Task analysis: the missing link in software development methodologies

Systems development methods or software methodologies have evolved considerably over the past few years. This development has tended to fall into two main areas: Software Engineering and Human Computer Interaction (HCI). The two main techniques proposed in Software Engineering were Structured Analysis, as proposed by Ross and DeMarco; and Semantic Modelling. These two different approaches were later combined to yield Modern Structured Analysis, in which Structured Analysis was augmented with data modelling techniques. Modern Structured Analysis was subsequently replaced by Object Oriented Analysis and Design (OOAD) which adopted a holistic approach to data and processes, encapsulating them into objects. In the HCI domain, design methods such as Hierarchical Task Analysis (HTA) and Task Analysis for Knowledge Descriptions (TAKD), have long been used to model the cognitive nature of the tasks performed by the users. Recent work by Walsh, Um, Long and Sutcliffe have proposed combining Task Analysis (TA) with Structured Analysis and Design methods, in order to improve system usability. Analysis for Task Object Modelling (ATOM), as proposed by Walsh, is an example of such a method which combines TA with object modelling in an integrated life cycle approach. This article will review the major Software Engineering methods, together with the principal HCI methods and motivate for the integration of the two areas on the basis of improved system usability. A taxonomy of software development methods as proposed by Blum will be reviewed and a proposal made to augment the framework to include the issue of user-centered design methods. The extended framework will then be used to classify several of the principal software design methodologies, together with the principal HCI methods. Each of these methodologies will be reviewed and conclusions drawn as to the efficacy of each in the context of the software life cycle. We will demonstrate that all of the traditional design methodologies fail to include Task Analysis (TA). An alternative methodology, Analysis for Task Object Modelling, as proposed by Walsh, will be discussed, which includes TA with object modelling. We will motivate that TA is an essential part of Requirements Analysis and HCI design. Furthermore, failure to include TA may result in serious usability problems. Methods like ATOM, which combine TA with OOAD, are thus the most applicable software methodologies for designing usable systems in the future. Further research, however, is needed to improve and integrate the conceptual modelling techniques in ATOM

Designers' models of the human-computer interface

Understanding design models of the human-computer interface (HCI) may produce two types of benefits. First, interface development often requires input from two different types of experts: human factors specialists and software developers. Given the differences in their backgrounds and roles, human factors specialists and software developers may have different cognitive models of the HCI. Yet, they have to communicate about the interface as part of the design process. If they have different models, their interactions are likely to involve a certain amount of miscommunication. Second, the design process in general is likely to be guided by designers' cognitive models of the HCI, as well as by their knowledge of the user, tasks, and system. Designers do not start with a blank slate; rather they begin with a general model of the object they are designing. The author's approach to a design model of the HCI was to have three groups make judgments of categorical similarity about the components of an interface: human factors specialists with HCI design experience, software developers with HCI design experience, and a baseline group of computer users with no experience in HCI design. The components of the user interface included both display components such as windows, text, and graphics, and user interaction concepts, such as command language, editing, and help. The judgments of the three groups were analyzed using hierarchical cluster analysis and Pathfinder. These methods indicated, respectively, how the groups categorized the concepts, and network representations of the concepts for each group. The Pathfinder analysis provides greater information about local, pairwise relations among concepts, whereas the cluster analysis shows global, categorical relations to a greater extent

Understanding Unauthorized Access using Fine-Grained Human-Computer Interaction Data

Unauthorized Data Access (UDA) by an internal employee is a major threat to an organization. Regardless of whether the individuals engaged in UDA with malicious intent or not, real-time identification of UDA events and anomalous behaviors is extremely difficult. For example, various artificial intelligence methods for detecting insider threat UDA have become readily available; while useful, such methods rely on post hoc analysis of the past (e.g., unsupervised learning algorithms on access logs). This research-in-progress note reports on if the analysis of Human-Computer Interaction (HCI) behaviors, which have been empirically validated in various studies to reveal hidden cognitive state, can be utilized as a method to detect UDAs. To examine this, an experimental design was required that would grant the subjects an opportunity to engage in UDA events while tracking the HCI behaviors in an unobtrusive manner. Background, experimental design, study execution, preliminary results, and future research plans are presented

Reclaiming human machine nature

Extending and modifying his domain of life by artifact production is one of the main characteristics of humankind. From the first hominid, who used a wood stick or a stone for extending his upper limbs and augmenting his gesture strength, to current systems engineers who used technologies for augmenting human cognition, perception and action, extending human body capabilities remains a big issue. From more than fifty years cybernetics, computer and cognitive sciences have imposed only one reductionist model of human machine systems: cognitive systems. Inspired by philosophy, behaviorist psychology and the information treatment metaphor, the cognitive system paradigm requires a function view and a functional analysis in human systems design process. According that design approach, human have been reduced to his metaphysical and functional properties in a new dualism. Human body requirements have been left to physical ergonomics or "physiology". With multidisciplinary convergence, the issues of "human-machine" systems and "human artifacts" evolve. The loss of biological and social boundaries between human organisms and interactive and informational physical artifact questions the current engineering methods and ergonomic design of cognitive systems. New developpment of human machine systems for intensive care, human space activities or bio-engineering sytems requires grounding human systems design on a renewed epistemological framework for future human systems model and evidence based "bio-engineering". In that context, reclaiming human factors, augmented human and human machine nature is a necessityComment: Published in HCI International 2014, Heraklion : Greece (2014

