hciu pt0988

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

GROUP ASSIGNMENT Human Computer Interaction & Usability Project Title

“Quiz Game Project for Youngsters ”

Submitted By:

Himanshi Goyal

Submitted To :

(pt0881115)

Romil Rohra

(pt0881125)

Ankit Kumar Singh

(pt0881132)

Rahul Kumar Singh

Ms. Nonita Sharma (Module Lecturer)

(pt0881135)

Asia Pacific Institute Of Information Technology Technolog y

Page 1

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Acknowledgement

According to one of the greatest thought “Teachers are no less than the Almighty” we here by would like to take this opportunity to bow our special thanks to the Faculty of “Human Computer Interaction & Usability”, Ms. Nonita Sharma who had continually helped and motivated us to complete the assignment. It was really a wonderful experience for us to work under such a dynamic and helping personality. She gave us the knowledge of each & everything related and beyond the module in order to enhance our skills and this assignment has been made possible due to her expertise and knowledge. Also we would like to take this opportunity to thanks the Librarian and all the friends who have been a source of motivation and ideas for their help.

Himanshi Goyal

(PT0881115)

Romil Rohra

(PT0881125)

Ankit Kumar Singh

(PT0881132)

Rahul Kumar Singh

(PT0881135)


Page 2

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Certificate

This is to certify that this group consisting of Himanshi Goyal-

PT0881115,

Romil Rohra-

PT0881125,

Ankit Kumar Singh-

PT0881132,

Rahul Kumar Singh-

PT0881135

has successfully completed their project named “Video Game Project For Youngsters” of the Module “Human Computer Interaction & Usability” as per STAFFORDSHIRE UNIVERSITY guidelines, under my guidance.

Ms. Nonita Sharma (Module Lecturer) APIIT SD INDIA


Page 3

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Table of Contents Acknowledgement ........................................................................................................................................ 2 Certificate...................................................................................................................................................... 3 Individual Component .................................................................................................................................. 6 By: Ankit Kumar Singh (pt0881132) ........................................................................................................ 6 What is User Profiling Activity ................................................................................................................ 6 Why we need user profiling – ................................................................................................................... 6 Classification of user on the basis of domain knowledge and expertise – ................................................ 7 Human Factors .......................................................................................................................................... 8 Stake holders analysis – ............................................................................................................................ 9 Data Gathering Techniques- ................................................................................................................... 10 Task Analysis .......................................................................................................................................... 14 REFRENCES .......................................................................................................................................... 16 Group Component ....................................................................................................................................... 17 What is User Profiling Activity – ........................................................................................................... 17 Why we need user profiling – ............................................................................................................. 17 Stake holders analysis – .......................................................................................................................... 20 Data Gathering Techniques ..................................................................................................................... 21 Conclusion – ........................................................................................................................................... 29 Task Analysis .......................................................................................................................................... 30 Impact on Design .................................................................................................................................... 46 Individual Component ................................................................................................................................ 49 Usability Goals ............................................................................................................................................ 49 Design Principles ........................................................................................................................................ 55 Competitive Analysis .................................................................................................................................. 59 References ............................................................................................................................................... 59 Group Component ....................................................................................................................................... 60 3. Design & Prototype ................................................................................................................................. 65 3.1 Individual Component by Student Rahul Kumar Singh ................................................................... 65 3.1.1 Card sorting ................................................................................................................................ 65 Advantages of card sorting ................................................................................................................. 67 Disadvantages of card sorting ............................................................................................................. 67

Asia Pacific Institute Of Information Technology

Page 4

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.1.2 Types of Design ......................................................................................................................... 68 3.1.3 What is Participatory Design? .................................................................................................... 69 3.1.4 Prototyping ................................................................................................................................. 69 References ............................................................................................................................................... 73 3.2.1 PHYSICAL DESIGN ................................................................................................................ 74 3.2.2 PROTOTYPING ........................................................................................................................ 81 3.2.3 EACH SCREEN PURPOSE & STRATEGY BEHIND DESIGN ............................................ 94 3.2.4 IMPACT ON RESULT .............................................................................................................. 97 Evaluation ................................................................................................................................................... 99 Individual Component ............................................................................................................................ 99 By: Himanshi Goyal (pt0881115) ........................................................................................................... 99 What is Evaluation? ............................................................................................................................ 99 What is USABILITY TESTING? ..................................................................................................... 100 What is EVALUATION PARADIGM? ........................................................................................... 101 How many types of evaluation paradigms are there? Define them. .................................................. 101 What are the techniques used? .......................................................................................................... 102 Describe DECIDE Framework ?...................................................................................................... 102 What is Heuristic Evaluation? ........................................................................................................... 105 What are Usability Heuristics? ......................................................................................................... 106 References ............................................................................................................................................. 107 4.2.1 DECIDE FRAMEWORK ........................................................................................................ 109 4.2.2

EVALUATION PARADIGM (USABILITY TESTING) ................................................ 113

Error description: .................................................................................................................................. 121 4.2.3 HELP & DOCUMENTATION ............................................................................................... 124 4.2.3

HEURISTIC EVALUATION ........................................................................................... 126


Page 5

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Individual Component By: Ankit Kumar Singh (pt0881132) What is User Profiling Activity

The process or act of “establishing and collecting knowledge about the users related to any specific system of all the users who are expected to use the system and also of what these users

want to do” can be termed as User Profiling. In others words we can say that User profiling is the activity of gathering data regarding intended users, either individual, novice or casual or expert ones. Just designing appropriate interfaces would not help, since, users attributes may vary from place to place and many other factors too. User profiling involves identifying user attributes like physical proximities, background, preferences and skills, which may help in co-coordinating and prioritizing user requirements. Why we need user profiling –

We need user profiling activity to get detailed and precise information regarding the requirements needed by the user in system. User profiling plays a vital role in framing the system usable which is easy to learn, remember and easy to use. User Profiling is done so that it can

aspire to the system to match the user‟s tasks and to meet the user requirements. Without prop er User Profiling, the interface will fail if it does not know what the actual user require. The system will fail if it is not as per the requirement of user. In order to make the system, it is important to understand the capabilities and limitations of those we are designing for our users. Under user profiling we had to consider following facts for identifying attributes of users – 1. Who are the users : It includes:

Physical Characteristics



Background



Skills



Preferences

2. Where is the task performed – It includes:-


Page 6

Level-2(CSE)

HCIU



Place



Audio is required for system or not?



Background.

GROUP ASSIGNMENT

3. Relationship between user and data – It describes and gathers information regarding whether the data related to system is personal or common. 4. How often tasks are performed – It gathers about how frequent the tasks are performed? In other words, how frequent the user is using the system. Frequency of task depends on the number of users using the system and on publicity and the ease of use of system. 5. What are time constraints – Mainly time constraint feature deals with these points: 

Positioning of functions



Time out.

Classification of user on the basis of domain knowledge and expertise –

The entire user domain can also be divided on the basis of knowledge possessed by the intended users. They can be categorized as under – 1. Novice Users – These are the users who has either no or limited knowledge of the occupational task to be performed, and of computers and interface concepts. They are very new to the system and will need a simple and basic interface. These may include that domain of users that has no prime knowledge of basic computer handling and software handling. But this domain will constitute very less numbers of users involved in present era of technology. 2. Knowledgeable Intermittent Users- These are the users who understand the main concept of the task. They also have a broad knowledge of computers and interface

concepts. These users may have problems in maintaining the system as they don‟t have a deep knowledge of the system. The users in this group come under the less frequent users group and hence may sometimes feel some problems in dealing with the system. 3. Expert Frequent (Power) Users- This user domain may include computer geeks. This user force may include the developers and engineers who all are often involved in


Page 7

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

developing computer applications. They are termed as frequent users, due to their tendency of maintaining close relations to computer world. These mostly use shortcuts to accelerate the works faster. Human Factors –

Considering human factors is a potent part of constructing a design of any system. Knowing

users‟ capability and restrictions is important for guiding the arrangem ent of controls and components of any system. Certain Human Factors effecting interface working are – 1. Physiology- It mainly deals with the physical build up or body parts of the users. It

deals with the physical abilities and disabilities of the users. The design of system or interface is many a times affected by human physiology or physical built up factors. Hence, designers must take care of various techniques for users to access input and output modules. Physiology can be covered under three points – 

Reaction Time – It is the response which an user takes to response for a action or an activity. It vary from one user to another one.



Movement – It is related to the displacement of controls in any specific system. Or it may be termed as the speed of accessibility of different components across the screens of game by the user to handle the control of video game.



Disability – Users may also possess some disabilities which may restrict them to make full use of system. Diseases like Rheumatoid arthritis often restrict users from accessing interfaces containing too many buttons and splash screens. Hence, proper use of mouse control has been considered and tools like arrows keys will be used to handle input modules.

2. Cognition- Cognition is the scientific term for "the process of thought" and it is

basically related to brain of human body. It is related with the aspect that how many things we can understand at a same time. It mainly deals with the human understanding, thinking, reasoning, problem solving capabilities, memory and . It also deals with the time span for which an individual can pay attention to a specific task.

According to George Miller‟s (1956) theory, 7 ± 2 chunks of information can be held in short – term memory at any time. This concept must be followed while designing the interface for any system.


Page 8

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3. Perception- It describes perceiving power of users. It is the capabilities and

limitation of visual processing and understanding how users perceive size and depth, brightness and color etc. related to any specific interface or system. While designing the system, care should be taken about all the human cognition and perception factors which could affect the output of the system.  It can be measured by mainly these laws: Law of Proximity-

Describes that objects near each other tend to be

grouped together.

 Law of Closure- Describes

 Law of Similarity- Items

objects grouped together are seen as a whole.

that are similar tend to be grouped together.

Stake holders analysis –


Page 9

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

An analysis of those who have shares in the system or who are directly or indirectly affected by the success and failure of the system. The stakeholder concept was first used in a 1963 internal memorandum at the Stanford Research institute. It defined stakeholders as "those groups without whose support the organization would cease to exist. The four main categories of stockholders affecting our system are listed below: Primary Stakeholders – Users

who directly uses the system are known as

Primary Stakeholders. These users actually use all the resources of the system. They are the persons who are affected either positively or negatively due to the project.  Secondary stakeholders – Those

who don‟t work on the system but need

reports regarding system at regular interval of time or in other words we can say that who are interested in progress reports of system are kept under the category of secondary stakeholders. This may include project managers, system managers etc.  Tertiary Stakeholders

– Those who are the owner of the system and

those who are investing money and their capital in development of the system comes under the category of Tertiary Stakeholders. i.e all who are interrelated with loss and profit of system comes under tertiary stakeholders or those who help in managing the system comes under this category.  Facilitating Stakeholders – The

persons who are involved in designing,

developing and maintaining the products are known as Facilitating stakeholders. Data Gathering Techniques-

Any project or task requires a healthy amount of data. Based on this data, the team can induce its work on the project. Data gathering is simply collecting information related to a project or task from the user or any other sources. Mainly there are five techniques for collecting or gathering information: 

Questionnaires


Page 10

Level-2(CSE)

HCIU 

Interviews



Workshops or Focus Groups



Naturalistic Observation



Studying Documentation

GROUP ASSIGNMENT

In present era of technology, there can‟t be pre-defined standards set to meet before designing a scenario or project. The requisites of system being developed significantly depend upon the targeted users and the conditions provided to the system when it is embryo staged. Moreover, when it comes to interface designing, it becomes all the more potent to consider user expectations to make the system a popular entity among user community. Hence, in order to determine the user requirements and considering the market demands, designers often follow various data gathering techniques. 1. Questionnaires :

Is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.



A series of questions designed to elicit specific information.



Provides quantitative and qualitative data both.



Advantages 

If numbers of users are more then this is the best way to gather data from users.


Page 11

Level-2(CSE)

HCIU 

GROUP ASSIGNMENT

It is less time consuming in comparison to another data gathering methods.



By the help of this data gathering technique we can easily analyze the data gathered from users.

 

Here, we get more diversity among users.

Disadvantages 

Here user gets a limited number of choices to answer.



Questions could be misunderstood by the user, so that we will not be able to analyze correct data.



Sometimes users don‟t take these activity serio usly, so data what we gather doesn‟t give correct information.

2. Interviews: - An interview is a conversation between two or more people (the

interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. It is good for exploring issues, encourage people to respond. 

Advantages 

Interviews are useful for untangling complex topics.



The Interviewer can probe deeper into a response given by an interviewee.





Interviews produce a higher response rate.



Enable to learn about things that cannot be directly observed.

Disadvantages 

It is very time consuming.



It is not used for a large number of people.



It is not cost effective and can produce more cost.

3. Naturalistic Observation:

The main event under naturalistic observation is spending time with stakeholders in their day to day tasks. This can be done by hired experienced professionals or the developer himself.



It becomes the sole responsibility of observer, to identify the user requirements and problems they are facing. For this observer may


Page 12

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

develop a plan and study the environment, user‟ behavior as per his considerations. Involves collecting behavioral data in real-life situations.





Advantages 

Naturalistic observation is done by a professional individual, who tries to identify the problems faced by users in general and tries to develop and deliver a system solution that turns out to be feasible for the entire user community and not as per the specifications of sector specific users.



Can prove efficient for data gathering, since analyzing the data tasks is solely dependent on developer himself.



Theoretically, it may prove to be time consuming but our team‟ ideology believes it to be very time efficient. Proper analysis done by a single and unbiased external observer would definitely result into a fast requirement portfolio constructer.



Disadvantages 

The clear requirement specification of targeted users may not evolve clearly. As it is, requirement analysis entirely depends on a single observer.



Sometimes may result into time consuming technique, if requirement portfolio takes more time in analysis phase.

4. Workshops or focus groups 

Group interviews rather than one on one interview.



We will be gathering data through focus groups as it is done for analysis before the system is made.



Facilitator is required to keep conversation on track. 



Advantages 

Less time consuming than individual interviews time.



Useful for exploring attitudes and getting a range of opinions.



Opportunity to explore different sides of a question.

Disadvantages


Page 13

Level-2(CSE)

HCIU

GROUP ASSIGNMENT



Bias and manipulation: leading the participants.



It may happen that some participants may not tackle the situation well.



