Department of Computer Science and

Engineering

Course Name : Human Computer Interaction

Course Number : A56034

Course Designation : Core

Prerequisites : Need the Basic Knowledge of
Computes

III B Tech II Semester

(2014-2015)

K.RAGHAVENDRA RAO
Assistant Professor
 2

SYLLABUS

Introduction : Importance of user Interface definition, importance of good design.

Benefits of good design. A brief history of Screen design. The graphical user interface
Unit I popularity of graphics, the concept of direct manipulation, graphical system,
Characteristics, Web user Interface popularity, characteristics- Principles of user
interface.

Design process Human interaction with computers, importance of human characteristics

Unit II
human consideration, Human interaction speeds, understanding business junctions.

Screen Designing : Design goals Screen planning and purpose, organizing screen
elements, ordering of screen data and content screen navigation and flow Visually
Unit III pleasing composition amount of information focus and emphasis presentation
information simply and meaningfully information retrieval on web statistical graphics
Technological consideration in interface design.

Windows New and Navigation schemes selection of window, selection of devices based
Unit IV and screen based controls. Components text and messages, Icons and increases
Multimedia, colors, uses problems, choosing colors.

Software tools Specification methods, interface Building Tools. Interaction Devices

Unit V Keyboard and function keys pointing devices speech recognition digitization and
generation image and video displays drivers.
 3

TEXT BOOKS& OTHER REFERENCES

Text Books
1. 1. The essential guide to user interface design

2. 1. The essential guide to user interface design

Suggested / Reference Books

Human Computer Interaction. ALAN DIX, JANET FINCAY, GRE GORYD,
3.
ABOWD, RUSSELL BEALG, PEARSON..
4. Interaction Design PRECE, ROGERS, SHARPS. Wiley Dreamtech,

Websites References
1.
http://courses.iicm.tugraz.at/hci/hci.pdf
2.
http://www.prenhall.com/behindthebook/0132240858/pdf
3. http://ebooksfile.com/pdf/Zz2/human-computer-interaction-sample-exam-
questions.pdf
4.
http://nptel.ac.in/courses.php?disciplineId=106
 4

Time Table

Room No: W.E.F:

1 2 3 4 5 6 7 8
Class Hour
Time 09.50 10:40 11:30 12: 1:10 2:00 2:50 3:40-4:20
9:00 -09:50
10:40 11:30 20 2:00 2:50 3:40

LUNCH BREAK 12:20 1:10

MON

TUE

WED

THU

FRI

SAT

PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

PEO1 The Graduates are employable as software professionals in reputed

industries.

PEO2 The Graduates analyze problems by applying the principles of computer

 5

science, mathematics and scientific investigation to design and

implement industry accepted solutions using latest technologies.

PEO3 The Graduates work productively in supportive and leadership roles on

multidisciplinary teams with effective communication and team work skills
with high regard to legal and ethical responsibilities.

PEO4 The Graduates embrace lifelong learning to meet ever changing

developments in computer science and Engineering.

PROGRAM OUTCOMES (POs)

PO1 An ability to communicate effectively and work on multidisciplinary teams

PO2 An ability to identify, formulate and solve computer system problems with
professional and ethical responsibility.

PO3 A recognition of the need for, and an ability to engage in life-long learning
to use the latest techniques, skills and modern engineering tools

PO4 The broad education necessary to understand the impact of engineering

solutions in a global, economic, environmental and social context

PO5 An ability to apply knowledge of mathematics, science, and computing to

analyze, design and implement solutions to the realistic problems.

PO6 An ability to apply suitable process with the understanding of software

development practice.

Course Objectives:
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A successful student will be able to:

1. Demonstrate an understanding of guidelines, principles, and theories
influencing human computer interaction.
2. Recognize how a computer system may be modified to include human
diversity.
3. Select an effective style for a specific application.
4. Design mock ups and carry out user and expert evaluation of interfaces.

