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Courses | CHI 2013
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All communities Design (13) Engineering (5) Management (1)
User Experience (17) Child-Computer Interaction (5) Digital Arts (2) Games and Entertainment (4)
Health (1) Sustainability (1) HCI for Development (1)
  • CRLC01: User Interface Design and Adaptation for Multi-Device Environments
    F. Paternò (CNR-ISTI, IT)
    F. Paternò (CNR-ISTI, IT)

    This course provides a discussion of the possible solutions in terms of concepts, techniques, and tools for multi-device interactive applications, accessed by mobile and stationary devices even through different modalities Program Description: Benefits: This tutorial aims to help user interface designers and developers to understand the issues involved in multi-device interactive applications, which can be accessed through mobile and stationary devices even exploiting different interaction modalities (graphical, vocal, …). It will provide a discussion of the possible solutions in terms of concepts, techniques, languages, and tools, with particular attention to Web environments. The tutorial will deal with the various strategies in order to adapt, distribute, and migrate the user interface according to the context of use. Origins: This tutorial is an updated and more extended version of a tutorial given at CHI 2012, Mobile HCI 2010, and INTERACT 2011 Features: Issues in multi-device interfaces The influence of the interaction platforms on the suitability of the possible tasks and their structure Authoring multi-device interfaces Model-based design of multi-device interfaces Approaches to automatic adaptation How to address adaptation to various platforms with different modalities (graphical, vocal, …) Distributed user interfaces User interfaces able to migrate and preserve their state Audience: The tutorial will be interesting for interactive software developers and designers who want to understand the issues involved in multi-device interactive applications and the space of the possible solutions. In addition, other researchers who would like to have an update on the state of art and research results in the field will find the tutorial of interest. Presentation: Lectures, demonstrations, exercises, videos, group discussions Instructor background: Fabio Paternò is Research Director at CNR-ISTI, where his main research interests are in user interfaces for ubiquitous environments, model-based design and development, tools and methods for multi-device interactive applications, migratory interfaces. In these areas he has coordinated several projects and the development of various tools.

  • CJEC02: Six Steps to Successful UX in an Agile World
    H. Beyer (InContext Design, USA), K. Holtzblatt
    H. Beyer (InContext Design, USA)K. Holtzblatt (InContext Design, USA)

    Participants in this course will learn the UX role and tasks at each point in an Agile project. They will learn specific, tested techniques for performing that role effectively. Detailed Course Description Duration: 80 minutes (1 course unit) Linkage to Other Courses This course is intended to stand alone. Learning Objectives: Participants in this course will: 1. Learn the UX role and tasks at each point in an Agile project 2. Learn specific, tested techniques for performing that role effectively: • Contribute to defining the right user stories • Write and prioritize user stories • Work out low-level design details within sprints • Drive iterations with real user feedback during each sprint • Maintain a whole-system perspective on the UI • Develop a real, day-to-day collaboration with developers 3. Practice one key skill—writing user stories 4. Understand how UX skills contribute to an effective Agile project Justification As Agile development becomes standard across the industry, UX groups are finding it necessary to redefine their relationships to the development projects they are a part of. UX groups are also finding that the constraints of Agile development are forcing them to rethink how UX work is done. On the one hand, the tight constrains of short sprints require that all slack be taken out of the process, so that work can be done in small increments at the last responsible moment. On the other, good UX design requires holistic thinking about the entire system and UX groups are challenged to maintain this focus even during the continual heads-down work of sprints. This course seeks to give UX designers specific, actionable techniques to handle this new situation. We briefly review why UX techniques are critical to delivering on the promise of Agile development—how UX techniques permit the initial project backlog to be developed effectively and ensure that project iterations evolve the product in a direction useful to its users. The bulk of the course discusses the five key skills described above—what the UX designer should be doing, why that works in the context of an Agile project, and how the UX designer’s existing skills are critical to supporting Agile development. The discussion of each skill is supported with examples from Agile teams. One critical skill—writing user stories—is practiced in the session. This is a core skill and requires that UX designers think about their design in a different way and break it up in counter-intuitive ways they may not be familiar with, so focused practice is useful. This course is informed by our years of experience working with Agile teams, so we can not only describe how UX designers should integrate with Agile teams in theory, but how things actually work in practice. Content The course contains the following main parts: First, we briefly summarize the origins of Agile development to provide shared context for all participants. We describe the problems developers faced and how these methods gave them control over some of their most intractable problems. We are honest about the shortcomings of the methods as well—being designed by developers, for developers, they are limited in the scope of the problems they attempt to address (the world begins and ends with coding) and in the techniques they use (none of the standard methods for involving users are part of the Agile toolbox). This section is short—the course is not intended as a general introduction to Agile. We then describe six industry best practices for incorporating UX work into an Agile team. These techniques are tried and tested, so new Agile teams can depend on them—they don’t have to pioneer them. We discuss: 1. Bring a user focus to “Phase 0” activities to help define the right user stories. Why a “Phase 0” or “Sprint 0” is needed to drive Agile development; how it is used to drive user story creation; making Phase 0 user-centered and Agile; validating concepts captured in user stories; how much is “just enough” to drive Agile development. 2. Write and prioritize user stories to deliver the most important user value while accommodating development needs. What a user story looks like; why they are valuable to development; how to split up larger stories into smaller ones; why stories should not be split along component lines but instead should deliver user value; how to balance competing goals when prioritizing stories into sprints. We practice writing user stories so participants can work with the different ways to structure a user story that delivers coherent user value while still being small enough for Agile development. 3. Work out low-level design details with users within the constrained timeframe of a sprint. The “no BDUF” value means low-level details will be worked out during sprints; when and why to design one sprint ahead and test one sprint behind; alternative methods of interleaving design and development work; “four users every Friday” as a method to bring user data into the process; how to use low-fidelity prototyping to work out design details. 4. Gather real user feedback on the code as developed in each sprint and work that feedback into the Agile process. How to use user visits to test running code; how to run such user tests; how to design and communicate changes to the development team; alternative methods of working design changes into the backlog; how to maintain overall UI design coherence despite the focused, rapid nature of Agile development. 5. Maintain a coherent picture of the UI across user stories and sprints. User stories and short sprints make it difficult to maintain a whole-system view of the product being created; how to maintain that view across sprints and across multiple teams working on the same system. 6. Be a full member of the development team with real collaboration with developers throughout the development process. What it means to be a full team member; where to sit, when to show up, when to have face-to-face discussions; how (and why) to involve developers in aspects of UI design; how to fit collaboration with developers into the tasks of a sprint; how and why to track UI tasks in the team’s tracking tools. Assumed Background of Attendees: This course is appropriate for all backgrounds. It is designed especially for UX designers and managers who are currently working with Agile teams and wish to improve their cooperation with those teams, or who expect to be in that situation soon. Presentation Format: The course will consist of lecture and an exercise done in pairs, followed by discussion. Schedule Minutes Topic 5 Overview of Agile development 40 Techniques for UX involvement on an Agile team 20 Exercise: Writing user stories 15 Summary: The structure of an Agile project Audience Size: There is no limit to the number of people who can be in this course. We would only teach the course one time. Course History: This course is based on work done with clients in several industries, and on material previously presented at a highly-rated course at the 2011 CHI Conference. We have focused this course on practical, hands-on advice that participants can use immediately. Student Volunteers: We anticipate no unique student volunteer needs. Audio Visual Needs with Room Requirements: 1. Computer projector to be attached to instructor’s computer and large screen 2. One flipchart easel with paper 3. Wireless (lavaliere) microphone (so the instructor can move in the audience)