Difficulty in making generalizations.

5. Studying documentation

Is a technique to gather information for an existing system.Here we go through the documentation of existing one and then analyze the information regarding new ones. Task Analysis

It is a method/set of methods for understanding the tasks users carry out with a product/system. To analyze the underlying rationale and purpose of what people are doing; what are they trying to achieve, why are they trying to achieve it, and how are they going about it? Key terminologies used in task analysis are GOAL and TASK.

– GOAL - the state that the human wishes to achieve –

TASK- the activity required in order to bring about the state the human wishes to

achieve (the goal) In other words we can say that any method how the user is performing any activity is termed as Task Analysis. .Benefits of performing task analysis: 

It can be used to improve the current design.



Helpful in identifying problems in the proposed system.



For identifying the requirements for the new design.



Helpful in designing training materials and manuals.



In developing evaluation plans.



In conducting basic usability evaluations.


Page 14

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

Tells about how users are using the existing products and how they may interact with future products.

Three potential uses of task analysis in the design process:

Hierarchical Task Analysis (HTA) is a commonly used means of breaking tasks down into a

smaller tasks, operations and plans. This depicts a clear picture of the various task needed to be accomplished in order to achieve the final goal. It involves breaking a task down into subtasks


Page 15

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

and then into sub – subtasks. These are then grouped together as plans that specify how the tasks might be performed in an actual situation. The starting point is a user goal, and then examined the main tasks associated with achieving that goal.

REFRENCES 

http://www.openinterface.ie/usability_userprofiling.html[Accessed on 15th September, 2010]



http://otal.umd.edu/UUGuide/jingwu/ [Accessed on 15th September, 2010]



http://www.thefreedictionary.com/law+of+proximity[Accessed on September 15, 2010]



http://www.thefreedictionary.com/law+of+closure[Accessed on September 15, 2010]



http://www.euforic.org/gb/stake1.htm [Accessed on September 16, 2010]



http://www.12manage.com/methods_stakeholder_analysis.html [Accessed on September 16, 2010]



http://www.ehow.com/facts_5875462_primary-stakeholders_.html [Accessed on September 16, 2010]



http://www.usabilitynet.org/tools/taskanalysis.htm [Accessed on September 15, 2010] http://classweb.gmu.edu/ndabbagh/Resources/Resources2/taskanalysis2.ht m [Accessed on September 15, 2010]


Page 16

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Group Component

What is User Profiling Activity –

The process or act of “establishing and collecting knowledge about the users related to any specific system of all the users who are expected to use the system and also of what these users

want to do” can be termed as User Profiling. In others words we can sa y that User profiling is the activity of gathering data regarding intended users, either individual, novice or casual or expert ones. User profiling can be used for knowledge processing concerned with users –  Identifying actual users – Video

Game Project can be used publicly on a very large

scale over internet. As video game on behalf of society build up, it may involve users acquiring most of the human attributes. Video game can be played by anyone above 15 years of age. These may include teenagers, young adults, and adults, irrespective of their sex discrimination. Video game which is among popular entertaining entity across over the world. Mainly it is being developed for Entire society not for any specific region; hence the backgrounds are applied as per a standard attribute. Moreover, video game works irrespectively of profession oriented issues. It can be used for playing and entertainment purposes, by different users at same time. Why we need user profiling –

We need user profiling activity to get detailed and precise information regarding the requirements needed by the user in existing systems. There are already many existing video games for youngsters , hence user profiling becomes all the more important for developer, since this activity can only lead us to construct an environment where users can switch up, finding it more comfortable according to his need and area of interest. Hence, for this, under user profiling we had to consider following facts for identifying attributes of users –


Page 17

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Who are the users – 

Physical Characteristics – Physical aspects concerned with the user like their heights and weights are not considered as an issue, since this is not a limitation applied on user of any

domain. User profiling activity is basically focused on the fact that user doesn‟t have any problem with any specific color . Background themes and text color are taken considering proper RGB values so that they do not strain eyes of users. 

Background – 

Video Game focuses users with minimal computer hardware knowledge like that of mouse for dealing with various controls of game and keyboard access for responding to game services.



The user needs to be literate enough to understand English language. Entire game controls communicate with the user in English language.



Based on the above terms and conditions, user profiling technique is largely focused on user domain that mainly comprises of youngsters. Youngsters, irrespective of their fields of specializations, are highly concerned with computer basics, so they have minimal knowledge of computers. Moreover, young adults, job professionals are also focused for information gathering.



Skills – The user is expected to have basic knowledge regarding dealing with splash screens of video game that controls the running state related to game. The user must know how to use controls, some specific keys like arrow, up-down ones etc. Apart from these, no as such skills are needed, since; game will be itself very interactive.



Preferences – Game will be very efficient in handling its working and controls. It will be compatible with run efficiently in any operating system. As it is a video game, efficiency of game proves with the fact that, game will be easily available with the same intensity.

Where is the tasks performed –

The video game will be played from anywhere, any part of the world, provided the system should have any operating system. The site to access Video Game can be played in an internet


Page 18

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

cafe or simple computer nodes planted in homes as personal computers. Effective Sound system will be required around the place or within the system where game is to be played because video game will consist of an effective sound system. This will definitely increase the interest of user in game. Relationship between user and data –

It describes and gathers information regarding whether the data related to system is personal or common. In video games data will be in common form. It also tells about whether the data are access protected or not? Each and every user will be able to see and visualize the data and information present in the video game regarding the system of video game. Regarding the access right, of course there will be some information that will be not shown to user before playing the game. How often tasks are performed –

It gathers information about how frequent the tasks of playing a video game are performed. Frequency of task depends on the number of users using the system. In other words, how frequent the user is using the system. The frequency of the task also depends on the users, publicity and the ease of use. Being a video game, the users would be screening it recurrently if it will create an impact on users it will make them addicted of it. What are time constraints –

Mainly time constraint feature deals with these points: 

What functions will users be in a hurry for? 

Positioning of functions



Which can wait?



Is there a timing relationship between tasks? 

Time out

As per the video game is concerned the factor which can be taken into account whether the functions and controls related to game are placed at correct place or not? Time Out facility can also be taken in consideration when we search out for video game as whether the user is able to complete the game in given span of time


Page 19

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

or not? Or , whether a user is able to complete the allotted task in specific time interval or not? Stake holders analysis –

An analysis of those who have shares in the system or who are directly or indirectly affected by the success and failure of the system. The stakeholder concept was first used in a 1963 internal memorandum at the Stanford Research institute. It defined stakeholders as "those groups without whose support the organization would cease to exist. The four main categories of stockholders affecting our system are listed below: Primary Stakeholders – Users

who directly uses the system are known as

Primary Stakeholders. These users actually use all the resources of the system. They are the persons who are affected either positively or negatively due to the project. 

For our video game primary stakeholders will be :

Teenagers.



Students.



Professionals.



Adults.

 Secondary stakeholders – Those

who don‟t work on the system but need

reports regarding system at regular interval of time or in other words we can say that who are interested in progress reports of system are kept under the category of secondary stakeholders. This may include project managers, system managers etc. 

For our video game:

Our very much concerned is required of how the application developed is working. For this we need continuous reports about the working of system in order to keep the application developed in its best running state at regular time interval. So, we our self categorize under the secondary stakeholder criteria.

 Tertiary Stakeholders

– Those who are the owner of the system and

those who are investing money and their capital in development of the


Page 20

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

system comes under the category of Tertiary Stakeholders. i.e all who are interrelated with loss and profit of system comes under tertiary stakeholders or those who help in managing the system comes under this category. For our video game:-





We all group members will be tertiary stakeholders as we all are going to invest on development of video game and we will bear the profit and loss related to game. So , we our self declare to be the tertiary stake holders for our video game project.

 Facilitating Stakeholders – The

persons who are involved in designing,

developing and maintaining the products are called as Facilitating stakeholders.

For our video game:-





As we four group members are going to develop, design and maintain our video game. So we our self categorize under facilitating stakeholders.

Data Gathering Techniques

Any project or task requires a healthy amount of data. Based on this data, the team can induce its work on the project. Data gathering is simply collecting information related to a project or task from the user or any other sources. Mainly there are five techniques for collecting or gathering information: 

Questionnaires



Interviews



Workshops/Focus Groups






Studying Documentation


Page 21

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

The requisites of system being developed significantly depend upon the targeted users and the conditions provided to the system of video game when it is embryo staged. Moreover, when it comes to interface designing, it becomes all the more potent to consider user expectations to make the system a popular entity among user community. Hence, in order to determine the user requirements and considering the market demands, designers often follow various data gathering techniques. Our team has followed:

Questionnaires



Workshops/Focus Groups




For data gathering technique. 1. Questionnaires

Since we have to design a video game project for youngsters, our project includes large number of users form places which are geographically as well as culturally apart. In this situation questionnaires can be a good option for collecting valuable data. We will prepare printed as well as online questionnaires in order to reach large community of youngsters. Here‟s a small sample of our questionnaire: -

1. Which age group you belong to? o

10-15

o

16-20

o

21-26

o

Above 26

2. How old were you when you played your first video game? o

Kindergarten

o

.Junior high school

o

High school


Page 22

Level-2(CSE) o

o

HCIU

GROUP ASSIGNMENT

College level Others (please specify)

3. Your Gender? o

.Male

o

.Female

4. What is Yours Educational background? o

o

Have not completed high school In college

o

Finished college degree

o

Master degree

o

Others (please specify)

5. Which type of game you like to play most? o

Arcade style

o

Card, logic, Quiz and board games

o

Graphical adventure

o

Strategy

o

Shooter

o

6.

Other (Please specify)

How many days in a week do you typically play video game? o

o

o

One Two Less than once a week

o

Seven

o


7. How long is your playing session at a single time? o

Less than 15 mins

o

One to two hrs

o

Six to eight hrs

o

Twelve to fifteen hrs


Page 23

Level-2(CSE) o

HCIU

GROUP ASSIGNMENT


8. Where do you mostly play in game? o

o

Home

Friend‟s home

o

Office

o

Internet café/ gaming store

o


9. With whom you play most? o

Alone

o

With a friend

o

Alone but on the internet

o

With a friend who may or may not be playing but is involved in the activity to some extent

10. How do you select game to play? o

Interface

o

Speed

o

Friends feedback

o

Random

11. What kind of background sound you like? o

Silence

o

Play a song

o

Any tune

o

Game commentary

12. Do you like to save your records always? o

Yes

o

No

13. Which of these is easy for you to navigate? o

Buttons

o

Icons

o

Labels

14. Why you like to play video game?


Page 24

Level-2(CSE) o

o

o

HCIU

GROUP ASSIGNMENT

Hobby Entertain or to spend time with friends Train your brain

o

Take out frustration

o


15. Problems faced by you while playing games and what you suggest to rectify it?

Advantages of using questionnaires :

i.

By using questionnaires for data collection, we can cover a large geographical area. We can understand the interests of youngsters from different regions and culture.

ii.

Questionnaires are very inexpensive way to collect valuable information. It will not prove to be a burden on our small budget of video game project.

iii.

Data collection through questionnaires takes very less time.

iv.

Since questionnaire prepared by us is consisting of objective questions (providing choices), it will be easy to interpret and evaluate the gathered data.

Analysis Of Gathered Data

1. Which age group you belong to? o

10-15

(25%)

o

16-20

(35%)


Page 25

Level-2(CSE) o

o

HCIU 21-26

GROUP ASSIGNMENT

(20%)

Above 26 (20%)

2. How old were you when you played your first video game? o

Kindergarten

(10%)

o

.Junior high school

(40%)

o

High school

(40%)

College level

(10%)

o

o


3. Your Gender? o

.Male

(60%)

o

.Female

(40%)

4. What is Yours Educational background? Have not completed high school

(40%)

In college

(40%)

o

Finished college degree

(10%)

o

Master degree

(5%)

o


(5%)

o

o

5. Which type of game you like to play most? o

Arcade style

o

Card, logic, Quiz and board games

(5%) (45%)

o

Graphical adventure

(10%)

o

Strategy

(20%)

o

Shooter

(10%)

o

Other (Please specify)

(10%)

6. How many days in a week do you typically play video game? o

o

o

o

One

(10%)

Two

(30%)

Less than once a week

(5%)

Seven

(35%)


Page 26

Level-2(CSE) o

HCIU Others (please specify)

GROUP ASSIGNMENT (20%)

7. How long is your playing session at a single time? o

Less than 15 mins

(10%)

o

One to two hrs

(15%)

o

Six to eight hrs

(0%)

o

Twelve to fifteen hrs

(0%)

o


(75%)

8. Where do you mostly play in game? Home

(25%)

Friend‟s home

(25%)

o

Office

(5%)

o

Internet café/ gaming store

(25%)

o


(20%)

o

o

9. With whom you play most? Alone

(40%)

o

With a friend

(25%)

o

Alone but on the internet

(25%)

o

With a friend who may or may not be playing but is involved in the activity to

o

some extent

(10%)

10. How do you select game to play? Interface

(305%)

o

Speed

(25%)

o

Friends feedback

(30%)

Random

(25%)

o

o

11. What kind of background sound you like? o

Silence

(15%)

o

Play a song

(35%)

o

Any tune

(35%)

o

Game commentary

(15%)

12. Do you like to save your records always? o

Yes

(45%)


Page 27

Level-2(CSE) o

HCIU No

GROUP ASSIGNMENT

(55%)

13. Which of these is easy for you to navigate? Buttons

(45%)

o

Icons

(35%)

o

Labels

(30%)

o

14. Why you like to play video game? Hobby

(20%)

Entertain or to spend time with friends

(40%)

Train your brain

(20%)

o

Take out frustration

(10%)

o


(10%)

o

o

o

15. Problems faced by you while playing games and what you suggest to rectify it?

2. Focus groups 

As it is a way to gather information from a group to acquire knowledge about their requirement of video game project.


Page 28

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

Advantage of using this technique is that here we gather information before the system is made. So, we can understand the requirement of youngsters easily regarding a video game.

3. Naturalistic observation

Since our audience includes majority of small kids who can‟t be able to fill up questionnaires, we have an alternate data gathering technique for them. We can observe them for few days. We can spend time with them to understand their interests. Advantages of Naturalistic observation:-

i.

