Interaction Design: Introduction
Mattias Arvola Department of Computer and Information Science
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Interaction Design refers to the shaping of interactive
products and services with a specific focus on their use.
– Löwgren (2008)
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Your Challenge is to shape an interactive product or service that:
1.
2.
helps local residents discover, enjoy and visit aCracDons in the county. get people who oFen do not get out into nature (eg. some young people and immigrants to discover, appreciate and visit our naDonal parks. 3.
helps people keep track of their daily finances. 4.
support people in fire safety and/or fire response issues. 5.
support people to give first aid. 6.
supports an NGO (non-­‐government organisaDon) of your choice in recruiDng new members. 7.
opens up the social life for elderly people who feel lonely. 8.
challenge people to push their limits in a sport. 9.
helps elderly keep track of things to do and things to come. 10.
supports people to act in environmental-­‐
friendly ways. 11.
encourages people to correctly sort waste. 12.
prevents or even reverts the frustraDon of waiDng (in a place of your choice). 13.
helps people changing eaDng habits (ie. eaDng healthier, trying new/unconvenDonal foods, eaDng more vegetarian dishes). 14.
encourages people to drink responsibly. 15.
supports communicaDon with other members of traffic while in a car. 16.
encourages outdoors play. 17.
helps musicians making the transiDon from playing exisDng pieces to making their own music. 18.
raises consciousness about energy consumpDon. 19.
increases social awareness and responsibility in neighbourhoods or apartment buildings (ie. looking out for each other, taking an interest in whether people in your direct environment are doing okay, or feeling a shared responsibility for the common living spaces).
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From Challenge to Brief
• Start by narrowing down who your users are/might be
• Identifying people that may have something
interesting to say about the challenge
• Finding particularly interesting situations where you
can find inspiration and conduct interviews and
observations.
• Contact gate keepers that have to give you clearance
and access, as soon as possible.
• Recruiting participants for research user testing may
also take time, so it is important to do that as soon as
possible.
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Teaching Staff
• Mattias Arvola, examiner, mattias.arvola@liu.se
• Lisa Malmberg, TA, lisa.malmberg@.liu.se
• Keep an eye on:
http://www.ida.liu.se/~TDDD58
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You will after the course be able to:
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Plan and conduct a user study, and present the results of it with
the purpose of defining user-centred design objectives for
interactive productions.
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Generate and present proposals of interactive productions at a
concept level, as well as assessing and arguing for a particular
idea for a production among other alternative ideas.
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Generate and present a proposal of the design for an interactive
product at a detailed level, as well as evaluating its use-qualities
and experiential qualities in quickly developed low-fidelity
prototypes.
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Specify the design of interactive productions and constructing
interactive computer-based prototypes with high fidelity, plan
and conduct an evaluation of the use-qualities and experiential
qualities, as well as use and communicate the results of the
evaluation.
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Furthermore
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Introduced knowledge:
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Fundamental concepts in human-computer interaction.
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Design principles and guidelines for user interfaces.
Used knowledge:
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Visual rethorics and graphic design
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Ability to work in groups (group work)
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Ability to communicate (oral and written presentations)
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Ability to communicate in a foreign language (course
language is Swedish/English. English literature)
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Relation to the rest of the semester at the GDK study program
Online ProducDon
Interac(on Design – Project
Project methodology
Moving media
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Course Information
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•
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Read it carefully
Go through the examination assignments
Read the literature early on so you avoid mistakes
Ask if you have any questions
Keep an eye on the web site for updates
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Course Information
•
•
•
•
•
Read it carefully
Go through the examination assignments
Read the literature early on so you avoid mistakes
Ask if you have any questions
Keep an eye on the web site for updates
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Course Evaluation
Year
Grade
Hours
2008 (6 ECTS)
4.35
41.7
2009 (6 ECTS)
3.29
40.9
2010 (6 ECTS)
2.71
37.5
2011 (6 ECTS)
3.86
38.3
2012 (12 ECTS)
3.9
43.4
2013 (12 ECTS)
2.68
40.8
2014 (12 ECTS)
4.15
45.4
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Course Evaluation from Last Year
• Last year the examination was experienced as messy,
since the four examination assignments had both
individual and group parts, and both design work and
reading work.