  • CVZC03: Rapid Design Labs—A Tool to Turbocharge Design-Led Innovation
    J. Nieters (Hewlett Packard, USA), C. Thompson, A. Pande
    J. Nieters (Hewlett Packard, USA)C. Thompson (zSpace, Inc, USA)A. Pande (Hewlett Packard, IN)

    Jim Nieters, Carola Thompson, and Amit Pande will empower designers and UX teams to act as a catalyst to systemically identify and drive game-changing ideas to market with rapid design labs.Have you ever had a big idea that got crushed? You know, one of those inspiring ideas that could change the world? If you work in a product or design group in a corporation or design firm, you have probably experienced what happens after you share one those ideas. In the real world, coming up with a breakthrough idea or transformative design doesn’t mean it will automatically get to market. By definition, innovative ideas represent new ways of thinking. Organizations by nature seem to have anti-innovation antibodies that often kill new ideas—even disruptive innovations that could help companies differentiate themselves from their competition. As difficult as coming up with a game-changing idea can be, getting an organization to act on the idea often seems impossible. The course Rapid Design Labs- A Tool to Turbocharge Design-Led Innovation gives you new tools for this challenge, tools that empower designers and UX teams to get breakthrough ideas and designs accepted. Learn how UX can act as a catalyst to systemically identify and drive game-changing ideas to market. Rapid design labs are a design-led, facilitative, cross-functional, iterative approach to innovation that aligns organizations and generates business value each step of the way.

  • CYUC04: Body, Whys & Videotape: Applying Somatic Techniques to User Experience in HCI
    T. Schiphorst (Simon Fraser Univ., CA), L. Loke
    T. Schiphorst (Simon Fraser Univ., CA)L. Loke (The Univ. of Sydney, AU)

    This course will illustrate how somatic principles can be applied to design and evaluation of user experience methods within HCI utilizing case studies, videos and in class experiential examples.How can HCI designers and practitioners incorporate a somatic perspective within interaction design? This course will enable participants to develop an understanding of how somatic experiential techniques can be used to support design and evaluation of user experience methods within HCI. It will provide multiple examples using case studies, video and in-class exercises that illustrate somatic application to design of technology. The course contextualizes the history of somatic methods within HCI, highlighting the relationships between user experience and the application of somatic principles. It illustrates the benefits and challenges of integrating somatic approaches to experience design in a technological context. Participants will be encouraged to explore somaesthetic strategies and apply them to research. The course addresses differences in epistemological assumptions through contextual practice, discussion and case studies with a strong emphasis on multi-modal examples in the context of HCI design and evaluation.

  • CPQC05: Practical Statistics for User Experience Part I
    J. Sauro (Measuring Usability LLC, USA), J. Lewis
    J. Sauro (Measuring Usability LLC, USA)J. Lewis (IBM, USA)

    Learn to generate confidence intervals and compare two designs using rating scale data, binary measures and task times for large and small sample sizes.If you don’t measure it you can’t manage it. Usability analysis and user-research is about more than rules of thumb, good design and intuition: it’s about making better decisions with data. Is Product A faster than Product B? Will more users complete tasks on the new design? Learn how to conduct and interpret appropriate statistical tests on small and large sample usability data then communicate your results in easy to understand terms to stakeholders. Features 1. Get a visual introduction or refresher to the most important statistical concepts for applied use. 2. Be able to compare two interfaces or versions (A/B Testing) by showing statistical significance (e.g. Product A takes 20% less time to complete a task than Product B p <.05). 3. Clearly understand both the limits and data available from small sample usability data through use of confidence intervals. Audience Open to anyone who’s interested in quantitative usability tests. Participants should be familiar with the process of conducting usability tests as well as basic descriptive statistics such as the mean, median and standard deviation and have access to Microsoft Excel.

