CS449/649: Human-Computer Interaction Winter 2018 Lecture VI Anastasia Kuzminykh
Translating Needs Into Functionalities Make data Identify right time Turn problems actionable and place into tasks Adjust personas Thinking Physical model Affinity diagrams Memory Sequence model Attention Breakdowns Flow model Motivations Cultural model Habituation Artifact models
Translating Needs Into Functionalities Turn problems Dual process theory ( Daniel Kahneman : into tasks System 1 and system 2 ) Mind cognitive load Thinking Anticipate mistakes Memory Hard to read = hard to do Attention Motivations In group favoritism Habituation
Translating Needs Into Functionalities System 1 Fast Slow System 2 Can do: Can do: ● Roughly assess distance ● Roughly assess distance Effortless Effortful ● Localize the source of a ● Point your attention where specific sound needed ● Complete famous expressions ● Dig into your memory ● Do 2+2 sort of calculations ● Determine the desired Emotional Logical ● Well-automated activities in behaviour in a social setting easy conditions (drive a car on ● Tedious cognitive tasks an empty road) ● Activities in unusual ● Read and understand simple conditions sentences ● Complex logical reasoning Stereotypic Calculating
Translating Needs Into Functionalities The heuristic-analytic The elaboration likelihood model , The intuition-reasoning theory , The reflective and impulsive theory of reasoning, Richard E. Petty, John Cacioppo, Daniel Kahneman, determinants theory , Jonathan St. B. T. Evans, 1975 1986 2003 Fritz Strack, Roland Deutsch, 2004
Translating Needs Into Functionalities The heuristic-analytic The elaboration likelihood model , The intuition-reasoning theory , The reflective and impulsive theory of reasoning, Richard E. Petty, John Cacioppo, Daniel Kahneman, determinants theory , Jonathan St. B. T. Evans, 1975 1986 2003 Fritz Strack, Roland Deutsch, 2004
Translating Needs Into Functionalities Turn problems Dual process theory into tasks Cognitive load Anticipate mistakes ( easy to undo, avoid error-prompt tasks ) Thinking Memory Perception biases Attention ( Hard to read = hard to do; in-group-out-group bias; ) Motivations Habituation Expectations determine perception
Translating Needs Into Functionalities Cognitive load Steps Choices Information Least amount of work Clear differences Progressive disclosure possible Limit number of choices Provide examples Homogeneous Support with information Make it easy to scan People can’t multitask! Presentation matters Break error-prone tasks (hard to read = hard to do) into smaller steps.
Translating Needs Into Functionalities Dual process theory Turn problems into tasks Cognitive load Anticipate mistakes ( should be easy to undo, avoid error-prompt tasks ) Thinking Memory Perception biases (expectations determine perception) Attention Motivations Age, socioeconomic status, cognitive abilities influence decision making Habituation ( bias; pectations determine perception
Translating Needs Into Functionalities Dual process theory Turn problems into tasks Cognitive load Anticipate mistakes ( should be easy to undo, avoid error-prompt tasks ) Thinking Memory Perception biases (expectations determine perception) Attention Motivations Age, socioeconomic status, cognitive abilities influence decision making Habituation ( bias; pectations determine perception
Translating Needs Into Functionalities Dual process theory Turn problems into tasks Cognitive load Anticipate mistakes ( should be easy to undo, avoid error-prompt tasks ) Thinking Memory Perception biases (expectations determine perception) Attention Motivations Age, socioeconomic status, cognitive abilities influence decision making Habituation ( bias; pectations determine perception
Translating Needs Into Functionalities Turn problems Perception - storage - retrieval into tasks Recognition rather than recall People can remember ~3-4 items at a Thinking time. Memory Attention Zeigarnik effect (depends on the importance of the Motivations interrupted task for the person) Habituation
Translating Needs Into Functionalities Turn problems Perception - storage - retrieval into tasks Recognition rather than recall People can remember ~3-4 items at a Thinking time. Memory Attention Zeigarnik effect (depends on the importance of the Motivations interrupted task for the person) Habituation
