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Clustering Students to Evaluate and Understand Handheld Communication Interfaces: The Way We Use a Product Is as Important as What that Product Can Do, or What It Looks Like

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Title: Clustering Students to Evaluate and Understand Handheld Communication Interfaces: The Way We Use a Product Is as Important as What that Product Can Do, or What It Looks Like
Language: English
Authors: Stone, R. Brian
Source: Technology Teacher. Oct 2004 64(2):18-18.
Availability: Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site: http://www.iteaconnect.org.
Peer Reviewed: Y
Page Count: 3
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Telecommunications, Educational Technology, Computer Interfaces, Evaluation
ISSN: 0746-3537
Abstract: A user communicates, or interacts, with a handheld device via a series of interfaces. These interfaces facilitate a dialog between the person and the cell phone, PDA, or MP3 player by receiving input and responding to human action with feedback. People interact with handheld screen interfaces at a very intimate level. It is rare that someone will demonstrate to colleagues how pleasurable or intuitive their cell phone's interface works. Conversely, if there are deficiencies in an interface, users will quietly find a work-around, live with the frustration, or ignore the function altogether. In either event, broad exposure to these interfaces is not seen at the same level as Web sites promoting usability or CD-ROM programs touting innovation. With the growing complexity, functionality, and increased use of "responsive" three-dimensional products, such as cell phones, personal data assistants or PDAs, and digital cameras, designers must direct their focus to designing the "experience of interface interaction" as well as the physical form of the object. The way people use a product is as important as what that product can do, or what it looks like; thus the issue of what an object means or causes one to do with it has moved to the foreground. Reviewing and evaluating screen-based interfaces for handheld devices should be of great interest to aspiring product or visual communication designers, engineers, information architects, and interaction designers. Through these shared evaluations, students will realize the range and limitations faced when dealing with interfaces for screens in a handheld product context. Having early exposure to the concepts relevant to interface design for handheld devices will better prepare students for the unique challenges that lie ahead in this ubiquitous and dynamic application. This article describes several important concepts that students realized by examining the issues relevant to handheld communication interfaces and their design.
Abstractor: ERIC
Entry Date: 2005
Accession Number: EJ707078
Database: ERIC
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  Availability: 1
  Value: <anid>AN0014690179;ttc01oct.04;2004Oct25.14:42;v2.1</anid> <jsection id="AN0014690179-1"> From IDSA</jsection> <title id="AN0014690179-2">CLUSTERING STUDENTS TO EVALUATE AND UNDERSTAND HANDHELD COMMUNICATION INTERFACES </title> <p>A user communicates, or interacts, with a handheld device via a series of interfaces. These interfaces facilitate a dialog between the person and the cell phone, PDA, or MP3 player by receiving input and responding to human action with feedback. We interact with handheld screen interfaces at a very intimate level. It is rare that someone will demonstrate to colleagues how pleasurable or intuitive their cell phone's interface works. Conversely, if there are deficiencies in an interface, users will quietly find a work-around, live with the frustration, or ignore the function altogether. In either event, broad exposure to these interfaces is not seen at the same level as Web sites promoting usability or CD-ROM programs touting innovation.</p> <p>With the growing complexity, functionality, and increased use of "responsive" three-dimensional products, such as cell phones, personal data assistants or PDAs, and digital cameras, designers must direct their focus to designing the "experience of interface interaction" as well as the physical form of the object. The way we use a product is as important as what that product can do, or what it looks like; thus the issue of what an object means or causes one to do with it has moved to the foreground. Reviewing and evaluating screen-based interfaces for handheld devices should be of great interest to aspiring product or visual communication designers, engineers, information architects, and interaction designers. Through these shared evaluations, students will realize the range and limitations faced when dealing with interfaces for screens in a handheld product context. Having early exposure to the concepts relevant to interface design for handheld devices will better prepare students for the unique challenges that lie ahead in this ubiquitous and dynamic application.</p> <p>Because handheld devices are so pervasive in our society, it won't take many resources to get started conducting evaluations of handheld communication interfaces. Virtually all students have access to a PDA, cell phone, language translator, or MP3 player (Figure 1).