Class Teacher: Seyyed Kamran Hossieni

Class Assistant : Ehsan Azizi 10 May 2022

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Review :
1. HCI

2. Why HCI?

3. User Experience

4. Good/Bad Design

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Plan :
1. Input–output channels

2. Human memory

3. Thinking: reasoning and problem solving

4. Emotion

5. Individual differences

6. Psychology and the design of interactive systems

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 1. INPUT–OUTPUT CHANNELS

A person’s interaction with the outside world occurs

through information being received and sent: input
and output.

In an interaction with a computer the user receives

information that is output by the computer, and
responds by providing input to the computer .

the user’s output becomes the computer’s input and

vice versa.
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 1. INPUT–OUTPUT CHANNELS

• Input in the human occurs mainly through the senses

and output through the motor control of the effectors.

• There are five major senses: sight, hearing, touch, taste

and smell. Of these, the first three are the most important
to HCI.

Taste and smell do not currently play a significant role in

HCI

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 1. INPUT–OUTPUT CHANNELS

• Similarly there are a number of effectors, including the

limbs, fingers, eyes, head and vocal system.

• In the interaction with the computer, the fingers play

the primary role, through typing or mouse control,

with some use of voice, and eye, head and body

position.
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 INPUT–OUTPUT CHANNELS
1. Vision :
Human vision is a highly complex activity with a range of physical
and perceptual limitations, yet it is the primary source of
information for the average person.
 Vision begins with light.

 The eye is a mechanism for receiving light and transforming it

into electrical energy.
 Light is reflected from objects in the world and their image is
focused upside down on the back of the eye.
 The receptors in the eye transform it into electrical signals which
are passed to the brain.
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 INPUT–OUTPUT CHANNELS

1. Vision

We must constantly look at things

Differently .

- Dead Poets Society (1989)

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 INPUT–OUTPUT CHANNELS
2. Hearing :
• The sense of hearing is often considered secondary to
sight, but we tend to underestimate the amount of
information that we receive through our ears.
• The auditory system can convey a lot of information
about our environment. It begins with vibrations in the air
or sound waves. The ear receives these vibrations and
transmits them, through various stages, to the auditory
nerves.

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 INPUT–OUTPUT CHANNELS

• The auditory system performs some filtering of

the sounds received, allowing us to ignore
background noise and concentrate on important
information.

 We are selective in our hearing.

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 1. INPUT–OUTPUT CHANNELS
3. Touch :

 The third and last of the senses that we will consider is

touch.

 Although this sense is often viewed as less important than

sight or hearing, we can’t imagine life without it. Touch
provides us with vital information about our environment.

 The apparatus of touch differs from that of sight and

hearing in that it is not localized.

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 1. INPUT–OUTPUT CHANNELS

 We receive stimuli through the skin. The skin contains

three types of sensory receptor:

 thermoreceptors respond to heat and cold,

 nociceptors respond to intense pressure, heat and

pain.

 mechanoreceptors respond to pressure.

 It is the last of these that we are concerned with in

relation to human–computer interaction.
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 2. HUMAN MEMORY

 Memory refers to the processes that are used to

acquire, store, retain and later retrieve
information.

 There are three major processes involved in

memory: encoding, storage, and retrieval .

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 2. HUMAN MEMORY

 In order to form new memories, information must be

changed into a usable form, which occurs through the
process known as encoding.

 Once information has been successfully encoded, it must

be stored in memory for later use.

 The retrieval process allows us to bring stored memories

into conscious awareness.

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 2. HUMAN MEMORY

 there are three types of memory or memory function:

Human memory

Long-Term
Sensory Short-Term
memory
Memory memory

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 2.HUMAN MEMORY

1. Sensory Memory :

Sensory memory is the earliest stage of memory. During

this stage, sensory information from the environment is

stored for a very brief period of time, generally for no

longer than a half-second for visual information and 3 or

4 seconds for auditory information.

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 2. HUMAN MEMORY

2. Short-Time Memory :
• Short-time memory, also known as active memory, is
the information we are currently aware of or thinking
about.

• Most of the information stored in active memory will

be kept for approximately 20 to 30 seconds.