This technique will be suitable for understanding youngsters as some of them don‟t take some data gathering technique seriously.So,we can observe them to understand their likes and dislikes.

ii.

Naturalistic observation is one of the best techniques to gather data, since youngsters in their natural environment will behave naturally. In this way information gathered is not biased.

Conclusion –

After applying activities like user profiling we were able to sort out our targeted users. User Profiling also helped in identifying attributes of the user, which enabled us to construct an video game not just another so called game. The activities like finding relation between user and data, frequency of tasks performed enables us to judge the importance of particular modules. Moreover, data gathering techniques applied made the scenario for user force quite clear. Special attention was paid towards application of effects on the pictures that will be used in the interface, so that the game turns out to be an paradise instead of a laid down continued source of frustration.


Page 29

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Task Analysis

It is a method/set of methods for understanding the tasks users carry out with a product/system. To analyze the underlying rationale and purpose of what people are doing; what are they trying to achieve, why are they trying to achieve it, and how are they going about it? Key terminologies used in task analysis are GOAL and TASK.

– GOAL - the state that the human wishes to achieve – TASK- the activity required in order to bring about the state the human wishes to achieve (the goal)





Task analysis can be done to: 

improve current design



identify potential problems with new design



identify requirements for new design



design training materials and manuals



develop evaluation plans



conduct basic usability evaluations

Goals For Our Video Game Project:

Loading The Game



Viewing Game Description



Reading Instructions



Knowing Controls



Viewing Menu



Setting Game Options



Playing Game



Exiting Game


Page 30

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

HTA of Loading Game

1. Click On .exe File

0.

2.

Loading Game

Wait Until Game Loads

3. SplashScreen Loads Which Signifies Game Is Successfully Loaded Plan for HTA of Loading Game – o

Plan 0 – Do 1 THEN 2 THEN 3

Critical Chart for Loading Game – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


H

L

H

Splash Screens Loads Which

H

L

H


Page 31

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Signifies Game Is Successfully Loaded

HTA of Viewing Menu: -


Page 32

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

1. Click On .exe File 2. Wait Until Game Loads

0.

3.

Viewing Menu

SplashScreen Loads

4. Wait For SplashScreen To Disappear

5. Menu Screen Appears


Page 33

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Plan for HTA of Viewing Menu – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 THEN 5

Critical Chart for Viewing Menu – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


L

L

H

Splash Screens Loads

L

L

H

Wait for Splash Screen To

L

L

H

H

L

H

disappear Menu Screen Appears

HTA of Viewing Game Description


Page 34

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


2. Wait Until Game Loads

3.

0.

SplashScreen Loads

Viewing Game Description



6. Select Game Descriptions

7. Game Description Screen Loads


Page 35

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Plan for HTA of Game Description – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 THEN 5 THEN 6 THEN 7

Critical Chart for Viewing Game Description – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


L

L

H


L

L

H

Wait for Splash Screen To disappear

L

L

H

Menu Screen Appears

H

L

H

Select Game Description

H

L

M

Game Description Screen Loads

L

L

M


Page 36

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

HTA of Playing Game

2. 1. Wait Until Game Loads Click On .exe File 3. SplashScreen Loads 0. Playing Game


5. Menu Screen Appears 7. Game Loads 6. Seelect Play Game Options

Plan for HTA of Playing Game – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 THEN 5 THEN 6 THEN 7.

Critical Chart for Viewing Playing Game – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


Page 37

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


L

L

H


L

L

H


L

L

H

Menu Screen Appears

H

L

H

Select Play Game Option

H

L

M

Game Loads

H

L

H


Page 38

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

HTA of Setting Game Options


2. Wait Until Game Loads 3. SplashScreen Loads 4. Wait For SplashScreen To Disappear 5. Menu Screen Appears 0. Setting Game Options

6. Seelect Game Options

7. Game Option Screen Loads 8. Set The Game Options Required

Plan for HTA of Setting Game Options – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 THEN 6 THEN 7 THEN 8.

Critical Chart for Viewing Setting Game Options –


Page 39

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


L

L

H


L

L

H


L

L

H

Menu Screen Appears

H

L

H

Select Game Options

H

L

M

Game Option Screen Loads

L

L

M

Set The Game Option Required

H

M

M

HTA of Reading Instructions


Page 40

Level-2(CSE)

HCIU

GROUP ASSIGNMENT 1. Click On .exe File 2. Wait Until Game Loads 3. SplashScreen Loads

0. Reading Instructions

4. Wait For SplashScreen To Disappear 5. Menu Screen Appears

6. Seelect Game Instruction 7. Game Instruction Screen Loads

Plan for HTA of Reading Instructions – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 Then 5 THEN 6 THEN 7

Critical Chart for Viewing Reading Instructions – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


L

L

H

Asia Pacific Institute Of Information Information Technology

Page 41

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


L

L

H


L

L

H

Menu Screen Appears

H

L

H

Select Game Instructions

H

L

M

Game instruction Screen Loads

L

L

M

HTA of Knowing Controls


Page 42

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


2. Wait Until Game Loads

3. SplashScreen Loads

0. Knowing Controls



6. Seelect Game Controls

7. Game Control Screen Loads


Page 43

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Plan for HTA of Knowing Controls – o

Plan 0 – Do 1 THEN 2 THEN 3 THEN 4 Then 5 THEN 6 THEN 7

Critical Chart for Viewing Knowing Controls – Tasks

Criticality

Difficulty

Frequency

Click On .exe File

H

L

H


L

L

H


L

L

H


L

L

H

Menu Screen Appears

H

L

H

Select Game Controls

H

L

M

Game Controls Screen Loads

L

L

M


Page 44

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

HTA of Exiting The Game

1.1 1.

From Any Screen Press ALT+F4 key Or Click On Close Button

Hard Shut 0. Exiting The Game 2. Soft Shut

2.1 From Any Screen Providing Close Option , Click On Close

Plan for HTA of Exiting The Game – o

Plan 0 – Do 1OR Do 2

Critical Chart for Exiting The Game –



Tasks

Criticality

Difficulty

Frequency

Hard Shut

L

L

M

From Any Screen Press ALT+F4 key Or Click On Close Button


Page 45

Level-2(CSE)

HCIU Soft Shut



M

GROUP ASSIGNMENT L

H

From Any Screen Providing Close Option , Click On Close

Impact on Design

Characteristics

Age Group of user

Question

Which age group you belong to?

Results

10 – 15 (30%), 16 – 20 (40%), 21 – 26 (20%), Above 26 (10%)

Impact on Design

This shows that the maximum numbers of user belong to Teenage category. Thus game should be developed for Teenagers.

Characteristics

Experience In Gaming

Question

How old were you when you played your first video game?

Results

Kindergarten (10%) , Junior High School (40%), High S chool (40%), College Level (40%), Others (-)

Impact on Design

This shows that maximum of our users have the exposure to the game since their school life. Thus game should be developed for novice user as most of them are new or unknown to the game.

Characteristics

Gender

Question

Your Gender?

Results

Male (60%), Female (40%)

Impact on Design

This depicts maximum of the user are male although female are not far behind. Thus game should be developed in such a way


Page 46

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

that it suits both male and female interests.

Characteristics

Educational background

Question

What is Yours Educational background?

Results

In School (40%), In College (40%), College Pass out (10),

Master Degree (5%), Other‟s (5%) Impact on Design

Thus game should be developed for Teenagers.

Characteristics

Type of Game.

Question

Which type of game you like to play most?

Results

Arcade style (5%), Card, logic, Quiz and board games (45%), Graphical adventure (10%), Strategy (20%), Shooter (10%),

Other‟s (10%) Impact on Design

Thus game should be either Card/ Logic/Quiz/Board Games

Characteristics

Time spent on playing Game.

Question

How many days in a week do you typically play video game?

Results

One (10%), Two (30%), Less than once a week (5%), Seven (35%), Others (20%)

Impact on Design

The game developed should be smart.

Characteristics

Duration of Playing Session.

Question

How long is your playing session at a single time?

Results

Less than 15 mins (10%), One to two hrs (15%), Six to eight hrs (0%), Twelve to fifteen hrs (0%), Others (75%)

Impact on Design

The game developed should be Interesting

Characteristics

Gaming Spot.

Question

Where do you mostly play in game?


Page 47

Level-2(CSE) Results

HCIU

GROUP ASSIGNMENT

Home, (25%), Friend‟s home, (25%), Office (5%), Internet café/ gaming store, (25%), Others (20%)

Impact on Design

The game developed should be Standalone (Preferably)

Characteristics

Single Play/Multi-play

Question

With whom you play most?

Results

Alone (40%), With a friend (25%), Alone but on the internet (25%), With a friend who may or may not be playing but is involved in the activity to some extent (10%)

Impact on Design

The game developed should be Standalone (Preferably)

Characteristics

Game Selection?

Question

How do you select game to play?

Results

Interface (30%), Speed (25%), Friends feedback (20%), Random (25%)

Impact on Design

The Interface of the game should be sober.

Characteristics

Sound

Question

What kind of background sound you like?

Results

Silence (15%), Play a song (35%), Any tune (35%), Game commentary (15%)

Impact on Design

The background sound should be soothing.

Characteristics

Maintaining records

Question

Do you like to save your records always?

Results

Yes (45%), No (55%)

Impact on Design

The Game May/May-Not contain the option of keeping


Page 48

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Records.

Characteristics

Navigation Method

Question

Which of these is easy for you to navigate?

Results

Buttons (45%), Icons (30%), Labels (25%)

Impact on Design

The Game shall contain Buttons (preferably) as Navigation Tool.

Characteristics

Reason For Playing Game.

Question

Why you like to play video game?

Results

Hobby (20%), Entertain or to spend time with friends (40%), Train your brain (20%), Take out frustration (10%), Others (10%)

Impact on Design

The Game Developed shall be entertaining.

Individual Component

1

Usability Goals

By: Romil Rohra (pt0881125) Trying to use a laptop without actually knowing anything about it can create a fuss, similarly learning usability without actually knowing about whose usability we are concerned of (i.e. System) and for whom the usability study is done (i.e. Users) can create the same situations.

Thus before knowing about usability, getting the knowledge of the System and the User is much essential. 1

Shneiderman, Ben, Designing the User Interface, Strategies for Effective Human-Computer Interaction 3rd Edition, Addison-Wesley, Reading, MA, 1998. rd www.apl.jhu.edu/Classes/Notes/.../HumanComputerInterfaces.PDF [Accessed on 23 September, 2010]


Page 49

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

What is a System?

A system is a collection of components which are related to each other and they interact to accomplish some purpose. Who is the User?

User is one who works on the system in order to fulfil his/her needs. Considering the knowledge potential of the user, they can be further categorised into the following: Novice User:

- User having no or limited knowledge about the occupational task to be

performed or in other the words the user who are new to the system or doesn‟t have any kind of familiarity with the system. For e.g. A student being exposed to computer for the very first time.  Knowledgeable Intermittent User :

- User having sufficient knowledge about the

occupational task to be performed. And have broad knowledge of the computer but uses the system intermittently which can lead to retention issues. For e.g. A Java Programmer using flash.  Expert Frequent User (Power User): -

This group of user is quite thorough with the

system and have full knowledge of the system. Also they are the regular user of the system which further makes them more proficient by gaining the knowledge of the shortcuts available in the system for speedier work. For e.g. A Java Programmer Developing Java Application.


Page 50

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

What Is Usability?

Pedantic Study reveals that Usability Is the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use. But coming to the actual grounds, Usability comes out to be the decisive factor in determining the following for a System: 

How good the system is built.



Acceptance of the system.



Scope of the system.



Productivity of the system.



How far the system is functional as per user requirements.



How good the system is able to deliver the precise outputs and meeting all the functional requirements.

According to one of the noble Scholar, Jakob Neilsen, Usability can be defined on the basis of its 5 Quality Components i.e. 

Learnability : - Deals with ease of learning for novice users.



Efficiency : - Deals with steady-state performance of expert users.


Page 51

Level-2(CSE)

HCIU

GROUP ASSIGNMENT



Memorability : - Deals with ease of using system intermittently for casual users.



Errors: - Deals with error rate for minor and catastrophic errors.



Subjective Satisfaction : -See‟s how pleasant the system is to use.

Thus, it can be easily concluded that the study of Usability is must for producing a well furnished system. Advantages of Usability : 

It makes the difference between performing a task accurately and completely or not.



It differentiates the course path of the using the system i.e. enjoyable or being frustrated.



Also determine the success or failure of a system.


Page 52

Level-2(CSE)

HCIU


GROUP ASSIGNMENT

Page 53

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

What are usability goals?

The very five quality component of the usability is termed as the Usability Goals i.e. 

Learnability



Efficiency



Memorability



Error



Subjective Satisfaction

Usability Goals

Learnability

Efficiency

Memorability

Error

Subjective Satisfaction

Learnability : - The aim of this goal is making the system easy to learn for even the Novice User

without much spare of time so that users can easily use the system without wasting much of time. Efficiency : - The aim of this goal is to make the system more productive by aiding the user with

advanced controls options. This can be only done if the domain of the involved user is of Expert Group. Memorability : - The aim of this goal is making the system that easy to recall that even after a

long period of access to the system, it can be easy to access the system with least possible error. The domain of the user involved is Knowledgeable Intermittent User (Casual Users). Error: - The aim of this goal is making the user of the system to be constrained so that they can

incur minimal errors. Errors can be minor or major that totally depends on the user action which can even lead to unwanted results. Thus, the system should be built such so that it provides minimal chances for the user to incur an error.


Page 54

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Subjective Satisfaction : - The aim of this goal is making the system satisfactory for the end

users so that they feel like working and using the system without any vacillation. This goal will help the system to gain acceptance widely.