Exploring Cultural Differences in HCI Education

The discipline of human-computer interaction has become a subject taught across universities around the world, outside of the cultures where it originated. However, the intercultural implication of its assimilation into the\ud syllabus of courses offered by universities around the world remains underresearched. The purpose of this ongoing research project is to provide insights for these implications in terms of the student and teacher experience of HCI. How this subject is socially represented across the different universities studied is a key question. In order to develop intercultural awareness of these questions\ud universities from UK, Namibia, Mexico and China are collaborating in a multiple case study involving students and lecturers engaged in evaluation and design tasks. Findings will then be used to propose an international HCI curriculum more supportive of local perspectives. This paper describes the initial steps of this study and some preliminary findings from Namibia, India and Mexico about cognitive styles and cultural attitudes

Designing as Construction of Representations: A Dynamic Viewpoint in Cognitive Design Research

This article presents a cognitively oriented viewpoint on design. It focuses on cognitive, dynamic aspects of real design, i.e., the actual cognitive activity implemented by designers during their work on professional design projects. Rather than conceiving de-signing as problem solving - Simon's symbolic information processing (SIP) approach - or as a reflective practice or some other form of situated activity - the situativity (SIT) approach - we consider that, from a cognitive viewpoint, designing is most appropriately characterised as a construction of representations. After a critical discussion of the SIP and SIT approaches to design, we present our view-point. This presentation concerns the evolving nature of representations regarding levels of abstraction and degrees of precision, the function of external representations, and specific qualities of representation in collective design. Designing is described at three levels: the organisation of the activity, its strategies, and its design-representation construction activities (different ways to generate, trans-form, and evaluate representations). Even if we adopt a "generic design" stance, we claim that design can take different forms depending on the nature of the artefact, and we propose some candidates for dimensions that allow a distinction to be made between these forms of design. We discuss the potential specificity of HCI design, and the lack of cognitive design research occupied with the quality of design. We close our discussion of representational structures and activities by an outline of some directions regarding their functional linkages

Methodological development

Book description: Human-Computer Interaction draws on the fields of computer science, psychology, cognitive science, and organisational and social sciences in order to understand how people use and experience interactive technology. Until now, researchers have been forced to return to the individual subjects to learn about research methods and how to adapt them to the particular challenges of HCI. This is the first book to provide a single resource through which a range of commonly used research methods in HCI are introduced. Chapters are authored by internationally leading HCI researchers who use examples from their own work to illustrate how the methods apply in an HCI context. Each chapter also contains key references to help researchers find out more about each method as it has been used in HCI. Topics covered include experimental design, use of eyetracking, qualitative research methods, cognitive modelling, how to develop new methodologies and writing up your research

Comparing the cognitive profile of the HCI professional and the HCI educator

Previous research into Human-Computer Interaction (HCI) education has focussed mainly on the curriculum, pedagogy and the gap between education, and little is known about the cognitive profile of the HCI practitioner or educator, or how their individual differences impact upon practice in the field or the classroom. This research intends to address this gap by investigating the cognitive style of HCI practitioners, educators, and those with both roles. 315 professionals responded to a global online survey which captured their individual cognitive style using the Allinson and Hayes Cognitive Style Index (CSI) which tests whether the subject tends more towards an intuitivist or analyst, and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) which suggests a three dimensional model of cognitive style – object imagers who prefer to construct pictorial images, spatial imagers who prefer schematic representations and verbalizers who prefer to use verbal-analytical tools. Together, these two instruments provide a profile that matches the skills required to work within the field of HCI. The respondents included practitioners in the field (N=179), educators (N=61), and some who were both practitioner and educator (N=75). A one-way between-groups ANOVA and MANOVA was performed to investigate differences in the role of the professional, and the CSI and OSIVQ profiles respectively, followed by the Welch t-test to compare their OSIVQ scores with the published normative values. The ANOVA comparing the CSI scores for each of the groups revealed a statistically significant difference of F(2, 312) = 3.35, p= 0.38 and post-hoc comparisons using the Tukey HSD test indicated that the mean score for the educators was significantly different from that of the ‘both’ group. The practitioners did not differ significantly from either the educators or ‘both’. This may in some part be explained by the fact that very often HCI is taught by an academic with a computer science background rather than an HCI specialist, but further investigation is needed in this area. The MANOVA used the three constructs of the OSIVQ as dependent variables. No significant difference was found between the groups. However, the t-tests comparing the professional against the normative data revealed that whilst there was no significant difference between the object imager score of the HCI professional and the scientist, there was a difference between the spatial imager score of the HCI professional and the visual artist, perhaps again reflecting the computer science background of many professionals. 24 survey respondents have been interviewed and the resulting data will form the basis of a thematic analysis to extend the cognitive profile, and to identify the predominant technological frames of operation. Applying this concept of technological frames to the domain of HCI, will help to make sense of the adoption and application of knowledge, tools and techniques amongst this community. In order for the curriculum to meet the needs of the market, the educator needs to understand the practitioner in order to produce graduates equipped for the role. Finally, as HCI is delivered in a multidisciplinary environment, should it not also be taught by a multidisciplinary team

Usability Engineering and PPGIS - Towards a Learning-improving Cycle

July 21 - 2