  • CGJC06: Agile User Experience and UCD
    W. Hudson (Syntagm Ltd, UK)
    W. Hudson (Syntagm Ltd, UK)

    This course shows how to integrate UCD with Agile methods to create great user experiences. It takes an ‘emotionally intelligent’ approach to engaging all team members in UCD. Benefits: This half-day course shows how to integrate User-Centered Design with Agile methods to create great user experiences. The course builds on the instructor’s research into empathizing skills and takes an ‘emotionally intelligent’ approach to engaging all team members in UCD. The course is a balanced combination of tutorials, group exercises and discussions, ensuring that participants gain a rich understanding of the problems presented by Agile and how they can be addressed. Origins: This is a half-day version of a popular one-day course that has been well-received within a major UK telecoms operator and at a number of public presentations in London, Brussels and Hamburg in 2010 and 2011. It was part of the CHI 2011 & 2012 course offerings. Features: Up-front versus Agile UCD Empathetic design User & Persona Stories Agile usability testing Adding value to the Agile team Design maps Audience: Usability, UX and UCD practitioners trying to integrate UCD activities within Agile teams. (Some familiarity with UCD techniques is required.) Presentation: The course is approximately 60% tutorials and 40% activities or group discussions. Instructor Background: William Hudson has 40 years’ experience in the development of interactive systems. He has contributed material on user-centered design and user interface design to the Rational Unified Process and to Addison-Wesley’s Object Modeling and User Interface Design (van Harmelen, 2001). He is the founder of Syntagm, a consultancy specializing in user-centered design and has conducted more than 300 intranet and web site evaluations. William has written over 30 articles, papers and studies. He is an Adjunct Professor at Hult International Business School. Web Site: Further information about the instructor and this course can be found at www.syntagm.co.uk/design

  • CVCC07: Speech-based Interaction: Myths, Challenges, and Opportunities
    C. Munteanu (National Research Council Canada, CA), G. Penn
    C. Munteanu (National Research Council Canada, CA)G. Penn (Univ. of Toronto, CA)

    Learn how speech recognition and synthesis works, what are its limitations and usability challenges, how can it enhance interaction paradigms, and what is the current research and commercial state-of-the-art. Speech remains the “holy grail” of interaction, as this is the most natural form of communication that humans employ. Unfortunately, it is also one of the most difficult modalities to be understood by machines – despite, and perhaps, because it is the highest-bandwidth communication channel we possess. While significant research effort, in engineering, linguistics and psychology, have been spent on improving machines’ ability to understand and synthesize speech, the HCI community has been relatively timid in embracing this modality as a central focus of research. This can be attributed in part to the relatively discouraging levels of accuracy in understanding speech, in contrast with often-unfounded claims of success from industry, but also to the intrinsic difficulty of designing and especially evaluating interfaces that use speech and natural language as an input or output modality. While the accuracies of understanding speech input are still discouraging for many applications under less-than-ideal conditions, several interesting areas have yet to be explored that could make speech-based interaction truly hands-free. The goal of this course is to inform the HCI community of the current state of speech and natural language research, to dispel some of the myths surrounding speech-based interaction, as well as to provide an opportunity for HCI researchers and practitioners to learn more about how speech recognition and synthesis work, what are their limitations, and how these could be used to enhance current interaction paradigms.

  • CAXC08: User Experience Evaluation Methods – Which Method to Choose?
    V. Roto (Aalto Univ., FI), A. Vermeeren, K. Väänänen-Vainio-Mattila, E. Law, M. Obrist
    V. Roto (Aalto Univ., FI)A. Vermeeren (Delft Univ. of Technology, NL)K. Väänänen-Vainio-Mattila (Tampere Univ. of Technology, FI)E. Law (Univ. of Leicester, UK)M. Obrist (Newcastle Univ., UK)

    Helps to select the right user experience evaluation methods for different purposes. A collection of methods that investigate how people feel about the system under study is provided at www.allaboutux.org.High quality user experience (UX) has become a central competitive factor of products in mature consumer markets. Improving UX during product development and research requires evaluation, but traditional usability testing methods are not adequate for evaluating UX. The evaluation methods for investigating how users feel about the tested system are still less known in the HCI community. Since 2008, the instructors have been collecting a comprehensive set of 80 UX evaluation methods both from academia and industry, which is now available at www.allaboutux.org/all-methods. During this course, we will present an overview of the set of methods and present some methods in more detail. By the end of this course, you will be able to choose suitable methods for your specific user experience evaluation case. You will understand the difference between UX evaluation and traditional usability evaluation methods, as well as the variety of UX evaluation methods available. This course will cover the following topics: - the general targets of UX evaluation - the various kinds of UX evaluation methods available for different purposes (an overview) - how to choose the right method for the purpose - the basics of a sample of UX methods of different types - guidance on where to find more information on those methods Our target audience consists of researchers and practitioners who want to get acquainted with user experience evaluation methods. The participants should have basic understanding of the user-centered design process, and preferably experience on usability studies. The course was well-attended at CHI’12 – do not miss it this year!