2

Design Principles

Following the for D‟s principles makes a person respect able, recognizable and acceptable as well. Thus there lies the Design Principles which after being followed yields fruitful result for the system and makes it widely acceptable. There are six design principles which are as follows: -

2



Visibility



Feedback



Constraints



Mapping



Consistency



Affordances

th

http://www.ida.liu.se/~TDDB13/lectures/lecture2slides.pdf [Accessed on 20 September, 2010]


Page 55

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Design Principles

Visibility

Feedback

Constraints

Mapping

Consistency

Affordances

Physical

Internal

Physical

Logical

External

Logical

Cultural

The design principles are described below. Visibility: 

This principle states that the design of the system should be as simple as possible with all the controls easily visible and intuitive for what th ey are meant for.



The system design should not be complex instead they must be sober and easily recognizable.



This principle can be achieved by placing the controls in a highly evident area.

Feedback : 

This principle states that the system should be designed such that it is able to provide information to the user about the result of an action.



The design should keep users informed of actions or interpretations, changes of state or condition, and errors or exceptions that are relevant and of interest to the user through clear, concise, and unambiguous language familiar to users.


Page 56

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

Feedback can be provided in many forms. Some of the commonly used ones are sounds, message box, changing of cursor shape, change of colours etc.

Constraints : 

This principle states that the system shall leave the user with least option to incur any error.



Constraint can be defined as the property of an object that can limit the way it can be used.



They are used in designs to minimize the possibility of errors from the user‟s side.



Can be categorised in 3 categories i.e. Physical , Logical and Cultural.



Physical Constraint : - It deals with the physical restriction that can be/are imposed to

limit user actions. For e.g. we can write through pen from its tip only. 

Logical Constraint : - It deals with the Logical restriction that can be/are imposed so that

user input is more concise. For e.g. providing a List Box to select city Instead of text box. 

Cultural Constraint : - It deals with the cultural restriction. This usually refers to the

learned conventions. For e.g. Red colour is to depict danger. 

If these conventions are accepted by more than one culture than it becomes universally accepted for e.g. ♫ depicts that it is a symbol of Music.

Mapping: 

This principles state that the placement of the controls should be proper.



Mapping is the relationship between controls and their action or effect in the world.



For e.g. placement of touchpad of the laptop is towards the user.

Consistency : 

This principle states that the interface designed should have similar options and similar elements should be used for similar tasks.



It aids user‟s Learnability as well as Memorability.



It can be categorised into two sub categories i.e. Internal and External Consistency.



Internal Consistency : - It refers to designing operations to behave the same within an

application.


Page 57

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

External Consistency : - It refers to designing operations, interfaces, e tc., to be the same

across application. Affordances : 

The principles states that the system interface should such controls or options which itself indicates that how it can be used.



It can be categorised into two sub categories i.e. Physical and Logical Affordances.



Physical Affordance : - It states that the structure of the object should be very indicative.

For e.g. Structure of Mice. 

Logical Affordances : - It states that the Logical design of the controls should be

Intuitive. For e.g. Text Box depicts that it is a container.


Page 58

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Competitive Analysis

Competitive Analysis is the process of comparing the developed system with the existing system on the basis of characteristic of the system in order to know the advantages and disadvantages of the system. It will also help the developer to know what the current scope of the system is. If the result of the competitive analysis is not satisfactory, redesign of the system can be taken over else deployment of the system can be carried out. Advantages of Competitive Analysis 

It helps us to know what are the advantages and disadvantages of the system built by the nearest competitor.



It tells us at what position (advantageous/disadvantageous) the system develops stands corresponding to the system of the competitors.



It further helps in improvising the system.



It helps in determining the scope of the system.



It helps in building the Parallel Sketch Design for the system.



Correct Competitive Analysis help in building good system.

References



Shneiderman, Ben, Designing the User Interface, Strategies for Effective HumanComputer Interaction 3rd Edition, Addison-Wesley, Reading, MA, 1998.



www.apl.jhu.edu/Classes/Notes/.../HumanComputerInterfaces.PDF [Accessed on 23rd September, 2010]



http://www.ida.liu.se/~TDDB13/lectures/lecture2slides.pdf [Accessed on 20th September, 2010]


Page 59

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Group Component

Classification of the user : -

The user for a system can be Novice, Knowledgeable Intermittent (Casual) and Expert. Based on the data collected from the activity of user profiling we have got the following result s Type of User

Involvement

Novice User

60%

Knowledgeable Intermittent

30%

(Casual) User Expert User

10%

This result signifies that the largest user of the system shall be novice users who contribute the highest 60 % of the total number of users. That means the system to be developed should be focussing well on imparting Learnability, Memorability and Error free system. Also the Subjective Satisfaction is to be focused.

Classification of Users

Novice User 60% Casual User 30% Expert User 10%


Page 60

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Where Usability Goals will be used?

Usability goals are important to achieve as they help us to make our system usable thus their implementation must be clear in the system. The following section provides the details where the usability goals can be imparted. 

Learnability: o

The system to be built should be very much learnable because of the fact that the largest group of user using the system are Novice. Thus the system developed needs to be learnable in order to satisfy its domain users.

o



It can be used in following section of the system 

Helping the user to know about the controls.



Providing Instructions



Information/error message for the users.

Efficiency: o

The classification of the users yielded us with the fact that as the number of expert group is very less in amount, thus the system need not to be demanding high level of expertise. That is providing the users with less number of advanced control option will work.

o


Providing easy access to the system by letting the Expert user to skip initial steps.



Memorability: o

The system should be highly memorable; that even after being away from the system, the very next time he/she accesses it feels homely. This is much demanding because the process of classifying the users yielded that there are sufficient amount of Casual Users.

o


Providing metaphors, so that user can easily recall the system.


Page 61

Level-2(CSE)

HCIU 



GROUP ASSIGNMENT

Consistent design all over the system.

Error: o

One of the major assets of the system should be that it should help the user not to incur any kind of error. Since errors can lead the user to a state of aggravation. Thus the system built should be well constrained.

o


Providing the user with specific controls thus limiting his probability to incur errors.



Subjective Satisfaction: o

The system should be able to easily satisfy the user‟s demands regarding the design of the interface because design of the interface plays a vital role in holding the number of users. If the interface is not that good, this will lead to a state where the user migrates from the system to the other available option. Thus Subjective satisfaction is also needs to achieved.

o


Flow of the system.



Interface design of the system.

How usability Goals will be achieved?

Usability goals are important to achieve as they help us to make our system usable thus their implementation must be clear in the system. The following section provides the details How the usability goals can be imparted. 

Learnability: - It can be achieved in the following way o

Providing the user with the help option on whose call a Help message invokes which contains help about the interface and the game.

o

Providing the user with detailed description of the controls that can be used under Controls section.

o

Providing the user with the set of instruction which the user shall follow in order to achieve the desired.


Page 62

Level-2(CSE) o

HCIU

GROUP ASSIGNMENT

System shall pop up error/information message wherever required helping the user to learn.



Efficiency: - It can be achieved in the following way o





Providing the skip intro option when the game loads.

Memorability: - It can be achieved in the following way o

Placement of the controls all over the system shall be almost similar.

o

Proper consistency should be maintained in the design.

o

Wherever necessary metaphors shall be implemented.

Error: - It can be achieved in the following way o

The game deals with situation providing the user with number of option and of which he/she should return single and correct value, for this purpose use of buttons can minimize the users typing errors.



Subjective Satisfaction: - It can be achieved in the following way o

The design of the system interface should be the similar to the Participatory design.

o

Proper consistency should be maintained.

o

Similar controls/metaphors should be used for similar tasks.

How Design Principles is being achieved?

Design Principles help the designers to design the system in sober way. Thus it is must to follow them. The following section describes how design principle is being imparted to the selected system. 



Visibility: - It can be achieved in the following way o

The placement of the controls is such that they are easily visible.

o

There is proper contrast maintained of the background and foreground controls.

o

All the option during the game play is easily visible and recognizable.

o

Fonts used are easily recognizable.

Feedback: - It can be achieved in the following way


Page 63

Level-2(CSE) o

HCIU

GROUP ASSIGNMENT

The shape of the cursor changes when hovers over controls / the controls get highlighted whenever there is a hover event.

o

Buttons used are very much suggestive that they are just buttons.

o

Metaphors used are very common thus letting the user know what the control is meant for.

o

Whenever user incur an action feedback must be provided in the form of sounds/message box etc.



Constraint: - It can be achieved in the following way o

Providing the buttons instead of the text box to limit the user‟s misleading or unnecessary inputs.

o

User should only be able to submit when he/ she has provided an relevant input.

o

For the user to provide an answer there lies a time limit and if the user fails to answer within that time limit game ends.







Mapping: - It can be achieved in the following way o

Proper placements of controls such as submit, pause and close buttons.

o

Options provided to the user should be grouped and identifiable.

Consistency: - It can be achieved in the following way o

Using similar controls/metaphors for similar kind of actions.

o

Providing same background for similar interfaces.

o

Providing the common fonts all over the game.

Affordances: - It can be achieved in the following way o

The system contains stop and play buttons which help the user to know what exactly they are meant for.

Following all the above mentioned, we can productively say that the system developed is thoroughly usable.


Page 64

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3. Design & Prototype 3.1 Individual Component by Student Rahul Kumar Singh 3.1.1 Card sorting

“Card sorting is a great, reliable, inexpensive method for finding patterns in how users would expect to find content or functionality.”

-

Donna Spencer and Todd Warfel

-

Card sorting is a quick, inexpensive, and reliable method, which serves as input information for the design process. Card sorting generates an overall structure for your information, as well as suggestions for navigation, menus, and possible taxonomies. While card sorting might not provide you with final structure, it can help you answer many questions you will need to tackle throughout the information design phase. For example, more than likely there will be some areas that users disagree on regarding groupings or labels. In these cases, card sorting can help identify trends, such as: 

Do the users want to see the information grouped by subject, process, business group, or information type?



How similar are the needs of the different user groups? >



How different are their needs?



How many potential main categories are there? (typically relates to navigation)



What should those groups be called?

Card sorting can help answer these types of questions, making you better equipped to tackle the information design phase.


Page 65

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.1.1.1 What is Card Sorting?

Card sorting is a user - centered design method for increasing a system‟s findability. The process involves sorting a series of cards, each labelled with a piece of content or functionality, into groups that make sense to users or participants. According to Information Architecture for the World Wide Web, card sorting “can provide

insight into users‟ mental models, illuminating the way that they often tacitly group, sort and label tasks and content within their own heads.” Card sorting is a great, reliable, inexpensive method for finding patterns in how users would

expect to find content or functionality. Those patterns are often referred to as the users‟ mental model. By understanding the users‟ mental model, we can increase findability, which in turn makes the product easier to use. Card Sorting

•

Enables us to understand how “real people” are likely to group items

•

Enables us to determine „actual‟ preferences versus what users „think‟ they prefer

3.1.1.2 Types of Card Sorting

There are two primary methods for performing card sorts. 

Open Card Sorting: o

Participants are given cards showing site content with no pre-established groupings. They are asked to sort cards into groups that they feel are appropriate and then describe each group. Open card sorting is useful as input to information structures in new or existing sites and products.

o

It mainly deals with the fact that how the system should be designed. i.e. what may be the background, what colors can be used, how controls should be placed etc.



Closed Card Sorting : o

Participants are given cards showing site content with an established initial set of primary groups. Participants are asked to place cards into these pre-established


Page 66

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

primary groups. Closed card sorting is useful when adding new content to an existing structure, or for gaining additional feedback after an open card sort. o

It mainly deals with the fact that what should be the contents of menu items or what are the things that can be grouped together.

Advantages of card sorting 

Simple – Card sorts are easy for the organizer and the participants.



Cheap – Typically the cost is a stack of 3×5 index cards, sticky notes, a pen or printing

labels, and your time. 

Quick to execute – You can perform several sorts in a short period of time, which

provides you with a significant amount of data. 

Established – The technique has been used for over 10 years, by many designers.



Involves users – Because the information structure suggested by a card sort is based on

real user input, not the gut feeling or strong opinions of a designer, information architect, or key stakeholder, it should be easier to use. 

Provides a good foundation – It‟s not a silver bullet, but it does provide a good

foundation for the structure of a site or product. Disadvantages of card sorting 

Does not consider users‟ tasks – Card sorting is an inherently content-centric technique.

If used without considering users‟ tasks, it may lead to an information structure that is not usable when users are attempting real tasks. An information needs analysis or task analysis is necessary to ensure that the content being sorted meets user needs and that the resulting information structure allows users to achieve tasks . 

Results may vary – The card sort may provide fairly consistent results between

participants, or may vary widely. 

Analysis can be time consuming – The sorting is quick, but the analysis of the data can

be difficult and time consuming, particularly if there is little consistency between participants. 

May capture “surface” characterist ics only – Participants may not consider what the

content is about or how they would use it to complete a task and may just sort it by surface characteristics such as document types.


Page 67

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.1.2 Types of Design

The design process can be categorized as under: – 

Conceptual Design: o

The Logical design of the system which inform us what the system will do and how the processing under the system works. It also tells about the behavior of the system.

o

It provides the answer for the question what are the possible ways in which the design can address the needs of the problem space?

o



Examples of such design are Data Flow Diagram, Context Diagram etc.

Physical Design: o

The Design of the system which tells us about the actual design of the system, i.e. how the actual system will look like.

o

It provides the answer for the question what are the possible ways that the conceptual design can be realized in the real world?

o

It contains Screen design, Different Types of Icons Used etc.

o

Examples of such design are as Low Fidelity Prototype, Functional Prototype etc.


Page 68

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

To effectively evaluate the design of an interactive product, we must produce interactive versions of the design.

3.1.3 What is Participatory Design?

Participatory design is an approach to design that attempts to actively involve the end users in the design process to help ensure that the product designed meets their needs and is usable . The process of Participatory Design: 

Give users a voice in the design process, thus increasing the probability of a usable design.



Enable technical and non-technical participants to participate equally.



Provide an opportunity for developers to meet, work with and understand their users.



Provide a forum for identifying issues.



Provide an opportunity to get or enhance user buy-in.



Are highly productive.



Use techniques which can be easily learned and applied in future activities.

3.1.4 Prototyping 3.1.4.1 What is Prototyping?

Prototype is a partial version of a design that allows users to interact with it and to explore its suitability also helps the developers know whether they are moving on the right track based on the feedback provider by the user. 

The main purpose of prototyping is to involve the users in testing design ideas and get their feedback in the early stage of development, thus to reduce the time and cost.



