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ASIA ASIA PACIFI CIFIC C INST INSTIT ITUT UTE E OF INFO INFORM RMA ATION ION TECH TECHNO NOLO LOGY GY

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Introduction In this assignment e a!e !e"#i!e$ t% &!eate an inte!a&ti'e m#(time$ia a))(i&ati%n #sing an a#th%!ing t%%( %* %#! &h%i&e+ ,e ma$e a &%n&(#si%n in a g!%#) $e&i$ing t% ma-e an inte!a&ti'e a$'e!tisement %n a(iena!e )&+ This is .asi&a((/ .e&a#se m%st %* #s a!e n%t aa!e %* a(iena!e )& .#t it has man/ a %)ening &ha!a&te!isti& $#e t% that e &ame #) ith a &%n&(#si%n that e %#($  .e a.(e t% &!eate an a$'e!tisement that is e**e&ti'e an$ %n$e!*#(+ In &%m)(eting this )!%e&t e i(( .e #sing FLASH M as %#! main a#th%!ing t%%( t% &%m)(ete %#! )!%e&t s#&&ess*#((/+

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Acknowledgement 3e*%!e an/thing e %#($ (i-e t% than- m/ $e$i&ate$ $/nami& #n$e!stan$ing4 h#man &%m)#te! inte!a&ti%n (e&t#!e! M!+ A(.e!t 5#e- *%! g#i$ing #s as a h%(e &(ass th!%#gh%#t this this h%(e h%(e assign assignmen mentt )e!i%$ )e!i%$ ./ )!%'i$ )!%'i$ing ing !e"#i! !e"#i!e$ e$ in*%!m in*%!mati ati%n %n %n $e'e(% $e'e(%)in )ing g this this  )!%e&t+

F%((%ing a*te! that e %#($ a(s% (i-e t% than- %#! &(assmates h% ga'e #s i$ea an$ s#ggesti%n %n the assignment hi&h as !ea((/ he()*#( *%! #s in &%m)(eting this )!%e&t+

Last .#t n%t (east e %#($ (i-e t% than- APIIT (i.!a!/ in )!%'i$ing #s !e"#i!e$ .%%-s in %!$e! *%! #s t% !e*e! an$ &%me #) it a s%(#ti%n an$ *inishing %#! assignment s#&&ess*#((/ an$ %n the )!e*ie$ $#e $ate+

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Acknowledgement 3e*%!e an/thing e %#($ (i-e t% than- m/ $e$i&ate$ $/nami& #n$e!stan$ing4 h#man &%m)#te! inte!a&ti%n (e&t#!e! M!+ A(.e!t 5#e- *%! g#i$ing #s as a h%(e &(ass th!%#gh%#t this this h%(e h%(e assign assignmen mentt )e!i%$ )e!i%$ ./ )!%'i$ )!%'i$ing ing !e"#i! !e"#i!e$ e$ in*%!m in*%!mati ati%n %n %n $e'e(% $e'e(%)in )ing g this this  )!%e&t+

F%((%ing a*te! that e %#($ a(s% (i-e t% than- %#! &(assmates h% ga'e #s i$ea an$ s#ggesti%n %n the assignment hi&h as !ea((/ he()*#( *%! #s in &%m)(eting this )!%e&t+

Last .#t n%t (east e %#($ (i-e t% than- APIIT (i.!a!/ in )!%'i$ing #s !e"#i!e$ .%%-s in %!$e! *%! #s t% !e*e! an$ &%me #) it a s%(#ti%n an$ *inishing %#! assignment s#&&ess*#((/ an$ %n the )!e*ie$ $#e $ate+

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Cognitive psychology C%gniti'e C%gniti'e )s/&h%(%g/ is the s&ienti*i& s&ienti*i& st#$/ %* &%gniti%n+ &%gniti%n+ C%gniti'e is .asi&a((/ .asi&a((/ a st#$/  )e!*%!me$ t% (ea!n the thin-ing %* an in$i'i$#a( hen the/ )e!*%!m thei! $ai(/ a&ti'ities+ On the the HCI HCI )%int )%int %* 'ie 'ie this this st#$/ st#$/ %#( %#($ $ .e .asi .asi&a &a(( ((/ / a.%#t a.%#t #n$e! #n$e!st stan an$i $ing ng the the inte!a&ti%n .eteen h#mans an$ &%m)#te!s hi&h !e(ates %n h% is the -n%(e$ge .eing t!ansmitte$ .eteen entities+

