This document discusses understanding users through a cognitive perspective. It covers key cognitive aspects like attention, perception, memory and how they impact user experience. Designing interfaces based on how users pay attention, perceive, remember and problem solve can help create more intuitive products. The concepts of mental models and external cognition help explain how people interact with technology and provide guidance for better design. The goal is to understand users' cognitive abilities and limitations to inform the design of interactive systems.
Cognitive elements of an effective UI/UX designShabnamShahfar
In this session we will talk about some of the design principals based on psychology and the cognitive science. We will look at the human perception and its implications for an interactive and effective visual design. You will learn some of the recent findings of cognitive science research that can help in creating a better UI/UX design for your mobile and web applications.
Cognitive elements of an effective UI/UX designShabnamShahfar
In this session we will talk about some of the design principals based on psychology and the cognitive science. We will look at the human perception and its implications for an interactive and effective visual design. You will learn some of the recent findings of cognitive science research that can help in creating a better UI/UX design for your mobile and web applications.
A summary of our greatest offerings, CGX Solutions. Please feel free to contact me with any questions you may have. It is a pleasure to help companies realize substantial savings in their print and marketing budgets, I know we can do the same for you.
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Usability and User Experience Training Seminarlabecvar
This presentation describes a day-long seminar for giving participants an overview of best practices in usability design and research. Also included are several hand-on exercises to be done throughout the day to solidify participants' understanding of course concepts.
A summary of our greatest offerings, CGX Solutions. Please feel free to contact me with any questions you may have. It is a pleasure to help companies realize substantial savings in their print and marketing budgets, I know we can do the same for you.
Cognitive Level of Analysis: Cognitive ProcessesMackenzie
These are my notes for the 3.1 section of my IB HL Psychology textbook. It focuses on the Cognitive Level of Analysis and cognitive processes, particularly memory. Beware: it's quite long, but I doubt I'll post any presentations longer than this one in the future.
Usability and User Experience Training Seminarlabecvar
This presentation describes a day-long seminar for giving participants an overview of best practices in usability design and research. Also included are several hand-on exercises to be done throughout the day to solidify participants' understanding of course concepts.
User Interface Design- Module 2 Uid ProcessbrindaN
User Interface Design- Module 2 Uid Process
Subject Code:15CS832 USER INTERFACE DESIGN
VTU UNIVERSITY
Referred Text Book: The Essential Guide to User Interface Design (Second Edition) Author: Wilbert O. Galitz
1
Memory
Tiffany Daniels, M.S.
1
Let’s Start With a Memory
Challenge
• I’m going to read you a grocery list. Use
whatever memory strategies that you
think will be most effective to memorize
the items. When I am done, write down
as many items as you can remember.
You do not have to remember them in
order.
2
Key Terms
• Memory - The retention of information
over time through the processes of
encoding, storage, & retrieval.
• Encoding - Process by which
information gets into memory storage
• Storage - Retention of information over
time and the representation of
information in memory.
• Retrieval - The memory process of
taking information out of storage.
3
Encoding
• Requires selective attention
• Divided attention - occurs when a person
must attend to several things at once
• Selective/Sustained attention (focusing on
one thing for a prolonged period of time) is
better than divided attention in terms of
retrieval
4
Encoding
• Levels of Processing Model (Craik &
Lockhart 1972)
• Shallow level: The sensory of physical
features are analyzed.
• Intermediate level: The stimulus is
recognized and given a label.
• Deepest level: Information is processed
semantically, in terms of meaning.
5
“All I see is a bunch of ink on
this page! I’m so zoned out, I’m
not even making out the words!”
“I am reading the words but
I don’t understand it. I keep
reading the same line over
and over!”
“Not only do I understand
what I just read, but I can
apply it to myself, create
examples, and even share
what I learned with a friend!”
6
2
Encoding
• An individual’s memories are better if he or
she uses the deepest processing level.
• Memories are also better if using
elaboration when encoding.
• Elaboration: extensiveness of processing
at any given level of memory.
• Self-references, generating examples, and
using imagery are better than simple rote
memorization
7
Encoding
• Flashcards are a type of rote memorization –
how effective are they in the long term?
• It is also important to be motivated to
remember
• How easy is it to encode, store, and retrieve
information for your least favorite class?