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 2. HUMAN MEMORY

3. Long-Time Memory :

• Long-time memory is intended for the long-term

storage of information.

• Here we store factual information, experiential

knowledge, procedural rules of behavior….

in fact, everything that we ‘know’.

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 2. HUMAN MEMORY

• Some of this information is fairly easy to recall, while other

memories are much more difficult to access.

• the information can remain in long term memory

indefinitely.

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 3. THINKING: REASONING AND PROBLEM SOLVING

 Thinking can require different amounts of knowledge.

Some thinking activities are very directed and the
knowledge required is constrained. Others require vast

amounts of knowledge from different domains.

 There are two categories of thinking:

 Reasoning

 Problem solving.
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3. THINKING: REASONING AND PROBLEM SOLVING

1. Reasoning :
• Reasoning is the capacity for a person to make sense of
things to establish & verify facts, To rationally work
through data, information, facts, and beliefs. It is
the process of forming conclusions and judgments
from facts or premises.
• There are two main types of reasoning:
Deductive reasoning ‫قیاسی‬
Inductive reasoning ‫مشتقی‬
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3. THINKING: REASONING AND PROBLEM SOLVING

 We use each of these types of reasoning in everyday life,

but they differ in significant ways.

Deductive reasoning:

Deductive reasoning derives the logically necessary

conclusion from the given premises. For example,

If it is Friday then she will go to work

It is Friday
Therefore she will go to work.

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3. THINKING: REASONING AND PROBLEM SOLVING

inductive reasoning:

Inductive reasoning uses analogies, examples,

observations, and experiences to form conclusive
propositions. For example:

if every elephant we have ever seen has a trunk,

we infer that all elephants have trunks

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3. THINKING: REASONING AND PROBLEM SOLVING

2. Problem solving:
 If reasoning is a means of inferring new information
from what is already known, problem solving is the
process of finding a solution to an unfamiliar task,
using the knowledge we have.
 Human problem solving is characterized by the
ability to adapt the information we have to deal with
new situations.
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3. THINKING: REASONING AND PROBLEM SOLVING

 There are a number of different views of how people

solve problems:
 Gestalt theory : Max Wertheimer considered thinking
to happen in two ways: productive and reproductive.

 Productive thinking is a quick insightful unplanned

response to situations and environmental interaction.

 Reproductive thinking is solving a problem with

previous experiences and what is already known.
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 3. THINKING: REASONING AND PROBLEM SOLVING

 Problem space theory :

• In this theory, people solve problems by searching in

a problem space. The problem space consists of the
initial (current) state, the goal state, and all possible
states in between.

• The actions that people take in order to move from

one state to another are known as operators.
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 4. EMOTION

 Our emotional response to situations affects how we

perform.

 For example, positive emotions enable us to think more

creatively, to solve complex problems, whereas negative
emotion pushes us into narrow, focussed thinking.

 A problem that may be easy to solve when we are relaxed,

will become difficult if we are frustrated or afraid.

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 5. INDIVIDUAL DIFFERENCES

 All the points that we discussed apply to the majority of

people.

 Not with standing this, we should remember that, although

we share processes in common, humans, and therefore
users, are not all the same.

 We should be aware of individual differences so that we can

account for them as far as possible within our

designs.
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 5. INDIVIDUAL DIFFERENCES

 These differences may be long term, such as sex,

physical capabilities and intellectual capabilities.
Others are shorter term and include the effect of stress

or fatigue on the user.

Still others change through time, such as age.

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 5. PSYCHOLOGY AND THE DESIGN OF
INTERACTIVE SYSTEMS
 Interaction at the interface is largely a cognitive process
 For effective design can apply knowledge of cognitive
psychology

 Need to understand which aspects are important &

relevant to interface design
 Can provide information about what the user can and
cannot do
 Help explain why uses experience problems with particular
interaction /design aspects
 Must remember computers are not used in isolation
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 5. PSYCHOLOGY AND THE DESIGN OF
INTERACTIVE SYSTEMS

 Principles and results from research in psychology have

been distilled into guidelines for design, models to support
design and techniques for evaluating design

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