  • CZSC09: Choice and Decision Making for HCI
    A. Jameson (German Research Center for Artificial Intelligence (DFKI), DE)
    A. Jameson (German Research Center for Artificial Intelligence (DFKI), DE)

    Find out how users of your systems make choices and decisions – and how you can help them make better ones. BENEFITS People are constantly making small choices and larger decisions about their use of computing technology, such as: – “Shall I use this new application as a replacement for my current one?” – “Which privacy settings are best for me? Should I even take the trouble to figure them out?” – “Shall I make a contribution to this on-line community?” – “If so, which of the two available methods should I use?” The ways in which users arrive at these choices and decisions can take many different forms and involve a wide range of processes, such as anticipation of consequences of actions, social influence, affective responses, and previous learning and habit formation. This course offers a synthesis of relevant research in psychology and HCI that will enable you to analyse systematically the choices made by the users that you are interested in. This type of analysis will be useful in the design and interpretation of studies that involve users’ choices and in the generation of strategies for helping users to make better choices. ORIGINS This course was introduced at CHI 2011 and presented again at CHI 2012. FEATURES – Discuss, with reference to concrete examples, several types of choice and decision problem regularly faced by users of computing technology. – Learn how to go beyond current HCI analyses of these problems by applying relevant concepts and insights from several relevant areas of psychological research. – Take away supplementary materials that expand on the discussion in the course and help you to apply its analytical framework in your own work. AUDIENCE HCI researchers, practitioners, and students who want to be able to understand and influence the ways in which users of the systems that they design or study make choices and decisions. PRESENTATION Lecture segments with interspersed structured discussion. INSTRUCTOR BACKGROUND Anthony Jameson (PhD, psychology) is a principal researcher at DFKI, the German Research Center for Artificial Intelligence. After having studied specific aspects of users’ choice and decision making processes in connection with user-adaptive systems, recommender systems, and multimodal systems, he recently conducted a 2-year research project to prepare the comprehensive analytical framework presented in this course. He has given numerous tutorials at CHI and other conferences and has written chapters for the Human-Computer Interaction Handbook, including a recent chapter on the topic of this course. He is founding coeditor-in-chief of the ACM Transactions on Interactive Intelligent Systems. FURTHER INFORMATION Please see the course web page for detailed further information: http://dfki.de/~jameson/chi13-course-jameson

  • CSJC10: Cognitive Crash Dummies: Predicting Performance from Early Prototypes
    B. John (IBM T.J. Watson Research Center, USA)
    B. John (IBM T.J. Watson Research Center, USA)

    Presents a free tool that integrates rapid UI prototyping with predictive human performance modeling. Participants use their own laptop, learn to mock-up interactive systems, and create models of skilled performance.Prototyping tools are making it easier to explore a design space so many different ideas can be generated and discussed, but evaluating those ideas to understand whether they are better, as opposed to just different, is still an intensely human task. User testing, concept validation, focus groups, design walkthroughs, all are expensive in both people’s time and real dollars. Just as crash dummies in the automotive industry save lives by testing the physical safety of automobiles before they are brought to market, cognitive crash dummies save time, money, and potentially even lives, by allowing designers to automatically test their design ideas before implementing them. Cognitive crash dummies are models of human performance that make quantitative predictions of human behavior on proposed systems without the expense of empirical studies on running prototypes. When cognitive crash dummies are built into prototyping tools, design ideas can be rapidly expressed and easily evaluated. This course reviews the state of the art of predictive modeling and presents a tool that integrates rapid prototyping with modeling. Participants will use their own laptops to mock-up an interactive system and create a model of skilled performance on that mock-up. The course ends with a review of other tools and a look to the future of predictive modeling.

  • CUEC11: Analyzing Social Media Systems
    S. Farnham (FUSE Labs, USA), E. Kiciman
    S. Farnham (FUSE Labs, USA)E. Kiciman (Microsoft Research, USA)