Ta-ing this int% &%nsi$e!ati%n %ne %* th%se *a&t%! that e *%&#se$ is the attenti%n a #se!  %#( %#($ $ .e gi'i gi'ing ng++ Fi! Fi!st %* a(( a(( the the s/st s/stem em that that e )!%$ )!%$#& #&ee %#( %#($ $ .e *itt *ittin ing g the the !e"#i!ements %* a n%!ma( #se! that i(( a&t#a((/ *ee( n%!ma( t% #se this s/stem .e&a#se e ha$ (%%- int% &e!tain as)e&ts7 the *i!st as)e&t %#($ .e attenti%n is im)%!tant t% s/stem  .#t hen the!e is a s&ena!i% he!e a #se! nee$s &%n&ent!ati%n m%!e then 20 min#tes then the! the!ee %#( %#($ $ .e a Atten ttenti ti%n %n $e*i& $e*i&it it 8h/) 8h/)e!a e!a&t &ti' i'it it/9 /9 $is% $is%!$ !$e! e! this this as as ta-e ta-en n *!%m *!%m $i&ti%na!/+&%m s% $#e t% that e ha'e ma$e %#! a$'e!tisement sim)(e an$ e**e&ti'e the in*%!mati%n gi'en is 'e!/ .!ie* an$ i* the #se! %#($ ant (%%- at an e)an$e$ 'e!si%n %*  hat the/ a!e !ea$ing the/ &an &(i&- %n the s)e&i*i& h/)e!(in- t% $%n(%a$ the $etai(e$ s)e&i*i&ati%n+

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Se&%n$ )a!t %#($ .e the mem%!/ iss#e ta-en int% &%nsi$e!ati%n he!e./ it;s the a.i(it/ t% a&&ess in*%!mati%n in the min$ !e(ating t% )ast e'ents %! e)e!ien&es this .asi&a((/ !e(ates t% %#! s/stem is .e&a#se e a!e &!eating a s/stem .ase$ %n &%m)#te!s hen it &%mes t% &%m)#te!s the #se! sh%#($ ha'e s#**i&ient -n%(e$ge %* the s)e&i*i&ati%ns t%  .asi&a((/ #n$e!stan$ h% )%e!*#( the ma&hine;s a!e+ In this s&ena!i% hen a )e!s%n is e(( 'e!se$ ith &%m)#te!s the/ %#($ ha'e s#**i&ient -n%(e$ge %n a &%m)#te! .ase$ a$'e!tisement+ S% *!%m this the/ %#($ -n% that the/ sh%#($ $% 8e+g+ &(i&- a .#tt%n t%  )e!*%!m a tas- %! a&&ess a men#+9

These a!e the a/s e !e(ate &%gniti'e )s/&h%(%g/ in %#! s/stem an$ this is .asi&a((/ the st#$/ st#$/ %* h% an in$i'i in$i'i$#a( $#a( thin- an$ (ea!n (ea!n &%nsi$ &%nsi$e!i e!ing ng thei! thei! )h/si& )h/si&a( a( an$ menta( menta( &a)a.i(ities+ Th%se e!e the t% main as)e&ts e th%#ght %#($ .e a -e/ e**e&t %n &!eating a s/stem+

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Stakeholder analysis The!e e!e t% ent!ies *%#n$ *%! the meaning %* sta-eh%($e!s in $i&ti%na!/+&%m hi&h the meanings a!e7 %ne h% h%($s the .ets in a game %! &%ntest an$ a(s% the se&%n$ meaning %#($ .e %ne h% has a sha!e %! an inte!est as in an ente!)!ise+ In %#!  assignment )%int %* 'ie sta-eh%($e! is .asi&a((/ the se&%n$ ent!/ *!%m $i&ti%na!/+&%m Sta-eh%($e! is .asi&a((/ $e*ine$ as an/%ne h% is a**e&te$ ./ the s#&&ess %! *ai(#!e %* the s)e&i*i& s/stem+ Sta-eh%($e! .asi&a((/ &an .e &ateg%!i=ing int% < &ateg%!ies hi&h a!e7  )!ima!/ sta-eh%($e! se&%n$a!/ sta-eh%($e! te!tia!/ sta-eh%($e! an$ *a&i(itating sta-eh%($e!+

•

Primary stakeholder

P!ima!/ sta-eh%($e! is the #se!s h% #ses the s/stem $i!e&t(/ .asi&a((/ the &%ns#me!s %! the &#st%me!s %* a $e'e(%)e$ s/stem+ The #se!s %* %#! s/stem i(( .e &%m)#te! !e(ate$ in$i'i$#a(s hi&h &an &%((e&t in*%!mati%n %n A(iena!e &%m)#te!s+ •

Secondary stakeholder

Se&%n$a!/ sta-eh%($e! is main(/ #se!s h% $% n%t #se the s/stem $i!e&t(/ .#t !e&ei'e an %#t)#t *!%m the s/stem+ ,he!e./ the!e %#($ n%t .e an/ $i!e&t inte!a&ti%n ith the s/stem ./ this g!%#) %* )e%)(e .#t the %#t)#t %* the s/stem %#($ )!%'i$e a s%!t %* in*%!mati%n t% the s)e&i*i& &ateg%!/+ The #se!s %* %#! s/stem i(( .e .asi&a((/ the> >sa(es $e)a!tment %* a(iena!e he!e the/ i(( -n% h% e**e&ti'e this a$'e!tisement

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is hen the/ see the t#!n %'e! %* this s/stem hen &#st%me!s )#!&hase a(iena!e &%m)#te!s *!%m this inte!a&ti'e a$'e!tisement+

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Tertiary stakeholder

Te!tia!/ sta-eh%($e! is #se!s h% $% n%t $i!e&t(/ #ses the s/stem .#t !e&ei'e an %#t)#t *!%m the s/stem+ This means the/ $% n%t #se the s/stem .#t the %#t)#t %* the s/stem  )!%$#&es an %#t)#t t% a &e!tain g!%#) %* )e%)(e+ The #se!s %* %#! s/stem i((  .asi&a((/ 'en$%!s ha!$a!e $esigne!s7 the a/ the/ get an %#t)#t i(( .e ./ ma-ing  )!%*it hen &#st%me!s sta!t .#/ing A(iena!e &%m)#te!s+

