A identificação dos objetos de interfaces homem-computador e de seus atributos ergonomicos

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro TecnologicoEsta monografia apresenta um modelo de objetos de interação abstratos ergonômicos - OIAe -, componentes lógicos de uma arquitetura para a geração automática de interfaces homem-computador ergonômicas. Eles favorecem a aplicação do raciocínio baseado em regras ergonômicas no processo de concepção e de avaliação destas interfaces, pois são identificadas no universo abstrato das recomendações ergonômicas. Assim, a correspondência entre estes objetos e seus atributos com as regras ergonômicas torna-se efetiva. Ao contrário dos objetos de interação convencionais, que estão voltados para a lógica de funcionamento dos sistemas, os OIAe representam componentes voltados para a lógica de utilização das interfaces com o usuário. Em consequência, eles têm sua concepção teórica baseada no entendimento de um sistema interativo como uma ferramenta simbólica, cujos sinais são manipulados pelos usuários para modificar o estado de outros sinais. Sinais computacionais, os OIAe são implementados como agentes interativos PAC, cujas dimensões são renomeadas; Conteúdo, Controle e Expressão. A tipologia proposta organiza as classes de sinais deste modelo segundo os enfoques funcional, estrutural e formal. Como funções, eles modelam os componentes de uma ferramenta genérica, sendo assim definidas as classes de mostradores, controles, comandos e paineis de controle. Eles podem ser estruturas elementares ou compostas, que apresentam dois tipos de formas; as básicas e as auxiliares. Esta monografia se encerra com a apresentação de interfaces homem-computador com base no modelo de OIAe

Designing effective animated icons for children

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Information Technology is an essential part of the National Curriculum in the UK, yet despite the growth of IT in schools that this has generated, there is evidence that children are not to be taken into consideration enough when designing aspects of educational software. The functionality available in education software packages tends to be made available through static icons, yet there are problems with their implementation as they can at times cause confusion for the user in terms of the functionality that they are aiming to represent. In order to make icons in educational software more effective, and to meet the needs of children, of the use of animated icons has been suggested. Animating the function of the icon aims to provide a clarification of its meaning and demonstrate its capabilities, as well as explaining to the user the method of use. However, there is little information available on how to support the design of effective animated icons. Focusing on a target age group of 11 to 12 year olds, this thesis argues that some form of support mechanism should be developed for the design of animated icons to ensure that consideration is being given to the types of object that children find useful and accessible. A set of dimensions where guidance on visual aspects of the icon may be useful are developed through analysis of relevant literature and it is highlighted that they do not provide any insight into what types of object may be helpful in designing the animated icons. This thesis then argues that animated icon design can be usefully informed by psychological theories of learning and that using such theories as a base may provide an understanding of how children identify icon functionality. The thesis introduces and critiques Piaget’s Genetic Epistemology theory, Vygotsky’s Sociocultural theory and Leontjev’s Activity Theory, identifying aspects of the theories which may be of relevance to the design of animated icons. By investigating the relationships between the dimensions of animated icons and the concepts from the theories of learning, insights are developed into the impact of visual factors on a child’s identification and understanding of icon functionality. The thesis goes on to report a practical study where the sample is a group of 11 to 12 year old children. The practical study consists of three phases. The first phase gathers data related to the children’s familiarity with computers and the types of software packages that they use. The second phase looks at their use and recognition of static icon functionality. The last phase involves using the findings from phases 1 and 2 to create and evaluate a set of animated icons, the development of which is based on the relationships between the concepts from theories of learning and the identified dimensions of animated icons. The analysis of the evidence from the practical study leads to a small set of design principles being proposed that are aimed to provide advice/guidance on how to design animated icons effectively for this target age group, with an emphasis on the types of object that might be used. The principles are underpinned by the concepts from the theories of learning and presented in a manner that aims to be understandable by, and accessible to, designers

Designing effective animated icons for children

Information Technology is an essential part of the National Curriculum in the UK, yet despite the growth of IT in schools that this has generated, there is evidence that children are not to be taken into consideration enough when designing aspects of educational software. The functionality available in education software packages tends to be made available through static icons, yet there are problems with their implementation as they can at times cause confusion for the user in terms of the functionality that they are aiming to represent. In order to make icons in educational software more effective, and to meet the needs of children, of the use of animated icons has been suggested. Animating the function of the icon aims to provide a clarification of its meaning and demonstrate its capabilities, as well as explaining to the user the method of use. However, there is little information available on how to support the design of effective animated icons. Focusing on a target age group of 11 to 12 year olds, this thesis argues that some form of support mechanism should be developed for the design of animated icons to ensure that consideration is being given to the types of object that children find useful and accessible. A set of dimensions where guidance on visual aspects of the icon may be useful are developed through analysis of relevant literature and it is highlighted that they do not provide any insight into what types of object may be helpful in designing the animated icons. This thesis then argues that animated icon design can be usefully informed by psychological theories of learning and that using such theories as a base may provide an understanding of how children identify icon functionality. The thesis introduces and critiques Piaget’s Genetic Epistemology theory, Vygotsky’s Sociocultural theory and Leontjev’s Activity Theory, identifying aspects of the theories which may be of relevance to the design of animated icons. By investigating the relationships between the dimensions of animated icons and the concepts from the theories of learning, insights are developed into the impact of visual factors on a child’s identification and understanding of icon functionality. The thesis goes on to report a practical study where the sample is a group of 11 to 12 year old children. The practical study consists of three phases. The first phase gathers data related to the children’s familiarity with computers and the types of software packages that they use. The second phase looks at their use and recognition of static icon functionality. The last phase involves using the findings from phases 1 and 2 to create and evaluate a set of animated icons, the development of which is based on the relationships between the concepts from theories of learning and the identified dimensions of animated icons. The analysis of the evidence from the practical study leads to a small set of design principles being proposed that are aimed to provide advice/guidance on how to design animated icons effectively for this target age group, with an emphasis on the types of object that might be used. The principles are underpinned by the concepts from the theories of learning and presented in a manner that aims to be understandable by, and accessible to, designers.EThOS - Electronic Theses Online ServiceGBUnited Kingdo