2. Group 4
Edgar Feje Sherwin
Santaygillo
Johnmark Fabroa Ma. Lizette Libunao
Dan Ryan Literano
John Jezreel Buado
3. Objectives
1. Identify and discuss the core cognitive aspects of
interaction designs.
2. Discuss what humans are good and bad at and show
how this knowledge can be used to inform the design
of technologies that both extend human capabilities
and compensate for their weaknesses.
5. Cognition refers to some of our common activities such
as thinking, remembering, learning, daydreaming,
decision-making, seeing, reading, talking, writing…
According to two experts in the study of cognition, there are ways
of classifying cognition at a higher level:
• Experiential vs. Reflective cognition (Norman, 1993)
• Fast vs Slow thinking (Kahneman, 2011)
WHAT IS COGNITION
Edgar
6. Evaluate the examples provided, which include fast vs. slow
thinking?
Versus
Versus
Versus
1+ 1 = ______
What color hair do you have?
How many months in the year
have 30 days?
31 × 49 =_______
How many colors are there in the
rainbow?
What is the name of the first
school you attended?
Edgar
8. Cognition provides insight into what users
can and cannot be expected to do. This also
makes it easier to identify and specify the
nature and implications of users' problems. It
also provides theories, tools for modeling,
guidelines and techniques that can result to a
layout of enhanced interactive products.
How can understanding cognition help?
Edgar
9. Cognitive Process
• Attention
• Perception
• Memory
• Learning
• Reading, speaking and listening
• Problem-solving, planning,
reasoning and decision-making
Edgar
10. Attention is mostly about selecting objects to
focus on at a point in time from the mass of stimuli
around us and allows anyone to pay attention on
information relevant to what we're doing. This also
involves senses that are visual and/or audio.
There are two types of attention:
Focused and divided attention
Lizette
11. In aspects of the mass of competing stimuli, it causes us to
be selective, yet restricts our capacity to track all
occurrences.
Design recommendation related to “attention”
Interface information, as well as using perceptual limits
(windows), color, reverse video, sound, and flashing lights,
for example, must be structured to attract users' attention
Lizette
12. Activity: Find the price for a double room at the Quality Inn in
Pennsylvania
Lizette
13. Activity: Find the price for a double room at the Holiday Inn in
Columbia
Lizette
14. Tullis (1987) found that the two screens produced quite
different results
• “1st screen: Took an average of 5.5 seconds to search”
• “2nd screen: Took 3.2 seconds to search”
How is it possible? because both screens have the very same
visual format (31%). Spacing is also a factor to consider.
• “In the 1st screen, the information is bunched up together,
making it hard to search”
• “In the 2nd screen, the characters are grouped into vertical
categories of information making it easier”
Lizette
15. Multitasking and Attention
Is it possible to perform various tasks without detrimentally affecting
one or more of them?
Multitasking can make people lose their way of thinking, make mistakes,
and have to start over. Ophir et al. (2009) compared heavy vs light
multitaskers
• “Heavy multitaskers were more prone to being distracted
than those who infrequently multitask”
• “Heavy multitaskers are easily distracted and find it difficult
to filter irrelevant information”
Johnmark
16. Multitasking experiment
Lotteridge et al. (2015) Another research involving writing an
essay was carried out under two conditions: relevant or
irrelevant information
Lotteridge et al. (2015) had concluded that heavy multitaskers
were readily confused, but were able to make good use of this if
the sources of distraction were appropriate for the task in hand.
Irrelevant information was discovered to adversely affect
performance outcomes
Johnmark
17. Multitasking at work
It is increasingly prevalent for employees multitask.
Hospital workers, for example, have to attend to numerous
operating room screens that provide new types of real-time
information. This requires continuous monitoring from the
clinician to evaluate if any information is uncommon or
anomalous. Therefore, one must ought to come up with
strategies of attention and scanning.
Johnmark
18. Is it OK to use a phone when driving?
Johnmark
20. • Driving is extremely demanding.
• Drivers are susceptible to distractions.
• A substantial chance of causing accidents is present.
• The response time of drivers to external events when talking on the phone in a car
are longer (Caird et al., 2018)
• Drivers rely more on their expectations about what is likely to happen next when
their attention is taken to conducting a conversation.
• Response time to unexpected events is slower (Briggs et al., 2018)
• Drivers often try to imagine what the face of the other person is like, the person
they are talking to,
• Doing so competes with the processing resources needed to enable them to
notice and react to what is in front of them
Johnmark
21. Are hands-free phones safer to use when driving?
– No, as the same form of cognitive processing occurs when
talking,
– So, if talking to front seat passengers, the same happens.
– However, if a danger is identified that allows the driver to shift
to the road immediately, both can stop in the middle of the
statement.
– So, talking to a front seat passenger is less dangerous than
talking to a distant person.
– A remote individual at the end of a phone is not aware of what
the driver sees and will continue the conversation when there is
a risk.
– This makes it hard for the driver to turn all his attention to the
road.