8
Memory Storage
• The Atkinson-Shiffrin Theory (1968)
• Storage involves 3 separate systems
• Sensory Memory: time frames of a fraction
of a second to several seconds
• Short-Term Memory (STM): time frames up
to 30 seconds
• Long Term Memory (LTM): time frames up
to a lifetime
9
Sensory Memory
• Includes:
• Iconic memory (visual sensory memory) -
we can remember things that quickly flash
before our eyes
• Echoic memory (auditory sensory memory)
- we can remember sounds after the fact,
even if we weren’t attending to them.
10
Short-Term Memory
• Capacity is 7 ± 2 (called “Miller’s Magical
Number)
• Means we can usually remember on
average, between 5-9 items in a list
(example: phone numbers, Social Sec. #)
• Can improve short-term memory by using
rehearsal and chunking.
11 ...
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2. Overview
• What is cognition?
• What are users good and bad at?
• Mental models
• External cognition
• Using this understanding to inform
system design
3. Why do we need to understand
users?
• Interacting with technology is cognitive
• We need to take into account cognitive processes
involved and cognitive limitations of users
• We can provide knowledge about what users can
and cannot be expected to do
• Identify and explain the nature and causes of
problems users encounter
• Supply theories, modelling tools, guidance and
methods that can lead to the design of better
interactive products
4. 1. Bringing cognitive
psychology knowledge to HCI
What goes on in the mind?
perceiving..
thinking..
remembering..
learning..
understanding others
talking with others
manipulating others
planning a meal
imagining a trip
painting
writing
composing
making decisions
solving problems
daydreaming...
5. Core cognitive aspects
• Attention
• Perception and recognition
• Memory
• Reading, speaking and listening
• Problem-solving, planning, reasoning and
decision-making, learning
• Here we focus on attention, perception &
recognition, & memory
6. Attention
• Selecting things to concentrate on from the
mass around us, at a point in time
• Focussed and divided attention enables us to
be selective in terms of the mass of competing
stimuli but limits our ability to keep track of all
events
• Information at the interface should be
structured to capture users’ attention, e.g. use
perceptual boundaries (windows), colour,
reverse video, sound and flashing lights
7. Design implications for
attention
• Make information salient when it needs
attending to
• Use techniques that make things stand out like
colour, ordering, spacing, underlining,
sequencing and animation
• Avoid cluttering the interface - follow the
google.com example of crisp, simple design
• Avoid using too much because the software
allows it
8. An example of over-use of
graphics
Our Situation
State the bad news
Be clear, don’t try to obscure the
situation
9. Perception and recognition
• How information is acquired from the
world and transformed into experiences
• Obvious implication is to design
representations that are readily
perceivable, e.g.
– Text should be legible
– Icons should be easy to distinguish and read
10. Which is easiest to read and
why?
What is the time?
What is the time?
What is the time?
What is the time?
What is the time?
11. Memory
• Involves encoding and recalling knowledge and
acting appropriately
• We don’t remember everything - involves filtering
and processing
• Context is important in affecting our memory
• We recognize things much better than being able to
recall things
– The rise of the GUI over command-based interfaces
• Better at remembering images than words
– The use of icons rather than names
12. The problem with the classic
‘7±2’
• George Miller’s theory of how much
information people can remember
• People’s immediate memory capacity is very
limited
• Many designers have been led to believe that
this is useful finding for interaction design
13. What some designers get up to…
• Present only 7 options on a menu
• Display only 7 icons on a tool bar
• Have no more than 7 bullets in a list
• Place only 7 items on a pull down menu
• Place only 7 tabs on the top of a website
page
– But this is wrong? Why?
14. Why?
• Inappropriate application of the theory
• People can scan lists of bullets, tabs, menu
items till they see the one they want
• They don’t have to recall them from memory
having only briefly heard or seen them
• Sometimes a small number of items is good
design
• But it depends on task and available screen
estate
15. More appropriate application of
memory research
• File management and retrieval is a real
problem to most users
• Research on information retrieval can be
usefully applied
• Memory involves 2 processes
– recall-directed and recognition-based scanning
• File management systems should be designed
to optimize both kinds of memory processes
16. File management
• Facilitate existing memory strategies
and try to assist users when they get
stuck
• Help users encode files in richer ways
– Provide them with ways of saving files using
colour, flagging, image, flexible text, time
stamping, etc
17. Mental models
• Users develop an understanding of a
system through learning & using it
• Knowledge is often described as a mental
model
– How to use the system (what to do next)
– What to do with unfamiliar systems or
unexpected situations (how the system works)
• People make inferences using mental
models of how to carry out tasks
18. Mental models
• Craik (1943) described mental models
as internal constructions of some aspect
of the external world enabling
predictions to be made
• Involves unconscious and conscious
processes, where images and analogies
are activated
• Deep versus shallow models (e.g. how
to drive a car and how it works)
19. Everyday reasoning & mental
models
(a) You arrive home on a cold winter’s night to a cold
house. How do you get the house to warm up as
quickly as possible? Set the thermostat to be at its
highest or to the desired temperature?