    This half day course provides practical instructions and tips for collecting, structuring, and analyzing social media data with easily accessible tools in order create meaningful inferences out of messy data.Detailed Course Description: Social media is playing an increasingly dominant role across many domains relevant to the CHI audience – including social computing, computer supported cooperative work, information retrieval, machine learning, civic media, online learning, digital media, digital art, and so forth. However when seeking to analyze social media data for the first time, the data’s overwhelming size and messy, unstructured nature may be daunting, even to those experienced with data analysis. Further, for those new to analyzing social behavior in online systems, there are any number of pitfalls that make it challenging to find the meaning in the mess. The goal of this half day course is to provide practical, step-by-step instructions for collecting and analyzing social media data with common or easily accessible tools. Throughout these steps we discuss special considerations when analyzing social behavioral or conversational data. We will use two data sources as appropriate –- So.cl or Twitter — as examples of either instrumenting your own system or using a public social media source. We will describe analyses using SPSS, NodeXL, or our custom Query Human Analyzer (QHA) tool, which we provide for analysis of social media trends. We will walk course attendees step by step through the process of collecting, structuring, and analyzing data to create meaningful inferences out of the chaotic mess that is social media. Attendees will have some hands on experience, and walk away with sample data, sample analysis scripts, and access to our QHA system, which they may easily adapt to answer their own research questions. The Data We will use So.cl’s behavioral logging system to provide an example of instrumentation data. So.cl is an experimental social media web site from FUSE Labs of Microsoft Research that integrates searching the web with social networking to enable users to share and connect around their interests. It now has over 300,000 registered users, about 13,000 active each month. In developing So.cl as an experimental platform they instrumented their system to log social behaviors, and are making that dataset publicly available for research purposes. Shelly Farnham has played a lead role in designing several social media instrumentation systems to optimize them for research purposes – including So.cl — and draws from this experience when discussing how to collect and process social data for analysis. We will use Twitter data as an example of a large scale, publicly available social media system that many HCI researchers have expressed an interest in analyzing. The entire Twitter data corpus is pulled from the Twitter fire hose through a special agreement between Twitter and Microsoft. Most university’s have a similar agreement with Twitter. In addition, individuals and companies may access Twitter data in smaller amounts through their API (commonly referred to as the garden hose). Emre Kiciman has worked extensively with Twitter data and draws from this experience when discussing techniques for analyzing behavioral and semantic content of Twitter data. The Tools There are any number of tools available for processing and analyzing social media data. Some are better for more descriptive analysis of user behaviors, some are better for social network analysis, and some are better for semantic or content analysis. We will use three commonly available tools to provide examples of these different kinds of analysis. We will use SPSS as a tool to illustrate data clean up and analysis of usage behaviors. SPSS is statistical software commonly used by social scientists, and well-adapted for behavioral analyses. (Similar analyses may be implemented with systems like R, which is open-sourced and thus cheaper to use, but not as easy to learn; Excel, which enables simple analysis but does not handle large scale data sets; or SQL, which is more programmatic and adapted to large scale data but harder to use for statistical analyses.) We will briefly illustrate social network analysis using NodeXL, an Excel plug-in which may be downloaded for free and easily used by both novices and experts. Our lessons for cleaning and preparing date for social network analyses may also be adapted for common open-sourced web analytics tools. To illustrate semantic content analysis we will use our own custom Querying Human Activities (QHA) tool, which simplifies the analysis of social media. It combines the ability to mix-and-match low-level feature extractors (e.g., entity recognition, sentiment analysis, user classification) with high-level analyses (e.g., clustering, graph measures). To do this, our analysis tool uses a concept of “discussion graphs” augmented with a set of aggregated statistics derived from observed and inferred features in a corpus of social media. Users may for example easily browse for relationships between gender and time of day in trends in sentiment around Barack Obama and Mitt Romney. Course Audience The goal of this course is to illustrate special considerations when collecting, cleaning, and analyzing social media data as opposed to other forms of data. We will not be teaching basic data analysis or statistics. As such we expect the course audience to be students, faculty, or industry professionals who already have a basic understanding of data manipulation and statistics and some experience with common tools such as SPSS, R, SQL, MySQL; but who may have little or no experience working with social media data. Programming experience is not required. About the Instructors Shelly Farnham has a Ph.D. in Social Psychology from the University of Washington, and is currently a researcher specializing in social media in FUSE Labs of Microsoft Research. Through her drive to have a real world, meaningful impact on people’s lives, she has worked primarily in industry research focusing on innovation in social technologies, including social networking, match-making, online communities, and mobile social coordination. As a key component of the prototyping and evaluation process she has many years of experience analyzing behavioral data in social systems. See http://research.microsoft.com/en-us/people/shellyfa/ Emre Kiciman has a Ph.D. in Computer Science from Stanford University, and is currently a researcher in the Internet Services Research Center at Microsoft Research. His interests are in using social data to help people find what they want and need, and is extensively experienced with data analysis in social networking, content analysis, and information retrieval. See: http://research.microsoft.com/en-us/people/emrek/

  • CTGC12: Practical Statistics for User Experience Part II
    J. Sauro (Measuring Usability LLC, USA), J. Lewis
    J. Sauro (Measuring Usability LLC, USA)J. Lewis (IBM, USA)

    Learn how to: compute sample sizes for user research studies (comparing designs, finding usability problems and surveys); determine if a benchmark was exceeded; and practice conducting and interpreting statistical tests.If you don’t measure it you can’t manage it. User-research is about more than rules of thumb, good design and intuition: it’s about making better decisions with data. Did we meet our goal of a 75% completion rate? What sample size should we plan on for a survey, or for comparing products? Will five users really find 85% of all problems? Learn how to conduct and interpret appropriate statistical tests on usability data, compute sample sizes and communicate your results in easy to understand terms to stakeholders. Features — Determine your sample size for comparing two designs, a benchmarking study, survey analysis or finding problems in an interface. — Determine if a usability test has met or exceeded a goal (e.g. users can complete the transaction is less than 2 minutes). — Get practice knowing what statistical test to perform and how to interpret the results (p-values and confidence intervals). Audience Open to anyone who’s interested in quantitative usability tests. Participants should be familiar with the process of conducting usability tests as well as be familiar with major statistical topics such as normal theory, confidence intervals and t-tests. Participants should also have access to Microsoft Excel to use the provided calculators.

  • CKCC13: Expert Reviews – For Experts
    R. Molich (DialogDesign, DK)
    R. Molich (DialogDesign, DK)

    Expert reviews are often conducted with poor or unsystematic methodology and thus don’t always live up to their full potential. This course teaches proven methods for conducting expert reviews.Title of the Course Expert Reviews – For Experts Names and Affiliations of the Instructors Rolf Molich, DialogDesign Benefits Expert reviews, such as heuristic evaluations and other design inspections, are the second most widely used usability method. Nonetheless, they’re often conducted with poor or unsystematic methodology and thus don’t always live up to their full potential. This course teaches proven methods for conducting and reporting expert reviews of a user interface design. Origins The instructor presented a similar course at CHI 2007, where 37 participants rated it 6.54 on a 7-point scale in response to the question “The course was worth my time.” It is an updated version of two 90-minute sessions in the instructor’s popular full-day course “Expert Reviews – For Experts”, which has been highly rated by several hundred attendees at Nielsen-Norman Group conferences. Features – A survey of commonly used expert review techniques and resources accompanied by a discussion of their strengths and weaknesses. – Two practical exercises in expert reviews. Participants do an expert review of a dialog and build consensus with their peers. Participants match their review skills with their peers and learn from them. Audience Usability professionals who have usability testing experience and who have conducted some expert reviews. Although this course is not intended as an introduction to expert reviews, past participants with no expert review experience have rated it highly. Prerequisites Basic understanding of usability and the benefits of usability evaluation. Presentation Interactive lectures and exercises. The exercises takes about 50% of the total course time. Instructor Background Rolf Molich owns and manages DialogDesign, a small Danish usability consultancy. Rolf coordinates the Comparative Usability Evaluation (CUE) studies where more than 100 professional usability teams tested or reviewed the same applications. He is the co-inventor of the heuristic inspection method (with Jakob Nielsen).

