This class the focus for the Capstone is: what type of methods used to develop the design, how the project is evaluated and what will I do with the feedback-it's the PROCESS of the design.
Objectives for class:
- Define human-computer interaction
- Define usability and its relation to HCI
- Identify important considerations for educational technology
-Will build a design and revise the interface designs
-Will know the stages for the various types of techniques.
Class will start with discussion from readings from the previous week. Will need to post two thoughtful discussions online for class before noon the day of class.
Course Work:
expected to be prepared, have read the assigned materials, and be ready to participate in classroom discussion, “hands-on” experiences, and peer collaboration to help you develop a deep understanding of human-computer interaction principles and methods. For assigned readings, you’ll be asked to post discussion questions on the class wiki. You must submit at least 2 good questions on each assigned reading for credit. You will practice HCI techniques in a series of exercises assigned in class, to be started in class and completed outside of class. These assigned exercises must be handed in at the beginning of the class in which they are due. As noted below, you may redo any assignment up to one week after it has been returned to you. You also will be allowed to drop one HCI exercise (e.g., 5 of the 6 exercises will count toward your grade).
Major Course Assignments:
-A workable plan about the HCI methods that you will be used in order to inform the design and the evaluation of your Capstone project
Final Project Report
This assignment will consist of a formal report about the design and the evaluation work that you completed for your Capstone project. You will be expected to demonstrate the impact of the HCI methods that you employed on the design and revision of your Capstone project. The content of this report will form the basis for your final presentation
Final Presentation
This assignment will be a 15 minute presentation (with an additional 5 minutes for questions) on the design and development of your Capstone project. Your presentation should communicate the HCI methods that you use, detailing their impact on the initial design of your project. You should also explain how you used HCI methods to evaluate your project and how your findings informed revisions to your project.
At the end of the course, you should be able to:
1. Identify cognitively-based techniques that can be used to analyze learners’ needs and processes when designing and evaluating instructional environments
2. Develop and test prototypes and mock-ups of user interface designs
3. Strategically deploy accepted methodologies in human-computer interaction to evaluate users’ experiences when interacting with educational technology
Questions for today's lecture:
What is human-computer interaction?
A discipline concerned with the design, evaluation, and implementation of interactive computing systems for human use and with the study of the major phenomena surrounding them (Hewett et al., 1992) (CHI is computer human interaction, but it's now called Human Computer Intereaction)
- Interaction with the system
- Experience-how the interaction is going; frustrating?
- Figuring out what human action needs to be imposed on program to produce desired results
- Goal for using the system; what's the intenet
What is usability?
Usability is typically the goal human-computer interaction methods. (e.g, Leventhal& Barnes, 2008)
•Technology is usable if:
–Appropriate for the target users
–Allows users to accomplish their goals
•Usability ≠ User Friendly - argument in the field of does it mean the same thing. Usability would be a system that you get something out of; User Friendly could just be pretty but not get anything out of it
- Part of the whole HC interaction (the 'how did I get here?')
- Does it do what you want it to do?
- the user has mental models of the world around them and what they know; if the interface /structure matches the users goals, references, it's a lot easier to use (Blackboard, a pain, vs. Agilix, which has only two clicks)
- Motivation: huge part of education, but hard to measure. Within educational tech it's more important to anticipate WHAT will motivate students.
- Usability not necessarily end-goal
- Goals may be educator’s (not student’s-student's just want to get through it quickly)
- Learning processes? - the student has no idea about but the educator wants to scaffold them and imbed into the technology
- Learning outcomes? - may or may not match the students objectives or current understandings
- Learner Characteristics Complicate Usability
- Prior Knowledge - difference between a 2nd grader and a high schooler (users vary in their level of knowledge)
- Personalized technology - automatically assess and fitting needs (like primal branding)
Desirable Difficulty
- Learning can be triggered by impasses (VanLehn1991; 1995)
- when the learner gets to a point of not understanding, the next learning event is the most powerful of the sequence as they've gotten to a point where they have to really make sense of what they have learned so far to get past that impasse. Do you figure out the content, do you udnerstand it in order to move on.
- The “Assistance Dilemma” (Koedinger& Aleven, 2007)
- Key problem for interactive educational technology.
- When to let students struggle, when to provide support
- when do I interfere and provide help to the student
- How much struggle is productive may be personal
- (at what level of frustration do I step in with different levels of help; mine and the students)
- KNOW MY USER AND KNOW MY EDUCATIONAL GOALS TO HELP SOLVE THIS PROBLEM
- Expertise Reversal (Kalyugaet al., 2003)
- Depending on the expertise of the learner, what types of multi-media are optimal for learning?
- Experts: Visual representations
- Novices: Need plenty of textual instruction
- Expert knowledge structures (e.g., Chi et al, 1981)
- Experts have conceptual knowledge organization
- when they get incoming information, they really know what it is and where it goes
- novices lack this
- Integrate incoming information
- Self-Regulated Learners
- Hypermedia requires self-regulation (e.g., Azevedoet al, 2004)
- Does learner know what they want to do?
- Does learner have a cognitive system in place that will allow them to meet goals independently?
- Increases HCI & usability demands
- Problems are exacerbated by the differing levels of prior knowledge, technology present, student motivation, facilities, etc.
- Intelligent tutors
- Immediate feedback
- Custom selection of content
- Customized hints and help messages
- Automated knowledge analysis
- Recommend materials
- Provide customized prompts
- Importance of:
- Task
- Users
- Scenarios of use
- Useful methods for analysis
- Cognitive Walkthroughs
- Heuristic Analyses
- Learner interviews & tests
IT WOULD BE GOOD TO LEARN SOME PROGRAMMING TO HELP PROGRAMMERS WITH YOUR VISION WHEN I GET IN THE FIELD
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