• This year examination has, after discussions among
the teachers and student representatives, been
clarified:
• Two group design work assignments
• One individual design assignment
• One reading assignment.
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Working and Teaching Methods
• Lectures (FÖ): Introduction and broaden
• Seminars (SE): Prepared focused mutual exchange,
mandatory
• Presentations (RE): Critique, mandatory
• Teaching Sessions (LE)
• Exercises
• Design Studios (expected participation)
• Supervision (HL): Checkpoints
• Group Work (GU): Meeting times
• Individual Work: Booked or informal supervision
Group Project 1 – User Research
• Choose a design challenge and establish the purpose
of you design work, and your ideas on potential
stakeholders and target user groups. Contact gate
keepers, and recruit users.
• Prepare and conduct user research with an absolute
minimum of one user per group member. Conduct
preferably contextual inquiries.
• Analyze your data using affinity diagrams, and
develop personas and storyboards. Use other
methods if that is appropriate.
• Revise the purpose and set up design objectives and
user experience goals
• Supervision in week 39: Checkpoint for user research.
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Group Project 1 – Ideation of Concepts
• Ideate a wide variety of concepts with an absolute
minimum of one concept per group member
• Evaluate concepts using Pugh-charts
• Develop a concept proposal
• Prepare a poster and other design material you wish
to hand in for grading
• Deadline at the presentation in week 42: Present the
poster and participate in critique session. This is also
the deadline for handing in design material for the
assignment.
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Poster
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Visually present your design project as a whole
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Include method and results.
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An outsider should be able to understand it.
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A good poster:
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Has a title and contact information
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Shows what it is about from a distance
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Is readable from a couple of meters
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Tells about design objectives, process, and user research and design
results and shows the final concept design.
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Is polished and concise.
The poster will, if you do not explicitly object, be publicly exhibited at
the Department of Computer and Information Science.
Group Project 2 – Revision of Ideas
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• Revise your design, develop requirements and start
sketching user interfaces.
• Draw wireframes and build paper prototypes that
covers the most important tasks that your design
should support.
• Prepare and conduct a formative usability test of your
paper prototype with other participants in the course
as users.
• Analyze test results and discuss consequences for
design.
• Supervision in week 47: Checkpoint for user interface
sketching, paper prototypes and formative usability
test.
Group Project 2 – Detailing of Solutions
• Revise design and requirements, and start detailing
the look and feel of the presentation level.
• Build an interactive computer prototype using an
appropriate tool of your choice.
• Recruit representative users for the final usability
test. One user per group member is the minimum.
• Prepare and conduct a usability test of your computer
prototype, analyze results, and discuss consequences
of test results for design.
• Prepare a demo, a usability test report and other
design material you wish to hand in for grading.
• Deadline at the Presentation: Demo and critique
session in the last week before Christmas
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Individual Design Work
• Choose a design challenge for your individual design
work, that the group did not choose to work with.
• You could also define your own challenge.
• Use of established user experience and interaction
design methods.
• Document your work in an idea log.
• Gather information that you need to get you forward
• Don't get stuck in only research. Make sure you start
to sketch early.
• Book supervision.
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Individual Readings
• 3 mandatory seminars
• Entry ticket: Prepare a written summary of
assigned literature and questions for discussion
works
• Critical Review for possibility to grade 4 and 5
• Go to Lisa Malmberg’s lecture on how to write critical
reviews and summaries
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Course Grades
• The mean of the grades for the four assignments
• The round-to-nearest with round half up rule applies
(3.5 ≈ 4).
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39
40
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42
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GROUP PROJECT 1
WORK 45
45
47
48
49
50
51
52
1
2
PROJECT 2
1 day/week
Checkpoint Research
Deadline Concept
Checkpoint Revisions
Deadline Detailing
Deadline Idea Log (and Process Book)
INDIVIDUAL DESIGN
WORK 1 day/week READINGS
Seminar 1
Seminar 2
Seminar 3
(Deadline Critical Review)
3
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Grading Criteria Group Project 1
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For Grade 3:
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Make good use of
established methods.