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Facilitating stakeholder

Fa&i(itating sta-eh%($e! sim)(/ means the set %* )e%)(e h% a!e in'%('e$ ith the $esign $e'e(%)ment an$ maintenan&e %* the s/stem+ In this &ase the &ateg%!/ %*  *a&i(itating sta-eh%($e!s %#($ .e %#! $esign team an$ %#! s/stem s#))%!t team h% i(( a&t#a((/ maintain the s/stem+

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Storyboarding

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Main screen Products

This %#($ .e the main (a/%#t %* %#! main s&!een he!e./ the )!%$#&t .#tt%n i(( .e a&ti'e he!e./ the!e %#($ .e si .#tt%ns %n the main s&!een the )!in&i)(es #se$ has  .een $is&#sse$ in the me$ia g#i$e(ines

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About us

On this s&!een it;s the same .#t the in*%!mati%n %n the (a/%#t %#($ .e a.%#t #s he!e a!e e (%&ate$ hat e $% an$ things (i-e that

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Contact us

This s&!een .asi&a((/ ta(-s a.%#t the a/s a #se! hi&h is a )%tentia( &#st%me! &an &%nta&t #s+

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Accessories

This )age main(/ sh%s the a&&ess%!ies %#! %!gani=ati%n )!%'i$es this %#($ in&(#$e (a)t%)s ga$gets an$ m%nit%!s an$ the main s&!een (a/%#t is a(s% .eing #se$ in this s&!een+

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Gallery

This s&!een .asi&a((/ ta(-s a.%#t %! )!%$#&ts that a!e &#!!ent(/ in the ma!-et *%! t!a$ing  )#!)%se+ The #se!s &an ha'e a (%%- at %#! )!%$#&ts an$ t!/ t% get the ins)i!ati%n .ehin$ %#! )!%$#&ts+

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Future products

In this s&!een as e %#($ .e aa!e that the main $esign %* the s&!een %#($ .e the same *!%m the )!%$#&t s&!een !ight #) t% this s&!een+ The )(a&ing %* .#tt%ns &%(%! *%nt #se$ an$ a(s% %the! &%nt!i.#ting *a&t%!s a!e the same sin&e the .eginning+ This s&!een  .asi&a((/ ta(-s a.%#t the *#t#!e )!%$#&ts that %#! %!gani=ati%n %#($ (a#n&h+

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sability principles used in system Usa.i(it/ %* a s/stem is .asi&a((/ a.%#t the st!#&t#!e$ )!esentati%n %* gene!a( )!in&i)(es that is a))(ie$ $#!ing the $esign )hase %* an inte!a&ti'e s/stem+ It is a(s% t% enhan&e the &%mm#ni&ati%n .eteen h#man an$ &%m)#te!s+ In %#! s/stem e ha'e .asi&a((/ #se$ th!ee main )!in&i)(es %* #sa.i(it/ hi&h a!e4>

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!earnability

H% eas/ is the s/stem is t% the #se!s hen the #se!s a&t#a((/ #se the s/stem t% a&hie'e maim#m )e!*%!man&e %* the s/stem++

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Fle"ibility

3asi&a((/ means the $i**e!ent 'a!i%#s a/s in*%!mati%n &an .e &%n'e/e$ *!%m the s/stem t% the #se!+

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#obustness

This means t% )!%'i$e s#**i&ient he() t% the #se! ./ the &%nst!#&t an$ the $i!e&t  .eha'i%! %* the s/stem+ These th!ee )!in&i)(es #se$ in %#! s/stem is eten$e$ an$ e)(aine$ .e(%4>

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!earnability •

Predictability

This .asi&a((/ means the s/stem &an .e )!e$i&te$ e'en .e*%!e the #se! &an a&t#a((/ &(i&- the .#tt%n+ ,e ha'e im)(emente$ this ./ ea&h %* %#! .#tt%n a!e a&t#a((/ %!$s s% the #se! %#($ a&t#a((/ -n% hat in*%!mati%n he %#($ get i* he e!e t% &(i&-  that s)e&i*i& .#tt%n+

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Familiarity

This is hen a #se! (%%-s at a $e'e(%)e$ s/stem it sh%#($ .e eas/ *%! him t% -n% h% the s/stem %!-s in the sense %* hen #se!s (%%-s at a .#tt%n he %#($ -n% that is a .#tt%n an$ its &(i&-a.(e+

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Consistency

C%nsisten&/ sim)(/ means h% &%nsisten&e is the s/stem th!%#gh %#t the h%(e !#n %* the s/stem+ In %#! assignment it;s &(ea!(/ sh%n .e&a#se the!e is n% s#$$en &hange in the *%nt an$ it;s sm%%th a(( the a/+

