3. <ul><li>The user interface (or Human Machine Interface ) is the aggregate of means by which people ( the users ) interact with a particular machine, device, computer program or other complex tool ( the system ). The user interface provides means of: </li></ul><ul><li>Input, allowing the users to manipulate a system </li></ul><ul><li>Output, allowing the system to produce the effects of the users' manipulation. </li></ul><ul><li>(Wikipedia) </li></ul>Graphical User Interface (GUI) A visual way of interacting with a computer using items such as windows and icons. (Norman, D., :2004).
4. Active communication
5. A system in human minds that process all the information that they faced through their engaging to earn knowledge. (Hasler, Kersten, & Sweller, :2007). “ A term that refers to the load on working memory during instruction”. (Wikipedia)
7. <ul><li>Eliminate the unnecessary loads. </li></ul><ul><li>Reduce the size of the cognitive load by dividing the inter face to smaller pieces. </li></ul><ul><li>Make instructions to help the interface users to understand what they need to do and how the interface will help them. </li></ul><ul><li>Do not confuse the users by less ordering the interface content. </li></ul><ul><li>Allow to the users to use the interface based on their needs and able to control its features based on their readiness. </li></ul>
8. 1- Communicate with interface user by designing the interface contents that are clear and able to lead the user to the accurate actions.
9. 2- Avoid butting the user in confusion situations , by increasing the cognitive load through the disordering in the interface
10. 3- Do not fall in the same mistake that I made in the last slide. Misaligned between the text and the picture increased the cognitive load and make bad effect on the memory process.
11. 4- Take your time in designing a user friendly interface, this will help the users to be more active and will motivate them to improve their interactions with the interface.
13. <ul><li>References: </li></ul><ul><li>- Anglin, G. J., Vaez, H. & Cunningham, K. L. (2004). Visual Representations And Learning: The Role Of Static And Animated Graphics. In D. H. Jonassen (Ed) . Handbook Of Research On Educational Communications And Technology, (pp. 865-916), LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS, Mahwah, New Jersey. </li></ul><ul><li>- Hasler, B. S., Kersten, B. & Sweller, J. (2007). Learner Control, Cognitive Load and Instructional Animation. Journal of Applied Cognitive Psychology, 21 . 713- 729. </li></ul><ul><li>Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist,38 (1). 43 – 52. </li></ul><ul><li>Norman, D. (2004). Design as Communication . Retrieved at 26 September 2008 From: http://www.jnd.org/dn.mss/design_as_comun.html </li></ul><ul><li>Wikipedia. (nd). www.wikipedia.org , accessed at 13, November 2008. </li></ul>