  • CXXC14: Make This! Introduction to Electronics Prototyping Using Arduino
    W. Ju (Stanford Univ., USA), D. Sirkin
    W. Ju (Stanford Univ., USA)D. Sirkin (Stanford Univ., USA)

    Course is a hands-on introduction to interactive electronics prototyping for people with a variety of backgrounds. Participants learn basic electronics, microcontroller programming and physical prototyping using the Arduino platform.Benefits: Course is a hands-on introduction to interactive electronics prototyping for people with a variety of backgrounds, including those with no prior experience in electronics. Familiarity with programming is recommended, but not required. Participants will learn basic electronics, microcontroller programming and physical prototyping using the Arduino platform. Participants will use digital and analog sensors, LED lights and motors to build, program and customize a small “paper robot.” Topics Include: * Basics of microcontroller architecture and firmware programming. * Use of potentiometers, light sensors and force sensitive resistors. * Controlling LEDs, displays and actuators from analog sensor input. The first session introduces the Arduino environment and basic electronics. The second session applies this knowledge to the task of building an interactive robot. Instructors will share prototyping tools for participants to use, as well as a variety of LEDs, wires, connectors and sensors to augment the basic robot design. Presentation: Content is presented as short lectures interleaved with self-guided tutorials. Instructors will answer questions and debug problems on-on-one. At different intervals, participants can share progress and trade ideas, allowing beginners to take their time and ask questions, and more advanced participants to work on creative variations of the basic tutorial. Instructor Background: Wendy Ju teaches physical interaction design in Stanford’s EE and Music departments. She also teaches at UC Berkeley’s Architecture department, and is academic coordinator for the Cal Design Lab. David Sirkin teaches interactive device design in Stanford’s EE department, and is a researcher at Stanford’s Communication between Humans and Interactive Media lab and Center for Design Research. Resources: Course includes a kit (yours to keep) comprising an Arduino, breadboard, LEDs, analog sensors, actuators, connecting cables and batteries. Participants are required to bring a laptop, on which they will install the Arduino software.

  • CFLC15: Card Sorting for Navigation Design
    W. Hudson (Syntagm Ltd, UK)
    W. Hudson (Syntagm Ltd, UK)

    This half-day hands-on course covers the theory and practice of card sorting. It includes hands-on experience of performing a paper-based card sort, data capture and analysis.Benefits: This half-day hands-on course covers the theory and practice of card sorting. It includes hands-on experience of performing and evaluating a paper-based card sort of an e-commerce site (although the techniques are applicable to many other problem domains). Origins: This is a major update of an earlier course (‘Innovations in Card Sorting’) that has been run for several years at HCI and usability conferences (HCI 2006 & 2007, CADUI 2008, HCI 2009, CHI 2009-2012). A one-day version of this course was presented as part of Nielsen-Norman Group’s Usability Week in 2009. The updated, half-day version appeared at CHI 2011. Features: On completion of this tutorial you will be able to choose an appropriate card sorting method explain cluster analysis and dendrograms to colleagues and clients apply appropriate techniques for getting the best information from participants and the resulting data perform quick and reliable data capture Audience: Web and intranet designers, information architects, usability and HCI professionals interested in the practical application of card sorting. No specialist skills or knowledge are required. Presentation: The course is approximately 60% tutorials and 40% practical card-sorting activities or group discussions. Instructor Background:: William Hudson has nearly 40 years’ experience in the development of interactive systems. He is the founder of Syntagm, a consultancy specializing in user-centered design and has conducted more than 300 intranet and web site expert evaluations. William has written over 30 articles, papers and studies including the InteractionDesign.org Encyclopedia entry on card sorting. He is also an Adjunct Professor at Hult International Business School. Web Site: Further information about the instructor and this course can be found at www.syntagm.co.uk/design

  • CNSC16: The Past 100 Years of the Future: CHI/HCI/UX in Sci-Fi Movies and Television
    A. Marcus (Aaron Marcus and Associates, Inc., USA)
    A. Marcus (Aaron Marcus and Associates, Inc., USA)

    We examine CHI/HCI/UX in sci-fi movies/television from the last 100 years and consider usability, usefulness, and appeal. Participants will learn how to analyze user-centered design in popular media.The Past 100 Years of the Future: CHI/HCI/UX in Sci-Fi Movies and Television will summarize and analyze the past 100 years of human-computer interaction as incorporated into science-fiction cinema and video, beginning with the advent of movies in the early 1900s (Méliés’ A Trip to the Moon, which was recently referenced in the movie Hugo). For many decades movies have shown technology in advance of its commercialization (for example, video phones and wall-sized television displays, hand-gesture systems, and virtual-reality displays). In some cases mistaken views about what is usable, useful, and appealing seem to be adopted, perhaps because of their benefits to cinematic storytelling. In any case, these media have served as informal “test-beds” for new technologies of human-computer interaction and communication. The course will explore issues of what is futuristic and what is not, gender-role differences, optimism/pessimism, and user-centered design characteristics in more than two dozen films and a half-dozen television shows. Examples from China, India, and Japan also will be referenced. Participants will be informally informally about their recognition/understanding of the media examples shown. Discussion with participants throughout the presentation will be encouraged.

