Lecture 14 Individual Differences

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• Lecture 14 Individual Differences
• Terry Winograd
• CS147 - Introduction to Human-Computer
  Interaction Design
• Computer Science Department
• Stanford University
• Autumn 2005-2006

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Learning Goals

• Be familiar with the issues that affect the
  usability of interaction for different individual
  and groups of people
• Know the basic tools for designing interactive
  interfaces to be suitable for people with
  specific backgrounds, cultures, and abilities

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Sources of Difference

• Demographics
• Gender, age, education, Socio-economic status,
• Culture
• Language, Religion, Ethnic background
• Cognitive Style
• Personality type
• Disability
• Visual, dexterity, cognitive,
• Experience
• Subject domain, systems,

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How much do you tailor designs?

• Design for the average user
• Keeping the range broad
• Specialized audience design
• Economics of markets
• Emapthy with the users
• Universal design
• The curb cut metaphor

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Ergonomic Measurement
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Interfaces for the Quadriplegic
The ERICA System by Eye Response Technologies
utilizes the latest in eye tracking technology.
Utilizing both synthesized and digitized
communication, the ERICA System is ideally suited
for users with extremely limited or no extremity
movement...
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Universal Design?

• Matthew Nagle, a 25-year-old quadriplegic, is
  the first human fitted with the BrainGate Neural
  Interface. He can whip you at Pong without
  lifting a finger.

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Age Differences

• Example Alan Kay PARC LRG KiddiComp
• Example Teen use of mobile
• Example Children Kidpix

Dynabook, 1972
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Computers for Kids
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KidPix
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Gender Differences

• Example Games for girls
• Purple Moon
• SIMS
• 56 percent of the Sims audience are teenage girls
  
• Games for boys

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Purple Moon (Brenda Laurel, Utopian Entrepreneur)

• Research on girls 8-12
• Literature, focus groups,
• Observations about content
• Girls are competitive, just in a different way
• Dont base the game on what youd like them to
  do, but on what they do
• Branding, Imaging,

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Purple Moon Games for Girls
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Games - SOME INDUSTRY FACTS

• Seventy-five percent of American heads of
  households play computer and video games. 
• In 2004, more than 248 million computer and video
  games were sold, almost two games for every
  household in America.
• The average game player is 30 years old and has
  been playing games for 9.5 years.
• The average game buyer is 37 years old.  In 2005,
  95 percent of computer game buyers and 84 percent
  of console game buyers were over the age of 18.
• Forty-three percent of all game players are
  women. In fact, women over the age of 18
  represent a greater portion of the game-playing
  population (28 percent) than boys from ages 6 to
  17 (21 percent).
• In 2004, 19 percent of Americans over the age of
  50 played video games, an increase from nine
  percent in 1999
• Females spend an average of two hours more per
  week playing games now than they did a year ago.

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What Kinds of Games Sell?
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Cultural differences

• Internationalization
• Language, script, icons, formats,
• Design style (colors, icons, cuteness ,)
• Adoption (e.g., SMS outside U.S.)

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Internationalization of Icons
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Designing for Cultural Differences

• What assumptions are you making?
• When are they stereotypes?
• How can you know whether they are accurate?
• Who can do the design?
• What is the measure of success?

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English-speaking European Adult Male
Intellectual
Marcus, 1993
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International Style Design
Marcus, 1993
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White American Women
Marcus, 1993
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Cultural Dimensions (Hofstede)

• Power-distance
• Collectivism vs. individualism
• Femininity vs. masculinity
• Uncertainty avoidance
• Long vs. short-term orientation

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Design for Disability

• Universal Design
• Curb cuts
• Speech interfaces
• Accessibility features
• Example Screen readers for the blind
• Text, GUI, Screen-scrapers,
• Web accessibility guidelines

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Windows Interface
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Windows Accessibility Options
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THE PRINCIPLES OF UNIVERSAL DESIGN

• 1 Equitable UseThe design is useful and
  marketable to people with diverse abilities.
• 2 Flexibility in UseThe design accommodates a
  wide range of individual preferences and
  abilities.
• 3 Simple and Intuitive UseUse of the design is
  easy to understand, regardless of the user's
  experience, knowledge, language skills, or
  current concentration level.
• 4 Perceptible InformationThe design
  communicates necessary information effectively to
  the user, regardless of ambient conditions or the
  user's sensory abilities.
• 5 Tolerance for ErrorThe design minimizes
  hazards and the adverse consequences of
  accidental or unintended actions.
• 6 Low Physical EffortThe design can be used
  efficiently and comfortably and with a minimum of
  fatigue.
• 7 Size and Space for Approach and
  UseAppropriate size and space is provided for
  approach, reach, manipulation, and use regardless
  of user's body size, posture, or mobility.

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Guidelines from Principle 1 Equitable Use

• The design is useful and marketable to people
  with diverse abilities.
• 1a. Provide the same means of use for all users
  identical whenever possible equivalent when not.
• 1b. Avoid segregating or stigmatizing any users.
• 1c. Provisions for privacy, security, and safety
  should be equally available to all users.
• 1d. Make the design appealing to all users.

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Stereotypes

• Housewife pink computers
• BOB
• Grandparent email machine
• Teenage boys violent games