(b) You arrive home starving hungry. You look in the
fridge and find all that is left is an uncooked pizza.
You have an electric oven. Do you warm it up to
375 degrees first and then put it in (as specified
by the instructions) or turn the oven up higher to
try to warm it up quicker?
20. Heating up a room or oven that
is thermostat-controlled
• Many people have erroneous mental
models (Kempton, 1996)
• Why?
– General valve theory, where ‘more is more’
principle is generalised to different settings
(e.g. gas pedal, gas cooker, tap, radio
volume)
– Thermostats based on model of on-off
switch model
21. Heating up a room or oven that
is thermostat-controlled
• Same is often true for understanding
how interactive devices and computers
work:
– Poor, often incomplete, easily confusable,
based on inappropriate analogies and
superstition (Norman, 1983)
– e.g. frozen cursor/screen - most people will
bash all manner of keys
22. Exercise: ATMs
• Write down how an ATM works
– How much money are you allowed to take out?
– What denominations?
– If you went to another machine and tried the same what
would happen?
– What information is on the strip on your card? How is
this used?
– What happens if you enter the wrong number?
– Why are there pauses between the steps of a
transaction? What happens if you try to type during
them?
– Why does the card stay inside the machine?
– Do you count the money? Why?
23. How did you fare?
• Your mental model
– How accurate?
– How similar?
– How shallow?
• Payne (1991) did a similar study and
found that people frequently resort to
analogies to explain how they work
• People’s accounts greatly varied and
were often ad hoc
24. External cognition
• Concerned with explaining how we
interact with external representations
(e.g. maps, notes, diagrams)
• What are the cognitive benefits and
what processes involved
• How they extend our cognition
• What computer-based representations
can we develop to help even more?
25. Externalizing to reduce
memory load
• Diaries, reminders,calendars, notes, shopping
lists, to-do lists - written to remind us of what to
do
• Post-its, piles, marked emails - where placed
indicates priority of what to do
• External representations:
– Remind us that we need to do something (e.g. to buy
something for mother’s day)
– Remind us of what to do (e.g. buy a card)
– Remind us when to do something (e.g. send a card by a
certain date)
26. Computational offloading
• When a tool is used in conjunction with an
external representation to carry out a
computation (e.g. pen and paper)
• Try doing the two sums below (a) in your
head, (b) on a piece of paper and c) with a
calculator.
– 234 x 456 =??
– CCXXXIIII x CCCCXXXXXVI = ???
• Which is easiest and why? Both are identical
sums
27. Annotation and cognitive
tracing
• Annotation involves modifying existing
representations through making marks
– e.g. crossing off, ticking, underlining
• Cognitive tracing involves externally
manipulating items into different orders
or structures
– e.g. playing scrabble, playing cards
28. Design implication
• Provide external representations at the
interface that reduce memory load and
facilitate computational offloading
e.g. Information
visualizations have
been designed to
allow people to make
sense and rapid
decisions about
masses of data
29. Informing design based on our
understanding of users
• How can we use knowledge about users
to inform system design?
• Provide guidance and tools
– Design principles and concepts
– Design rules
• Provide analytic tools
– Methods for evaluating usability
30. Mental models & system
design
• Notion of mental models has been used as a basis
for conceptual models
• Assumption is that if you can understand how
people develop mental models then can help them
develop more appropriate mental models of
system functionality
• For example, a design principle is to try to make
systems transparent so people can understand
them better and know what to do
31. The design principle of
transparency
• NOT to be understood as literal
• useful feedback
• easy to understand
• intuitive to use
• clear & easy to follow instructions
• appropriate online help
• context sensitive guidance of
how to proceed when stuck
32. Key points
• Cognition involves many processes including
attention, memory, perception and learning
• The way an interface is designed can greatly affect
how well users can perceive, attend, learn and
remember how to do their tasks
• The conceptual framework of ‘mental models’ and
‘external cognition’ provide ways of understanding
how and why people interact with products, which
can lead to thinking about how to design better
products