  • CHGC17: Interactive Walking in Virtual Environments
    F. Steinicke (DE), Y. Visell, J. Campos, A. Lécuyer
    F. Steinicke (DE)Y. Visell (McGill Univ., CA)J. Campos (Toronto Rehab, CA)A. Lécuyer (INRIA, FR)

    In this course we will present an overview about interactive locomotion interfaces for computer generated virtual environments using state-of-the-art technology and approaches.In recent years many advances have enabled users to more and more naturally navigate large-scale graphical worlds. The entertainment industry is increasingly providing visual and body-based cues to their users to increase the naturalness of their navigational experience. However, so far none of the existing solutions fully supports the most natural ways of locomotion through virtual worlds, and thus techniques and technologies have to be considered, which take advantage of insights into human perceptual sensitivity. In this context, by far the most natural way to move through the real world is via a full body experience where we receive sensory stimulation to all of our senses, i.e., when walking, running, biking or driving. With some exciting technological advances, people are now beginning to get this same full body sensory experience when navigating computer generated three-dimensional environments. Enabling such an active and dynamic ability to navigate through large-scale virtual scenes is of great interest for many interactive 3D applications demanding locomotion, such as video games, edutainment, simulation, rehabilitation, military, tourism or architecture. In this course we will present an overview about the development of interactive locomotion interfaces for computer generated virtual environments ranging from desktop-based camera manipulations simulating walking, and different walking metaphors for the entertainment to state-of-the-art hardware-based solutions that enable omni-directional and unlimited real locomotion through virtual worlds. As the computer graphics industry advances towards increasingly more natural interaction, human-computer interaction researchers and professionals will benefit from this course by increasing their understanding of human perception and how this knowledge can be applied to enable the most natural interaction technique of all, i.e., navigating through the world by walking.

  • CKZC18: Designing with and for Children in the 21st Century: Techniques and Practices
    A. Druin (Univ. of Maryland, USA), J. Fails, M. Guha, G. Walsh
    A. Druin (Univ. of Maryland, USA)J. Fails (Montclair State Univ., USA)M. Guha (Univ. of Maryland, USA)G. Walsh (Univ. of Baltimore, USA)

    This course will offer a balance of traditional lecture and hands-on design activities, and will cover techniques that balance the voices and contributions of adults and children.The CHI community has acknowledged children as important users by featuring a “Child-Computer Interaction” community. This course will offer a balance of traditional lecture and hands-on design activities, and will cover techniques that balance the voices and contributions of adults and children. A version of this course was taught at CHI 2008 through 2012. In CHI 2008 the course received the highest survey ratings of any CHI course and has been rated highly in subsequent years. We welcome and encourage attendance by industry professionals, academics, and students from a wide variety of communities. No prior experience is necessary. This course features a historical overview of co-designing with children, an overview of child development in relation to technology design, hands-on experiences using techniques for designing new technologies with and for children, and information about the role of the adult in co-design processes with children and practical issues of beginning a co-design team. The presentation includes hands-on design activities, small and whole-group discussion, short presentations with slides and video. Allison Druin is a Professor at the University of Maryland’s HCIL. Since 1998, she has led interdisciplinary, intergenerational research teams to create new technologies for children. (http://www.umiacs.umd.edu/~allisond/). Jerry Alan Fails is an Assistant Professor in Montclair State University’s Department of Computer Science. He has been working with children to design new technologies since 2003. His current focus is on technologies that support children and families. (http://hci.montclair.edu/fails/). Mona Leigh Guha is a Research Associate at the University of Maryland’s HCIL. Since 2002, she has focused on the impacts of technology design processes on children who participate in them. Greg Walsh is an Assistant Professor in the University of Baltimore’s Division of Science, Information Arts and Technologies. He focuses on creating new design techniques that include more voices in the design process. (http://research.gregwalsh.com/)

  • CCSC19: Empirical Research Methods for Human-Computer Interaction
    S. MacKenzie (York Univ., CA), S. Castellucci
    S. MacKenzie (York Univ., CA)S. Castellucci (York Univ., CA)

    This Course delivers an A-to-Z tutorial on conducting a user study and demonstrates how to write a successful CHI paper.Title Empirical Research Methods for Human-Computer Interaction Instructors Scott MacKenzie and Steven Castellucci, York University, Canada Benefits Attendees will learn how to conduct empirical research in human-computer interaction (HCI). A “user study” is an experiment conforming to the norms for empirical inquiry and the scientific method. It is founded on observation, measurement, and posing and answering testable research questions. This Course delivers an A-to-Z tutorial on conducting a user study and demonstrates how to write a successful CHI paper. Features -An overview of the definition, purpose, and method of empirical research -A detailed description of experiment components, and their design -Research questions will be posed and refined to highlight important characteristics -Experiment design issues will be addressed -Methods for data analysis and reporting will be outlined -Participation in a real experiment -Attendees will work in pairs and take turns acting as both participant and investigator -A demonstration on how to write a successful CHI paper, including pitfalls to avoid Presentation PowerPoint slides, real-time demos, group participation Instructor Backgrounds Scott MacKenzie’s research is in HCI with an emphasis on human performance measurement and modeling, experimental methods and evaluation, interaction devices and techniques, alphanumeric entry, language modeling, and mobile computing. He has more than 135 HCI publications (including more than 35 from the SIGCHI conference) and has given numerous invited talks over the past 20 years. Since 1999, he has been Associate Professor of Computer Science and Engineering at York University, Canada. Steven Castellucci is a PhD student and research assistant in the Department of Computer Science and Engineering at York University, Canada. His research interests include gesture-based text entry, mobile text entry, and remote pointing techniques. In addition to having SIGCHI publications, he has lectured university courses on user interfaces and HCI, and has served as course director.