</p> <p>To help establish a context for what can be done, this student's evaluation of a low-cost digital camera with zoom typifies the assortment of problematic issues that may occur with handheld communication device screens. The camera received favorable reviews for its size, features, and included peripherals. Ideal for the entry-level consumer, it provides both automatic and manual modes. An analysis and observation of users interacting with the camera revealed that point-and-shoot activities were fairly easy to perform, although the display only shows five of the six available menu options. Task difficulties and interface shortcomings became apparent, however, once users attempted to use some of the camera's advanced functionality.</p> <p>In this situation, the student designer discovered several problems. Among these problems were the issues of functional hierarchy, task structure, the visibility of functions, and feedback. The student went on to propose solutions to some of the problems, which were mocked-up (Figures 3-4) using a vector drawing program, such as Adobe Illustrator®.</p> <p>As with virtually all digital cameras, users interact with some level of operation through an LCD screen. Tactile buttons control the movement through menus and actuate functions. In many instances, opaque expanding and collapsing menus obstruct any view of an intended photographic subject. This may not be a problem in some scenarios, but occludes any visibility when attempting to adjust and preview changes to exposure, aperture, or white-balance settings (Figure 2). This issue can be resolved by revising the behavior of the menu structure and GUI (Figure 3). Only the appropriate, or "in-context," menu is displayed. This allows users to see real-time changes to the preview when adjusting exposure, aperture, and white-balance controls (Figure 4). Feedback is immediate, and visibility is maximized.</p> <p>You may begin your project by having students bring in a variety of handheld products that have screens as the primary mode of responsive communication. This may be his or her own MP3 player, a PDA of a close friend, or a digital camera of a family member.</p> <p>Divide the products into categories, with the primary classification being on the "type of task" the product is intended to support; e.g., organizing or retrieving information, communicating, entertaining, translating, etc. Cluster the students into groups and have them conduct an evaluation, using the forthcoming principles. Included in this evaluation should be an identification of a typical user, a clear identification of a problem, and a proposed resolution (which may be mocked-up as an additional design activity).</p> <p>Once the students have been clustered with an array of product interfaces, they should begin with a description of the product's typical user(s) and the tasks that must be supported. Having an understanding of a user is the first step in delivering an interface that meets the user's needs, goals, skill set, and experience level. This information is easily extracted by talking to real users of the product. The discoveries made in this phase can radically change assumptions and inspire innovation.</p> <p>Once the user and user tasks are defined, students can begin their evaluation, using some of the following principles posed as questions. This is not an exhaustive list, but is enough to create a meaningful dialogue within each group setting.</p> <hd id="AN0014690179-3"> How does the task flow work? </hd> <p>Look at the sequence of steps necessary to complete a given task and determine if they are efficient, useful, and clear. Try to make predictions on where users may get confused or make possible errors due to unclear language, poorly depicted graphics, confusing directional paths, or poorly mapped button controls.</p> <hd id="AN0014690179-4"> What is the hierarchical focus? </hd> <p>Our eyes are drawn to animated areas of an interface display more readily than static areas. Determine if the use of motion or flashing cursors helps users notice important state changes, or if they become distractions to what is important. Outline additional strategies to bring focus to important information, such as highlights, size changes, or other differences in appearance.</p> <hd id="AN0014690179-5"> Are the product's functions and features visible? </hd> <p>Determine if important features and functions are visibly exposed. Many users prefer to see "up-front" what functions are available to them. Important features and functions buried deep in an interface structure may go unrealized. Users should be able to understand what actions the product's interface affords through a quick visual scan.</p> <hd id="AN0014690179-6"> Do the interfaces behave consistently? </hd> <p>The action, input, and feedback of the product's interface should behave in a consistent and coherent manner. These behaviors should make sense to the user from one part of the product's interface to the next. For example, if an item is selected for deletion, and a warning message is given, similar warning messages should be delivered when an irrevocable action is input by the user.