Today

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Today
CS 321 Human-Computer Interaction

• Contextual Inquiry
• CD Ch. 2, 3, 4

• Observation Techniques and Field notes
• Using Ethnography in Contextual Design
• Observation Exercise

Next time

• Small Group Discussion
• The Psychopathology of Everyday Things by D.
  Norman

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Contextual Inquiry

• Learning what users do and what they care about.

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• Can you recall an incident where the design of
  something has caused a problem?

• What was it about the design that caused a
  problem?

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How do you turn on the shower?
This has got to be the worst design ever for a
shower control. It is so bad there is a sticker
on the faucet giving instructions for how to make
the water come out of the shower. You'll never
guess how you turn on the shower. You reach under
the faucet, grab the part where the water comes
out and pull down on it! Design suggestion This
design is bad for a number of reasons. One is
that nothing else works like this. Another is
that the "control" for turning on the shower
doesn't look anything like a control, so the
control is basically hidden. Frequently, when
devices come with instructions stuck on them,
there is a problem with the design.
www.baddesigns.com
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How do you eject a disk?
As a means of deleting files and documents, the
Macintosh trashcan is a perfectly intuitive
metaphor. Unfortunately, the designers decided
to extend the trashcan metaphor to include the
completely counterintuitive function of ejecting
diskettes drag an image of the diskette to the
trashcan to eject it from the computer. The
Macintosh simply took the trashcan metaphor too
far. They gave the trashcan magical powers that
are completely incompatible with the established
metaphorical association of deleting files. As a
result, new users express anxiety and dismay at
the metaphor, and even experienced users express
reluctance to use the metaphor I dont want to
delete the files on the diskette, I just want the
computer to spit it out.
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How do People reason aboutwhat they do?

• Reasoning requires a Knowledge Representation
  (KR)
• A Knowledge Representation Language (KRL) is a
  theory of Reasoning (cognition)

• KRL A structure to encode facts
• Methods for combining old facts to
  derive new facts

• Examples
• Formal Logic
• Neural Network
• Rule-Based Reasoning
• Case-Based Reasoning
• Model-Based Reasoning

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Mental Models

• The models people have of themselves, others, the
  environment, and the things with which they
  interact
• Small-scale-model of External Reality
• Consider alternatives
• Try out situations
• Use knowledge of past events in dealing with the
  present and future
• Provides predictive and explanatory power for
  understanding how things interact.

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Structural and Functional Models

• Structural Models
• An internalized form of a system
• Functional Models
• Internalized procedural knowledge of how a system
  works
• Examples
• How stop lights are between your house and SIUE?
• How look-up someones phone number?

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Conceptual Model

• A reasonably accurate and consistent
  representation of the target system.
• Design Goal
• Devise the conceptual model that reflects a
  users mental model

Users model of task
Users model of system
Conceptual Model
Designer
User
System Image
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Contextual Inquiry

• Field data-gathering technique
• Studies a select number of individuals in depth
  to arrive at an understanding of work practice
  across all customers
• - Ethnography
• Core Idea
• Go to where the user works
• Observe (participate)
• Discuss

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Four Principles of CI

1. Context
2. Partnership
3. Interpretation
4. Focus

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Context

• Get as close as possible to the ideal situation
  of being physically present.
• Gather data of an ongoing experience
• Gather concrete data
• Avoid abstract data
• Avoid summary experience
• Use real artifacts
• If a retrospective account is necessary, listen
  for holes and ask questions.

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Partnership

• Develop a collaborative relationship in trying to
  understand the work
• Relationship Models
• Interviewer/Interviewee
• Expert/Novice
• Guest/Host
• Parent/Child
• Master/Apprentice

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Interpretation

• Designs are built on the interpretation of facts
• From facts, the designer makes a hypothesis about
  what the fact means (interpretation)
• The hypothesis has an implication for the design
• Share interpretations design ideas with the
  user
• Validate your understanding
• Helps links design to the interpretation

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Focus

• Point of view the interview takes while studying
  work.
• Keep conversation on topic
• Guide the user toward parts of the work relevant
  to the design
• Watch for interpersonal triggers
• Surprises
• Contradictions
• Nods

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In Class Exercise

• Break-up into six groups (as evenly divided as
  possible)
• Swap war stories about
• Problems you have using a software program
• Choose the one everyone in the group thinks is
  the best story

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Gathering Observation Data Ethnographic Research
Ethnography is a research technique in
anthropology that involves the study of groups
and people within the context of their everyday
activities.
The approach requires the researcher become a
participant-observer, systematically recording
observations and experiences.
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Ethnographic Research

• Data gathered within natural setting.
• Develop a descriptive understanding.
• Setting includes dynamic network of inter-related
  variables.
• Qualitative research.

Famous Ethnographers Margaret Mead Jane
Goodall
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Ethnography and Design
In the context of design, the aim of ethnographic
research is to develop a thorough understanding
of current work practices as a basis for the
design of computer support.
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Characteristics of Ethnographic Research

• Researcher is the instrument.
• Data gathered in natural setting.
• Data gathered through observations, interviews,
  data analysis, and questionnaires.
• Data gathered using more than one of these
  sources and validated through cross checking.

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Stages of Collection

• Informal stage Collection of data insights used
  to modify data collection and refine research
  questions
• Formal stage sorting, organizing, and reducing
  the volume of the data
• Thick Description identifying patterns,
  interpreting causes, consequences, and
  relationships to understand and provide
  explanation
• Description should be sufficiently realistic for
  others to see the implications

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Observations
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Observational Data

• Rough materials collected during observation.
• Obtain relevant data needed to improve and/or
  change systems.
• Methods of recording data written notes,
  audiotape, sketches, photographs, and/or video
  tapes.

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Focus of Observations

• Physical setting.
• Activities.
• Human, social environment.
• Formal interactions.
• Informal interactions.
• Verbal Non-verbal communications.
• What does not happen.

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Field Notes
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Characteristics of Field Notes

• Organize data
• Accurate.
• Detailed, thorough.
• Descriptive.
• Content part and reflective part.

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Format Divided Page
The students sat quietly in the darkened lab. One
student sat in front of each of the multimedia
computers. Each computer faced the back wall
where the image from the instructors computer
was projected. The teacher demonstrated a step
with the software then had the children do the
same step on their computer. As each child
finished, the child waited for the teacher to
demonstrate the next step. . . .
How does this relate to the teachers learning
style?
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Format Large Left Margin
How does this relate to teachers preferred
Learning style?
The students sat quietly in the darkened lab. One
student sat in front of each of the multimedia
computers. Each computer faced the back wall
where the image from the instructors computer
was projected. The teacher demonstrated a step
with the software then had the children do the
same step on their computer. As each child
finished, the child waited for the teacher to
demonstrate the next step. . . .
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Format Separate Files
Save descriptive part of field notes in one file.
Use large left margin. Save reflective part of
field notes in second file.
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Keep in Mind

• Transcribe data into field notes as soon as
  possible after observation.
• Dont discuss observations with your team until
  you have written the field notes.
• Find quiet place to work that contains necessary
  equipment.
• Allow sufficient time for transcription and
  interpretation.

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Exercise
Observation/Note Taking Assignment

• Purpose
• To observe and describe a work setting, an
  individual working within that setting, and the
  actions of the individual.
• To practice developing field notes and
  interpreting observation data