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Fle"ibility

A((%ing

a

#se! t%

&#st%mi=e

the

#se! inte!*a&e

ee) inte!*a&es *(ei.(e

Deman$ *%! *(ei.i(it/ is $!i'en ./ the %.se!'ati%n that the!e is a $i'e!se !ange %* #se!s an$ #sage en'i!%nments+ Th#s m%st st/(e g#i$es s#ggest that the!e sh%#($ #s#a((/ .e m%!e than %ne a/ t% )e!*%!m a tas-+ This g%es s% *a! as t% !e"#i!e that e'e!/ tas- .e  )%ssi.(e #sing eithe! the -e/.%a!$ %! the m%#se+ I* #se!s a!e t% .e in &%nt!%( %* the inte!a&ti%n it a(s% *%((%s that the/ sh%#($ .e a.(e t% &#st%mi=e the inte!*a&e themse('es a s#ggesti%n a(s% %**e!e$ ./ s%me %* the g#i$es+ The m#(ti)(i&it/ a/s the #se! an$ s/stem e&hange in*%!mati%n+



Dia(%g initiati'e



M#(ti>th!ea$ing



Tas- mig!ata.i(it/



S#.stit#ti'it/

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C#st%mi=a.i(it/

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#obustness

A &%mm%n &%ntenti%n am%ng m%st st/(e g#i$es is that #se!s a!e )!%ne t% ma-e at (east s%me e!!%!s )a!t(/ .e&a#se man/ #se!s )!e*e! t% (ea!n ./ t!ia(>an$>e!!%! !athe! than !ea$ing man#a(s+ Th#s s/stems a!e e)e&te$ t% )!e'ent e!!%!s ./4 8a9 )!%'i$ing &(ea!  g#i$an&e t% the #se! 8.9 .eing *(ei.(e in thei! e)e&tati%n %* #se! .eha'i%#! an$ 8&9  )!%'i$ing &#es an$ a!nings hi&h a(e!t the #se! t% ee!&ise &a#ti%n+ In the e'ent that an #n$esi!a.(e a&ti%n $%es %&&#! the s%*ta!e sh%#($ ma-e it eas/ t% !e&%'e!+the (e'e( %*  s#))%!t )!%'i$e$ the #se! in $ete!mining s#&&ess*#( a&hie'ement an$ assessment %* g%a(> $i!e&te$ .eha'i%#!+ In a %!- %! tas- $%main a #se! is engage$ ith a &%m)#te! t% a&hie'e s%me set %* g%a(s+ The !%.#stness %* that inte!a&ti%n &%'e!s *eat#!es that s#))%!t the s#&&ess*#( a&hie'ement an$ assessment %* the g%a(s+ The (e'e( %* s#))%!t )!%'i$e$ t% the #se! an$ $ete!mining s#&&ess*#( a&hie'ement an$ assessment %* g%a( $i!e&te$  .eha'i%#!+



O.se!'a.i(it/



Re&%'e!a.i(it/



Res)%nsi'eness



Tas- C%n*%!man&e

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Media design guidelines

The .asi& $esign %* the s&!een sh%#($ .e gi'en em)hasis #)%n $esigning an$ the $e'e(%)ment )!%&ess %* the s/stem+ The!e*%!e the team has *%((%e$ s%me #n$e!(/ing  )!in&i)(es %n $esigning the s/stem+

Fi!st(/ the s/stem *%((%s a set %* g#i$e(ine he!e./ e a!e a (a/%#t %* .#tt%ns i(( .e  )(a&e$ *!%m the (e*t t% !ight %* the s&!een this is .e&a#se a n%!ma( )e!s%n %#($ (%%-  *!%m the (e*t t% !ight+ The!e %#($ .e *i'e .#tt%ns %n the men# hi&h is )!%$#&ts a.%#t #s &%nta&t #s a&&ess%!ies ga((e!/ *#t#!e )!%$#&ts+ A(( the .#tt%ns a!e )(a&e$ at the  .%tt%m %* the s&!een s% it i(( .e easie! *%! the #se! t% (%%- at a(( the %)ti%ns+ The .#tt%ns i(( .e )(a&e$ in a se"#en&e *!%m the (e*t t% !ight7 hen&e m%st in$i'i$#a(s (%%- *!%m the (e*t t% !ight+ The .a&-g!%#n$ &%(%! %* %#! s/stem is &%nsistent th!%#gh%#t %#! s/stem+ This is t% ens#!e that the #se!s &an !e(ate %ne s&!een t% the %the! an$ $%es n%t sit t% thin-  is this s&!een &%nne&te$ t% the )!e'i%#s s&!een+

 Na'igati%n ha$ a(a/s )(a/e$ an im)%!tant !%(e in the s/stem+ I* the na'igati%n is #se!  *!ien$(/ it;(( .e m%!e a&&essi.(e *%! the #se!s t% &!#ise an$ *in$ %n the in*%!mati%n the/ %#($ ant t% get+ The!e*%!e %#! g!%#) has $e&i$e$ t% )(a&e a(( the .#tt%ns %n the main s&!een s% it %#($ .e eas/ *%! the #se! t% na'igate %#! s/stem e**i&ient(/ an$ has n% nee$ t% )(a&e a .a&- .#tt%n *%! the #se! t% g% .a&- an$ &he&-+

