Project Assignment (3000 words)
Finish it in 2 days
Selecting a software piece or system
Your assignments are about a system or a piece of it. We herein call this ‘your system. Here are
some factors to consider when choosing your system.
You must choose a system where you can talk to the actual users, that is, a system where
there are real users who are doing real work or using the system as part of their everyday lives.
You will evaluate the redesign of your system in Assignment 03. This requires you to
find actual users who are available to test it with you. This may be difficult if your system has a
narrow group of specialist users.
The system should be quite small. You do not have time in this course to redesign a complete
word processing package, database system, or large website. On the other hand, a part of such
a system would be quite acceptable. For example, you could look at search facilities in a
website, file processing facilities in an editor, data entry in a database, or graph production in a
spreadsheet. Aim for two or three screens, pages, or dialogues.
The system must exist, as you will start by discussing the current use of the system for the first
assignment. It is acceptable to choose a prototype, provided you can observe it being used by
its actual users.
You must be sure that the system can be improved. You will be redesigning part of the
interface, so you need to identify something about it that is causing problems for the users.
You can choose something you have designed yourself, that you are working on or will work on or
something that you have encountered only as a user. Please note, however, that it is harder to
stand back and be objective about something that you are developing yourself. But as that is an
important skill for usability, you may find it to be a better learning experience (and it should also
improve your system).
Throughout the course, we emphasize the importance of working with actual users of the system.
You only need a few; It is surprising how much you can learn from just two or three people. If this
really is impossible, Table 22.2 from the textbook suggests some alternative approaches, such as
using work colleagues or family members who share some of the characteristics of the actual
users. However, you will learn much more from actual users, so we strongly recommend you try
hard to overcome any obstacles. Your TA may be able to advise you on how best to do this.
Answering assignment questions
Throughout your assignment, the TA will be looking for evidence that:
you have understood the course concepts
you can apply them to a user interface of your choice
you can present a coherent argument, explaining the decisions you make and the conclusions
you arrive at
you can explicitly use course concepts correctly to justify the arguments in your written work
you can link the various parts of the assignments together in a clear and logical manner.
Each assignment should be submitted as a report, and for each assignment 10 points have been
allocated for the reports presentation and organization: 3 points for its introduction, 3 points for its
conclusion, and 4 points for its overall quality. The assignments in this course have been structured
in this way to give you some practice in report writing in an academic context.
The TAs may ask you to present your assignment in a particular way. Please respect these rules,
as it will make it easier for them to comment on your work. TAs are allowed to reduce your points if
you do not follow their instructions about layout.
https://miamioh.instructure.com/courses/129615/assignments/1474816
As a minimum, the TAs will ask you to:
write neatly, type or word process your work
use double line spacing
allow a right-hand margin at least 1 inch wide
start each question on a fresh page
number your pages (e.g., page x of xx)
put your name and student identification number at the top of each page.
In addition, any screen dumps, figures, diagrams, graphs, and/or tables should be numbered
consecutively in the order they are referred to in the text of your report, for example, Figure 1,
Figure 2, et cetera. Each item should have a caption that should describe the item as concisely as
possible. Generally, screen dumps, figure, diagram, or graph captions are positioned below the
item, while captions for tables are positioned above.
It is acceptable to include some additional background material in the appendices to your report. If
the system you have chosen is one that your TA is unlikely to have experienced (perhaps
something specific to the industry you work in) then it is likely that they will appreciate this
additional support material. The TA may, however, only skim read this material. Screen dumps,
figures, diagrams, graphs, and/or tables in the appendices should be numbered consecutively in
the order they are referred to in the text, for example, A1, A2, A3, B1, B2, etc., for each series.
Appendices will not be included in the word count.
It will help with the grading if you reflect on the structure of the questions in your solutions. The
simplest way to do this would be to follow the same numbering scheme and to use appropriate
headings.
We have included word limits for your guidance and you are recommended to keep close to these
limits; if you are having difficulty, you should discuss this with the TA. You may be penalized for
an excessively long answer. Tables and figures are not included in the word count. Which system are you choosing for the project? Why?
We are choosing Microsoft Math Solver as our system. This is a new
application launched on Dec 6, 2019, and is still under active development, so
many interactions are still not polished which allows us to improve it.
What specific piece of the system are you selecting? Why?
