Jay-Arr C.
Buhain
ITEC 101 Instructor
Module 2: Analysis
LESSON 3: COGNITION OF USERS
H - Human
C - Computer
I - Interaction
Learning Objectives:
Explain what cognition is and why it is
important for interaction design.
Describe the main ways cognition has
been applied to interaction design.
Enable you to try to elicit a mental model H - Human
and be able to understand what it C - Computer
means. I - Interaction
Cognition
Cognition is what goes on in our heads when we carry out our everyday
activities. It involves cognitive processes, like thinking, remembering,
learning, daydreaming, decision making, seeing, reading, writing and
talking.
Perceiving
Understanding others
Thinking
Talking with others
Remembering
Manipulating others
Learning
Planning a meal
Making decisions
Painting
Solving problems
Writing
Daydreaming
Composing
What goes on in the mind?
General modes of cognition:
Examples of experiential cognition include driving a car, reading a book,
having a conversation, and playing a video game.
In contrast, reflective cognition involves thinking, comparing, and
decision-making. This kind of cognition is what leads to new ideas and
creativity. Examples include designing, learning, and writing a book.
Specific kinds of processes in cognition:
Attention
Specific kinds of processes in cognition:
Attention Perception and recognition
Specific kinds of processes in cognition:
Memory
Attention Perception and recognition
Specific kinds of processes in cognition:
Memory Learning
Attention Perception and recognition
Specific kinds of processes in cognition:
Reading, speaking,
and listening
Memory Learning
Attention Perception and recognition
Specific kinds of processes in cognition:
Reading, speaking, Problem solving, planning,
and listening reasoning, decision making
Memory Learning
Attention Perception and recognition
Specific kinds of processes in cognition:
Reading, speaking, Problem solving, planning,
and listening reasoning, decision making
Memory Learning
Attention Perception and recognition
Conceptual Frameworks for Cognition
Conceptual frameworks for cognition, this approach is to apply theories
and conceptual frameworks to interaction design.
Different perspective on cognition:
Information
Processing
Mental External
Modes Cognition
Different perspective on cognition:
Information
Processing
Mental External
Modes Cognition
Different perspective on cognition:
How the system works?
Information
Processing
What happens when
people are learning and
using a system?
Mental External
Modes Cognition
Different perspective on cognition:
Information
Processing
Mental External
Modes Cognition
Different perspective on cognition:
Input or
Information Stimuli Encoding Comparison
Response
Selection
Response
Execution
Output or
Response
Processing Stage 1 Stage 2 Stage 3 Stage 4
Human Information Processing Model
Mental External
Modes Cognition
Different perspective on cognition:
Information
Processing
Mental External
Modes Cognition
Different perspective on cognition:
Information The main ones include:
Processing
Mental External
Modes Cognition
Different perspective on cognition:
Information The main ones include:
Processing
externalizing
to reduce
memory load
Mental External
Modes Cognition
Different perspective on cognition:
Information The main ones include:
Processing
externalizing
to reduce
memory load
computational
offloading
Mental External
Modes Cognition
Different perspective on cognition:
Information The main ones include:
Processing
externalizing
to reduce
memory load
computational
offloading
annotating
Mental External and cognitive
Modes Cognition tracing
Different perspective on cognition:
Information The main ones include:
Processing
externalizing
to reduce
memory load
computational
offloading
annotating
Mental External and cognitive
Modes Cognition tracing
Applying Knowledge from the Physical World to
the Digital World
Applying Knowledge from the Physical World to
the Digital World
Understanding the various cognitive processes that users engage in when
interacting with systems, it is useful to understand the way people cope
with the demands of everyday life also.
Physical World to Digital World
Physical World to Digital World
Physical World to Digital World
Informing Design: from Theory to Practice
Theories, models, and conceptual frameworks provide abstractions for
thinking about phenomena. In particular, they enable generalizations to be
made about cognition across different situations.
Theory in its pure form, however, can be difficult to digest. The arcane
terminology and jargon used can be quite off-putting to those not familiar
with it. It also requires much time to become familiar with it-something that
designers and engineers can't afford when working to meet deadlines.
Researchers have tried to help out by making theory more accessible and
practical.
Translating it into:
Design principles and
concepts
01 Design rules
Design and
evaluation methods
Analytic methods
Example 1:
Card, Moran, & Newell (1983),
psychological model of the human
processor, was simplified into another
model called GOMS (an acronym
standing for goals, operators, methods,
and selection rules). The four
components of the GOMS model
describe how a user performs a
computer-based task in terms of goals
(e.g., save a file) and the selection of
methods and operations from memory
that are needed to achieve them.
GOMS Model
Example 1:
Card, Moran, & Newell (1983),
psychological model of the human
processor, was simplified into another
model called GOMS (an acronym
standing for goals, operators, methods,
and selection rules). The four
components of the GOMS model
describe how a user performs a
computer-based task in terms of goals
(e.g., save a file) and the selection of
methods and operations from memory
that are needed to achieve them.
GOMS Model
Example 2:
Rogers and Scaife (1998), this approach
has been to produce various kinds of
design principles in the Interaction
Design, such as: for designing
multimedia and virtual reality
applications.
A number of core dimensions were
identified that could be used to guide the
design of different kinds of external
representations that would be of “added”
cognitive value for particular users,
domains and tasks.
Example 2:
Rogers and Scaife (1998), this approach
has been to produce various kinds of
design principles in the Interaction
Design, such as: for designing
multimedia and virtual reality
applications.
A number of core dimensions were
identified that could be used to guide the
design of different kinds of external
representations that would be of “added”
cognitive value for particular users,
domains and tasks.
Example 2:
An emphasis on the need for an
identification of the different kinds
of cognitive benefits that particular
representational formats and
technologies may provide.
In terms of potential benefits for
learners, interactive multimedia
(IMM) seems to offer much way of
novel forms of representations
(through its ability to combine
graphics, animations, text, audio,
video, etc.) and interactivity (by
allowing the user to select,
manipulate, and combine these
representations).
Example 3:
Thomas Green (1990) has also
proposed a framework of cognitive
dimensions. His overarching goal is to
develop a set of high-level concepts that
are both valuable and easy to use for
evaluating the designs of informational
artifacts, such as software applications.
An example dimension from the
framework is "viscosity," which simply
refers to resistance to local change. In a
nutshell, the concept is used to examine
"how much extra work you have to do if
you change your mind."
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
Thomas Green (1990) has also
proposed a framework of cognitive
dimensions. His overarching goal is to
develop a set of high-level concepts that
are both valuable and easy to use for
evaluating the designs of informational
artifacts, such as software applications.
An example dimension from the
framework is "viscosity," which simply
refers to resistance to local change. In a
nutshell, the concept is used to examine
"how much extra work you have to do if
you change your mind."
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Example 3:
The framework introduced by Green, who emphasized
the generality of Cognitive Dimensions approach
Activity #3:
Think of five (5) major concerns / theory / ideas about your chosen topic
(based on your Activity #1). Explain your Figure.
Cognition as User Experience (UX)
Activity #3:
Assess yourself using the Soft Skills scale of UX. Explain your rating.
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2 2
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1 1
2 2
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Soft Skills Assessment
Activity #3:
Think of five (5) major concerns / theory / ideas about your chosen topic
(based on your Activity #1). (10 points)
Assess yourself using the Soft Skills scale of UX. Explain your rating. (10
points)
Kindly check the attached file (Activity 3 - Self-Assessment.docx), you
can use this file for your Activity or the students will draw the Figure and
supply the details needed. Check the corresponding points in each task
and explain your answer.