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Be appropriate in relation
to the chosen problem and
the user research.
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For Grade 5:
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Be inspirational and
thought-provoking to
others.
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Strike a balance between
aesthetic,
communicational, practical,
business, technical, and
ethical aspects.
For Grade 4:
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Articulate design issues for
different stakeholders.
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Explore a wide range of
alternative concepts.
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Explicitly state pros and
cons of alternatives
concepts
Treat cons as new design
issues to explore solutions
to in further sketching.
Grading Criteria Group Project 2
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For Grade 3:
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Make good use of
established methods.
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Be appropriate in relation
to design problem and user
research
For Grade 4:
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Articulate detailed design
issues from the
perspectives of different
stakeholders and users
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Explore a wide range of
alternative solutions
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Explicitly state pros and
cons of alternative solutions
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Treat cons as new design
issues to explore solutions
to in further sketching and
prototyping
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Be well presented in written
report and demo.
For Grade 5:
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Be inspirational and
thought-provoking
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Strike a balance between
aesthetic,
communicational, practical,
business, technical, and
ethical aspects
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Have a polished finish.
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Grading Criteria Individual Design Work
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For Grade 3, the Idea Log:
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Explores alternatives
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Assesses alternatives
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Identifies design problems
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Articulates design decisions
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Reaches synthesized
proposals.
For Grade 4, also a Process
Book that:
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Identifies major design
decisions and their
rationale
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Tells compellingly the story
leading up to the final
design
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Contains concrete
reflections on the quality of
the process
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Is polished and concise.
For Grade 5, the Idea Log and
the Process Book should:
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Be of excellent quality on
the aforementioned
criteria.
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Grading Criteria Individual Readings
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For Grade 3:
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Attend at all 3 seminars
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Written summaries work as
entrance ticket (<2000
words).
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Main points
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All assigned texts
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1-2 discussion
questions
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Two copies
For Grade 4, at the end of the
course also hand in a critical
review of appointed texts:
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Main points are clearly
presented and discussed
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Arguments for and against
the main points are
critically examined
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Implications of the main
points are discussed.
For Grade 5, the critical review
should also:
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Make connections between
assigned texts and discuss
how the texts relate to each
other.
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Idea Log and Project Annotation
• Problems or information needs
• Designalternatives
• Positive things about an alternative
• Negative things about an alternative (try to solve them in further sketching)
• Design decisions
?
option 1-n
+
!
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Presentations – Critique Sessions
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Attendance is required.
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Critique sessions with three project teams at the time: Learning
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Show-and-tell about produced materials.
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Constructive critique on others work.
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Presentation 20 minutes
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Critique 10 minutes
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If you miss a presentation session:
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Notify the examiner in advance
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Supplementary task: which is to reflect on the assignment on no
more than 1000 words, describe the work you have done, and
discuss what lessons you have learned, and what you could do
differently in the future. Submit by email to the examiner at the
deadline for supplementary examination.
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Seminars
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Attendance is required.
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Seminar groups are not the same as the project groups.
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Run and graded by the TA (teaching assistant), Lisa Malmberg.
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A seminar is 45 minutes.
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Seminars for Swedish speaking students are in Swedish.
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Seminars in English for exchange students will be held separately.
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If you miss a seminar:
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Notify the TA in advance.
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Supplementary task: talk to a couple of other students who were
there about what was discussed and the lessons you can learn from
it. Do not wait for too long after the seminar to do this. Submit then
a written summary of that conversation (no more than two pages)
to the TA, together with your written preparations for the seminar.
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Missing a Deadline
• Deadlines for re-submissions: 2016-04-01 and
2016-08-28
• If you miss the round-up deadline in August you will
have to make next year's assignments instead.
• No assignments are graded between these deadlines.
• You can try for a higher grade at the deadlines for
resubmissions.
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To Conclude
• Read the course info
• Keep an eye on the web page, it changes.
• Read, listen and decide approach before engaging
with the assignments
• 40% of full time studies:
• 2 days per week
• 1 on group work
• 1 on individual work
• Half a day or reading
• Half a day on design work
http://www.ida.liu.se/~TDDD58/
index.en.shtml www.liu.se