The draw tab, it is very hard to write a whole equation on the phone in
portrait mode while the applications support for landscape mode is bad.
Summarize and describe the system and the system piece you selected
for us so that we can have a basic understanding of your directions.
This is a mobile application using machine learning to recognize and solve
handwritten math problems.
The draw tab includes a fixed canvas to write the equation by hand, a
toolbar for drawing tools(pen, eraser, clear, etc.) and an area for the
recognized result of the handwriting.
Albeit it is very preliminary at this point, what improvements do you
anticipate/plan to analyze and design? List at least 3 possible options.
Make the canvas scrollable or translatable when the space is not big enough.
While sliding on the canvas, let users choose if they want to draw or move the
canvas.
The eraser now works as a real eraser, we can change its function to clear
the whole line once the eraser touches a line.
Provide a link to software, its documentation, and any other relevant
resources for us.
Here is the link for the application we found on Google Play.
https://play.google.com/store/apps/details?id=com.microsoft.math
Also available for iOS:
https://apps.apple.com/us/app/microsoft-math-solver-hw-app/id1483962204 Read the book and must cite something from this book Debbie
Stone, Caroline Jarrett, Mark Woodroffe, Shailey Minocha – User
Interface Design and Evaluation (Interactive Technologies) (2005,
Morgan Kaufmann) – libgen.lc.pdf
Follow the Project00 and Project Introduction which is attached
This assignment covers the material in parts 1 and 2 of the textbook.
It is worth 25% of the continuous assessment points for the project
and should take about 8 hours to complete. The total word count
should be about 3000 words.
Report on your
system
Before starting this part of the assignment, read the instructions in
the Project Introduction and Project Assignment 00 about selecting a
system or a piece of software on which to base your coursework.
In this part of this assignment, you will produce a report on your system,
extending on what you produce for Project Assignment 00. You need to
supply enough material for the TA to understand what the system does and
what it looks like. You may supply an appendix with background detail if this
will help to explain the system but try to keep it brief and avoid including
unnecessary detail.
You will be assessed on how well you can describe the system, so do not
submit all the available material on the system be selective. If you find that
you cannot describe your system within the word counts mentioned, then
contact the grader about changing or limiting your choice of system.
Question 1: Introduction – [about 200 words, 3
points]
Write a brief introduction that (i) places the report in context as the first
project’s assignment for CSE class by saying how it relates to the course
material you have learned thus far, (ii) summarises the purpose and content
of the report and (iii) explains why you chose this system for your coursework.
Question 2: Description of the system and its users
– [about 1200 words, 45 points]
Chapters 3 and 4 from the book illustrate how to describe the system.
2.1 (5 pts) Describe the user interface to the system. Include as much visual
material as possible (for example screen dumps, figures, diagrams) to show
how the system or software works. The use of ‘before and after’ sketches or
screen displays might be helpful to show a change in the interface. For
example, you might illustrate a screen before and after a particular button has
been selected, showing the changes that occur. If you have chosen part of a
system, describe how this part fits within the overall
system.
2.2 (8 pts) Write profiles of two contrasting groups of users of your system,
describing their main characteristics. Make sure to pick groups of users that
you will be actually able to interview for this project.
2.3 (8 pts) Describe the domain in which your system operates. List briefly the
goals of the users when they use this system. Briefly explain how you derived
your domain description and goal list.
2.4 (8 pts) Describe the tasks involved in achieving one or two of the goals
you have listed above. Describe the characteristics of the tasks that the users
are engaged in when they try to achieve their
goals.
2.5 (8 pts) Describe the physical environment, the social or organizational
environment, and the user support environment.
2.6 (8 pts) Discuss the relative importance of efficiency, effectiveness, and
satisfaction in your system. Construct three usability metrics, one for each of
efficiency, effectiveness, and satisfaction. Explain whether these metrics are
sufficient as the usability requirements for your system.
Question 3: Investigation and analysis – [about 1000
words, 30 points]
Chapters 3 and 4 explain how to investigate and analyze systems.
3.1 (7 pts) Briefly interview or observe users from one of the user groups
identified in 2.2 to find out how they use the system. Based on the findings of
your interview or observation, choose a task that causes problems for these
users. Describe the task and explain why you consider it to be problematic.