Course Outcomes:

After completing this course the student must demonstrate the knowledge and
ability to:

1. Explain the human components functions regarding interaction with computer

2. Explain Computer components functions regarding interaction with human
3. Demonstrate Understanding of Interaction between the human and computer
components.
4. Use Paradigms
5. Implement Interaction design basics.
6. Use HCI in the software process.
7. Apply Design rules.
8. Produce Implementation supports.

MAPPING OF COURSE OBJECTIVES & COURSE OUT COMES WITH

POs & PEOs

Course Objectives Course Outcomes POs PEOs

Demonstrate an Explain the human PO1 PEO1
understanding of components functions
guidelines, principles, and regarding interaction with
 7

theories influencing computer

human computer
interaction
Recognize how a Explain Computer
computer system may be components functions
modified to include regarding interaction with PO1 PEO1
human diversity. human

Demonstrate
Understanding of
Interaction between the
Select an effective style human and computer
for a specific application. components. PO2 PEO3

Use Paradigms

Design mock ups and Apply Design rules.

carry out user and Produce Implementation
expert evaluation of supports. PO5 PEO2
interfaces.

COURSE SCHEDULE

Distribution of Hours Unit Wise

Unit Topic Chapters Total No. of
Hours
 8

Book1 Book2

Introduction : Importance of user

Interface definition, importance of
good design. Benefits
of good design. A brief history of
Screen design.The graphical user
interface popularity of graphics,
I the concept of direct Book1 - 15
manipulation,graphical system,
Characteristics, Web user
Interface popularity,
characteristicsPrinciples
of user interface.

Design process Human

interaction with computers,
importance of human
II characteristics human Book1 - 10
consideration, Human interaction
speeds, understanding business
junctions
Screen Designing : Design goals
Screen planning and purpose,
organizing screen elements,
ordering of screen data and content
screen navigation and flow
Visually pleasing composition
III amount of information focus and Book1 - 15
emphasis presentation
information simply and
meaningfully information
retrieval on web statistical
graphics Technological
consideration in interface design
Windows New and Navigation
schemes selection of window,
selection of devices based and
screen based controls.
IV Book1 12
Components text and messages,
Icons and increases Multimedia,
colors, uses problems, choosing
colors.
V Software tools Specification Book 2 13
methods, interface Building
Tools.
Interaction Devices Keyboard and
function keys pointing devices
 9

speech recognition digitization and

generation image and video
displays drivers. .

Contact classes for Syllabus coverage 65

Tutorial Classes : 05 ; Online Quiz : 1 per unit

Descriptive Tests : 02 (Before Mid Examination)
Revision classes :1 per unit

Number of Hours / lectures available in this Semester / Year 65

The number of topic in every unit is not the same because of the variation, all
the units have an unequal distribution of hours

Lecture Plan

S. No. Topic Date of Completion

 10

Unit-1

1. Introduction To Computer

2. Importance of user Interface-definition

3. Protocols and Standards

4. importance of good design

5. Benefits of good design
6. A brief history of Screen design
7. The graphical user interface
8. popularity of graphics
9. the concept of direct manipulation
10. graphical system
11. GUI Characteristics
12. Web user Interface
13. Web user Interface popularity
14. Web user Interface characteristics
15. Principles of user interface

Unit-2

16. Design process

17. Human interaction with computers

18. importance of human characteristics

19. importance of human consideration
20. Human interaction speeds
21. understanding business junctions
Unit-3
22. Screen Designing
23. Design goals
24. Screen planning and purpose
25. organizing screen elements
26. ordering of screen data
 11

27. ordering of screen Content

28. screen navigation
29. screen Flow
30. Visually pleasing composition
31. amount of information
32. focus and emphasis
33. presentation information simply and meaningfully
34. information retrieval on web statistical graphics
35. Technological consideration in interface design.
Unit-4
36. Windows
37. New and Navigation schemes
38. selection of window
39. selection of devices
40. devices based
41. screen based controls
42. Components
43. text and messages
44. Icons and increases
45. Multimedia
46. colors, uses problems
47. choosing colors.
Unit-5
48. Software tools
49. Specification methods
50. interface
51. Building Tools
52. Interaction Devices
53. Keyboard and function keys
54. pointing devices
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55. speech recognition