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3#tt%ns sh%#($ a(a/s .e $esigne$ att!a&ti'e(/ an$ inte!a&ti'e(/+ In the main men# the  .#tt%ns a!e $esigne$ #sing tet+ This is .e&a#se7 the tet %#($ .e m%!e a))ea(ing t% #se!s an$ these .#tt%ns %#($ gi'e a &e!tain meaning !athe! then #sing a meta)h%!   .e&a#se %#! s/stem is main(/ &%n&ent!ate$ %n high en$ #se!s it %#($ (%%- m%!e  )!%*essi%na(+ The .#tt%ns a!e &!eate$ in an inte!a&ti'e a/ he!e./ the!e %#($ .e an animati%n %n e'e!/ .#tt%ns s% hen a #se! m%'es the &#!s%! %'e! the .#tt%n the #se! &an  .e in*%!me$ that it;s a &(i&-a.(e .#tt%n an$ the!e it %#($ .e easie! *%! the #se! t% see hen the &#!s%! is )(a&e$ %n the .#tt%n+

The .a&-g!%#n$ &%(%! in %#! s/stem is !e$ &%(%!+ This s/m.%(i&a((/ !e)!esents the &%(%! %*  'i%(en&e h%t it .!ings attenti%n %* #se!s hen this &%(%! is #se$+ This %#($ $!a the attenti%n %* the #se! $#e t% the &ha!a&te!isti&s %* the &%(%! e &h%%se+ ,e ha'e stan$a!$i=e$ the same &%(%! %n a(( the s&!eens t% ma-e the s/stem (%%- )!%*essi%na(+

,e ha'e &h%%se t% #se a(( (%e! &ase .#tt%ns in %#! s/stem this is .e&a#se a(ien .asi&a((/ means s%mething #n-n%n #n-n%n is #s#a((/ s%mething $i**e!ent ta-ing this int% &%nsi$e!ati%n e ha'e &%me #) t% a &%n&(#si%n %* $%ing s%mething $i**e!ent an$ #ni"#e hi&h .!%#ght #s t% &!eating %#! .#tt%ns %n that manne!+ The tet e &h%%se %#($ .e A!ia( an$ a(s% A!ia( 3(a&- this *%nt as &h%sen is .e&a#se %#! s/stem %#($ .e  )#.(ishe$ %n e(e&t!%ni& me$ia $#e t% that #sing these *%nts %#($ ma-e it easie! *%! the #se!s t% !ea$ hate'e! is )#.(ishe$ in %#! s/stem+  ,e a(s% ha'e in&(#$e$ a#$i% an$ a(s% s%#n$ e**e&ts t% enhan&e the s/stem stan$a!$s an$ a(s% t% -ee) the #se! *%&#se$ t% %#! s/stem the a#$i% e &h%%se s%#n$s a(ien+

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Task analysis Tas- Ana(/sis .e(%ngs t% a &%((e&ti%n %* e'a(#ati%n te&hni"#es $esigne$ t% he() %ne #n&%'e! $etai(s a.%#t the h#man )a!t %* a s/stems e"#ati%n+ 8A s/stem is #s#a((/ $e*ine$ as an/ &%((e&ti%n %* h#mans an$ ma&hines that %!- t%gethe! t% a&hie'e s%me &%mm%n g%a(+9 The te&hni"#es in&(#$e in'estigate an eisting sit#ati%n an$ ana(/=e the #n$e!(/ing  )#!)%se %* hat an in$i'i$#a( is $%ing hat a!e the/ t!/ing t% a&hie'e h/ a!e the/ t!/ing t% a&hie'e it an$ h% a!e the/ g%ing a.%#t it The te!m goal; 8a(s% &a((e$ an ete!na( tas-9 &an .e $e*ine$ as a state %* a s/stem that the h#man ishes t% a&hie'e+ F%! eam)(e the g%a( %* %#! assignment is t% $esign an att!a&ti'e in*%!mati'e s/stem *%! the high en$ #ti(i=e!;s %* a $es-t%) &%m)#te!+ O#!  ta!gete$ set %* #se!s %#($ .e high en$ game!s enginee!s that nee$ high g!a)hi&  )e!*%!man&e *(ight sim#(ati%n that a((%s )i(%t t!aining an$ man/ m%!e %the! high en$ #se!s+ The te!m task ; 8%! inte!na( tas-9 &an .e $e*ine$ as the a&ti'ities !e"#i!e$ #se$ %!   .e(ie'e$ t% .e ne&essa!/ t% a&hie'e a g%a(+ A tas- is a st!#&t#!e$ set %* a&ti'ities in hi&h a&ti%ns a!e #n$e!ta-en in s%me se"#en&e+ Tas-s a!e hat the h#man has t% $% in %!$e! t% a&&%m)(ish a g%a(+ An action ; 8a(s% -n%n as sim)(e tas-;9 is $e*ine$ as a tas- that in'%('es n% )!%.(em s%('ing %! &%nt!%( st!#&t#!e &%m)%nent+ The!e a!e th!ee $i**e!ent &ateg%!ies %* tas- ana(/sis s#&h as Tas- Ta%n%mi& a(s% -n%n as -n%(e$ge>.ase$ ana(/sis; Tas- De&%m)%siti%n an$ Entit/>Re(ati%nshi) 3ase$ Ana(/sis+;  Task Ta"onomic ; is -n%(e$ge>.ase$ ana(/sis hi&h (%%-s at hat #se!s nee$ t% -n% a.%#t the %.e&ts an$ a&ti%ns in'%('e$ in a tas- an$ h% that -n%(e$ge is %!gani=e$+ Task $ecomposition%  is the a/ t% s)(it a highe!>(e'e( tas- int% sma((e! s#.> tas-s *%! m%!e managea.(e &%m)%nents+ These s#.>tas-s a!e a!!ange$ in a s%!t %* 

