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- 1 2 . 2 . Consider one of the following interactive applications ( or an application assigned by your instructor ) : A desktop
Consider one of the following interactive applications or an application assigned by your instructor:
A desktop publishing system
A computeraided design system
An automated course registration system for a university
A library management system
An Internetbased polling booth for public elections
A home banking system
Develop a user model, design model, mental model, and implementation model, for any one of these systems.
Regardless of the technique used to create the user task model, a model describing the users' actions using the operators keys pressed, mouse operations, menu selections, icon manipulations, commands typed available in the proposed computer system should be built for each usage scenario.
Perform a detailed task analysis for the system you chose in Problem
Create a customer journey map for the system you chose in Problem
Continuing Problem define interface objects and actions for the application you have chosen. Identify each object type.
Develop a set of screen layouts and organize them into a storyboard for the system you chose in Problem
Use a prototyping tool like PowerPoint or Keynote to create a prototype for the storyboard you created in Problem Page links, form elements, etc. can make the prototype interactive. Feel free to experiment but this aspect is not required.
Describe your approach to user help facilities for the task analysis design model and task analysis you performed as part of Problems and
Provide a few examples that illustrate why response time variability can be an issue.
Develop an approach that would automatically integrate error messages and a user help facility. That is the system would automatically recognize the error type and provide a help window with suggestions for correcting it
Develop an interface evaluation questionnaire that contains generic questions that would apply to most interfaces. Add more questions specific to your application.
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