The goal of our research and teaching collaboration has been to learn more about how key aspects of pedagogy commonly incorporated in architecture and industrial design classes might positively impact the teaching of user interface (UI) design within a standard computer science curriculum. Toward that end, we studied a number of studio design courses, developed a set of curriculum guidelines, and analyzed the effectiveness of these guidelines as implemented in a UI design course. We discovered three emergent themes: 1) students need early and constant reminders that design is an iterative process involving user feedback and testing; 2) instructor modeling is critical; and 3) technology needs to be carefully managed at critical junctures throughout the class.

Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.

Internationalization of computer science education involves incorporating awareness, knowledge and skills of professional life in a global environment. Through an NSF CPATH1 grant we have established a Pacific Rim community of computer science departments, high tech industry and international programs exploring a new model of computer science education that focuses on the knowledge, skills and competencies necessary for professional success and leadership in a global context. This paper describes our progress in building an international community of computer science educators, as well as our efforts in curricular innovation and establishment of international summer schools. Internationalization of computer science education will help attract the best and brightest students and broaden the appeal of computer science to a much more diverse population. Computer science will be seen as a pathway to a career not in an isolated cubicle but in the wide-open world.

Applications for blind users often involve the mapping of information such as size (magnitude) from one sensory domain (vision) onto another (sound or touch). For example, visual perception of length can be estimated directly by touch, or encoded to pitch or even vibration. Applications for blind users will benefit from fundamental research into human perception of computer-generated substitutions for vision. In this paper we present the results of a haptics-only experiment with the PHANToM that measures human performance (time and accuracy) judging relative magnitude with computer generated haptic properties. Magnitude was represented by either physical length (displacement), or vibration varied by frequency or amplitude. Eleven blind and eleven blindfolded sighted individuals participated. Displacement tasks were 50% slower than vibration conditions for all participants. Accuracy for displacement and vibration varied by amplitude was equivalent. Vibration varied by frequency was significantly less accurate, although we are cautious about the reliability of those results. Blind participants took 50% longer with equivalent accuracy to sighted participants. Sightedness had no effect on performance regarding the type of display. No other interaction effects were found. These results suggest that vibration varied by amplitude provides a faster and equally accurate display of magnitude compared with the traditional displacement approach. Secondly, the same coding benefits equally well visually disabled and sighted individuals.

The usual approach to developing video games for people with visual impairment is sensory substitution. Elements of the visual display are replaced with auditory and/or haptic displays. Our approach differs. The purpose of the Finger Dance project is to research and develop accessible solutions to games that are inherently audio: musical rhythm-action games such as Dance Dance Revolution. However, these games still rely on visual cues that instruct the user on how to play along with musical rhythms. Finger Dance is an original audio-based rhythm-action game we developed specifically for visually impaired people. Working with both blind and sighted gamers using a human-centered development approach, players are able to play the game on their own and are enthusiastic about it. This paper discusses the game's design, development process and user studies.

As users turn to the World Wide Web to accomplish an increasing variety of daily tasks, many engage in information assimilation (IA), a process defined as the gathering, editing, annotating, organizing, and saving of Web information, and the tracking of ongoing Web work processes. The process of IA, which is similar to traditional note taking but in the Web environment, emerges from a literature review and an ethnographic field study, as presented in this article. Despite strong evidence which suggests that IA is critical to many Web users, however, a scenario-based observational usability study and a heuristic evaluation indicate that it is currently not well supported by existing software applications. This article, which culminates in the presentation of NetNotes-a Web-based e-notebook developed specifically to support the process of IA-illustrates how design requirements can be effectively extracted and synthesized from a variety of complementary background user studies.

This special session presents issues, approaches and experiences related to incorporating Human-Computer Interaction (HCI) into the undergraduate CS curriculum. Since the publication of the ACM SIGCHI Curricula for Human-Computer Interaction in 1992 [1], CS educators have tried various implementations of these guidelines. These implementations have been mainly offered as elective courses or modules within other courses, partly because the CS mainstream has been slow to recognize the importance of user interface design and HCI issues in software development.Today at least 50% of the code written for software applications is specific to the user interface. Average end-user expertise is continually dropping due to the proliferation of inexpensive computers available to the general public. Accordingly, user interface effectiveness has become increasingly important in software development, as the user interface has the power to make or break a software product. Through its emphasis on user-centered design, task analysis, and usability evaluation among other topics, an HCI course addresses more than 1/3 of the guidelines and imperatives of the ACM Code of Ethics [2]. This includes issues related to professional review, evaluations of computer systems, social responsibility and quality of life, and non-discrimination and dignity of end-users.CS educators have begun realizing the importance of incorporating HCI into the educational experience of students. Approximately 40% of the CAC-accredited degree programs include an HCI course at the upper level; however, this course is offered mostly as an elective (37% of degree programs) as opposed to a required course (3% of degree programs) [3]. Also, HCI is included as a core knowledge area in Computing Curricula 2001 [4, 5, 6]; unfortunately, only six hours have been devoted to it, as opposed to, say, 36 hours for architecture.