56. digitization and generation
57. image and video displays
58. image and video displays Drivers

Date of Unit Completion & Remarks

Unit 1

Date : __ / __ / __

Remarks:
________________________________________________________________________

________________________________________________________________________
 13

Unit 2

Date : __ / __ / __

Remarks:

________________________________________________________________________

________________________________________________________________________

Unit 3

Date : __ / __ / __

Remarks:

________________________________________________________________________

________________________________________________________________________

Unit 4

Date : __ / __ / __

Remarks:

________________________________________________________________________

________________________________________________________________________

Unit 5

Date : __ / __ / __

Remarks:

________________________________________________________________________

________________________________________________________________________
 14

Unit Wise Assignments(With different Levels of thinking

(Blooms Taxonomy))
Note:For every question please mention the level of Blooms taxonomy

Unit 1

1. Compare interface and design? Level-6

2. Show the need good design? Level- 3

3.
Describe the screen evaluations?level-1
Unit 2

1. Explain the human interactions in design? Level-6

2.
Explain the human considerations in design?level-2
3. Explain various human interaction speeds? Level-2

Unit 3

1.
Describe screen?. Level-1
2. Illustrate the planning and purpose? level-3

3. Analyze the organization of screen elements?level-4

Unit 4

1. Construct window? Level-6

2. Explain briefly navigations? Level-6

3. List the selection of screen and device based on control? Level-1

Unit 5

1. Explain the software tool?level-4

 15

2. Fine the keyboard and function keys?level-1

3. Assemble the keyboard and pointing devices? Level-6

Unit Wise Case Studies(With different Levels of thinking

(Blooms Taxonomy))
Note:For every Case Study please mention the level of Blooms taxonomy

Unit 1

1. Analyze the different components of computer

Unit 2

1. Explain the interaction speed of human to computer?

Unit 3

1.
Design the screen
Unit 4

1. Construct window?

Unit 5

1. Design the user interface with the help of any tool

Unit Wise Important Questions (With different Levels of

thinking (Blooms Taxonomy))
Note:For every question please mention the level of Blooms taxonomy

Unit 1

1. Compare interface and design? Level-6

2. Show the need good design? Level- 3

3.
Describe the screen evaluations?level-1
 16

Unit 2

1. Explain the human interactions in design? Level-6

2.
Explain the human considerations in design?level-2
3. Explain various human interaction speeds? Level-2

Unit 3

1.
Describe screen?. Level-1
2. Illustrate the planning and purpose? level-3

3. Analyze the organization of screen elements?level-4

Unit 4

1. Construct window? Level-6

2. Explain briefly navigations? Level-6

3. List the selection of screen and device based on control? Level-1

Unit 5

1. Explain the software tool?level-4

2. Fine the keyboard and function keys?level-1

3. Assemble the keyboard and pointing devices? Level-6

Unit Wise Multiple Choice Questions for CRT& Competitive

Examinations

Unit I:
1. Based upon research and user expectancies, where should global or site-wide navigation
elements be located on a Web page?
a) At the top.
b) On the left side.
c) On the right side.
d) At the end.
e) It does not matter.
2. How can textual menu listings with a small number of options (seven or less) be ordered?
 17

