuring u
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3.4 ISO STANDARDS FOR USABILITY ISO
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In this unit, you have been introdu
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affect the way the command is execu
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• Guides the user via the predefi
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The term direct manipulation was in
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There are two important reasons for
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UNIT 1 PROTOTYPING Table of Content
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Figure 12: The iterative steps of p
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select print Figure 13: An interfac
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Ambler, S.W. & Constantine, L.L. (2
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3.2 LOW-FIDELITY PROTOTYPES Low-fid
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Figure 14:- Example of Sketching II
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Much more important for features th
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DENIM, an extension of SILK, is a t
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• Encourage menu & forms style, r
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Another problem is that native widg
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interfaces, so that a realistic sim
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UNIT 3 INPUT AND OUTPUT MODELS Tabl
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Recall that perceptual fusion means
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3.2 OUTPUT MODEL There are basicall
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Page 142 and 143: UNIT 4 MODEL VIEW-CONTROLLER (MVC)
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Page 148 and 149: UNIT 5 LAYOUTS AND CONSTRAINTS Tabl
Page 150 and 151: 3.5 CONSTRAINTS Constraints are rel
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Page 154 and 155: MODULE 4 UNIT 1 TECHNIQUES FOR EVAL
Page 156 and 157: a. Card Sorting Card sorting is a w
Page 158 and 159: Rapid prototyping is a method used
Page 160 and 161: 3.2.1 THE USE OF PROTOTYPES It is o
Page 162 and 163: Dumas, J.S. and Redish, J.C. (1999)
Page 164 and 165: the users' respect for you as a pro
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Page 168 and 169: speed whenever the average load was
Page 170 and 171: Table 4:- Table: Average times for
Page 172 and 173: phases: list the actions, and then
Page 174 and 175: Nielsen and Molich used their own e
Page 176 and 177: 7.0 REFERENCES AND FURTHER READING
Page 178 and 179: users. If you do not, you can be ba
Page 180 and 181: If you are led to develop more and
Page 182 and 183: It's very easy to shape the comment
Page 184 and 185: a. Analyzing the Bottom-Line Number
Page 186 and 187: you use. But then you need some way
Page 190 and 191: MODULE 4 UNIT 4 OTHER EVALUATION IS
Page 192 and 193: 3.2 CURRENT ISSUES CONCERNING EVALU
Page 194 and 195: 2.0 OBJECTIVES By the end this unit
Page 196 and 197: It provides a real focal point for
Page 198 and 199: 3.3.4 CONDUCTING THE TEST Having co
Page 200: The stages involved in usability te
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