Translating Needs Into Functionalities Turn problems Perception - storage - retrieval into tasks Recognition rather than recall People can remember ~3-4 items at a Thinking time. Memory Attention Zeigarnik effect (depends on the importance of the Motivations interrupted task for the person) Habituation
Translating Needs Into Functionalities Turn problems Perception - storage - retrieval into tasks Recognition rather than recall People can remember ~3-4 items at a Thinking time. Memory Zeigarnik effect - interrupted tasks are Attention easier to remember (depends on the Motivations importance of the interrupted task for the Habituation person)
Translating Needs Into Functionalities Turn problems Focused attention is limited and into tasks selective Inattentional blindness Thinking Surface (awareness of features) and Memory content attention (awareness of information) Attention Motivations Attention is dynamic - allow hierarchy Habituation
Translating Needs Into Functionalities Turn problems Focused attention is limited and into tasks selective Inattentional blindness Thinking Surface (awareness of features) and Memory content attention (awareness of information) Attention Motivations Attention is dynamic - allow hierarchy Habituation
Translating Needs Into Functionalities Turn problems Focused attention is limited and into tasks selective Inattentional blindness Thinking Surface (awareness of features) and Memory content attention (awareness of information) Attention Motivations Attention is dynamic - allow hierarchy Habituation
Translating Needs Into Functionalities Turn problems Focused attention is limited and into tasks selective Inattentional blindness Thinking Surface (awareness of features) and Memory content attention (awareness of information) Attention Motivations Attention is dynamic - allow hierarchy Habituation
Translating Needs Into Functionalities Turn problems Tension from unmet needs into tasks (based on formed expectations) Work must be meaningful Thinking Reward wisely Memory Desire to belong to a group Attention Motivations In-group/out-group biases Habituation
Translating Needs Into Functionalities Turn problems Tension from unmet needs into tasks (based on formed expectations) Work must be meaningful Thinking Reward wisely Memory Desire to belong to a group Attention Motivations In-group/out-group biases Habituation
Translating Needs Into Functionalities Turn problems Tension from unmet needs into tasks (based on formed expectations) Work must be meaningful Thinking Reward wisely Memory Desire to belong to a group Attention Motivations In-group/out-group biases Habituation
Translating Needs Into Functionalities Turn problems Tension from unmet needs into tasks (based on formed expectations) Work must be meaningful Thinking Reward wisely Memory Desire to belong to a group Attention Motivations In-group/out-group biases Habituation
Translating Needs Into Functionalities Turn problems Tension from unmet needs into tasks (based on formed expectations) Work must be meaningful Thinking Reward wisely Memory Desire to belong to a group Attention Motivations In-group/out-group biases Habituation
Translating Needs Into Functionalities
Translating Needs Into Functionalities Turn problems Pavlov’s conditioning into tasks Skinner’s operant conditioning (with reinforcement) Thinking Based on formed patterns Memory Attention Creating new habits: stimulus - Motivations response; breaking the pattern Habituation
Translating Needs Into Functionalities Turn problems Pavlov’s conditioning into tasks Skinner’s operant conditioning (with reinforcement) Thinking Based on formed patterns Memory Attention Creating new habits: stimulus - Motivations response; breaking the pattern Habituation
Translating Needs Into Functionalities Turn problems Pavlov’s conditioning into tasks Skinner’s operant conditioning (with reinforcement) Thinking Based on formed patterns Memory Attention Creating new habits: stimulus - Motivations response; breaking the pattern Habituation
Translating Needs Into Functionalities Make data Identify right time Turn problems actionable and place into tasks Adjust personas Thinking Physical model Affinity diagrams Memory Sequence model Attention Breakdowns Flow model Motivations Cultural model Habituation Artifact models
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