Human Factors Standards and the Hard Human Factor Problems: Observations on Medical Usability Standards

With increasing variety and sophistication of computer-based medical devices, and more diverse users and use environments, usability is essential, especially to ensure safety. Usability standards and guidelines play an important role. We reviewed several, focusing on the IEC 62366 and 60601 sets. It is plausible that these standards have reduced risks for patients, but we raise concerns regarding: (1) complex design trade-offs that are not addressed, (2) a focus on user interface design (e.g., making alarms audible) to the detriment of other human factors (e.g., ensuring users actually act upon alarms they hear), and (3) some definitions and scope restrictions that may create “blind spots”. We highlight potential related risks, e.g. that clear directives on “easier to understand” risks, though useful, may preclude mitigating other, more “difficult” ones; but ask to what extent these negative effects can be avoided by standard writers, given objective constraints. Our critique is motivated by current research and incident reports, and considers standards from other domains and countries. It is meant to highlight problems, relevant to designers, standards committees, and human factors researchers, and to trigger discussion about the potential and limits of standards

Mediating between AI and highly specialized users

We report part of the design experience gained in X-Media, a system for knowledge management and sharing. Consolidated techniques of interaction design (scenario-based design) had to be revisited to capture the richness and complexity of intelligent interactive systems. We show that the design of intelligent systems requires methodologies (faceted scenarios) that support the investigation of intelligent features and usability factors simultaneously. Interaction designers become mediators between intelligent technology and users, and have to facilitate reciprocal understanding

Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p