It provides an efficient and effective way to refine and optimise interfaces through discussion, exploration, testing and iterative revision.



Early evaluation can be based on faster and cheaper prototypes before the start of a fullscale implementation.


Page 69

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

The prototypes can be changed many times until a better understanding of the user interface design has been achieved with the joint efforts of both the designers and the users.

3.1.4.2 Why Prototyping 

It reduces development time.



It reduces development costs.



It requires user involvement.



Developers receive quantifiable user feedback.



It facilitates system implementation since users know what to expect.



It results in higher user satisfaction.

Guidelines of Implementing a Prototype 

Prototyping should be employed only when users are able to actively participate in the project.



Developers should either have prototyping experience or given training.



Users involved in the project should also have prototyping experience or be educated on the use and purpose of prototyping.



Prototypes should become part of the final system only if the developers are given access to prototyping support tools.



If experimentation and learning are needed before there can be full commitment to a project, prototyping can be successfully used.



Prototyping is not necessary if the developer is already familiar with the language ultimately used for system design.

3.1.4.3 Types of Prototyping

Prototyping can be divided into the following parts: 

Low-fidelity prototyping


Page 70

Level-2(CSE) o

HCIU

GROUP ASSIGNMENT

It is quickly constructed to depict concepts, design alternatives, and screen layouts, rather than to model the user interaction with a system.

o

Low-fidelity prototypes are quickly constructed to depict concepts, design alternatives, and screen layouts, rather than to model the user interaction with a system.

o

Low-fidelity prototypes provide limited or no functionality.

o

They are intended to demonstrate the general look and the feel of the interface, but not the detail how the application operates.



High-fidelity prototyping. o

High-fidelity prototypes are fully interactive, simulating much of the functionality in the final product.

o

Users can operate on the prototype, or even perform some real tasks with it.

Type of Prototyping

Advantage

Disadvantage

Less time & lower cost

Limited usefulness for usability Tests

Low – Fidelity

Evaluate multiple design

Navigational and flow limitations

concepts Useful communication device

Facilitator-driven

Address screen layout issues

Poor detailed specification

Partial/complete functionality

Time-consuming to create

interactive User-driven

Inefficient for proof-of-concept Designs

High – Fidelity

Clearly defines navigational

Managements may think it is real

scheme Use for exploration and test Marketing and sales tool


Page 71

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.1.4.4 Examples of Prototyping Low Fidelity Prototyping 

Sketches and paper prototypes o

In this kind of prototyping the developer analyzes the need and structure of the system and then prepares a rough sketch on paper simulating the system needs.



Storyboarding o

Storyboarding is a graphical depiction of the outward appearance of the intended system without accompanying system functionality. It provides snapshots of the interface at particular points in the interaction so that the users can determine quickly if the design is heading in the right direction.


Page 72

Level-2(CSE) o

HCIU

GROUP ASSIGNMENT

Storyboards do not require much in terms of computing power to construct, in fact, they can mocked up without the aid of computers.

High Fidelity Prototyping 

Computer-based simulation o

Higher fidelity prototypes simulate or animate some but not all features of the intended system.

o



There are three approaches to limit prototype functionality. They are 

Vertical prototyping



Horizontal Prototyping



Wizard Of Oz.

Rapid Prototyping o

In rapid prototyping interactive prototypes are developed which can be quickly replaced or changed in line with design feedback. This feedback may be derived from colleagues or users as they work with the prototype to accomplish set tasks.

o

Various techniques may be used for rapid development  

o

Dynamic high-level language development Database programming

Visual programming is an inherent part of most prototype development systems

References 

http://www.infodesign.com.au/ftp/ParticipatoryDesign.pdf [Accessed on 24th September, 2010]



http://www.infodesign.com.au/ftp/CardSort.pdf [Accessed on 24th September, 2010]



http://www.umsl.edu/~sauterv/analysis/prototyping/proto.html[Accessed on 24th September, 2010]



th

http://www.umsl.edu/~sauter/analysis/prototyping/intro.html[Accessed on 24

September, 2010] 

http://www.boxesandarrows.com/view/card_sorting_a_definitive_guide[Accessed on 25th September, 2010]


Page 73

Level-2(CSE) 

HCIU

GROUP ASSIGNMENT

http://messagefirst.com/downloads/ModelingOrganization.pdf [Accessed on 25th September, 2010]



http://hamilton.bell.ac.uk/btech/hci/hcinotes17.pdf [Accessed on 25th September, 2010]



http://comminfo.rutgers.edu/~jacekg/teaching/ITI230_HCI/lectures/LectureDesign.pdf [Accessed on 25th September, 2010]

3.2 Group Component 3.2.1 PHYSICAL DESIGN 3.2.1.1 Card Sorting

Menu Design Design 1 by Ankit

Design 1 by Romil


Page 74

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Design 1 by Himanshi


Page 75

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Design 1 by Rahul

Screen Design of Quiz Interface Design 1 by Ankit & HImanshi

Design 2 by Romil


Page 76

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Design 3 by Himanshi

Design 4 By Rahul


Page 77

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.2.1.2 Results of Card Sorting Sorting by User

Sorting by User

Sorting by User

Sorting by User

1

2

3

4

D

D

D

D

C

B

A

C

B

A

B

A

A

C

C

B

D

D

D

D

Screen

C

A

B

C

Design

A

B

A

B

B

C

C

A

Component

Menu Design

Thus from the results of the card sorting it is very clear that Design „D‟ has got the higher number of rating in either of the components. Thus we will carry out the system development by taking the Design D in our consideration.


Page 78

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.2.1.3 Parallel Design Sketches

Out of the various designs brought up to the user, the most appreciated designs are as follows. The reasons the designs surpassed the customer satisfaction quest are as follows:

Efficient use of Metaphors.



Clear visibility



Highly Interactive



Spot on the subject. i.e. background of the system helps to user they are to play quiz.



Good Mapping

Design Of The Menu Screen


Page 79

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Design of the Quiz Screen

3.2.1.4 Participatory Design

A very healthy interaction with the user has lead and helped us to determine the following design. The users were very much comfortable with the design procured.


Page 80

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.2.2 PROTOTYPING 3.2.2.1 Selection of Prototyping

The prototyping technique that has been selected is Lo – Fidelity Prototyping. 3.2.2.2 Reasons for Selection 

Less time consumption.



Cost Effective



Evaluate multiple design concepts.



Useful communication device i.e. easy to communicate our ideas among the members.



Address screen layout issues. Helps in efficient design of the system.



Partial/complete functionality interactive.


Page 81

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.2.2.3 Story Boarding Project Title: Video game for youngsters st

Date : 1

Oct, 2010

Screen: 1 of 10 Links from screens: None

Screen Description:

Very first screen that outlines the game name and welcomes the user

Links to screen: None Functionality/Interactivity Screen 1

Welcome To XXXXXXXXXXX

Control

Problem Identified

Modification Required

None

None

None

Background: Still Image

Audio: yes

Color Scheme: Red, White, Blue, Grey

Video: no

Text attributes: Comic Sans Ms, 26 pt

Stills: Yes


Page 82

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Project Title: Video game for youngsters st

Date : 1

Oct, 2010

Screen: 2 of 10

Screen Description:

Links from screens: None

Loading Screen

Links to screen: None Functionality/Interactivity Screen 1

Please Wait While Menu Loads

Control

Problem Identified


None

None

None



Audio: yes

Page 83

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


Video: no

Text attributes: Impact, 36 pt

Stills: Yes


Date : 1

Oct, 2010

Screen: 3 of 10 Links from screens: 4,5,6,7,8

Screen Description:

Menu Screen, Contains Links To All Section Of The Game

Links to screen: 4,5,6,7,8,9 Functionality/Interactivity Screen 1

MENU

XXXXX

XXXXX

XXXXX

XXXXX

XXXXX

XXXXX


Page 84

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Control

Problem Identified


Instruction

None

None

Description

None

None

Play Game

None

None

Option

None

None

Controls

None

None

Exit

None

None


Audio: yes


Video: no

Text attributes: Impact, 36 pt

Stills: Yes


Date : 1

Oct, 2010

Screen:4 of 10 Links from screens: 3

Screen Description:

Contains Game Description

Links to screen: 3 Functionality/Interactivity Screen 1


Page 85

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

GAME DESCRIPTION

Xxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxx

Control

Problem Identified


Back

None

None


Audio: yes


Video: no

Text attributes: Impact, Callibri 36, 14 pt

Stills: Yes


Date : 1

Oct, 2010

Screen:5 of 10 Links from screens: 3

Screen Description:

Contains Game Instruction

Links to screen: 3


Page 86

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Functionality/Interactivity Screen 1

INSTRUCTION


Control

Problem Identified


Back

None

None


Audio: yes


Video: no


Stills: Yes


Date : 1

Oct, 2010

Screen:6 of 10

Screen Description:


Page 87

Level-2(CSE)

HCIU

Links from screens: 3

GROUP ASSIGNMENT

Contains Control details


CONTROLS


Control

Problem Identified


Back

None

None


Audio: yes


Video: no


Stills: Yes

Project Title: Video game for youngsters


Page 88

Level-2(CSE) st

Date : 1

HCIU

GROUP ASSIGNMENT

Oct, 2010

Screen:7 of 10

Screen Description:


Contains Game options


OPTIONS

Xxxxxxxxxxxx xxxxxxxxxxxx

Control

Problem Identified


Back

None

None

Play

None

None

Stop

None

None


Audio: yes


Video: no


Page 89

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


Stills: Yes


Date : 1

Oct, 2010

Screen:8 of 10

Screen Description:


Contains the quiz question. Also tells about time left and current score

Links to screen: Self Functionality/Interactivity Screen 1 Time Left xxx secs

Score ###

############################################# ? Xxxxxxxxxxxxxxxxxxxxxxxxx

Xxxxxxxxxxxxxxxxxxxxxxxxx



Your Answer

Submit

Control

Problem Identified


Submit

None

None


Page 90

Level-2(CSE)

HCIU

GROUP ASSIGNMENT


Audio: yes

Color Scheme: White, Blue, yellow,gold

Video: no

Text attributes: Impact, cambria 36, 24 pt

Stills: Yes


Date : 1

Oct, 2010

Screen:9 of 10

Screen Description:


Contains the quiz question. Also tells about time left and current score

Links to screen: 3,10 Functionality/Interactivity Screen 1

You Earned xxxx Points

Back

Control

Exit

Problem Identified



Page 91

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Back

None

None

Exit

None

None


Audio: yes

Color Scheme: White, Blue, yellow,gold,Black

Video: no

Text attributes: Impact, cambria 36, 24 pt

Stills: Yes


Date : 1

Oct, 2010

Screen: 1 of 10 Links from screens: None

Screen Description:

Very first screen that outlines the game name and welcomes the

Links to screen: None

user

Functionality/Interactivity Screen 1


Page 92

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

THANK YOU

Control

Problem Identified


None

None

None


Audio: yes

Color Scheme: White, Blue, Black

Video: no

Text attributes: Comic Sans Ms, 26 pt

Stills: Yes


Page 93

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

3.2.3 EACH SCREEN PURPOSE & STRATEGY BEHIND DESIGN 3.2.3.1 Screen Purpose of Screens 1. Welcome Screen For Brain Stormers

2. Loading Screen

3.Menu Screen Select Form Menu Items to Continue


Page 94

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

4. Game Description Screen Click On Back Button to Go To Menu

5. Instruction Screen Click On Back Button to Go To Menu

6. Control Screen Click On Back Button to Go To Menu


Page 95

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

7. Options Screen Click On Stop Music To Stop the Playing Music Click on Play Music To Play The Music

8. Question Screen Answer is to be provided In the Text Box Time Left & Score Is Displayed on the Top Of Screen Respectively Press Submit To Submit the answer

9. Final Score Screen Displays Final Screen Click On Back To Move To Menu Click On Exit To Exit


Page 96

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

10. Thank You Screen

3.2.3.1.1 Strategy behind Design

1. Use of two background i.e. one for playing game and the other for menu and submenus provide the user with a distinctive view. 2. Background used for playing game is very eye-catching and tempting. 3. Metaphors used are easily recognizable. 4. Scores and timer are displayed on the top of the screen for user ease. 5. Use of buttons is being done in order to attain navigability throughout the system. 3.2.4 IMPACT ON RESULT

The evaluation is done by the user so all the screens are designed as per user‟s requirements. This will lead to 

Learnability: - For easing the learning process we have provided options such as Instructions , Game Descriptions and Controls which help the user to easily remember

the game. 

Memorability: - For increasing the memorability we have used used metaphors.



Usability: - As the system provides abundant amount of question and have good user feedback thus the scope of the system is quite large.



Subjective Satisfaction: - Since the whole designing process was carried out among the users the outcome of that is that the system developed has achieved Subjective Satisfaction to its peak.


Page 97

Level-2(CSE)

HCIU


GROUP ASSIGNMENT

Page 98

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Evaluation Individual Component By: Himanshi Goyal (pt0881115) What is Evaluation?  Evaluation

is systematic determination of merit, worth, and significance of something or

someone using criteria against a set of standards. Evaluation is performed to determine how well a certain product design meets user needs. What are the types of evaluation? 

There are two main types of evaluation 

Formative evaluation: It is done at different stages of development to check that the

product meets users‟ needs. 

Summative evaluation: It assesses the quality of a finished product.

What to Evaluate? 

Iterative design & evaluation is a continuous process that examines: 

Early ideas for conceptual model



Early prototypes of the new system



Later, more complete prototypes

Designers need to check that they understand users‟ requirements. When to evaluate? 

Evaluation is done 

Throughout design



From the first descriptions, sketches etc. of users needs through to the final product



Design proceeds through iterative cycles of „design-test-redesign‟



Evaluation is a key ingredient for a successful design.


Page 99

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

What is USABILITY TESTING? 

User tasks investigated: - how users‟ identify was represented - communication - information searching - entertainment



User satisfaction questionnaire



Triangulation to get different perspectives

What are the considerations in Usability Testing? 

There are two major considerations when conducting usability testing. 