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TP2F0601

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inte!!e(ati%nshi)s am%ng the 'a!i%#s tas-s s#&h as $e)en$en&e an$ inhe!itan&e+ &ntity' #elationship (ased Analysis ; is a .%tt%m>#) a))!%a&h t% tas- ana(/sis+ It inhe!its m#&h

%* its st!#&t#!e *!%m %.e&t>%!iente$ )!%g!amming an$ is the m%st &%m)#te!>(i-e %* the th!ee 'a!ieties %* tas- ana(/sis .eing )!esente$ he!e+ Entit/>!e(ati%nshi) ana(/sis &%n&e!ns itse(* ith %.e&ts a&ti%ns an$ thei! !e(ati%nshi)+ A g%%$ a/ t% sta!t is t% eamine the $ata /%# &%((e&te$ > inte!'ie t!ans&!i)ts es)e&ia((/ > an$ )#(( %#t e'e!/ !e(e'ant n%#n 8%.e&ts9 an$ 'e!. 8a&ti%ns9+ O.e&ts a!e $i'i$e$ int% *%#! &ateg%!ies4 sim)(e %.e&ts a&t%!s &%m)%site %.e&ts an$ e'ents+ Ea&h sim)(e %.e&t ma/ ha'e att!i.#tes %! "#a(ities ass%&iate$ ith it  *%! eam)(e4 si=e eight %! &%(%!+ A&t%!s 8hi&h a!e t/)i&a((/ th%#gh n%t a(a/s h#mans9 ha'e att!i.#tes .#t a!e a(s% ass%&iate$ ith a (ist %* a&ti%ns hi&h the/ )e!*%!m+ C%m)%site %.e&ts a!e &%m)%se$ %* a g!%#) %* sim)(e %.e&ts %!  a&t%!s+ A&t%!s )e!*%!m a&ti%ns #)%n %.e&ts )%ssi.(/ &hanging the att!i.#tes %* the %.e&t in the )!%&ess 8*%! eam)(e4 &hanging the stat#s %* a $e'i&e *!%m %** t% %n9+ E'ents a!e things that ta-e )(a&e s)%ntane%#s(/ eithe! !an$%m(/ %! &a#se$ ./ a&ti%ns %#tsi$e %* the m%$e( hi&h %.e&ts an$ a&t%!s !ea&t t%+ D#e t% a(( these &!ite!ia I $e&i$e$ t% )e!*%!m a *a&t *in$ing te&hni"#e hi&h is the e**e&ti'e "#esti%nnai!e +

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Task analysis)research* Fact +inding,

These a!e %ne %* th%se .asi& a/s an %!gani=ati%n &an )e!*%!m %n hat a!e the/ s#))%se$ t% *%&#s %n the meet the !e"#i!ements %* the s&%)e$ #se!s in %#! s/stem e ha'e &ame #) ith a set %* "#esti%ns t% .e )asse$ a!%#n$ t% get s#**i&ient in*%!mati%n in %!$e! *%! #s t% ha'e a )ath %! a g%a( t% *%&#s %n+ This "#esti%nnai!e .asi&a((/ is &%nst!#&te$ %* 10 "#esti%ns ea&h "#esti%n *%&#sing %n the (e'e( %* -n%(e$ge %* a #se! %n the a(iena!e )&+ These "#esti%ns a!e a mit#!e %*  %)ini%n i$eas an$ a(s% &h%i&es gi'en t% %#! )a!ti&i)ants+ The !es#(t %* the "#esti%nnai!e %#($ .e 'e!/ he()*#( *%! #s .e&a#se it %#($ )!%'i$e #s ith s#**i&ient in*%!mati%n %n hat -in$ %* in*%!mati%n a!e e s#))%se t% )#t int% the s/stem s% that %#! s/stem %#($ .e a e**i&ient an$ %#tstan$ing inte!a&ti'e a$'e!tisement+ A(( the "#esti%ns a!e &!eate$ 'e!/ sh%!t an$ e**e&ti'e *%! the )a!ti&i)ants s% the/ %#($ n%t *ee( this "#esti%nnai!e a hass(e %! (%%- at it as n%nsense+ The "#esti%nnai!e %#($ n%t !e"#i!e the #se!s t% s)en$ a (%t %* time *i((ing it #)+

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-uestionnaire Please choose the answer best suits your knowledge,

19 D% /%# %n a &%m)#te! a+ Yes+  .+ N%+ 29 ,h% is /%#! &%m)#te! man#*a&t#!e!    :9 Ha'e /%# hea!$ a.%#t a(ien a!e )& 8i* /%#! anse! is n% )(ease )!%&ee$ t% "#esti%n B9 a+ Yes+  .+ N%+ ?  .> ? Question 4

