Term
| Describe the four goals for requirements analysis. |
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Definition
1. Ascertain the users’ needs
2. reliability
3. Promote appropriate standardization, integration, consistency, and portability.
4. Complete projects on schedule and within budget |
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Term
| What are the five usability measures that should be taken into account during user interface design that are central to evaluation of an interface. |
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Definition
1. Time to learn
2. Speed of performance
3. Rate of errors by users
4. Retention over time
5. satisfaction |
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Term
| Describe time to learn of the five usability measures |
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Definition
| How long does it take for typical members of the user community to learn how to use the actions relevant to a set of tasks |
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Term
| Describe speed of performance of the five usability measures |
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Definition
| How long does it take to carry out the benchmark tasks |
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Term
| Describe rate of errors by users of the five usability measures |
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Definition
| How many and what kinds of errors do people make in carrying out the benchmark tasks? Although time to make and correct errors might be incorporated into the speed of performance, error handling is such a critical component of interface usage that it deserves extensive study. |
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Term
| Describe retention over time of the five usability measures |
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Definition
| How well do users maintain their knowledge after an hour, a day, or a week? Retention may be linked closely to time to learn, and frequency of use plays an important role. |
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Term
| Describe subjective satisfaction of the five usability measures |
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Definition
| How much did users like using various aspects of the interface? The answer can be ascertained by interviews or by written surveys that include satisfaction scales and space for free-form comments. |
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Term
| What are the five primary sources of motivation (application areas) for human factors in design? |
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Definition
| 1. Life-critical systems 2. Industrial and commercial uses 3. Home and entertainment applications 4. Exploratory, creative, and collaborative interfaces 5. Sociotechnical systems |
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Term
| Give an example of a Life-critical system |
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Definition
| those that control air traffic, nuclear reactors and medical instruments |
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Term
| Give an example of an industrial and commercial applications |
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Definition
| interfaces for banking, insurance, and order entry |
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Term
| Give an example of home and entertainment applications |
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Definition
| email clients, search engines, and cellphones |
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Term
| Give an example of exploratory, creative, and collaborative interfaces |
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Definition
| web browsers, scientific and business team collaborations support |
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Term
| Give an example of sociotechnical systems |
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Definition
| health support, identity verification, and disaster response |
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Term
| How does the design of a life-critical system differ from that of other systems? |
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Definition
| In a life-critical system the system needs to be able to be used under stress situations. |
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Term
| Compare and contrast motivating factors between life-critical systems and those for home, office, or entertainment. |
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Definition
| In a life-critical system, lengthy training periods are acceptable to obtain rapid, error-free performance, while in a home, office, or entertainment application ease of learning is important. |
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Term
| Briefly identify some areas of human diversity that challenge the developers of interactive systems. |
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Definition
1. Variations in physical abilities and physical workplaces 2. Diverse cognitive and perceptual abilities
3. Personality differences
4. Cultural and international diversity
5. Users with disabilities
6. Older adult users
7. Children
8. Accommodating hardware and software diversity |
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Term
| What are some design concerns pertaining to cultural and international diversity? |
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Definition
| Date and time formats, numeric and currency formats, weights and measurements, and telephone numbers and addresses. |
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Term
| Which among Guidelines, Principles, and Theories is at the highest level of abstraction? |
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Definition
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Term
| Which among Guidelines, Principles, and Theories is at the lowest level of abstraction? |
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Definition
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Term
| What are the devices (techniques) for getting the user's attention. |
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Definition
1. Intensity
2. Marking
3. Choice of fonts
4. Inverse video
5. Blinking
6. Color
7. Audio |
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Term
| How is intensity implemented? |
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Definition
| Use two levels only, with limited use of high intensity to draw attention |
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Term
| How is marking implemented? |
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Definition
| Underline the item, enclose it in a box, point to it with an arrow, or use an indicator such as an asterisk, bullet, dash, plus sign, or x |
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Term
| How is choice of fonts implemented? |
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Definition
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Term
| How is inverse video implemented? |
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Definition
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Term
| How is blinking implemented? |
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Definition
| Use blinking displays (2-4 hz) or blinking color changes with great care and in limited areas |
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Term
| How is color implemented? |
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Definition
| Use ip to four standard colors, with additional colors reserved for occasional use |
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Term
| How is audio implemented? |
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Definition
| Use soft tones for regular positive feedback and harsh sounds for rare emergency conditions |
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Term
| List Shneiderman's 8 Golden Rules of Interface Design |
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Definition
1. consistency
2. universal usability
3. informative feedback
4. yield closure
5. Prevent errors
6. easy reversal of actions
7. Support internal locus of control
8. Reduce short-term memory load. |
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Term
| Give and example of striving for consistency |
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Definition
| should be consistent sequences, actions, colors, and layout throughout the application |
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Term
| Give and example of catering to universal usability |
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Definition
| recognize the needs of divers users and design for plasticity. Add explanations for novices and features for experts |
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Term
| Give and example of offering informative feedback |
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Definition
| should be a system feedback for every user action |
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Term
| Give and example of designing dialogs to yield closure |
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Definition
| sequences should be organized into groups with a beginning, middle, and end |
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Term
| Give and example of prevent errors |
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Definition
| design the system so users cannot make serious errors |
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Term
| Give and example of permit easy reversal of actions |
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Definition
| as much as possible, actions should be reversible |
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Term
| Give and example of supporting internal locus of control |
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Definition
| should give the user a strong sense that they are in control |
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Term
| Give and example of reducing short-term memory load |
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Definition
| users should not be required to remember things when using the system |
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Term
| What are the parts of the Foley and van Dam cognitive model. |
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Definition
1. conceptual level
2. Semantic level
3. syntactic level
4. lexical level |
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Term
| Describe the conceptual level of the Foley and van Dam cognitive model |
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Definition
| the user's mental model of the interactive system |
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Term
| Describe the semantic level of the Foley and van Dam cognitive model |
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Definition
| describes the meanings conveyed by the user's input and by the computer's output display |
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Term
| Describe the syntactic level of the Foley and van Dam cognitive model |
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Definition
| how the user actions that convey semantics are assembled into complete sentences that instruct the computer to perform certain tasks |
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Term
| Describe the lexical level of the Foley and van Dam cognitive model |
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Definition
| device dependencies and with the precise mechanisms by which users specify the syntax |
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Term
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Definition
| the mismatch between the user's intentions and the allowable actions |
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Term
| Define the gulf of evaluation |
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Definition
| the mismatch between the system's representation and the user's expectations |
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Term
| List and explain Norman's four principles of good design. |
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Definition
1. The state and the action alternatives should be visible 2. There should be a good conceptual model with a consistent system image
3. the interface should include good mappings that reveal the relationships between stages
4. Users should receive continuous feedback |
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