Regarding the problems they experienced, justify your answer by including
comments from these users, or other evidence, such as observation notes.
Concrete use cases are explained in Chapter 4.
3.2 (6 pts) Create a concrete use case for the selected task for your chosen
system.
The cognitive walkthrough is described in Chapter 4.
3.3 (8 pts) Using the concrete use case from 3.2, carry out a brief cognitive
walkthrough for the selected task for your chosen system.
3.4 (9 pts) Compare and discuss what you learned about the problematic task
from:
1. interviewing and observing users
2. your creation of a concrete use case
3. your cognitive walkthrough.
If you think that you did not learn anything from your investigations or
analyses then explain why not.
Question 4: Conclusion and quality of the report –
[about 200 words, 3 points for the conclusion, 4
points for quality]
Write a conclusion that (i) describes what you have achieved in the report and
(ii) re-states the main points of your work, including any recommendations
and proposed future actions. Your report will also be assessed for its overall
quality its consistency, coherence, completeness, and legibility.
Rubric
Grading rubric for Assignment 01
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
1 Introduction
3.0 pts
Full Marks
(1) Reason for choosing system this must include an HCI reason, not just I
use it at work [1 pts]. (2) Purpose and content – What the student hopes to
achieve by the study and how he or she will go about it [1 pts]. (3) Context of
CSE class – how this report fits with the subsequent two reports for
Assignment 02 and Assignment 03. [1 pts]
0.0 pts
No
Marks
This criterion is
linked to a
Learning
OutcomeQuestion
2.1
5.0 pts
Full Marks
After reading this answer the grader should be able to understand what the
purpose of the application is and how the interface is used. The grader should
also understand how the part to be studied fits into the system as a whole.
Sketches and/or screenshots should be relevant to the discussion, showing
how the interface works, not just acting as general illustration. Fewer, more
focused illustrations should attract more points than a book full of
unreferenced pictures. The interface must be looked at from a users point of
view, not the system designers. Students can show a sequence of screens of
user actions as in Blackwells example in Question 4.
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
2.2
8.0 pts
Full Marks
To present the information students may use tables modeled on Tables 3.3,
3.4, and 3.5, and personas (see Chapter 3), or any other sensible format. We
are looking for characteristics of users as people, as described in the
textbook, not for users characterized by their tasks, though the two groups
required may be separated on a role basis or on how they use the system. A
frequent problem is that students focus too narrowly on what they see as
relevant: the appropriate IT skills. If they feel that certain characteristics are
irrelevant to their specific system, then they should say so to show they have
considered them. It needs to be pointed out that interface design must take
cognizance of all the characteristics as explained in Chapter 3.
Characteristics to consider, for each user group: Age and Gender, Physical
and cognitive abilities, Education/culture/relevant experience and skills,
Motivation/attitude.
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
2.3
8.0 pts
Full Marks
Things to look out for: (1) Observation of or consultation with
users/stakeholders for gathering knowledge of the domain. (2) A valid list of
domain knowledge and concepts. (3) Users point of view. (4) Understanding
the nature of goals. (5) Goals were valid in context.
0.0 pts
No
Marks
This criterion is
linked to a
Learning
OutcomeQuestion
2.4
8.0 pts
Full Marks
The question asks for the tasks that the user performs, using the interface.
Reference: Chapter 4. Task characteristics are given in Table 4.2. Award
points for following the textbook, for looking at the tasks from the users point
of view (not what the system expects), for having consulted real users and for
showing how the tasks contribute to the achievement of the goals in Q2.3.
Here it may be helpful to show which user groups have which goals and
perform which tasks. Tables similar to Table 4.2 will be fine. Action detail, task,
and workflow analysis may be included but are not required for full marks.
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
2.5
8.0 pts
Full Marks
The physical, social and organizational environment (see Chapter 4).
Students could provide evidence that they have both asked users and
observed them working, even though they are not specifically asked to do this
until question 3. See Table 4.4. Physical and safety: lighting, temperature,
noise, layout, adequacy of working space, protective clothing, environmental
hazards [2 pts]. Social: pressure, the interaction between workers, task
sharing, etc. [3 pts]. User support: manuals, training, assistance from
colleagues, etc. [3 pts].