The first is to ensure that the best possible method for testing is used.Generally, the best method is to conduct a test where representative participants interact with representative scenarios. Inspection methods, such as heuristic evaluations or expert

reviews, tend to generate large numbers of potential usability ‟problems‟ that never turn out to be actual usability problems. 

The second major consideration is to ensure that an iterative approach is used. After the first test results are provided to designers, they should make changes and then have the Web site tested again. Generally, the more iterations, the better the Web site.

What are the Findings from the usability test? 

Following are the findings from usability test 

The back button didn‟t always work



Users didn‟t pay attention to navigation buttons



Users expected all objects in the 3-D view to be clickable.



Users did not realize that there could be others in the 3-D world with whom to chat,



Users tried to chat to the participant list.


Page 100

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

What is EVALUATION PARADIGM? 

Any kind of evaluation is guided explicitly or implicitly by a set of beliefs, which are often under-pined by theory. These beliefs and the methods associated with them are

known as an „evaluation paradigm‟ What does User Studies mean?  User studies

involve looking at how people behave in their natural environments, or in

the laboratory, both with old technologies and with new ones. How many types of evaluation paradigms are there? Define them. 

There are four types of evaluation paradigms 

Quick and Dirty: o

„quick & dirty‟ evaluation describes the common practice in

which designers informally get feedback from users or consultants to confirm that their ideas are in-line with users‟ needs and are liked. o

Quick & dirty evaluations are done any time.

o

The emphasis is on fast input to the design process rather than carefully documented findings.



Usability Testing: o

Usability testing involves recording typical users‟ performance on typical tasks in controlled settings. Field observations may also be used.

o

As the users perform these tasks they are watched & recorded on video & their key presses are logged.

o

This data is used to calculate performance times, identify errors & help explain why the users did what they did.

o

User satisfaction questionnaires & interviews are used to elicit users‟ opinions.



Field Studies: o

Field studies are done in natural settings

o

The aim is to understand what users do naturally and how technology impacts them.


Page 101

Level-2(CSE)

HCIU o

GROUP ASSIGNMENT

In product design field studies can be used to: - identify opportunities for new technology - determine design requirements - decide how best to introduce new technology - evaluate technology in use.



Predictive Evaluation: o

Experts apply their knowledge of typical users, often guided by heuristics, to predict usability problems.

o

Another approach involves theoretically based models.

o

A key feature of predictive evaluation is that users need not be present.

o

Relatively quick & inexpensive.

What are the techniques used? 

The techniques used are as follows 

observing users,



asking users‟ their opinions,



asking experts‟ their opinions,



testing users‟ performance



modeling users‟ task performance

Describe DECIDE Framework ? 

DECIDE: A framework to guide evaluation. DECIDE framework means: 

Determine the goals the evaluation addresses.



E xplore the specific questions to be answered.



C hoose the evaluation paradigm and techniques to answer the questions.



I dentify the practical issues.



Decide how to deal with the ethical issues.



E valuate, interpret and present the data.

Determine the goals :

•

What are the high-level goals of the evaluation?


Page 102

Level-2(CSE)

HCIU

•

Who wants it and why?

•

The goals influence the paradigm for the study

•

Some examples of goals:

GROUP ASSIGNMENT



Identify the best metaphor on which to base the design.



Check to ensure that the final interface is consistent.



Investigate how technology affects working practices.



Improve the usability of an existing product .

E xplore the questions:

• All evaluations need goals & questions to guide them so time is not wasted on ill-defined studies.

•

For example, the goal of finding out why many customers prefer to purchase paper airline tickets rather than e-tickets can be broken down into sub-questions: - What are customers‟ attitudes to these new tickets? - Are they concerned about security? - Is the interface for obtaining them poor?

•

What questions might you ask about the design of a cell phone?

C hoose the evaluation paradigm and techniques:

•

The evaluation paradigm strongly influences the techniques used, how data is analyzed and presented.

•

E.g. field studies do not involve testing or modeling

I dentify the practical issues:

For example, how to:

•

select users


Page 103

Level-2(CSE)

HCIU •

stay on budget

•

staying on schedule

•

find evaluators

•

select equipment

GROUP ASSIGNMENT

Decide on ethical issues:

•

Develop an informed consent form

•

Participants have a right to: - know the goals of the study - what will happen to the findings - privacy of personal information - not to be quoted without their agreement - leave when they wish - be treated politely

E valuate, interpret and present the data.:

•

How data is analyzed & presented depends on the paradigm and techniques used.

•

The following also need to be considered: - Reliability: can the study be replicated? - Validity: is it measuring what you thought? - Biases: is the process creating biases? - Scope: can the findings be generalized? - Ecological validity: is the environment of the study influencing it - e.g. Hawthorn effect

Pilot Studies:

•

A small trial run of the main study.

•

The aim is to make sure your plan is viable.


Page 104

Level-2(CSE) •

HCIU

GROUP ASSIGNMENT

Pilot studies check: - that you can conduct the procedure - that interview scripts, questionnaires,

experiments, etc. work appropriately

•

It‟s worth doing several to iron out problems before doing the main study.

•

Ask colleagues if you can‟t spare real users. Heuristic Evaluation

Figure 1 Heuristic evaluation What is Heuristic Evaluation?  A discount usability engineering method

- Easy (can be taught in ½ day seminar) - Fast (about a day for most evaluations) - Cheap (e.g. $(4,000 + 600i))

How does it work?

– Evaluators use a checklist of basic usability heuristics


Page 105

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

– Evaluators go through an interface twice •

1st pass get a feel for the flow and general scope

•

2nd pass refer to checklist of usability heuristics and focus on individual elements

– The findings of evaluators are combined and assessed What are Usability Heuristics?

•

Simple and natural dialogue

•

Speak the users‟ language

•

Minimize the users‟ memory load

•

Consistency

•

Feedback

•

Clearly marked exits

•

Shortcuts

•

Precise and constructive error messages

•

Prevent errors

•

Help and documentation


Page 106

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

How does H.E. differ from User Testing? 

It differs in following points:

– Evaluators have checklists – Evaluators are not the target users – Evaluators decide on their own how they want to proceed – Observer can answer evaluators‟ questions about the domain or give hints for using the interface

– Evaluators say what they didn‟t like and why; observer doesn‟t interpret evaluators‟ actions References 

http://www.socialresearchmethods.net/kb/intreval.htm [Accessed on 13th October, 2010



http://www.evaluationtrust.org/evaluation/evaluate [Accessed on 13th October, 2010]


Page 107

Level-2(CSE)

HCIU 

GROUP ASSIGNMENT

http://managementhelp.org/evaluatn/evaluatn.htm[Accessed on 14th October, 2010]



http://www.d.umn.edu/itss/support/Training/Online/webdesign/testing.htm l[Accessed on 14th October, 2010]



http://www.astm.org/JOURNALS/TESTEVAL/jte_home.html[Accessed on 13th October, 2010]



http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/method sofevaluationandtesting.htm[Accessed on 14th October, 2010]



http://www.usernomics.com/user-interface-design.html[Accessed on 13th October, 2010]



http://www.worldzoo.com/usability-ui-design.html[Accessed on 15th October, 2010]



http://www.gui-designers.co.uk/testing/testing.htm[Accessed on 15th October, 2010]


Page 108

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Group Component 4.2.1 DECIDE FRAMEWORK 4.2.1.1 Determine the goals the evaluation addresses.

 Loading of Game :-A

proper load of game is being done. Game is being loaded in our

quiz with having a proper function of loading. It makes an user to wait while the game is loaded.  Visibility of controls provided :-The

controls given are properly visible. It should not be

creating any problem to users in aspect of visibility.  Proper description of game :-The

designed and developed quiz game interface is

providing proper game description in terms of information about the game.  Reading Instructions :-A  Viewing Menu:-A

proper screen is being designed to provide instruction of game.

screen for menu is provided where all the options are being presented

regarding our quiz game.  It accomplishes the user‟s need and requirement or not :-

Whether the developed quiz

game is fulfilling the user‟s desire and requirement as per their wish and ne ed.  To make an interactive user interface :-

The developed system is very much interactive

as proper use of controls and instructions has been done in the system.  Check, whether that the final interface is consistent in nature or not

:-The final

developed interface is enough consistent in nature as it has been designed in according to a specific particular background, specific font color and size has been used throughout the game.  Improve the usability of an existing product :-

Usability of system has been already

improved as the game is enough easy to learn and use.  Whether the System is error free or not

:- We have to check that our developed quiz

game is error free. In other words we can say that we have to check that our given quiz game runs successfully without any error. It is giving the desired output.


Page 109

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

4.2.1.2 Explore the specific questions to be answered.

 In What field system lacks behind :-We

have to find the areas and field where our

system is lacking behind in providing large number of questions for users in quiz game.  Was the game not interesting compared to other games :-We

developers have tried our

best to make the our quiz game very much interactive in comparison to other such existing games but there remains the gap between an professional and learner making game project.  Is the interface for playing game is poor :

No the interface designed is not poor or badly

designed to play the game as per our own view.  Is the Sound of the system is not pleasant :-As

we our self have provided music to our

quiz game after trying so many options. So, in our own view the sound effect provided by us in our quiz game is satisfactory and proper.  Is there a problem on working with controls :-

No , till now we have not faced any

problem in using the controls as mouse and cursor are being used as controls in our quiz game that is also easily controlled by any novice user. 4.2.1.3 Choose the evaluation paradigm and techniques to answer the questions.

We have used three evaluation paradigms to answer the questions as the evaluation paradigm strongly influences the techniques used, how data is analyzed and presented.  Field Studies :-

Here , developers take observation by asking users to work on prototype

and then observe them .Here , in our quiz game we have gathered information by analysis of data that we collected while observation on various users. We provided a certain prototype and working model of quiz game and then analyzed the required information.  Predictive evaluation :-This

type of evaluation is done by calling experts making them

analyze about the system and then ask them to predict that whether the ours quiz game is going to survive in market or not. We asked peoples who have already worked on such quiz domain and requested them to predict whether our system is able to create an impact on various user.


Page 110

Level-2(CSE)

HCIU

 Usability testing :

GROUP ASSIGNMENT

In Usability testing we record the performance of casual or novice user

on certain tasks of quiz game. With the help of this we can identify errors users made while performing various tasks of quiz game, reason behind that and solution to that. It basically includes :  Testing learnability

:- This we have performed for our quiz game on novice

users to test in how much time he/she is able to learn the system. 

Efficiency :-This test is performed on expert users to check how efficiently they

can play our quiz game without any problem being faced.  Memorability :-

it takes the measure on basis of number of days in in which a

user is able to memorize the things related to our quiz game. Here we tested according to gap of number of days in using the system, and then we checked how fast a user is able to perform activities of quiz game.  Subjective Satisfaction :-

In this method of testing we asked for the feedback

from users who used the system then we provided questionnaire to them to gather numerous amount of data in sort interval of time.  Errors :-We

checked out for the errors that may occur during execution in our

quiz game and then tried our best to sort out those errors related to game to make our quiz game more effective and efficient. 4.2.1.4 Identify the practical issues.

 Selection of users for system :-

As per above mentioned we have already identified who

are the peoples going to use and navigate our quiz game. 

Budget:- we have to make a such system which is as per the limitation of users. As we

already know that no one of the youngsters are going to make an huge investment in purchasing these type of quiz game. So, we have tried our best to make our game economical.  Identification of evaluators :-We

developers itself are going to be evaluators of our

developed quiz game, on others hand the users who are going to use our system will also be evaluators in addition to the experts who we have called to predict the success are also going to be the evaluators for our system.


Page 111

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

 Selection of tool on which system is to be developed :-

In order to make our quiz game

system interactive and attractive we have selected flash development and designing tool to develop our system.  How find the expert users of a system :-

Expert users we have find out by having a

proper survey in the region and among users whom we are going to launch the system by asking questions through questionnaires related to similar type of game.  How to perform the evaluation of a system :

Evaluation we have already mentioned that

we are doing by three ways i.e. Field Studies, Predictive evaluation and usability testing. 4.2.1.5 Decide how to deal with the ethical issues.

To decide the ethical issues of quiz game we have to consider following aspects:

Develop an informed consent form.



Participants have a right to:

Know the goals of the game



Privacy of personal information



Saving results of the game



Leave when they wish



Be treated politely

QUERY

ANSWER

KNOWING THE SYSTEM

1.GOALS OF STUDY

2. PRIVACY OF PERSONAL

NO PRIVATE DATA IS REQUIRED

INFORMATION?

NO RECORDS WILL BE

3.SAVING RESULTS OF GAMES INDIVIDUALLY

SAVEDWITHOUT PERMISSION


Page 112

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

USER CAN LEAVE THE SYSTEM

4.CAN LEAVE THE SYSTEM AS USER

ANYTIME HE/SHE WANTS.

WANT

5.WILL THE GAME COME UP WITH

NO, IT‟S A SWEET SIMPLE GAME NO

AGGRESSIVE BEHAVIOUS IN ONE

AGGRESSIVENESS COME UP

6.THERE CAN BE ANY NEGATIVE

THERE WILL BE NO NEGATIVE FALL

IN ANY UESR‟S BEHAVIOUR

ASPECT IN ONE‟S BEHAVIOUR

4.2.1.6 Evaluate, interpret and present the data.

How data is analyzed & presented depends on the paradigm and techniques we have selected and used in our developed quiz system. As We are using usability testing and predictive evaluation so we calculated data that is timing of task performed, then no of errors performed to know that why such mistakes occurred and tried to get over it. In predictive evaluation experts has given their comments and so we considered the theoretically and do modifications accordingly. 