Johnmark
22. Design implications for attention
• Context: Make information salient when it needs to be
attended to at a given stage of a task
• Use techniques to achieve this:
– For example, color, ordering, spacing, underlining,
sequencing, and animation
• Avoid cluttering visual interfaces with too much
information
• Consider designing different ways to support effective
switching and returning to an interface
Sherwin
23. Perception
• How information is acquired from the world and
transformed into experiences
• Obvious implication is to design representations that are
readily perceivable, for instance:
– Text should be legible
– Icons should be easy to distinguish and read
Sherwin
26. • Weller (2004) found people took less time to locate
items for information that was grouped
Using a border (2nd screen) compared with using
color contrast (1st screen)
Some argue that too much white space on web pages
is detrimental to search process
Makes it hard to find information
Do you agree?
Sherwin
28. Design implications
• Icons should enable users to distinguish their meaning
readily
• Bordering and spacing are effective visual ways of grouping
information
• Sounds should be audible and distinguishable
• Research proper color contrast techniques when designing
an interface:
Yellow on black or blue is fine
Yellow on green or white is a no-no
• Haptic feedback should be used judiciously
Dan Ryan
29. Memory
• Involves recalling various kinds of knowledge that allow people to act
appropriately
For example, recognizing someone’s face or remembering
someone’s name
• First encode and then retrieve knowledge
• We don’t remember everything it involves filtering and processing what
−
is attended to
• Context is important as to how we remember (that is, where, when, how,
and so on)
• We recognize things much better than being able to recall things
• We remember less about objects that we have photographed than when
we observe them with the naked eye (Henkel, 2014)
Dan Ryan
30. Processing in memory
• Encoding is first stage of memory
Determines which information is attended to in the
environment and how it is interpreted
• The more attention paid to something…
• The more it is processed in terms of thinking about it and
comparing it with other knowledge…
• The more likely it is to be remembered
For example, when learning about HCI, it is much
better to reflect upon it, carry out exercises, have
discussions with others about it, and write notes than
just passively read a book, listen to a lecture or watch
a video about it
Dan Ryan
31. Context is important
• Context affects the extent to which information can be
subsequently retrieved
• Sometimes it can be difficult for people to recall information
that was encoded in a different context:
“You are on a train, and someone comes up to you and says
hello. You don’t recognize him for a few moments, but then
realize it is one of your neighbors. You are only used to
seeing your neighbor in the hallway of your apartment
building, and seeing him out of context makes him difficult
to recognize initially”
Dan Ryan
32. Activity
• Try to remember the dates of your grandparents’ birthday
• Try to remember the cover of the last two books you read
• Which was easiest? Why?
• People are very good at remembering visual cues about things
For instance, the color of items, the location of objects
and marks on an object
They find it more difficult to learn and remember
arbitrary material
For example, birthdays and phone numbers
John Jezreel
33. Recognition versus Recall
• Command-based interfaces require users to recall from
memory a name from a possible set of 100s of names
• Graphical interfaces provide visually-based options
(menus, icons) that users need only browse through until
they recognize one
• Web browsers provide tabs and history lists of visited
URLs that support recognition memory
John Jezreel
34. The problem with the classic ‘7,+ or 2’
−
• George Miller’s (1956) theory of how much
information people can remember
• People’s immediate memory capacity is very limited
to 7, + or 2
−
• Has been applied in interaction design when
considering how many options to display
• But is it a good use of a theory in HCI?
• Is it helpful?
John Jezreel
35. When creating an interface, should the designer…
• Present only 7 options on a menu
• Display only 7 icons on a tool bar
• Have no more than 7 bullets in a list
• Place only 7 items on a pull down menu
• Place only 7 tabs on the top of a website page?
• Not necessarily…
John Jezreel
36. The reason is…
• People can scan lists of bullets, tabs, and menu items for
the one they want
• They don’t have to recall them from memory, having only
briefly heard or seen them
• So, you can have more than nine at the interface
For instance, history lists of websites visited
• Sometimes a small number of items is good
For example, smart watch displays
• Depends on task and available screen estate
John Jezreel
37. Personal Information Management
management Is a growing problem for many users:
• They accumulate a vast numbers of documents, images, music
files, video clips, emails, attachments, bookmarks, and so forth
• Where and how to save them all; then remembering what they
were called and where to find them again
• Naming most common means of encoding them
• But can be difficult to remember, especially when you have
10,000s
• How might such a process be facilitated taking into account
people’s memory abilities?
Lizette
38. Personal Information management
• Bergman and Whittaker, three interdependent processes
model (2016) to help people manage their stuff:
I. How to decide what stuff to keep
II. How to organize it when storing
III. Which strategies to use to retrieve it later
• Most common approach is to use folders and naming
• Strong preference for scanning across and within folders when
looking for something
• Search engines only helpful if you know the name of the file
• Smart search engines help with listing relevant files for partial
name or when type in first letter
Lizette
40. Memory load
• Online/mobile and phone banking now require users to provide
multiple pieces of information to access their account
For instance, ZIP code, birthplace, a memorable date, first school
attended
Known as multifactor authentication (MFA)
• Why?
Increased security concerns
• Password managers, such as LastPass, have been developed that
require only one master password
Reduces stress and memory load on users
• Passwords could become extinct with the widespread use of
biometrics and computer vision algorithms
Edgar
41. Digital Forgetting
• When might you wish to forget something that is online?
When you break up with a partner
Emotionally painful to be reminded of them through
shared photos, social media, and so on.
Sas and Whittaker (2013) suggest ways of harvesting and
deleting digital content
For example, making photos of ex into an abstract collage
Helps with closure
Edgar
