User interface for learning Aim: Design for learnability Writing - - PDF document

Jens Kaasbøll INF3280 10 March 2016

User interface for learning

• Aim:

– Design for learnability – Writing inline help – Basis for Assignment 5

• Core literature

– Chapter 6

• Additional literature

– Grossman et.al. (2009) A Survey of Software Learnability: Metrics, Methodologies and Guidelines – Furnas et.al. (1987) The vocabulary problem in human-system communication

1

Pedagogical theories

2

Behaviourism Constructivism Learning processes for IT use Stimulus from environment – response from learner Socio-cultural theory Users Information officers IT personnel Superusers Community of practice Reinforcements from the IT strengthen learning Experience precede reflection

Jens Kaasbøll INF3280 10 March 2016

3

Behaviourism – 1920

• Observable behaviour

– No concern for thinking

• The learning cycle

– Stimulus from the environment

• Login:
• Password:

– Response from the learner

• Writing user name and password
• If this response differed from previous ones and the new response is

repeated, learning has occurred

– Reinforcement from the environment

• Other windows appear

Behaviourism

Reinforcement and learning

Reinforc

• rcem

emen ent strengthens learning

A wanted event or the removal of an unwanted one

• Wanted

Output which we wanted

• Removal of unwanted

No more error messages

• Informative reinforcement

You are now logged in

• Immediate reinforcement

< 1 second

• Repeated reinforcement at

variable ratio or interval

Punishm hment nt weakens learning

Unwanted event or removal of a wanted

• ne

> prnt rapport.text ILLEGAL USER ACTION! PRINTER DAMAGED!

• Extinction

– No new stimulus from the environment

> cd MyFiles >

4

Behaviourism

Jens Kaasbøll INF3280 10 March 2016

Design gn for learnabi nability ity

• Some computer applications are complex

– Additional help needed

5 kidosphere.com

Inline help in the program

• Responding to users’ current problem

 Guidance  Not a tutorial primarily designed for teaching

• Users want to do

do, not read  Minimal distraction from task  Short  Recognizable language  Recognizable graphics

6

• 1a. Imitate
• 1b. Repeat
• 2b. Compare model

and experience

• 2a. Compare task

and functionality

• 2c. Compare input and
• utput
• 2d. Conceptualise

Jens Kaasbøll INF3280 10 March 2016

Types of Help

Inline ine – Conte text xt-se sensiti sitive ve

• Tooltip
• Wizard
• Help button
• System-initiated

 Help where you are Conte text xt-free free

• Help system
• Web

 Search if you don’t know where to go

7

Balloon help

8

• Appeared immediately on mouseover
• Cluttered the screen

Jens Kaasbøll INF3280 10 March 2016

9

• Help where the user is at the moment
• No need for search

1 s delay  Avoiding distraction c Minimal manual? Instructions? Functional model? Structural model?

Tooltip – Screentip Wizards carrying out the operations

10

c Minimal manual? Instructions? Functional model? Structural model?

Jens Kaasbøll INF3280 10 March 2016

Help button  Document

11

c Minimal Manual? Instructions? Functional model? Structural model?

System initiated – Clippy

• Annoying
• Irrelevant
• Too trivial help

12

Jens Kaasbøll INF3280 10 March 2016

Help system

13

• 1. Click Help in the

application

• 2. Wait for the help

system to start

• 3. Select software
• 4. Search
• 5. Select hit

c Minimal Manual? Instructions? Functional model? Structural model?

14

• 1a. Imitate
• 1b. Repeat
• 2b. Compare model and experience
• 2a. Compare task

and functionality

• 2c. Compare input and
• utput
• 2d. Conceptualise

Tooltip Context-sensitive/free video Tooltip Context-sensitive/free document help Searchable context-free help Wizard