The following also need to be considered:  Reliability:

Different evaluation process has different degrees of reliability

and according to that we have configured our quiz system. As evaluation is done in workspace only. Users will be performing tasks in front of tester only.  Biases :

There is no situation in which bias occurred in our developed quiz

system.  Ecological Validity :

The environment was totally user friendly as there were

only groups of player. 4.2.2

EVALUATION PARADIGM (USABILITY TESTING)


Page 113

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Thus after measuring the usability goals of the system, we can say that it is one of the most important phases of the system development life cycle because without it we cannot figure out how our system performs in the real life situations with real data inputs. It also helps in rectifying

all the errors and bugs existing in the system that may affect the system‟s performance or which might affect the system‟s popularity. By having actual targeted users try out the system before unveiling the service, designers can discover and resolve unexpected problems in userfriendliness, design, and construction before the system is put to actual use. 4.2.2.1 Testing Learnability

Target Users: Novice Users Task Performed

User A

User B

User C

Average

Clicking on .exe file

3 sec

1 sec

2 sec

2 sec

Clicking on

2 sec

3 sec

2 sec

2.33 sec

25 sec

20 sec

22 sec

22.34 sec

20 sec

18 sec

22 sec

20 sec

3 sec

2 sec

3 sec

2.67 sec

2 sec

3 sec

2 sec

2.33 sec

Description Button Click on Instruction and Learn how to play the game Clicking on Control Button and know about it Clicking on Option Button Click on Play Button

Thus the average time taken for each task has been collected by applying above scenario and task performed. Now these values will be compared with the fixed chart to check whether they achieve the specified goal of Learnability or not. Given below is the table containing the optimum, allowed margin and the unacceptable time for each of the tasks mentioned above. The average values found above will be compared with the optimum values and then evaluated.


Page 114

Level-2(CSE) Task Performed

HCIU

GROUP ASSIGNMENT

Optimal

Recorded

Unacceptable

Modification

Value

time


3 sec

2 sec

>5 sec

None

Clicking on

3.5 sec

2.33 sec

>4 sec

None

25 sec

22.34 sec

>25 sec

None

20 sec

20 sec

>19 sec

Yes

3 sec

2.67 sec

>3 sec

None

3 sec

2.33 sec

>3.5 sec

None

Required


We can observe that in all but Click on Instruction and learn how to play the game the game system is quite learnable. But there is a need to rectify the Learnability of Learn How to Play Game. To do that, we will be applying different Techniques combination accompanied with using labels. After making the following changes we conducted the Learnability testing on the single task once again. Task Performed

User A

User B

User C

Average

19 sec

19 sec

18 sec

18.67 sec

Optimum

Recorded

Unacceptable

Modificaton

Click on Instruction and Learn how to play the game

Task Performed


Page 115

Level-2(CSE)

HCIU Value

GROUP ASSIGNMENT

Time

Click on Instruction

17 sec

and Learn how to

18.67 sec

19 sec

None

play the game

Thus in all the values the current value lies between the optimum value and the unacceptable value thereby ensuring that our system is entirely learnable. To calculate the final Learnability we use the formula:

Average Learnability =

Total Learnability

Total no. of tasks performed. = 2 +2.33 + 22.34 + 18.67+2.67+2.33 6 = 8.39 sec Thus the Learnability of our system has come out to be 8.39 sec. 4.2.2.2 Testing Efficiency

Target Users: Expert Users Task Performed

User A

User B

User C

Average


2 sec

1 sec

2 sec

2.5 sec

Clicking on

2 sec

3 sec

2 sec

2.33 sec

15 sec

13 sec

12 sec

13.33 sec

Description Button Click on Instruction and Learn how to play the game


Page 116

Level-2(CSE) Clicking on Control

HCIU

GROUP ASSIGNMENT

8 sec

10 sec

11 sec

9.67 sec

2 sec

1 sec

3 sec

2 sec

1 sec

2 sec

2 sec

2.5 sec

Button and know about it Clicking on Option Button Click on Play Button

The data of the users has been recorded and now it will be compared with the optimized data chart. Task Performed

Optimal

Recorded

Unacceptable

Modification

Value

time


2 sec

2.5 sec

>3 sec

None

Clicking on

2 sec

2.33 sec

>3 sec

None

12 sec

13.33 sec

>15 sec

None

9 sec

9.67 sec

>12 sec

None

1.5 sec

2 sec

>2.5 sec

None

2 sec

2.5 sec

>3.5 sec

None

Required


Thus we can see that the system has successfully achieved the usability goal of Efficiency because all the reading taken are well within the limits. Thus to calculate the final efficiency we will be using the given formula:


Page 117

Level-2(CSE) Average Efficiency =

HCIU

GROUP ASSIGNMENT

Total Efficiency Total no. of tasks performed

= 2.5 + 2.33 + 13.33 + 9.67+2+2.5 6 = 5.38 sec Thus the efficiency of our system comes out to be 5.38 sec.

4.2.2.3 Testing Memorability

Calculating the Memorability of the system:

Target Users: Casual Users Task: Clicking on .exe file Time taken Day

User A

User B

User C

Average

1st day

3 sec

2 sec

2 sec

2.34 sec

15th day

2 sec

3 sec

3 sec

2.67 sec

25th day

2 sec

2 sec

1 sec

1.67 sec

40th day

1 sec

2 sec

2 sec

1.67 sec

Now we can calculate the average time taken by the users for the total no. of days by the formula: = Average of each day of the user


Page 118

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Total no. of days = 2.34 + 2.67 + 1.67 + 1.67 4 = 2.09 sec Now on comparing the gathered data with the actual readings of the system. Day

Recorded

Within the

Modification

Time

limit(1<2<3)

Required

1st day

2.34 sec

yes

No

15th day

2.67 sec

yes

No

25th day

1.67 sec

yes

No

40th day

1.67 sec

yes

No

Task: Clicking on Description Button Day

User A

User B

User C

Average

1st day

2 sec

3 sec

3 sec

2.67 sec

15th day

2 sec

2 sec

1.9 sec

1.96 sec

25th day

2 sec

1.5 sec

1.9 sec

1.80 sec

40th day

1.8 sec

1.5 sec

1.7 sec

1.66 sec

Now we can calculate the average time taken by the users for the total no. of days by the formula: = Average of each day of the user Total no. of days = 2.67 + 1.96 + 1.80 + 1.66 4


Page 119

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

= 2.02 sec Now on comparing the gathered data with the actual readings of the system. Day

Recorded

Within the

Modification

Time

limit(1<2<3)

Required

1st day

2.67 sec

yes

No

15th day

1.96 sec

yes

No

25th day

1.80 sec

yes

No

40th day

1.66 sec

yes

No

Thus in all the tests conducted upon the users based on the optimal time to check how quickly they can memorize the system, we have observed that the system is successful in achieving this usability goal. Though in the earlier phases we were unable to achieve the goals regarding Learnability, but after using names along with the symbols the users easily learnt the system and thus these goals were also achieved. 4.2.2.4 Testing Errors Test Plan for “Quiz Game”

Strategy of Testing: Name of Tester:

Himanshi

Date: 15-10-2010 S.No

Module to be tested:

Condition Tested

Place: Apiit Sd India Expected Result

Actual Result

Remarks

In terms of errors

1.

Test


0

0

Successfully Conducted

2.

Test

Clicking on Description Button

0

0


3.

Click on Instruction


Test

Page 120

Level-2(CSE)

HCIU

and Learn how to play

1

GROUP ASSIGNMENT 0

Conducted

the game

4.

Test

Clicking on Control Button and know about

0

0

Test

Clicking on Option Button


it

5.

Successfully

1

1


6.

Test Failed

Click on Play Button

0

1

Error description: 

On click on Option button we didn‟t found the options play and stop music working.



On click of play button game didn‟t start.

Now, we will be calculating the no of errors committed by the users against the expected maximum no. of errors. Novice Users Task Performed

Committed Errors

Expected no. of errors

Control

1

0

Play

1

1

Mute sound

1

1

Following instructions

2

2

Average no. of errors committed by the Novice users:


Page 121

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

= Total committed errors No. of tasks

= 1 + 1 + 1 + 2 = 1.25 4

Casual Users Task Performed

Committed Errors


Control

0

0

Play

1

1

Mute sound

1

1


1

2

Average no. of errors committed by the Novice users: = Total committed errors No. of tasks

= 0 + 1 + 1 + 1 = 0.75 4 Expert Users Task Performed

Committed Errors


Control

0

0

Play

0

1


Page 122

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Mute sound

1

1


0

2

Average no. of errors committed by the Expert users: = Total committed errors No. of tasks = 0 + 0 + 1 + 0 = 1 = 0.25 4

4

Average no of errors in the system = 0.5 + 1 + 0.25 = 1.75 = 0.58 3

3

As the readings show, the system performed quite well and met the expectations. And also passes the Usability Goal of Error. 4.2.2.5 Testing Subjective Satisfaction

For measuring subjective satisfaction, we made some users test our system after which we interviewed them to find out how they liked our system. Given below are some of the questions that were asked from the users: 1) Did you like the system? 2) What was the best thing about the system? 3) Did you like the interface? 4) Were the controls easy to use? 5) Were all the menu options visible and working? 6) According to you, what is the scope of improvement in the system?


Page 123

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

These questions were asked to the users who tested our system. Some of the answers that we got are also given below: Ans.1. Yes, I liked the system. Ans.2. It is very easy to use. Ans.3. Yes the interface was good but could have been better. Ans.4. Yes the controls were easy to use. Ans.5. All the menu options were easy to use. Ans.6. the interface could be more attractive and there can be an alert sound or a light message to show the command we gave is under process. We can easily observe that overall; the users liked the system and were quite satisfied with its functionalities and the interface. 4.2.3 HELP & DOCUMENTATION

While designing developer assumes that the user will be requiring help at various times. So various help and tools are introduced to assist the user where he may get stuck. The types of help are as following: 4.2.3.1 Type of Help & example 

Quick reference



Task specific help



Full explanation



Tutorial

Quick reference and task specific help are known as problem oriented help for example tool tips and search options. Full explanation and tutorial comes under system oriented


Page 124

Level-2(CSE)

HCIU

 QUICK REFERENCE:

GROUP ASSIGNMENT

Quick reference is a help tool that is implemented if the user

gets stuck onto something. From where he doesn‟t know how to proceed he will get a reference where he will be reminded of the tools that can be used. In order to get himself out of the problem. These references are intended to help the user with the tools he is familiar and has used before.  TASK SPECIFIC HELP:

unlike quick reference where the user has used the tools

before hand. Task specific help is intended to help the user who really doesn‟t know anything about the product he is using. If a user is uncertain about a tool he can as how is it used or where it can be applied he can then type the content in a help box and can get the relative con tent.  FULL EXPLANATION:

in full explanation the user gets to know everything about the

product. He gets the detailed description of the system he will be using even he doesn‟t need it at that time.  TUTORIAL:

tutorial is learning through experience and is a system oriented approach

where the user with the help of constant help gets to know about the system and then working through example of how to use the tools present in the system.

4.2.3.2 User Manual

Hardware Requirements: We need below mentioned hardware to execute the system:

Mouse



LCD/CRT Monitor



Keyboard



Ram

Software Requirements:

Windows operating system (XP, VISTA, WINDOWS 7).



Flash player 9.0 and above.


Page 125

Level-2(CSE) 4.2.3

HCIU

GROUP ASSIGNMENT

HEURISTIC EVALUATION

4.2.4.1. Visibility of System Status

#

1.1

1.2

1.3

1.4

1.5

1.6

Review Checklist

Does every display begin with a title or header that describes screen contents? Is there a consistent icon design scheme and stylistic treatment across the system? Is a single, selected icon clearly visible when surrounded by unselected icons? Do menu instructions, prompts, and error messages appear in the same place(s) on each menu? If pop-up windows are used to display error messages, do they allow the user to see the field in error? Is there some form of system feedback for every operator action?

Yes No N/A

N/A

Comments

Not required

YES

YES

NO

N/A

Not Applicable

YES

After the user completes an action (or group of actions), 1.7

does the feedback indicate that the next group of actions

NO

can be started?

1.8

1.9

Is there visual feedback in menus or dialog boxes about which choices are selectable? Is there visual feedback in menus or dialog boxes about


YES

N/A

Page 126

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

which choice the cursor is on now? If multiple options can be selected in a menu or dialog 1.10

box, is there visual feedback about which options are

N/A

already selected?

1.11

1.12

Is there visual feedback when objects are selected or moved? Is the current status of an icon clearly indicated?

#

Review Checklist

1.13 Is there feedback when function keys are pressed?

YES

YES Yes No N/A

Comments

N/A

If there are observable delays (greater than fifteen seconds) 1.14

in the system‟s response time, is the user kept informed of

YES

the system's progress? 1.15

1.16

Are response times appropriate to the task? Typing, cursor motion, mouse selection: 50-1 50 milliseconds

YES

NO

1.17

Simple, frequent tasks: less than 1 second

YES

1.18

Common tasks: 2-4 seconds

YES

1.19

Complex tasks: 8-12 seconds

YES

1.20

1.21

Are response times appropriate to the user's cognitive processing? High levels of concentration aren't necessary and remembering information is not required: two to fifteen


YES

YES

Page 127

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

seconds.

1.22

Is the menu-naming terminology consistent with the user's task domain?

YES

Does the system provide visibility: that is, by looking, can 1.23

the user tell the state of the system and the alternatives for

YES

Clearly Visible

action?

1.24

Do GUI menus make obvious which item has been

YES

selected? If users must navigate between multiple screens, does the

1.25

system use context labels, menu maps, and place markers

N?A

as navigational aids? 4.2.4.2. Match between System and the Real World

The system should speak the user‟s language, with words, phrases and concepts familiar to the user, rather than system-oriented terms. Follow real-world conventions, making information appear in a natural and logical order.

#

2.1

Review Checklist

Are icons concrete and familiar?

Yes No N Comments

YES

Well Familiar

Are menu choices ordered in the most 2.2

logical way, given the user, the item

YES

names, and the task variables?

2.3

If there is a natural sequence to menu choices, has it been used?

YES


Page 128

Level-2(CSE)

2.4

2.5

HCIU

Do related and interdependent fields appear on the same screen? If shape is used as a visual cue, does it match cultural conventions?

GROUP ASSIGNMENT

YES

YES

Do the selected colors correspond to 2.6

common expectations about color

NO

codes?

2.7

Do keystroke references in prompts match actual key names?

Not Necessary

YES

On data entry screens, are tasks 2.8

described in terminology familiar to

YES

users? For question and answer interfaces, are 2.9

questions stated in clear, simple

YES

language? Do menu choices fit logically into 2.10

categories that have readily understood

YES

meanings?

2.11

Are menu titles parallel grammatically?

