User interface for learning Aim: Design for and evaluate - PDF document

INF3280 – 8 March 2017 User interface for learning • Aim: – Design for and evaluate learnability – Writing inline help – Basis for Assignment 5 • Core literature – Chapter 6 • Additional literature – Grossman et.al. (2009) A Survey of Software Learnability: Metrics, Methodologies and Guidelines – Furnas et.al. (1987) The vocabulary problem in human-system communication 1 Pedagogical theories Behaviourism Constructivism Socio-cultural theory Stimulus from Experience Community of environment – precede reflection practice response from learner Reinforcements Learning Users from the IT processes Information officers strengthen for IT use IT personnel learning Superusers 2 Jens Kaasbøll

INF3280 – 8 March 2017 Behaviourism – 1920 • Observable behaviour – No concern for thinking • The learning cycle – Stimulus from the environment • Login: • Password: – Response from the learner • Writing user name and password • If this response differed from previous ones and the new response is repeated, learning has occurred – Reinforcement from the environment • Other windows appear 3 Behaviourism Reinforcement and learning Reinforc orcem emen ent strengthens learning Punishm hment nt weakens learning A wanted event or the removal of an Unwanted event or removal of a wanted unwanted one one Wanted • > prnt rapport.text Output which we wanted ILLEGAL USER ACTION! PRINTER DAMAGED! Removal of unwanted • Extinction No more error messages • Informative reinforcement – No new stimulus from the • environment You are now logged in Immediate reinforcement > cd MyFiles • < 1 second > Repeated reinforcement at • variable ratio or interval 4 Behaviourism Jens Kaasbøll

INF3280 – 8 March 2017 Design gn for learnabi nability ity kidosphere.com • Some computer applications are complex – Additional help needed 5 Inline help in the program • Responding to users’ current problem  Guidance 1a. Imitate  Not a tutorial primarily designed for teaching • Users want to do do, not read  Minimal distraction from task 1b. Repeat and functionality 2a. Compare task  Short output 2c. Compare input and  Recognizable language  Recognizable graphics 2b. Compare model and experience 2d. Conceptualise 6 Jens Kaasbøll

INF3280 – 8 March 2017 Help – Types Inline ine – Cont ntext ext-sen sensi siti tive ve Cont ntext ext-free free • Tooltip • Help system • Wizard • Web • Help button  Search if you don’t know • System-initiated where to go  Help where you are 7 Balloon help • Appeared immediately on mouseover • Cluttered the screen 8 Jens Kaasbøll

INF3280 – 8 March 2017 Tooltip – Screentip • Help where the user is at the moment • No need for search 1 s delay  Avoiding distraction Minimal manual? Instructions? c Functional model? Structural model? 9 Wizards carrying out the operations Minimal manual? Instructions? c Functional model? Structural model? 10 Jens Kaasbøll

INF3280 – 8 March 2017 Help button  Document Minimal Manual? Instructions? c Functional model? Structural model? 11 System initiated – Clippy • Annoying • Irrelevant • Too trivial help 12 Jens Kaasbøll

INF3280 – 8 March 2017 Help system 1. Click Help in the application 2. Wait for the help system to start 3. Select software 4. Search 5. Select hit Minimal Manual? Instructions? c Functional model? Structural model? 13 1a. Imitate Searchable Context-sensitive/free context-free help video Wizard 1b. Repeat and functionality 2a. Compare task output 2c. Compare input and Tooltip Tooltip 2b. Compare model and experience 2d. Conceptualise Context-sensitive/free document help 14 Jens Kaasbøll

INF3280 – 8 March 2017 Qualities of IT applications • Learnability – From novice to expert user • Time from first encounter to use • Time before understanding what the application can be used for • Time before understanding how the representation system of the information enables and restricts operations – Intermittent users • Time to recall • Usability – Efficiency • Time and effort used to achieve the result – Satisfaction • Comfort and acceptability amongst users • Usefulness – Effectiveness – The quality of the result achieved 15 Qualitie ities s of help • Way of accessing the help One click Separate search system • Contents – scaffold for Skill Understanding 16 Jens Kaasbøll