  • CMUC20: Designing Augmented Reality Experiences
    M. Billinghurst (Univ. of Canterbury, NZ), H. Duh
    M. Billinghurst (Univ. of Canterbury, NZ)H. Duh (National Univ. of Singapore, SG)
  • CENC21: Interaction Design for Social Development
    G. Marsden (Univ. of Cape Town, ZA), M. Jones
    G. Marsden (Univ. of Cape Town, ZA)M. Jones (Swansea Univ., UK)

    Learn how to apply Interaction Design techniques to developing communities and engage users effectively in the creation of appropriate technologies for contexts beyond the developed world.This course is aimed at researchers or practitioners who wish to design solutions appropriate to the developing world. To meet this goal we present techniques and methods allowing attendants to design for people from different contexts, cultures and literacies. We also present case studies reporting successes and failures, along with reflections, insights and lessons to be learned. Finally, we discuss open design and ethical questions of doing this type of work in developing contexts.

  • CBUC22: Designing What to Design: A Task-Focused Conceptual Model
    J. Johnson (UI Wizards, Inc, USA)
    J. Johnson (UI Wizards, Inc, USA)

    Participants will learn: • the benefits of designing a conceptual model (CM) before designing a UI. • the components of a CM, • how to design a CM for an application.An important early step in designing a user interface for a software application is to design a coherent, task-focused conceptual model. Unfortunately, this step is often skipped in software development. Many designers jump right into sketching and prototyping the UI before they understand the application at a conceptual level. The result is incoherent, overly-complex applications that expose concepts that are irrelevant to users’ tasks. This course covers: • What conceptual models are, and how they can improve the UI design process, • Perils and pitfalls of not designing a conceptual model, • Object/actions analysis (part of designing a conceptual model), • An example conceptual model for a specific application, • Benefits of conceptual analysis: object taxonomy, lexicon, task scenarios, object-model, • A hands-on exercise in performing Object/Actions analysis for a simple application.

  • CLXC23: HTML5 Game Development
    J. Parker (Univ. of Calgary, CA)
    J. Parker (Univ. of Calgary, CA)

    This course will enable you to design and build basic games for HTML5/web deployment, and to proceed to next stages in game-like interface and game development.A computer game is a microcosm of the user experience domain. UX and game design share some common aims, praxis, and theory. Although there are differences in perspective between UX designers and game designers, these are not as great as most believe, and it is certain that game designers have knowledge and skills that would be a benefit to UX designers, and vice versa. This course is intended for those interested in exploring games, either for themselves or as a workbench for exploring new ideas in UX. It features a practical approach, moving from initial design to a ‘first playable’ implementation. HTML5 is used so as to permit rapid dissemination using the web, and high level tools (EG Processing.js) will speed up the implementation. The course will be lecture based, but there will be a practical example built during the class, and the audience can play along on their laptops if they choose. Attendees should have experience using Java or C++ and should possess basic design skills.

  • CQNC24: Storyboarding for Designers and Design Researchers
    P. Stappers (Delft Univ. of Technology, NL), G. Pasman
    P. Stappers (Delft Univ. of Technology, NL)G. Pasman (Delft Univ. of Technology, NL)

    Storyboards allow expressing the context of interactions by showing users, experiences, situation, motivations, etc. In the course we practice a hands-on technique photoboarding, for creating photoboards in a team. Storyboards are becoming popular techniques for visualising human-product interaction. Not only in design education, but also in design practice. They can help the design team focus on the user’s actions, understanding, and experience instead of the appliance’s physical form; they can be used to highlight the context, e.g., place, situation, social setting, in which the appliance is used. Their appearance can range from very sketchy to very detailed, depending on whether they are used to explore new ideas, report existing situations, or present design concepts for criticism and discussion. In this workshop we will use examples of storyboards from product design, movies, and comics to demonstrate the possibilities of their visual language. In the hands-on exercises, we develop a storyboard from scratch using the photoboarding technique. We explore the relation between storyboards and other design techniques (role-playing, sketching, quick-and-dirty modelling, scenarios of use, video scenarios). Special attention will be given to the visualisation of suggestive situations, social interactions, emotions, causal relations, and how to set up a story line by integrating situations. The material that will be covered • The Linguistics of storyboards: syntax, semantics, and pragmatics • The origins of storyboards • Storyboards in related disciplines • Storyboards and related design tools (personas, video, infographics) • Uses of storyboards (conceptualization, concept testing) • Case examples showing how storyboards are used in practice • Tools and techniques to help create storyboards

  • CDQC25: Designing Search Usability
    T. Russell-Rose (UXLabs, UK)
    T. Russell-Rose (UXLabs, UK)

    This course weaves together the theories of information seeking with the practice of user interface design to deliver a practical guide to making search better. Search is not just a box and ten blue links. Search is a journey: an exploration where what we encounter along the way changes what we seek. But in order to guide people along this journey, we must understand both the art and science of search usability. This course will provide an introduction to the basic principles of search usability with a focus on holistic solutions that integrate information seeking theory with the user interface design practice. Participants will: • Explore the fundamental concepts of human-centred design for information search and discovery • Learn how to differentiate between various types of search behaviour: known-item, exploratory, lookup, learning, investigation, etc. • Understand the dimensions of search user experience and how to apply them to different contexts • Explore design patterns and other key resources and their role in solving practical design problems The course will include both presentations and group work to enable delegates to analyse, evaluate and improve the effectiveness of search applications within their own organisation.