</p> <hd id="AN0014690179-7"> Are "cause and effect" actions visualized? </hd> <p>Each input by the use or change in the behavior of the program should be accompanied by a corresponding change in the appearance of the interface. This is often achieved by a rollover, sometimes accompanied by an audible tone, once an interface is engaged. A "current selection" should be displayed with some visual contrast, and specific states should be displayed in a consistent, clear, and unambiguous manner.</p> <hd id="AN0014690179-8"> Are metaphors appropriately used? </hd> <p>There are situations where an interface can be more easily understood by the use of a metaphor By resembling a commonplace system, such as the controls on a tape deck, an interface's functionality may be quickly familiarized. Identify any metaphors used and conclude if they are used consistently through the product's interface.</p> <hd id="AN0014690179-9"> Will users be able to recover from an error? </hd> <p>It is inevitable that someone will hit the wrong button. Ascertain if any such action can be undone. Certain interface functions should have a Cancel button or Undo feature. Actions that are irreversible, like "overwriting a file," should require a user to make an explicit commitment. These safety nets will give novice users a real sense of comfort.</p> <hd id="AN0014690179-10"> Does the interface have a sense of aesthetics? </hd> <p>Because users interact with handheld screen interfaces at a close and personal level, the interface family should have a sense of beauty, and at the very least not be ugly. Determine if the organization of the interface appears refined. Ask questions like, "are the colors harmonious, is the type legible, and are the graphics clear and consistent?" Also note if users have the ability to customize the display of the interface, i.e. change the colors or type font to suit their own sense of aesthetics.</p> <hd id="AN0014690179-11"> Conclusion </hd> <p>Several important concepts can be realized by examining the issues relevant to handheld communication interfaces and their design. Additional principles or "heuristics" can be found on the Web sites of usability advocates Jakob Nielsen and Bruce "Tog" Tognazzini. Having an understanding of these concepts, considering the constraints of handheld communication interfaces, and then applying them in the design process, can begin to yield screen-based interfaces that truly meet or exceed the expectations of users. By encouraging students to conduct an evaluation, they will not only gain exposure to interface and interaction strategies and technologies, but may be inspired to look at not previously considered professions such as information design, product design, software engineering, interface design, or interaction design. Through this activity, students will become more confident and forward-thinking when speaking about these issues. And they will become more demanding and critical of the product interfaces with which they interact as consumers.</p> <hd id="AN0014690179-12">ITEA Announces Kansas City Conference General Session Speaker, Dr. Harry Wong</hd> <hd1 id="AN0014690179-13"> ITEA First General Session and Program Excellence Awards </hd1> <hd1 id="AN0014690179-14"> Sunday, April 3, 2005 </hd1> <hd1 id="AN0014690179-15"> 9:00am-10:50am </hd1> <p>Dr. Wong has over 30 publications, including a leading book in education on how to start the first day of school, a video and audiotape series, a science textbook series, three films, and numerous magazine and journal articles to his credit.</p> <p>Because of his achievements, Dr. Wong has been awarded the Outstanding Secondary Teacher Award, the Outstanding Biology Teacher Award, and the Valley Forge Teacher's Medal. He was also the subject of a story in Reader's Digest.</p> <p>Register to attend: <ulink href="http://www.iteawww.org">www.iteawww.org</ulink></p> <p>The way we use a product is as important as what that product can do, or what it looks like.</p> <p>PHOTO (BLACK & WHITE): Figure 1. Encourage students to evaluate an array of handheld communication interfaces. These products offered a range of interface and interaction schemes, as well as unique opportunities for analysis, design, and evaluation.</p> <p>PHOTO (BLACK & WHITE): Figure 2. The image view is obstructed by the current menu interface.</p> <p>PHOTO (BLACK & WHITE): Figure 3. Image preview is now visible, and feedback is immediate via a redesigned menu interface.</p> <p>PHOTO (BLACK & WHITE): Figure 4. The application of design principles yields effective communication interfaces.</p> <p>PHOTO (BLACK & WHITE)</p> <p>PHOTO (BLACK & WHITE)</p> <aug> <p>By R. Brian Stone</p> <p></p> <p>R. Brian Stone is a frequent speaker and author on the subjects of interactive visual communication, Web usability, type in motion, and multimedia interface design. He is a recipient of the 2002 OSU Alumni Award for Distinguished Teaching and an Apple Computer Distinguished Educator.</p> </aug>
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