a) Sequence of occurrence.
b) Frequency of occurrence.
c) Numeric order.
d) Importance.
e) Semantic similarity.
f) Alphabetic order.
g) Natural order.
h) All of the above.
3. How is a direct action item on a menu indicated?
a) Underlining.
b) An ellipsis.
c) The color blue.
d) A right-pointing arrow.
e) No indicator is necessary.
4. What is a temporal menu?
a) The more frequently chosen items are duplicated in a separate section at the menu
top.
b) A fixed and non-changeable array of choices.
c) A traditional menu that first presents only the high-frequency items in their regular
menu positions. After a short delay, the remaining lower-frequency items are filled in
their normal positions.
d) High-frequency items appear first and alone. The complete menu appears after a time
delay.
e) None of the above.
5. How can it be made obvious to the user that a selected link is leaving the currently
displayed Web site?
a) Including the destination URL address below the link.
b) Providing a voice message advising the user he or she is leaving.
c) Including an exit disclaimer adjacent to the link.
d) Providing an interim thank you page after clicking an external link.
e) It is not necessary to provide this kind of notification.
6. Which of the following design guidelines should be adhered to in organizing a menu?
a) Display all relevant alternatives and only relevant alternatives.
b) Delete or gray-out inactive choices.
c) Provide scrolling as needed.
d) Reflect the most efficient sequence of steps to accomplish the most frequent or likely
tasks.
e) Provide as many menu levels as necessary.
f) All of the above.
7. All Web site navigation links must possess which of the following qualities?
a) Make sense in the absence of site context.
b) Be continually available.
c) Possess an iconic label.
d) Be obvious and distinctive.
e) Be consistent in appearance, function, and ordering.
f) Offer only a single navigation path.
g) All of the above.
8. What design characteristics and elements aid the user in maintaining a sense of place in
Web sites?
 18

a) A simple hierarchical tree structure.

b) Ease of movement to important site features.
c) Consistency in all Web site design elements
d) A home base.
e) Ongoing feedback that shows users where they are in the site.
f) Clearly written link labels.
g) All of the above.
9. A menu structure consisting of a series of menu screens possessing only one path is called:
a) Single menu.
b) Sequential linear menu.
c) Simultaneous menu.
d) Hierarchical or sequential menu.
e) Connected menu.
f) Event-trapping menu.
g) None of the above.
10. Which of the following statements are not true?
a) A fat link is a link pointing to more than one page.
b) A clickability cue is an obvious indication on a page that at item is clickable and a link.
c) An explicit menu is menu is a listing of textual phrase links set apart from the main
page content, often in toolbars or panels.
d) An exit disclaimer is an interim page after clicking an external link and before going to
a new Web site.
e) A breadcrumb trail is a sequential textual listing of pages traversed from the parent
page to the page currently being displayed.
f) All the statements are true

Unit II:
1) Which of the following decisions is least likely to be supported by a
management information system?
a) Analysis of performance
b) Dealing with customer enquiries
c) Allocating budgets
d) Company reorganization
2) What is one way to decouple the production system and the sales
system
a) To introduce a feedback loop
b) To introduce an inventory
c) To treat the systems as black boxes
d) To decrease sales
3) Which of the following best describes the decision making required in
dealing with customer enquiries?
a) Unstructured/Operational
b) Structured/Operational
c) Unstructured/Strategic
d) Structured/Strategic
 19

Unit III:
1. What term do psychologists use to describe the way that individuals
absorb information?
A) Intelligence quotient
B) Data processing
C) Human computer interaction
D) Cognitive style
2) What is another term for structured decisions?

a) Read-intensive decisions
b) Strategic decisions
c) Non-programmable decisions
d) Programmable decisions

Unit IV:
1) How are two systems described if a change in the outputs of one
causes a substantial change in the state of the other?
a) Highly decoupled
b) Black boxes
c) Sub-systems
d) Highly coupled
2) Which of the following provides the best definition of Information?
a) Computer hardware
b) Transaction data
c) Computer software
d) Data processed for a purpose

Unit V:

1) What is a tool?
a) Device
b) Place
c) Environment
d) Frame work
2) What is an inter face?
a) Component
b) Mediator
c) Environment
 20

d) Giving an environment to work

 21

University Question Papers

HUMAN COMPUTER INTERACTION, Aug/Sep 2008

(COMMON TO CSE, IT, CSS)

Time: 3hours Max.Marks:80
Answer any FIVE questions
All questions carry equal marks
---
JNTU B.Tech Examinations

(Computer science and engineering)