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
2.6
8.0 pts
Full Marks
Metrics. The idea here is that the relative importance of the three measurable
factors of efficiency, effectiveness, and satisfaction will depend on the
particular system chosen. For example, in a games system measuring the
level of user satisfaction would have a high priority; for a banking system
effectiveness might be of more value; for a library system efficiency perhaps.
We are asking for the student to determine and justify the importance of each
factor for his own system. This is dealt with in Chapter 6 and Table 6.3. Look
for depth of analysis, just copying from bookwork is not enough. For
discussing each of the factors and explaining why it is important/why it is not
important in context [3 pts]. For suggesting an appropriate metric for each of
the categories [3 pts]. For explaining that metrics are not enough, as a
number of usability issues cannot be measured, and can only be found by
user observation [2 pts].
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
3.1
7.0 pts
Full Marks
Choice of problem task and background investigation. Chapter 2 deals with
observation and interviews, but we are not looking for even this depth of
evaluation, which will be dealt with fully in Part 4 and Assignment 03. It is,
after all, only 7 points. Make sure the problem task is analyzable in HCI terms.
Students sometimes select problems that are due to system implementation,
e.g. speed of response in a search, or which are not based on a clear goal
and sequence of actions, e.g. general browsing on a web site. They then find
that the analysis is unsatisfactory and the re-design is based on their
subjective knowledge of the system. These are real usability problems, but
their solutions are not within the scope of the User Interface Design and
Development text, as theyre not based in the UI per se. Just identifying the
problem gets 2 points. This should be a clear definition of the goal, and the
problem tasks or actions. It should relate to the interface described in previous
answers. In fact, reference back to illustrations, user groups, etc would be
helpful [2 pts]. Justifying it by explaining why it is a problem (student has
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
encountered it himself possibly) [1 pts]. The remaining 4 points are for the
evidence of observation and interview [4 pts].
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
3.2
6.0 pts
Full Marks
Concrete Use Case. Reference: Chapter 4. This should follow from defining
the task Chapter 4, and should follow the format in Figure 4.3. It should show
only the user actions and system responses at the interface. No cognitive
user actions and no system functionality are required. Things to watch out for:
The single goal should be clearly defined. No cognitive user effort: no
decisions, remembering, etc, this is a doing model. User and system as active
participants (i.e. not abstract as in essential use case). The sequence of
action and response should be complete and model as it is currently done
no gaps. The sequence of actions must include the problem in Q3.1.
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
3.3
8.0 pts
Full Marks
Cognitive Walkthrough. Again this will only work for a single clearly defined
goal, achieved by a specific sequence of steps as defined in Q3.1 and Q3.2.
The actual analysis should follow the discussion in Chapter 4 and the format
in Box 4.4. The concrete use case in question 3.2 should form Step 0 for the
cognitive walkthrough. If necessary it should be pointed out that cognitive
walkthrough is a theoretical exercise: it is not necessary to observe users.
Steps 1-3 follow the example in the text (see Chapter 4) for the
actions/responses defined above. Step 1/Question 1 how to do it
knowledge, affordance. Step 2/Question 2 what to do knowledge, visibility.
Step 3/Question 3 feedback. Roughly 2 points for each step, but it will
depend on the interface. Look out for: Problems not present in the
actions/responses. Lack of clarity/precision in the description. Wrong
category of Step confusing 1 and 2. This leaves two points for the overall
understanding of the point of the exercise.
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
3.4
9.0 pts
Full Marks
This should be an exercise in interpretation and comparison. Students should
note that the use case is at a higher level. It is really a requirements
analysis/development tool, not a usability problem-solving technique.
However, it may show up unnecessary tasks and over-complex task
sequences in achieving the goal. The real problem-solving exercise is in the
cognitive walkthrough. Here the student should identify the interface features
and action requirements that make the interface difficult to use for the defined
task. They may do so in terms of affordance, visibility, and feedback. They
may note problems in consistency, simplicity, support for the users task, or
even mental models from the content of Parts 1 and 2, or just explain in plain
language how the analysis gives greater depth in understanding the identified
problems. For the discussion of what was learned from interviewing and
observing [3 pts]. For the discussion of what was learned from the concrete
use case [3 pts]. For the discussion of what was learned from the cognitive
walkthrough [3 pts].
0.0 pts
No
Marks
Grading rubric for Assignment 01
Criteria Ratings
This criterion is
linked to a
Learning
OutcomeQuestion
4
7.0 pts
Full Marks
For the conclusion – following the instructions in the Assignment Booklet – the
student should: (1) describe what they have achieved in the report. (2) re-
state the main points of their work, including any recommendations and
proposed future actions. Reward students who discuss their achievements
and recommendations in terms of User Interface Design and Development
concepts and techniques, rather than those who focus solely on their
application. [3 pts]. For the overall quality, including illustration and
spelling/grammar as well as the consistency, coherence, completeness, and
legibility. [4 pts].
0.0 pts
No
Marks
Read the book and must cite something from this book Debbie Stone, Caroline Jarrett, Mark Woodroffe, Shailey Minocha – User Interface Design and Evaluation (Interactive Technologies) (2005, Morgan Kaufmann) – libgen.lc.pdf
Follow the Project00 and Project Introduction which is attached
This assignment covers the material in parts 1 and 2 of the textbook. It is worth 25% of the continuous assessment points for the project and should take about 8 hours to complete. The total word count should be about 3000 words.
Report on your system
Before starting this part of the assignment, read the instructions in the Project Introduction and Project Assignment 00 about selecting a system or a piece of software on which to base your coursework.
Question 1: Introduction – [about 200 words, 3 points]
Question 2: Description of the system and its users – [about 1200 words, 45 points]
Chapters 3 and 4 from the book illustrate how to describe the system.
Question 3: Investigation and analysis – [about 1000 words, 30 points]
Chapters 3 and 4 explain how to investigate and analyze systems.
Concrete use cases are explained in Chapter 4.
The cognitive walkthrough is described in Chapter 4.
Question 4: Conclusion and quality of the report – [about 200 words, 3 points for the conclusion, 4 points for quality]
Rubric Critical Acclaim for User Interface Design and Evaluation!
User Interface Design and Evaluation is comprehensive and clear. Its an amazing
achievement a textbook in plain English that works both for the classroom and for
practitioners learning on their own.It covers the entire user-centered design process with
details on the steps and techniques for requirements gathering, design, and evaluation.
It includes great stories and case studies as well as engaging exercises. This is a superb
book that puts all the pieces together.
Ginny Redish, Redish & Associates, Inc.
What makes this book unique is its blend of traditional HCI concepts and contem-
porary guidelines as well as its inclusion of practical pointers for acceptance of user-
centered design. Unlike other HCI books, this text is generally succinct and to the point.
Yet beyond being an excellent reference, it also includes very good practical examples,
e.g., design of GUI, Web, and embedded systems are especially useful. The books
coverage of traditional HCI notions (e.g., visibility, affordance, feedback, metaphors,
mental models, and the like), combined with practical guidelines to contemporary
designs (e.g., GUIs, Web) ranks this work among the best in the field, particularly well
suited as a textbook for students in a HCI class.
Andrew Duchowski, Clemson University
The entire UI design process is presented in this text with an effective blend of theory and
practice. The authors do a fine job of presenting classic HCI foundations and current
trends in UI design. The authors have a keen knack for using interesting and practical
demonstrations, examples, and exercises to reinforce key concepts. The strength of this
text is the step-by-step how-to-do-usability guidance provided throughout the
text. This book will motivate the reader to want to immediately jump on the UI design
bandwagon and to get started on the business of attending to users in UI design.
Laurie P. Dringus, Nova Southeastern University
This text provides a solid introduction to current thought and practices in User
Interface Design and Evaluation. The authors provide a logical structure for the highly
iterative work of UI Design, and the book is organized to support classroom presenta-
tion and discussion. This text can be a valuable resource for students of UI Design and
Evaluation, as well as for technical and management professionals interested in an
introduction to the field.
Karl Steiner, Karl Steiner, Ph.D. Usability Manager, UGS
While reading the review copy of this book, I actually felt guilty about having taught so
many HCI courses with the existing well-known textbooks. This book offers much more
of the sort of material that students yearn for but find too little of in existing textbooks:
extensive, concrete, and realistic advice and examples about how to proceed while
designing and evaluating user interfaces. With a steady stream of brief examples
and some longer case studies; with how-to-do-it advice and worked-out solutions to
problems, the student is constantly confronted with and guided through the
multifaceted real world of user interface design. The book also contains the material
that we are accustomed to finding in HCI textbooks: presentation of well-known HCI
concepts, principles, results, and methods.