The !es#(t %* this as .asi&a((/ me$ia hi&h as i$e(/ &%n&ent!ate$ %n the inte!net %!($+

Question 5 Ch%i&e a> ? Question 6  Ch%i&e a> 2  .> :

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Question 7  Ch%i&e a> 2  .> : Question 8 Ch%i&e a> ?  .> 0 Question 9 Ch%i&e a> 6  .> < Question 10

Ch%i&e a>  .>

 2

These a!e the !es#(t *!%m hat e !e&ei'e$ *!%m the "#esti%nnai!e e $ist!i.#te$+ This *a&t *in$ing te&hni"#e is 'e!/ e**e&ti'e+

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.euristic evaluation ,hat is e'a(#ati%n E'a(#ati%n is a(( a.%#t gathe!ing $ata a.%#t the #sa.i(it/ %* a $esign  ./ s)e&i*ie$ g!%#) %* #se!s *%! a )a!ti&#(a! a&ti'it/ ithin a s)e&i*ie$ en'i!%nment+

T/)i&a((/ the!e a!e things t% .e &%nsi$e!e$ hi(e e'a(#ating &ha!a&te!isti&s %* the #se!s %*  the )!%$#&t h% ta-e )a!t in e'a(#ating+ As an eam)(e the age gen$e! e)e!ien&e  )s/&h%(%gi&a( an$ )h/si&a( &ha!a&te!isti&s as e(( as the t/)e %* )!e$i&te$ a&ti'ities that the #se! i(( $%+

A&&%!$ing t% S&!i'en an In$e)en$ent In*%!mati%n P!%'i$e! 8IIP9 in 1B0 the!e a!e < ste)s in the (%gi& %* e'a(#ati%n+

1+ Setting stan$a!$s %* )e!*%!man&e %n th%se &!ite!ia &%m)a!ati'e %! a.s%(#te (e'e(s that m#st .e e&ee$e$ t% a!!ant the a))e((ati%n Jg%%$K+ 2+ Gathe!ing $ata )e!taining t% the 'a(#e$ )e!*%!man&e %n the &!ite!ia !e(ati'e t% the stan$a!$s+ :+ Integ!ating the !es#(t int% a *ina( 'a(#e #$gment+ ma/ %*ten s)ee$ #) the inte!a&ti%n *%! the e)e!t #se! s#&h that the s/stem &an &ate! t% .%th ine)e!ien&e$ an$ e)e!ien&e$ #se!s+ A((% #se!s t% tai(%! *!e"#ent a&ti%ns+ 8Nie(sen  1BB*!e"#en&/ tas- is it  )a!ti&#(a!(/ eas/ t% !emem.e!

/,1

In s/stems that #se %'e!(a))ing in$%s is it eas/ *%! #se!s t% sit&h .eteen in$%s

/,2

Can #se!s &an&e( %#t %* %)e!ati%ns in )!%g!ess

/,3

I* #se!s &an g% .a&- t% a )!e'i%#s men# &an the/ &hange thei! ea!(ie! men# &h%i&e

/,4

Can #se!s easi(/ !e'e!se thei! a&ti%ns

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3, Consistency and Standards

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#eview Checklist

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Has a hea'/ #se %* a(( #))e!&ase (ette!s %n a s&!een  .een a'%i$e$

/,1

D%es ea&h )age ha'e a tit(e

/,2

A!e 'e!ti&a( an$ h%!i=%nta( s&!%((ing )%ssi.(e in ea&h in$%

/,3

A!e attenti%n>getting te&hni"#es #se$ %n(/ *%! e&e)ti%na( &%n$iti%ns %! *%! time>$e)en$ent in*%!mati%n

/,4

C%(%!4 #) t% *%#! 8a$$iti%na( &%(%!s *%! %&&asi%na( #se %n(/9

/,5

S%#n$4 s%*t t%nes *%! !eg#(a! )%siti'e *ee$.a&- ha!sh *%! !a!e &!iti&a( &%n$iti%ns

/,6

Is the m%st im)%!tant in*%!mati%n )(a&e$ at the  .eginning %* the )!%m)t

/,7

D%es the st!#&t#!e %* men# &h%i&e names mat&h thei! &%!!es)%n$ing men# tit(es

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4, &rror Prevention

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#eview Checklist

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A!e men# &h%i&es (%gi&a( $istin&ti'e an$ m#t#a((/ e&(#si'e

/,1

D%es the s/stem )!e'ent #se!s *!%m ma-ing e!!%!s hene'e! )%ssi.(e

/,2

I* the s/stem $is)(a/s m#(ti)(e in$%s is na'igati%n  .eteen in$%s sim)(e an$ 'isi.(e

/,3

A!e the *#n&ti%n -e/s that &an &a#se the m%st se!i%#s &%nse"#en&es in ha!$>t%>!ea&h )%siti%ns

/,4

A!e the *#n&ti%n -e/s that &an &a#se the m%st se!i%#s &%nse"#en&es (%&ate$ *a! aa/ *!%m (%>&%nse"#en&e an$ high>#se -e/s

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5, #ecognition rather than recall

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#eview Checklist

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D%es the $ata $is)(a/ sta!t in the #))e!>(e*t &%!ne! %* the s&!een

/,1

D% tet a!eas ha'e .!eathing s)a&e a!%#n$ them

/,2

Is 'i$e% %! &%(%! high(ighting #se$ t% get the #se!s attenti%n

/,3

Is &%(%! &%$ing &%nsistent th!%#gh%#t the s/stem

/,4

Is the!e g%%$ &%(%! an$ .!ightness &%nt!ast .eteen image an$ .a&-g!%#n$ &%(%!s

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6, Fle"ibility and &++iciency o+ use

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#eview Checklist

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D%es the s/stem a((% n%'i&es t% #se a -e/%!$ g!amma! an$ e)e!ts t% #se a )%siti%na( g!amma!