Answer any FIVE Questions

 22

All Questions carry equal marks

SET-I

1. (a) Discuss the history of screen deisgn

(b) Compare a 1970s screen, a 1980s screen, and a 1990s and beyond screen

[8+8]

2. (a) Discuss about data objects, container objects, and device objects

(b) Discuss the following object relationships

i. Collections

ii. Constraints

iii. Composites

iv. Containers

(c) Explain about attributes of an object [6+6+4]

3. What is meant by basic business functions? Discuss indetail the process of determining basic
business functions [16]

4. State and explain various qualities which provides visually pleasing composition

and give suitable examples for each quality [16]

5. Identify the characteristics and capabilities of the following screen-based controls.

(a) Text entry / read-only controls.

(b) Combination entry / selection control.

(c) Custom controls. [16]

6. (a) What is image map? What is its use? What are its advantages and disadvantages?

(b) What is meant by combining mediums? What are its characteristics? [8+8]

7. Describe the following specification methods.

(a) Grammers

(b) Transition diagrams. [8+8]

 23

8. Give a detailed note about direct control pointing devices. [16]

--ooOoo--

University Question Papers

HUMAN COMPUTER INTERACTION, Aug/Sep 2008

(COMMON TO CSE, IT, CSS)
Time: 3hours Max.Marks:80
Answer any FIVE questions
All questions carry equal marks
---
JNTU B.Tech Examinations

HUMAN COMPUTER INTERACTION, Aug/Sep 2008

(Computer science and engineering)

 24

Set-II

1. (a) What is meant by good user interface? discuss its importance

(b) Success of a product/project depends on effective user interface. Discuss [8+8]

2. What is meant by graphical systems ? Discuss indetail various advantages and

disadvantages of graphical systems [16]

3. Discuss about users tasks and needs which are also important in user interface

design [16]

4. (a) State the screen design goals.

(b) Discuss how a poor screen design can distract the user and what a user expects

in good screen design. [4+12]

5. Define the following with respect to window

(a) Menu bar

(b) Status bar

(c) Scroll bar

(d) Tool bar

(e) Split box

(f) Command area

(g) Size grip

(h) Work area. [16]

6. What are the issues to be considered in designing title bar and message box. [16]

7. Give a brief note about the features of user interface building tools. [16]

8. Give a brief note about the following

(a) Keys
 25

(b) Function keys [8+8]

Tutorial Sheet

Unit-I
 26

Topics Revised Date:

Quick Test Topics Date:

Case Study Discussed Date:

Unit-II
 27

Topics Revised Date:

Quick Test Topics Date:

Case Study Discussed Date:

Unit-III
Topics Revised Date:
 28

Quick Test Topics Date:

Case Study Discussed Date:

Unit-IV
Topics Revised Date:

Quick Test Topics Date:

 29

Case Study Discussed Date:

Unit-V
Topics Revised Date:

Quick Test Topics Date:

Case Study Discussed Date:

 30

TOPICS BEYOND SYLLABUS

Unit 1

1.

2.

3.

4.

Unit 2

1.

2.

3.

4.

Unit 3

1.

2.

3.

4.

Unit 4

1.

2.

3.

4.
 31

Unit 5

1.

2.

3.

4.

ASSESMENT OF LEARNING OBJECTIVES AND OUT COMES: DIRECT

Blooms Taxonomy:
LEVEL 1 REMEMBERING Exhibit memory of previously learned material by
recalling facts, terms, basic concepts, and answers
LEVEL 2 UNDERSTANDING Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas.
LEVEL 3 APPLYING Solve problems to new situations by applying
acquired knowledge, facts, techniques and rules in a
different way
LEVEL 4 ANALYZING Examine and break information into parts by
identifying motives or causes. Make inferences and
find evidence to support generalizations.
LEVEL 5 EVALUATING Present and defend opinions by making judgments
about information, validity of ideas, or quality of
work based on a set of criteria.
LEVEL 6 CREATING Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
 32