N/A

Does the command language employ 2.12

user jargon and avoid computer

YES

jargon? 2.13

Are command names specific rather

NO


Page 129

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

than general?

2.14

2.15

#

Does the command language allow both full names and abbreviations? Are input data codes meaningful?

YES

Full name

YES

Of course

Review Checklist

Yes No N/A

Comments

Has the system been designed so that keys with similar 2.16

names do not perform opposite (and potentially

YES

dangerous) actions?

4.2.4.3. User Control and Freedom

Users should be free to select and sequence tasks (when appropriate), rather than having the system does this for them. Users often choose system functions by mistake and will need a clearly marked "emergency exit" to leave the unwanted state without having to go through an extended dialogue. Users should make their own decisions (with clear information) regarding the costs of exiting current work. The system should support undo and redo.

#

3.1

3.2

Review Checklist

If setting up windows is a low-frequency task, is it particularly easy to remember? In systems that use overlapping windows, is it easy for users to rearrange windows on the screen?


Yes No N/A

Comments

YES

NO

Page 130

Level-2(CSE)

3.3

3.4

3.5

3.6

HCIU

In systems that use overlapping windows, is it easy for users to switch between windows? When a user's task is complete, does the system wait for a signal from the user before processing? Can users type-ahead in a system with many nested menus? Is there an "undo" function at the level of a single action, a data entry, and a complete group of actions?

GROUP ASSIGNMENT

YES

NO

YES

NO

3.7

Can users cancel out of operations in progress?

YES

3.8

Are character edits allowed in commands?

NO

3.9

3.10

3.11

Can users reduce data entry time by copying and modifying existing data? Are character edits allowed in data entry fields? Are menus broad (many items on a menu) rather than deep (many menu levels)?

Not required

Not required

YES

N/A

Not Applicable

YES

If the system has multiple menu levels, is there a 3.12

mechanism that allows users to go back to previous

N/A

menus?

#

3.13

3.14

Review Checklist

If users can go back to a previous menu, can they change their earlier menu choice? Can users easily reverse their actions?


Yes No N/A

Comments

YES

N/A

Page 131

Level-2(CSE)

3.15

HCIU

Can users set their own system, session, file, and screen defaults?

GROUP ASSIGNMENT

NO

4.2.4.4. Consistency and Standards

Users should not have to wonder whether different words, situations, or actions mean the same thing. Follow platform conventions.

#

4.1

4.2

4.3

4.4

Review Checklist

Have industry or company formatting standards been followed consistently in all screens within a system? Has a heavy use of all uppercase letters on a screen been avoided? Do abbreviations not include punctuation? Are integers right-justified and real numbers decimalaligned?

Yes No N/A

YES

YES

N/A

YES

4.5

Are icons labeled?

YES

4.6

Are there no more than twelve to twenty icon types?

YES

4.8

Does each window have a title?

NO

4.9

4.10

Are vertical and horizontal scrolling possible in each window? Does the menu structure match the task structure?


Comments

N/A

YES

Perfect match

Page 132

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Have industry or company standards been established for 4.11

menu design, and are they applied consistently on all

YES

menu screens in the system? 4.12

4.13

4.14

4.15

4.16

4.17

#

4.18

4.19

4.20

4.21

4.22

Are menu choice lists presented vertically? If "exit" is a menu choice, does it always appear at the bottom of the list? Are menu titles either centered or left-justified? Do on-line instructions appear in a consistent location across screens? Are field labels consistent from one data entry screen to another? Are fields and labels left-justified for alpha lists an d right-justified for numeric lists?

Review Checklist

Are attention-getting techniques used with care? Sound: soft tones for regular positive feedback, harsh for rare critical conditions Are there no more than four to seven colors, and are they far apart along the visible spectrum? Is a legend provided if color codes are numerous or not obvious in meaning? Have pairings of high-chroma, spectrally extreme colors


NO

YES

N/A

YES

YES

YES

Yes No N/A

Comments

YES

YES

YES

N/A

YES

Page 133

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

been avoided?

4.23

4.24

4.25

4.26

4.27

Are saturated blues avoided for text or other small, thin line symbols? Is the most important information placed at the beginning of the prompt? Are user actions named consistently across all prompts in the system? Are system objects named consistently across all prompts in the system? For question and answer interfaces, are the valid inputs for a question listed?

YES

YES

YES

YES

YES

Are menu choice names consistent, both within each 4.28

menu and across the system, in grammatical style and

YES

terminology?

4.29

4.30

Does the structure of menu choice names match their corresponding menu titles? Does the command language have a consistent, natural, and mnemonic syntax?

YES

YES

Do abbreviations follow a simple primary rule and, if 4.31

necessary, a simple secondary rule for abbreviations that

N/A

otherwise would be duplicates?

#

4.32

Review Checklist

Are abbreviated words all the same length?


Yes No N/A

Comments

N/A

Page 134

Level-2(CSE)

4.33

4.34

HCIU

GROUP ASSIGNMENT

Is the structure of a data entry value consistent from

YES

screen to screen? Is the method for moving the cursor to the next or

YES

previous field consistent throughout the system?

4.2.4.5. Help Users Recognize, Diagnose, and Recover From Errors

Error messages should be expressed in plain language (NO CODES).

#

5.1

5.2

Review Checklist

Is sound used to signal an error? Are prompts stated constructively, without overt or implied criticism of the user?

Yes No N/A

NO

YES

5.3

Are error messages grammatically correct?

N/A

5.4

Do error messages avoid the use of exclamation points?

NO

5.5

If the system supports both novice and expert users, are multiple levels of error-message detail available?

Comments

Not Apllicable

N/A

4.2.4.6. Error Prevention

Even better than good error messages is a careful design which prevents a problem from occurring in the first place.

#

Review Checklist


Yes No N/A

Comments

Page 135

Level-2(CSE)

6.1

6.2

6.3

6.4

6.5

6.6

6.7

HCIU

If the database includes groups of data, can users enter more than one group on a single screen? Have dots or underscores been used to indicate field length? Is the menu choice name on a higher-level menu used as the menu title of the lower-level menu? Are menu choices logical, distinctive, and mutually exclusive? Are data inputs case-blind whenever possible? If the system displays multiple windows, is navigation between windows simple and visible? Are the function keys that can cause the most serious consequences in hard-to-reach positions?

GROUP ASSIGNMENT

N/A

NO

Not required

N/A

YES

YES

NO

N/A

Are the function keys that can cause the most serious 6.8

consequences located far away from low-consequence

N/A

and high-use keys? 6.9

6.10

6.11

6.12

Has the use of qualifier keys been minimized? If the system uses qualifier keys, are they used consistently throughout the system? Does the system prevent users from making errors whenever possible? Does the system warn users if they are about to make a potentially serious error?


N/A

N/A

YES

Controls Provided

N/A

Page 136

Level-2(CSE)

6.13

6.14

6.15

HCIU

Does the system intelligently interpret variations in user commands? Do data entry screens and dialog boxes indicate the number of character spaces available in a field? Do fields in data entry screens and dialog boxes contain default values when appropriate?

GROUP ASSIGNMENT

YES

N/A

YES

4.2.4.7. Recognition Rather Than Recall

Make objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another. Instructions for use of the system should be visible or easily retrievable whenever appropriate.

#

Review Checklist

Yes No N/A

For question and answer interfaces, are visual cues and 7.1

white space used to distinguish questions, prompts,

YES

instructions, and user input?

7.2

7.3

7.4

7.5

Does the data display start in the upper-left corner of the screen? Are all data a user needs on display at each step in a transaction sequence? Are prompts, cues, and messages placed where the eye is likely to be looking on the screen? Is there an obvious visual distinction made between "choose one" menu and "choose many" menus?


Comments

Proper Formatting

YES

YES

N/A

YES

Easily Distinguished

Page 137

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Have spatial relationships between soft function keys 7.6

(on-screen cues) and keyboard function keys been

NO

preserved?

7.7

7.8

7.9

7.10

7.11

7.12

7.13

7.14

Is white space used to create symmetry and lead the eye in the appropriate direction? Have items been grouped into logical zones, and have headings been used to distinguish between zones? Have zones been separated by spaces, lines, color, letters, bold titles, rules lines, or shaded areas? Are field labels close to fields, but separated by at least one space? Are optional data entry fields clearly marked? Are symbols used to break long input strings into "chunks"? Is reverse video or color highlighting used to get the user's attention? Is reverse video used to indicate that an item has been selected?

YES

YES

YES

YES

YES

NO

N/A

N/A

Are size, boldface, underlining, color, shading, or 7.15

typography used to show relative quantity or importance

YES

of different screen items? 7.16

Are borders used to identify meaningful groups?

YES

7.17

Has the same color been used to group related elements?

YES


Proper Design

Page 138

Level-2(CSE) 7.18

7.19

HCIU

Is color coding consistent throughout the system? Is there good color and brightness contrast between image and background colors?

GROUP ASSIGNMENT YES

YES

Interactive Interface

Have light, bright, saturated colors been used to 7.20

emphasize data and have darker, duller, and desaturated

YES

colors been used to de-emphasize data? 7.21

Is the first word of each menu choice the most important?

YES

Does the system provide mapping: that is, are the 7.22

relationships between controls and actions apparent to the

YES

user? 4.2.4.8. Aesthetic and Minimalist Design

Accelerators-unseen by the novice user-may often speed up the interaction for the expert user such that the system can cater to both inexperienced and experienced users. Allow users to tailor frequent actions. Provide alternative means of access and operation for users who differ from the "average" user (e.g., physical or cognitive ability, culture, language, etc.)

#

8.1

8.2

8.3

Review Checklist

If the system supports both novice and expert users, are multiple levels of error message detail available? Does the system allow novices to use a keyword grammar and experts to use a positional grammar? Can users define their own synonyms for commands?


Yes No N/A

Comments

NO

N/A

NO

Page 139

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Does the system allow novice users to enter the 8.4

simplest, most common form of each command, and

YES

allow expert users to add parameters?

8.5

8.6

Do expert users have the option of entering multiple commands in a single string? Does the system provide function keys for highfrequency commands?

NO

Not required

N/A

For data entry screens with many fields or in which 8.7

source documents may be incomplete, can users save a

N/A

partially filled screen? 8.8

8.9

8.10

Does the system automatically enter leading zeros? If menu lists are short (seven items or fewer), can users select an item by moving the cursor? If the system uses a type-ahead strategy, do the menu items have mnemonic codes?

NO

NO

N/A

Not required

If the system uses a pointing device, do users have the 8.11

option of either clicking on fields or using a keyboard

NO

shortcut?

8.12

Does the system offer "find next" and "find previous" shortcuts for database searches?


N/A

Page 140

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

4.2.4.9. Aesthetic and Minimalist Design

Dialogues should not contain information which is irrelevant or rarely needed. Every ex tra unit of information in a dialogue competes with the relevant units of information and diminishes their relative visibility.

#

9.1

9.2

9.3

9.4

Review Checklist

Is only (and all) information essential to decision making displayed on the screen? Are all icons in a set visually and conceptually distinct? Have large objects, bold lines, and simple areas been used to distinguish icons? Does each icon stand out from its background?

Yes No N/A

Comments

YES

YES

YES

YES

If the system uses a standard GUI interface where menu 9.5

sequence has already been specified, do menus adhere to

YES

the specification whenever possible?

9.6

9.7

9.8

9.9

9.10

Are meaningful groups of items separated by white space? Does each data entry screen have a short, simple, clear, distinctive title? Are field labels brief, familiar, and descriptive? Are prompts expressed in the affirmative, and do they use the active voice? Are menu titles brief, yet long enough to communicate?


YES

Proper Design

N/A

YES

NO

YES

Page 141

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

4.2.4.10. Help and Documentation

Even though it is better if the system can be used without documentation, it may be necessary to provide help and documentation. Any such information should be easy to search, focused on the

user‟s task, list concrete steps to be carried out, and not be too large.

#

10.1

Review Checklist

If users are working from hard copy, are the parts of the hard copy that go on-line marked?

Yes No N/A

Comments

YES

10.2

Are on-line instructions visually distinct?

YES

10.3

Do the instructions follow the sequence of user actions?

YES

If menu choices are ambiguous, does the system provide 10.4

additional explanatory information when an item is

NO

selected?

10.5

Are data entry screens and dialog boxes supported by navigation and completion instructions?

YES

If menu items are ambiguous, does the system provide 10.6

additional explanatory information when an item is

NO

selected?

10.7

10.8

Are there memory aids for commands, either through online quick reference or prompting? Is the help function visible; for example, a key labeled HELP or a special menu?


N/A

Not required

YES

Page 142

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

10.9

Navigation: Is information easy to find?

YES

10.10

Presentation: Is the visual layout well designed?

YES

10.11

Conversation: Is the information accurate, complete, and understandable?

#

Review Checklist

YES

Yes No N/A

10.12

Is the information relevant?

YES

10.13

Goal-oriented (What can I do with this program?)

YES

10.14

Descriptive (What is this thing for?)

YES

10.15

Procedural (How do I do this task?)

YES

10.16

Navigational (Where am I?)

YES

10.17

Is there context-sensitive help?

NO

10.18

Can the user change the level of detail available?

NO

10.19

Can users easily switch between help and their work?

N/A

10.20

Is it easy to access and return from the help system?

YES

10.21

Can users resume work where they left off after accessing help?


Comments

As per requirement

N/A

Page 143

Level-2(CSE)

HCIU

GROUP ASSIGNMENT

Conclusion:

We are sure you're aware, there are dangers associated with video game including health problem, addiction, violence which are on the rise. The most prevalent danger though often involves online predators or individuals who claim to be someone that they are not. By being aware of your surroundings and whom you are playing with, you should be able to safely enjoy Game. For this convenience we have developed the Quiz Game which will protect you from all danger. Once you are well informed and comfortable with your findings, you can begin your game with many questions to answer in quiz. This can easily be done by performing a specific tasks of answering. Your search will likely return a score that you scored while playing the game. Another one of benefits includes diversity because the internet gives individuals from all around the world to access and play game Not only will you will enjoy, but you just might learn a thing or gain knowledge about various domain.


Page 144

hciu pt0988

Recommend Documents