/,1

I* men# (ists a!e sh%!t 8se'en items %! *ee!9 &an #se!s se(e&t an item ./ m%'ing the &#!s%!

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7, Aesthetic and Minimalist $esign

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#eview Checklist

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Is &(i&- %n the men# has a imme$iate !es)%nse

/,1

I* the s/stem #ses a stan$a!$ GUI inte!*a&e he!e men# se"#en&e has a(!ea$/ .een s)e&i*ie$ $% men#s a$he!e t% the s)e&i*i&ati%n hene'e! )%ssi.(e

/,2

A!e Men# (a.e(s .!ie* *ami(ia! an$ $es&!i)ti'e

/,3

D%es ea&h men# stan$ %#t *!%m its .a&-g!%#n$

/,4

A!e a(( Men#s is a set 'is#a((/ an$ &%n&e)t#a((/ $istin&t

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Comments

8, .elp users recogni9e: diagnose: and recover +rom errors

The!e a!e n%t )%ssi.(e *%! the e!!%! t% ta-e )(a&e in %#! s/stem .e&a#se e %#! site is high(/ !e&%mmen$e$ an$ i(( #se$ ./ High En$ C%m)#te! Use! as e(( as Game!+

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D% the inst!#&ti%ns *%((% the se"#en&e %* #se! a&ti%ns

/,1

 Na'igati%n4 Is in*%!mati%n eas/ t% *in$

/,2

P!esentati%n4 Is the 'is#a( (a/%#t e(( $esigne$

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C%n'e!sati%n4 Is the in*%!mati%n a&&#!ate &%m)(ete an$ #n$e!stan$a.(e

/,4

Is the in*%!mati%n !e(e'ant

HUMAN COMPUTER INTERACTION

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Comments

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ASIA PACIFIC INSTITUTE OF INFORMATION TECHNOLOGY

TP2F0601

As a &%n&(#si%n %* this He#!isti& E'a(#ati%n se&ti%n I ta(-e$ a.%#t the e'a(#ati%n %* the *a&ts an$ *ig#!e that has .een $is&%'e!e$ in the e'a(#ati%n an$ h% as it im)(emente$ s#&&ess*#((/+ Fi!st an$ *%!em%st e i(( .e (%%-ing at the *#n&ti%na(it/ &he&-(ist hi&h e'a(#ate$ ./ m/ *e((% &(assmates 8Raneesh G!%#)9+ The e'a(#at%!s ha'e &he&-e$ an$ i$enti*ie$ a(( the *ie($s %n the &he&-(ist .ase$ %n %#! s/stem #sa.i(it/ &!ite!ia an$  )!in&i)(es+ This st!%ng(/ s#ggests that this s/stem $esigns has a high #sa.i(it/ he!e./ the #se!s &an eas/ a$a)t t% the s/stem $esigns+ This a(s% sh%s that the s/stem is 'e!/ m#&h !%.#stness he!e it;s 'e!/ s#))%!ti'e t% the #se!+ 3esi$es that the!e a!e a(s% &e!tain $!a.a&-s hi&h i$enti*/ ./ the e'a(#at%!s+ The e'a(#at%!s *ee( that the!e sh%#($ .e a he() *i(e in&(#$e$ in the s/stem+ T% .e a$$ing the he() *i(e int% s/stem $esigne!s a(s% aiting *%! the !es)%nse *!%m the #se!s he!e./ i* the/ get the same *ee$.a&- than the $esigne!s i(( in&(#$e a se)a!ate he() *i(e in the *#t#!e 'e!si%ns %* this s/stem+ Othe! than that the!e a!e n% e!!%!s *%#n$ ./ the e'a(#at%!s in the s/stem+ An/h% this matte! is  .eing ta-en in &%nsi$e!ati%n an$ it has .ee n )asse$ t% the #se!s t% )!%%* that the s/stem is *!ee *!%m e!!%!s a*te! the .eta 'e!si%n %* the s/stem &%mes %#t t% the ma!-et+ The s/stem $esigne!s .e(ie'e that the (e'e( %* %.se!'ati%n %* e'a(#at%!s is et!eme(/ (%+

HUMAN COMPUTER INTERACTION

:6

ASIA PACIFIC INSTITUTE OF INFORMATION TECHNOLOGY

TP2F0601

#e+erences Di&ti%na!/+&%m htt)4$i&ti%na!/+!e*e!en&e+&%msea!&h"sta-eh%($e!s htt)4+!e*e!en&e+&%m.!%se&!/sta(0@?2?  Nie(sen  1BB