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Hci > Hci Midterm > Flashcards

Hci Midterm Flashcards

1
Q

about creating user experiences that enhance and extend the way people
work, communicate and interact.

A

Interaction design

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2
Q

Bringing together different people with different
backgrounds, training and specialization gives the
opportunity to produce different ideas and designs with
creativity.

A

Working together as
multidisciplinary
team

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3
Q

website consultants, startup companies,
and mobile computing industries have all realized
its pivotal role in successful interactive products

A

Interaction design in business

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4
Q

generally regarded as ensuring that
interactive products are easy to learn, effective to
use, and enjoyable from the user’s perspective.

A

Usability

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5
Q

refers to how good a system is at doing what it is supposed to do.

A

Effectiveness

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6
Q

refers to the way a system supports users in carrying out their
tasks

A

Efficiency

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7
Q

protecting the user from dangerous conditions and undesirable situations.

A

Safety

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8
Q

refers to the extent to which the system provides the right kind of functionality so that users can do what they need or want to do

A

Utility

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9
Q

refers to how easy a system is to learn to use. It is well known that people don’t like spending a long time learning how to
use a system

A

Learnability

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10
Q

refers to how easy a system is to remember how to use, once learned

A

Memorability

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11
Q

The more visible functions are, the more likely users will be able to know what to do next

A

Visibility

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12
Q

about sending back information about what action has been done and what has been accomplished,
allowing the person to continue with the activity

A

Feedback

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13
Q

refer to the way physical objects restrict the movement of
things.

A

Physical constraints

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14
Q

rely on people’s understanding of the way the world works.

A

Logical constraints

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15
Q

rely on learned conventions, like the use of red for
warning, the use of certain kinds of audio signals for danger, and the use of the smiley face to represent happy emotions.

A

Cultural constraints

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16
Q

the relationship between controls and their effects in the world.

A

Mapping

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17
Q

designing interfaces to have similar operations and use similar elements for achieving
similar tasks.

A

Consistency

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18
Q

an attribute of an object that allows people to know how to use it.

A

Affordance

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19
Q

always keep users informed about what is going on, through providing
appropriate feedback within reasonable time

A

Visibility of system status

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20
Q

speak the users’ language, using words, phrases and
concepts familiar to the user, rather than system oriented terms

A

Match between system and the real world

21
Q

provide ways of allowing users to easily escape from places they
unexpectedly find themselves, by using clearly marked ‘emergency exits

A

User control and freedom

22
Q

avoid making users wonder whether different words, situations, or actions mean the
same thing

A

Consistency and standards

23
Q

use plain language to describe the nature of the problem
and suggest a way of solving it

A

Help users recognize, diagnose, and recover from errors

24
Q

where possible prevent errors occurring in the first place

A

Error prevention

25
Q

make objects, actions, and options visible

A

Recognition rather than recall

26
Q

provide accelerators that are invisible to novice users, but allow more experienced
users to carry out tasks more quickly

A

Flexibility and efficiency of use

27
Q

avoid using information that is irrelevant or rarely needed

A

Aesthetic and minimalist design

28
Q

provide information that can be easily searched and provides help in a set of concrete
steps that can easily be followed

A

Help and documentation

29
Q

a description of the proposed system in terms of a set of integrated ideas and concepts about
what it should do, behave and look like, that will be understandable by the users in the
manner intended.

A

conceptual models

30
Q

This kind of conceptual model describes
how users carry out their tasks through
instructing the system what to do

A

Instructing

31
Q

This conceptual g model is based on the idea of a
person conversing with a system, where the
system acts as a dialog partner. In particular, the
system is designed to respond in a way another
human being might when having a conversation
with someone else

A

conversing

32
Q

This conceptual model describes the activity of
manipulating objects and navigating through
virtual spaces by exploiting users’ knowledge of
how they do this in the physical world.

A

manipulating and navigating

33
Q

This conceptual model is based on the idea of
allowing people to explore and browse
information, exploiting their knowledge of how
they do this with existing media (

A

Exploring and browsjng

34
Q

a conceptual model that has been developed to be similar in some way
to aspects of a physical entity (or entities) but that also has its own behaviors and
properties.

A

Interface Metaphors

35
Q

Several commentators have criticized the use of
interface metaphors because of the cultural and
logical contradictions involved in accommodating
the metaphor when instantiated as a GUI.

A

breaks the rules

36
Q

Another constraining argument against interface metaphors is
that they are too constraining, restricting the
kinds of computational tasks that would be useful
at the interface.

A

Too constraining

37
Q

By trying to design the interface metaphor to fit in
with the constraints of the physical world,
designers are forced into making bad design
solutions that conflict with basic design principles.

A

conflicts with design principles

38
Q

a particular
philosophy or way of thinking about interaction design. It is intended to orient
designers to the kinds of questions they need to ask. A recent trend has been to
promote paradigms that move “beyond the desktop.”

A

Interaction paradigms

39
Q

computers to disappear into the
environment so that we would be no longer aware of them and would use them without thinking about them.
As part of this process, they should “invisibly” enhance the world that already exists rather than create
artificial ones

A

ubiquitous computing

40
Q

a direct follow-on of ideas arising from ubiquitous computing.
The idea is that people should be able to access and interact with information any place and any time, using a
seamless integration of technologies

A

pervasive computing

41
Q

Many of the ideas behind ubiquitous computing have since
inspired other researchers to develop technologies that are part of the environment.

A

wearble computing

42
Q

finding ways to combine digital information with physical objects and
surfaces (e.g., buildings) to allow people to carry out their everyday activities.

A

Augmented reality

43
Q

This interaction paradigm
proposes that the computer attend to user’s needs through anticipating what the
user wants to do. Instead of users being in control, deciding what they want to do
and where to go, the burden should be shifted onto the computer.

A

attentive environment and transparent computing

44
Q

In the new paradigms mentioned above, the emphasis is on
exploring how technological devices can be linked
with each other and digital information in novel ways that
allow people to do things they could not do before.

A

the workaday world

45
Q

what goes on in our heads when we carry out our everyday activities. It
involves cognitive processes, like thinking, remembering, learning, daydreaming,
decision making, seeing, reading, writing and talking. There are many different
kinds of cognition. Norman (1993) distinguishes between two general modes:
experiential and reflective cognition. Norman points out that both modes are
essential for everyday life but that each requires different kinds of technological
support.

A

cognition

46
Q

the process of selecting things to concentrate on, at a point in time,
from the range of possibilities available. Attention involves our auditory and or
visual senses. Attention allows us to focus on information that is relevant to what
we are doing. The extent to which this process is easy or difficult depends on (i)
whether we have clear goals and (ii) whether the information we need is salient in
the environment:

A

attention

47
Q

refers to how information is acquired from the environment, via the
different sense organs (e.g., eyes, ears, fingers) and transformed into experiences of
objects, events, sounds, and tastes (Roth, 1986). It is a complex process, involving
other cognitive processes such as memory, attention, and language. Combinations of
different media need also to be designed to allow users to recognize the composite
information represented in them in the way intended.

A

perception

48
Q

involves recalling various kinds of knowledge that allow us to act
appropriately. It is very versatile, enabling us to do many things. Simply, without
memory we would not be able to function. It is not possible for us to remember
everything that we see, hear, taste, smell, or touch, nor would we want to, as our
brains would get completely overloaded. A filtering process is used to decide what
information gets further processed and memorized.

A

memory

49
Q

written text can be
rapidly scanned in ways not possible when listening to serially presented spoken
words

A

reading

Hci (3 decks)

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