S.No. Hall I-Internal Assignment Remarks II- Assignment Remar Av

Ticket Marks Marks & Internal Marks ks& g.
Number Blooms Marks Blooms Mar
Taxonom Taxono ks
y my
Assessm Assess
ent ment
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
 33

38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

ASSESMENT OF LEARNING OBJECTIVES AND OUT COMES: INDIRECT

Blooms Taxonomy:
LEVEL 1 REMEMBERING Exhibit memory of previously learned material by
recalling facts, terms, basic concepts, and answers
LEVEL 2 UNDERSTANDING Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas.
LEVEL 3 APPLYING Solve problems to new situations by applying
acquired knowledge, facts, techniques and rules in a
different way
LEVEL 4 ANALYZING Examine and break information into parts by
identifying motives or causes. Make inferences and
find evidence to support generalizations.
LEVEL 5 EVALUATING Present and defend opinions by making judgments
about information, validity of ideas, or quality of
work based on a set of criteria.
LEVEL 6 CREATING Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
 34

CSP Rubric
S.N0 Criteria LEVEL ( Level : 3-Excellent Level :2-Good Level : 1-Poor
Communication

Student speaks in phase with the given topic confidently using Audio-Visual aids. Vocabulary is
3
good
Oral

1 2 Student speaking without proper planning, fair usage of Audio-Visual aids. Vocabulary is not good
Student speaks vaguely not in phase with the given topic. No synchronization among the talk and
1
Visual Aids
Proper structuring of the document with relevant subtitles, readability of document is high with
3
Writing Skills

correct use of grammar. Work is genuine and not published anywhere else
Information is gathered without continuity of topic, sentences were not framed properly. Few topics
2 2
are copied from other documents
Information gathered was not relevant to the given task, vague collection of sentences. Content is
1
copied from other documents
Social and Ethical

Student identifies most potential ethical or societal issues and tries to provide solutions for them
3
discussing with peers
Awareness

Student identifies the societal and ethical issues but fails to provide any solutions discussing with
2
3 peers

1 Student makes no attempt in identifying the societal and ethical issues

Content Knowledge

3 Student uses appropriate methods, techniques to model and solve the problem accurately
2 Student tries to model the problem but fails to solve the problem
1 Student fails to model the problem and also fails to solve the problem
4
Participation

3 Listens carefully to the class and tries to answer questions confidently

Student

2 Listens carefully to the lecture but doesnt attempt to answer the questions
5
1 Student neither listens to the class nor attempts to answer the questions

6 The program structure is well organized with appropriate use of technologies and methodology.
3 Code is easy to read and well documented. Student is able to implement the algorithm producing
accurate results
2 Program structure is well organized with appropriate use of technologies and methodology. Code is
quite difficult to read and not properly documented. Student is able to implement the algorithm
providing accurate results.
 35

Understanding of Engineering core Practical Knowledge Technical and analytical Skills Program structure is not well organized with mistakes in usage of appropriate technologies and
1
methodology. Code is difficult to read and student is not able to execute the program

3 Independently able to write programs to strengthen the concepts covered in theory

2 Independently able to write programs but not able to strengthen the concepts learned in theory
7
Not able to write programs and not able to strengthen the concepts learned in theory
1

Student uses appropriate methods, techniques to model and solve the problem accurately in the
3
context of multidisciplinary projects
Student tries to model the problem but fails to solve the problem in the context of multidisciplinary
2
projects
Student fails to model the problem and also fails to solve the problem in the context
of multidisciplinary projects
8

CSP Rubric Name & Number:

S.No. Hall Ticket Rubric Blooms Remarks

Number Assessment Taxonomy
Assessment
1
2
3
4
5
6
7
8
9
 36

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
 37

53
54
55
56
57
58
59
60

Remedial Classes:

Unit Number Date Conducted Topics Revised

Unit-I
Unit-II
Unit-III
Unit-IV
Unit-V
Unit-VI
Unit-VII
Unit-VIII

Add-on Programmes:
1

Guest Lectures:

1.
2.
3.
4.

Unit Wise PPTs:

 38

Unit Wise lecture Notes: