Name and surname : Sisanda Shinga

Student number : 24718971

Assignment number : 02

Unique number : 206689

Module code : INF1520

Question 1

First era is Mainframe. Characteristics can appear as large, expensive, and operated
by specialized personnel. Limited interaction. Mainly batch processing using punch
cards.

Second era is personal computers introduction of personal computers. The attribute is

that accessibility increased through graphical user interfaces (GUIs) that allowed direct
manipulation of screen elements.

Third era elements tells us that telecommunications and the Internet are central. The
increased emphasis on communication and information sharing has led to the
development of web interfaces. The name of this era is network computing .

Fourth era , ubiquitous Computing , features is that computing is integrated into

everyday objects and environments. Interactivity expands beyond traditional screens to
include multiple devices and interfaces (e.g. mobile devices, wearable devices, smart
environments).
Question 2

2.1 Mobile computing encompasses a variety of IT technologies, products, services,

operating policies and procedures that enable users to access computing, information
and related resources while on the move.

2.2 Multimedia interface refers to the integration of various types of multimedia into a
single interface, including graphics, text, video, sound and animation.

2.3 Usability refers to the extent to which a specific user can use a product to achieve a
specific purpose with efficiency, effectiveness and satisfaction in a specific usage
situation.

2.4 According to Johnson (1997), human-computer interaction aims to explore and

improve the many factors that affect the efficiency and effectiveness of computer use. It
combines methods from psychology, sociology, physiology, engineering, computer
science and linguistics.

Question 3

Ensuring a satisfactory and efficient Internet experience on both high-speed

(broadband) and low-speed (dial-up and some wireless) connections: Although much
research has been done on ways to reduce the file size of images, music, and
animations. Even video requires more work. New technologies must be developed to
enable prefetching or scheduled loading.

Enable access to the web service on large displays and small mobile devices
Designers must design web pages for different display sizes to ensure the best quality,
which can be costly and time-consuming for web providers.

New software tools are needed to allow website designers to define content in a way
that provides automatic dialogue for an increasingly wide range of display sizes. three.

Supports simple maintenance or multi-language automatic speaking. Businesses know

that they can expand their markets by providing access in multiple languages ​and
countries.
Question 4

4.1 Usability can be defined as the extent to which a specific user can use a product to
achieve specific goals with efficiency, effectiveness and satisfaction in specific usage
situations.

4.2 According to the ISO 9241 standard, cab components that provide usability are
described as follows: Efficiency: The accuracy and completeness with which a particular
user can achieve a particular goal in a particular environment. Efficiency: Resources are
consumed depending on the accuracy and completeness of the objectives achieved.
Satisfaction: The comfort and acceptability of the work system to the users and others
affected by its use.

Question 5

Factors that affect perception include:

Changing the output signal, such as changing the volume of audio feedback or the size
of display elements.

The maximum and minimum levels that can be detected (e.g., sound). People hear at
different frequencies. They can also process different numbers of signals
simultaneously.

Cognitive field. Depending on the environment, not all stimuli may be detected. For
example, if the user is looking at the wrong angle, not all parts of the display may be
visible.

Fatigue and circadian (biological) rhythms. When people are tired, their reactions to
stimuli may become slower.
Question 6

Here are some guidelines designers can use to grab users’ attention while using caution
and moderation to avoid confusion:

Intensity. Designers should use two levels of intensity to grab attention, with limited use
of high intensity.

Labeling. Underline, frame, and point to elements with arrows or icons. Indicators such
as stars, bullets, plus signs, or Xs.

Size. Use only 4 sizes. The large size attracts attention.

Font selection. Do not use more than 3 fonts. Reverse video. Use reverse coloring.

Blinks. Enable blinking displays (2 to 4 Hz) or blinking color changes, but use caution
and only in limited areas.

Color. Use only the four standard colors and reserve additional colors for occasional
use.

Audio. Use a soft tone for regular positive feedback and a harsh tone for emergency
situations.
Question 7

According to the nature of learning, the distinguishing factor between knowledge in the
world and knowledge in the head is that the world requires no learning, only
interpretation. Whilst the head requires learning to obtain information which can be
important.

As per the property of efficiency of use the , difference between knowledge in the world
and knowledge in the head is that knowledge in the world tends to be slowed down by
the need to find and interpret external source .Whereas knowledge in the head is very
effective.

Referring to the retrieval property, the contrast between knowledge in the world and
knowledge in the head is that in the world you can easily retrieve it when you see or
hear it in the world depending on the availability of the environment. It is more difficult to
retrieve something while it is in your head . Requiring memory retrieval or reminders or
deep thinking .

Based on the attribute of ease of use of first knowledge, the difference between
knowledge in the world and knowledge in the head is that in the world, ease of use of
first knowledge is high. However the knowledge in the head is low.

Question 8

Allow the mouse to oscillate when the cursor is over an object, or implement a
"gravitational field" around the object so that the cursor is pulled toward the target when
it touches the field.

Another solution is a trackball that allows the user to move the cursor using only their
thumb.

Designers must develop alternative input devices, such as trackballs and joysticks, that
are easier to control than traditional mice. Like a Head pointer, which allows you to
control the cursor using head movements , an eye tracking system that allows users to
control an interface through eye movements.

Another solution is to develop voice recognition software that allows users to control the
computer and enter text using voice commands.
Question 9

The difference between UI design for children and UI for adults is that children's design
UI has eye-catching bright colors and attractive graphics. Animations and symbols are
used to make the interface enjoyable. It has simple navigation and intuitive icons. Large
buttons and easy-to-read text.

Whereas adult interface design focuses on providing a clear path to efficiently complete
tasks. Minimalist design to reduce clutter and improve concentration. There are options
to adjust text size, contrast, and navigation settings. It has a clean, professional
appearance suitable for use situations (e.g. business applications).

Question 10

The different types of slips are:

Registration errors: Occur when a frequently performed action is performed instead of

the intended action.

Description Error: Occurs when, instead of performing the intended action, you: It has a
lot to do with what you wanted to do.

Data-driven errors: These errors are caused by some sensory signals.

Mode error: This occurs when the device operates in different modes and the same task
has different purposes in different modes.

Associative activation errors: Similar to description errors, but caused by internal

thoughts or associations rather than external data.
References

ACM SIGCHI. (n.d.). Human-computer interaction curricula. Retrieved June 24, 2010, from
http://www.sigchi.org/

Antle, A. (2007). Designing tangible objects for children: what a designer needs to know. In CHI
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Battle, J. (2003). Computers and Toddlers: Social Benefit or Social Problem? Social Forces,
82(1), 277-296.

Baecker, R.M. and Buxton, W.A. S. (Eds.). (1987). Human-Computer Interaction: A

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