This material is woven together with the more concrete, practical information in a
creative way that enhances the appreciation of both types of content.
Anthony Jameson, Professor, International University in Germany and principal
researcher at DFKI, the German Research Center for Artificial Intelligence.
This book provides the computing professional with a solid base in interface design and
evaluation. It continually reinforces the role of the user by integrating the discussion of
the guidelines and practices of effective interface design with thoughtful and appropri-
ate examples, exercises and case studies. The authors follow a life-cycle approach in the
discussion of the topics, which are treated in enough depth to be useful to the practi-
tioner. Of particular note is the discussion of the design issues for GUIs as well as for the
web, embedded computer systems and small devices. The treatment of usability evalu-
ations and their outcomes rounds out the topics. Overall, I consider this book to be one
of the best in this area.
Evelyn P. Rozanski, Rochester Institute of Technology
User Interface Design and Evaluation
The Morgan Kaufmann Series in Interactive Technologies
Series Editors:
Stuart Card, PARC
Jonathan Grudin, Microsoft
Jakob Nielsen, Nielsen Norman Group
User Interface Design and Evaluation
Debbie Stone, Caroline Jarrett, Mark Woodroffe, Shailey Minocha
Cost-Justifying Usability
Edited by Randolph Bias and Deborah Mayhew
Personas and User Archetypes
John Pruitt and Tamara Adlin
Rapid Contextual Design
Karen Holtzblatt, Jessamyn Burns Wendell and Shelley Wood
Voice Interaction Design: Crafting the New Conversational Speech Systems
Randy Allen Harris
Understanding Users: A Practical Guide to User Requirements Methods, Tools, and Techniques
Catherine Courage and Kathy Baxter
The Web Application Design Handbook: Best Practices for Web-Based Software
Susan Fowler and Victor Stanwick
The Mobile Connection: The Cell Phones Impact on Society
Richard Ling
Information Visualization: Perception for Design, 2nd Edition
Colin Ware
Interaction Design for Complex Problem Solving: Developing Useful and Usable Software
Barbara Mirel
The Craft of Information Visualization: Readings and Reflections
Written and edited by Ben Bederson and Ben Shneiderman
HCI Models, Theories, and Frameworks: Towards a Multidisciplinary Science
Edited by John M. Carroll
Web Bloopers: 60 Common Web Design Mistakes, and How to Avoid Them
Jeff Johnson
Observing the User Experience: A Practitioners Guide to User Research
Mike Kuniavsky
Paper Prototyping: The Fast and Easy Way to Design and Refine User Interfaces
Carolyn Snyder
Persuasive Technology: Using Computers to Change What We Think and Do
B. J. Fogg
Coordinating User Interfaces for Consistency
Edited by Jakob Nielsen
Usability for the Web: Designing Web Sites that Work
Tom Brinck, Darren Gergle, and Scott D.Wood
Usability Engineering: Scenario-Based Development of Human-Computer Interaction
Mary Beth Rosson and John M. Carroll
Your Wish is My Command: Programming by Example
Edited by Henry Lieberman
GUI Bloopers: Donts and Dos for Software Developers and Web Designers
Jeff Johnson
Information Visualization: Perception for Design
Colin Ware
Robots for Kids: Exploring New Technologies for Learning
Edited by Allison Druin and James Hendler
Information Appliances and Beyond: Interaction Design for Consumer Products
Edited by Eric Bergman
Readings in Information Visualization: Using Vision to Think
Written and edited by Stuart K. Card, Jock D. Mackinlay, and Ben Shneiderman
The Design of Childrens Technology
Edited by Allison Druin
Web Site Usability: A Designers Guide
Jared M. Spool, Tara Scanlon, Will Schroeder, Carolyn Snyder, and Terri DeAngelo
The Usability Engineering Lifecycle: A Practitioners Handbook for User Interface Design
Deborah J. Mayhew
Contextual Design: Defining Customer-Centered Systems
Hugh Beyer and Karen Holtzblatt
Human-Computer Interface Design: Success Stories, Emerging Methods, and Real World Context
Edited by Marianne Rudisill, Clayton Lewis, Peter P. Polson, and T