The IS0 9241, Part 9 Draft International Standard for testing computer pointing devices proposes an evaluation of performance and comfort. In this paper we evaluate the scientific validity and practicality of these dimensions for two pointing devices for laptop computers, a finger-controlled isometric joystick and a touchpad. Using a between-subjects design, evaluation of performance using the measure of throughput was done for one-direction and multi-directional pointing and selecting. Results show a significant difference in throughput for the multi-directional task, with the joystick 27% higher; results for the one-direction task were non-significant. After the experiment, participants rated the device for comfort, including operation, fatigue, and usability. The questionnaire showed no overall difference in the responses, and a significant statistical difference in only the question concerning force required to operate the device - the joystick requiring slightly more force. The paper concludes with a discussion of problems in implementing the IS0 standard and recommendations for improvement.

User interfaces for color selection consist of a visible screen representation, an input method, and the underlying conceptual organization of the color model. We report a two-way factorial, between-subjects variable experiment that tested the effect of high and low visual feedback interfaces on speed and accuracy of color matching for RGB and HSV color models. The only significant effect was improved accuracy due to increased visual feedback. Using color groups as a within-subjects variable, we found differences in performance of both speed and accuracy. We recommend that experimental tests adopt a color test set that does not show bias toward a particular model, but is based instead on a range of colors that would be most likely matched in practice by people using color selection software. We recomment the Macbeth Color Checker naturals, primaries, and grays. As a follow-up study, a qualitative case analysis of the way users navigated through the color space indicates that feedback helps users with limited knowledge of the model, allowing them to refine their match to a higher degree of accuracy. Users with very little or a lot of knowledge of the color model do not appear to be aided by increased feedback. In conclusion, we suggest that visual feedback and design of the interface may be a more important factor in improving the usability of a color selection interface than the particular color model used.

Article Do color models really make a difference? Share on Authors: Sarah Douglas Department of Computer Science, University of Oregon, Eugene, OR Department of Computer Science, University of Oregon, Eugene, ORView Profile , Ted Kirkpatrick Department of Computer Science, University of Oregon, Eugene, OR Department of Computer Science, University of Oregon, Eugene, ORView Profile Authors Info & Claims CHI '96: Proceedings of the SIGCHI Conference on Human Factors in Computing SystemsApril 1996 Pages 399–ff.https://doi.org/10.1145/238386.238585Online:13 April 1996Publication History 6citation1,086DownloadsMetricsTotal Citations6Total Downloads1,086Last 12 Months21Last 6 weeks3 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

This paper describes a study comparing the movement characteristics of the mouse and the velocity-control isometric joystick.These characteristics are called the microstructure of movement.The comparison found random variations in the velocity of the isometric joystick that make it hard to control.The study shows that the microstructure of movement can explain differences in performance among devices.

Article Free Access Share on The effect of reducing homing time on the speed of a finger-controlled isometric pointing device Authors: Sarah A. Douglas Department of Computer Science, University of Oregon, Eugene, OR Department of Computer Science, University of Oregon, Eugene, ORView Profile , Anant Kartik Mithal Department of Computer Science, University of Oregon, Eugene, OR Department of Computer Science, University of Oregon, Eugene, ORView Profile Authors Info & Claims CHI '94: Proceedings of the SIGCHI Conference on Human Factors in Computing SystemsApril 1994 Pages 411–416https://doi.org/10.1145/191666.191805Published:24 April 1994Publication History 16citation767DownloadsMetricsTotal Citations16Total Downloads767Last 12 Months35Last 6 weeks9 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

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Article Quick: a user-interface design kit for non-programmers Share on Authors: Sarah Douglas Department of Computer and Information Science, University of Oregon, Eugene, Oregon Department of Computer and Information Science, University of Oregon, Eugene, OregonView Profile , Eckehard Doerry Department of Computer and Information Science, University of Oregon, Eugene, Oregon Department of Computer and Information Science, University of Oregon, Eugene, OregonView Profile , David Novick Department of Computer and Information Science, University of Oregon, Eugene, Oregon Department of Computer and Information Science, University of Oregon, Eugene, OregonView Profile Authors Info & Claims UIST '90: Proceedings of the 3rd annual ACM SIGGRAPH symposium on User interface software and technologyAugust 1990 Pages 47–56https://doi.org/10.1145/97924.97930Online:01 August 1990Publication History 8citation523DownloadsMetricsTotal Citations8Total Downloads523Last 12 Months53Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Research has shown that organization plays an important role in memory. This study applies these findings to the design of a command language. The concept of orthogonality was used to maximize the internal organization of a text-editing command language. In Experiments 1 and 2, this orthogonal language was compared to an organized, but nonorthogonal, and an antiorganized language on measures of predictability, recall, and performance. Subjects in the orthogonal language condition performed better than subjects in the other conditions on all measures. In a third experiment, steps were taken to eliminate possible confounding effects of mnemonics. The orthogonal language was compared to the organized language on measures of recall and performance. Even without the aid of mnemonics, subjects in the orthogonal language condition performed better on the recall test than subjects in the organized language condition. In addition, analysis of keystroke data revealed that subjects using the orthogonal language required less time to think of appropriate commands to accomplish their tasks. General steps necessary to design an orthogonal language are discussed.

This paper presents a cognitive model for one aspect of how novices learn text editors—the acquisition of procedural skill by problem solving in problem spaces and the use of analogy for building a representation of the semantics of text-editor commands (which we call operators). Protocol data of computer-naive subjects learning the EMACS text editor suggests that they use their knowledge of typewriting to decide which commands to use in performing editing tasks. We propose a formal method of analysis that compares operators in two problem spaces and generates misconceptions. The comparison of these predicted misconceptions with verbal comments, error data, and task difficulty lends support to this analysis.