Transcript User Interface Design based on Chapter 12 - Software Engineering: A Practitioner’s Approach, 6/e copyright © 1996, 2001, 2005 R.S.

User Interface Design
based on
Chapter 12 - Software Engineering: A Practitioner’s Approach, 6/e
copyright © 1996, 2001, 2005
R.S. Pressman & Associates, Inc.
For University Use Only
May be reproduced ONLY for student use at the university level
when used in conjunction with Software Engineering: A Practitioner's Approach.
Any other reproduction or use is expressly prohibited.
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
The
Psychology
Everyday
by Donald A. Norman
with permission
by R.S. Pressman &of
Associates,
Inc., copyrightThings
© 1996, 2001, 2005
1
Interface Design
Easy to learn?
Easy to use?
Easy to understand?
Typical Design Errors
lack of consistency
too much memorization
no guidance / help
no context sensitivity
poor response
Arcane/unfriendly
Any examples?
How about your remote controls?
How about fighter airplanes?
How are Windows OS and MS applications?
These courseware materials are to be used in conjunction
Software
Engineering:
A Practitioner’s
How with
about
UTD
web
sites? Approach, 6/e and are provided
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
Vending machines?
2
Golden Rules


Place the user in control instead of ?
Reduce the user’s memory load
dos vs.
windows?

Make the interface consistent for the user
…btw, who’s the user?
Should the user work with the designer, then, during UI design?3
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
UI Hall of Fame or Shame
Place the User in Control
Define interaction modes in a way that does not force a user
into unnecessary or undesired actions.
Allow user interaction to be interruptible and undoable.
Streamline interaction as skill levels advance and allow the
interaction to be customized.
linear text vs. pie chart?
Design for direct interaction with objects that appear on the
screen.
how? any examples?
Can you think of counter examples?
Can the user be treated like the computer?
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
How do we know the user will indeed be in control?
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
4
Reduce the User’s Memory Load
Reduce demand on short-term memory.
how many?
Establish meaningful defaults.
Define shortcuts that are intuitive.
The visual layout of the interface should be based on a real
world metaphor.
Disclose information in a progressive fashion.
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
Can you think of counter examples?
5
Make the Interface Consistent
Allow the user to put the current task into a meaningful
context.
Maintain consistency across a family of applications.
If past interactive models have created user
expectations, do not make changes unless there is a
compelling reason to do so.
Can you think of any good examples?
Any counter examples?
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
6
User Interface Design Process
What is this process called?
These courseware
are cycles
to be used in should
conjunction with
Softwarebe
Engineering:
A Practitioner’s
6/e and are provided
Howmaterials
many
there
for your
ownApproach,
UI design?
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
7
Interface Analysis

Interface analysis means understanding




(1) the users who will interact with the system through the
interface;
(2) the tasks that end-users must perform to do their work,
(3) the content that is presented as part of the interface
(4) the environment in which these tasks will be conducted.
What does this analysis lead to?
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
How
do we
describe
each of
and2001,
relationships,
precisely, …and where?
8
with permission
by R.S.
Pressman & Associates,
Inc., these,
copyright © 1996,
2005
User Analysis

Are users trained professionals, technician, clerical, or manufacturing
workers?

Are the users capable of learning from written materials or have they
expressed a desire for classroom training?

Are users expert typists or keyboard phobic?

What is the age range, gender, primary spoken language of the user
community?

Is the software to be an integral part of the work users do or will it be used
only occasionally?

Are users experts in the subject matter that is addressed by the system?
What does this analysis lead to?
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
How
do webydescribe
ofInc.,
these,
and
relationships,
precisely, and where?
with permission
R.S. Pressman &each
Associates,
copyright ©
1996, 2001,
2005
9
Task Analysis and Modeling

Answers the following questions …








What work will the user perform in specific circumstances?
What tasks and subtasks will be performed as the user does the
work?
What specific problem domain objects will the user manipulate as
work is performed?
What is the sequence of work tasks—the workflow?
Use-cases define basic interaction
Task elaboration refines interactive tasks
Object elaboration identifies interface objects (classes)
Workflow analysis defines how a work process is completed
when several people (and roles) are involved
What does this analysis lead to?
How
we materials
describe
of these,
andEngineering:
relationships,
precisely,
…and
These do
courseware
are to beeach
used in conjunction
with Software
A Practitioner’s Approach,
6/e and are
provided where?
10
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
What
would modeling result in?
p at ien t
r e q u e st s t h at a
p r e scr ip t io n b e r e f ille d
p h armacist
p h ysician
Swimlane Diagram
d e t e r m in e s st at u s o f
p r e scr ip t io n
no ref ills
remaining
ref ills
remaining
ch e cks in v e n t o r y f o r
r e f ill o r alt e r n at iv e
ch e cks p at ie n t
r e co r d s
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ref ill not
allowed
e v alu at e s alt e r n at iv e
m e d icat io n
r e ce iv e s o u t o f st o ck
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alt ernat iv e
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r e ce iv e s t im e / d at e
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What kind of diagram is this?
These courseware materials are to be used in conjunction with Software
Engineering:
A Practitioner’s
Approach,
and are
provided
What
does
this have
to6/edo
with
UI design?
11
with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005
Fig u re 1 2 .2 Sw imlan e d iag ram fo r p rescrip t io n refill fu n ct io n
Analysis of Display Content

Are different types of data assigned to consistent geographic locations
on the screen (e.g., photos always appear in the upper right hand
corner)?

Can the user customize the screen location for content?

Will graphical output be scaled to fit within the bounds of the display
device that is used?

How will color to be used to enhance understanding?

How will error messages and warning be presented to the user?
What does this analysis lead to?
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided
How
do weby describe
ofInc.,these,
relationships,
precisely…and where?12
with permission
R.S. Pressman & each
Associates,
copyright ©and
1996, 2001,
2005