 Onw rydw i ddim yn chynnwch am hyn Cymru, ond gwych yn cael ei eich iddo ddweud eich Lai'n teimlo yn y ddiwrnodd y parw gwir. Beth oed yn wedi eu methu honni, a mae'n rhod i mae'n gwir gan gyffredig, ond mae'n cydraed mewn galari hefyd. Rhyw o'r gali sy'n cwrs iawn, wedi bod nhw'n ei wneud hynny'n gweld chi'n gwych yn gwyntio, mae'n gweithio bod yn gyntafu'r rhaglen â'r gweithio. Mae'r gweithio yn cyffredinol yn 56 oes, yn dangos yn yr ysgol maen nhw'n gweithio yn 56 oes oherwydd mae'n gweithio'n gweithio'n gweithio yn cyffredinol. Yr ysgol yw'r QRC yn gyflwyno'r 3, mae'n gweithio yn cyfrifiad, ac mae'n gweithio'r hynny. Mae'n gweithio'n gweithio ar gyfer hynny. Ynny'n gweithio'n gweithio'n gweithio'n gweithio? So, tydw'n mewn hwnnw, yn gweithio. Yn y pwylltog ar gweithio y comput i ddechrau i gyd yn ei ddechrau? Dwi'n mynd i gyd yn y peopleu'r rai kryd credu y Maes Gwerthers. Pefyrdwyd yn cynnid i chi nad oed ddim yn y cyfnodol. Mae'r cyfnodol sy'n mynd i'r llyffordd. Wrth hynny, rhai ddim yn gweithio ein llyffordd. Rhaid i ni wedi bod y mhobwn yn regard rhaid iawn, sydd wedi gwych am llei, Fy rhaid i ni'n gweld eich llyffordd ar y llyffordd. Mae'r dda, mae'n dda, mae'n dda, mae'n dda, mae'n dda, mae'n dda, mae'n dda, mae'n dda. That's true, that's good yet anymore, yes. Will it be involved in the development process or is it a separate process? Yes, we need to be involved in the development process, as opposed to just this separate model which could often occur. One of the most important things is this, is that creative software engineers create beautiful code, but we also create good user experience because they've got creative ideas Mae'r backgrann prosesau allwn oedraeth am hawl. Rhaid i nawr yw dweud sicrhau eu cyflenau i ddatblygu. A wneud hynny fyddai ymddill eich œr rhywbeth oedd eich cyfrifoedd yn traeth o'r ddeithasau, Wrth gwrs, mae gallu hynny yn fwy roedd cydych chi'n eisiau amsgraffio gŵn o'r bach gan unig, a gilydd yr oedd cyhoeddynau hwnnw gwaith fod y cyhoeddynau hwnnw, sy'n cael y bywyd yr adeithio ffaldwydol, yn rhaid i swyddo ar gyfiliad amser gwyannau'r cyhoeddynau hwnnw. Felly mae'r dros ychydig yn ei wneud am ffordd ar bobl a ei wneud Ie wneud i wneud Ie wneud Ie wneud sloff arenae, A rydym ni isair am eu trionn pan sy'n mynd i siarad godsud ar arnod sy'r boed ychydig yn livwyr Dim yn Lwnello. Od dweud i chi'n ceisio'r boed pan ond Fy plain neu a Ac yn costau am b Credwyr Dim. Cyn sport forwards ym gyfrannu'r ymwrwain o'r dw i. Ty rydw i chi fyddio'n directions cyll welw pŵa o boedин sy'n gyldignau hynny. Mae'r ddechrau tal o'r preferably neu o'r berthyn Roedd gael o'r rwyfyrdd i'r bwysach er mwyn mawr i ddisgu maturau rhywunol sy'n dod, gyda'r gwirio yn ystafod, a'r gwirio'n gwirio gyda'r gwirio. Mae'r cwyddiad klwymau yn resignation. Diolch yn amser y cysylltu i fynd ymhyngod. Mae'r cyfu weld mae'r cyfunoedd sydd gennych Dunoddiol yn Llywodraeth. Mae'r cyfunoedd yn ychydig yw eu cyffredinol a'r cyffredinol, ac mae'n ddechrau yn ystafod ac eich bod yn ychydig ychydig mae'r cyffredinol. Dyna, gallwn ni'n ddim yn gwneud hynny'r cywir gyd-Dod! Yna, mae'n gobeithio'r ffrwng Cagwyddoch yn arwt! Be… So, oedd mae'n troch ymwygarion Cagwyddonn! Mae y gallwn ni yn cyfwneud i'r cyrwm Cagwyddoch, mae'n gobeithio'r cyfrwng hynny'r cyfrwng hynny! Mae oeddan nhw'n gobeithio eich cyfrwyng nhw angen y cyfrwng nhw. Mae'n gobeithio haün i chi, ac mae'n gobeithio i chi sy'n gynnwys, neu mae'n gobeithio. ddech chi d respectoi divided byd, ychydig defnyddio'r ddweud. Ond e'n gwaith cael y ffodol ond dych yn ddweud a'r ddechrau. yr roedd, o'ch ddweud? Dwy'n defnyddio y ffodol? Ynisons? Mae'n gwybod. Felly, dwi'n ffodol. Felly ymwy ffodol ymlaen, fyddech chi'n meddwl da'n ddechrau. Fyddech chi'n gr answers ar y dyna, felly mae'n eisiau i'w gydordebeth o fнов. Yn ystod fel ychydig sy'n dod, oedd y gallwn yn dod. yn ymdweud hynny, rydyn ni wedi'u gweithio'r gweithiau. Rydyn ni wedi'u gweithio'r gweithiau. Rydyn ni wedi'u gweithio'r gweithiau. Rydyn ni wedi'u gweithio'r gweithiau? Rydyn ni wedi gweithio'r gweithiau yw Microsoft's Scrutworks. yn gyntaf, yn gyffredig y Siadwg, nid wedi gwneud y canfys. Dyn yw ddweud yn weltyn amser. ..ac oedd y cyfrifiad gyda'r iawn, ac yn cyfrifiadau cyfrifiad.. ..a gwahorfawr eich cyfrifiad yw yw dyma'r ymwneud a'i cyfrifiadau. Er ydych chi'n ymwybol gynnwys ar hyn dyfodol yma er hynny.. ..yna chi'n ysgrifennu cyfrifiad thatau deolch ac mae'r cael ei gallu bobl, datblyniad. Mae'r gwahanol os yna yn ei ddweud gyda'r mewn cyngwun.. ..a phobl mwy seith cenedlau.. ac mae uchyn nhw ar wlad iawn felly y gweithio allwn digwydd. Mae'r rydyn ni'n gwybod i ddim yn unrhywun iawn, rym ni'n gwybod i'r byw. Ar yr hollraff o'n gweithio gŵr yn gweithio ar gyfer ei golygu, yn gweithio amdraffoedd yn gweld gweithio ar yr oled. Rydym yn ei gwybod yn llweithio. Agile is good for user experience when you kind of know what you're doing, when there's some definite end, so that you can go through lots and lots of types of iteration cycles. So these aren't mutually exclusive, I mean there's obviously some overlap between them. So we all know about agile, you've all just done, has everybody done the agile course last year, last semester? No? You've done software engineering though, right? In the second year, yeah? Okay, and that had a lot of agile in it, didn't it? Yes? Ish, sort of, kind of, okay. Well, agile in the notes, obviously there's these four principles for agile development. Now obviously the agile was kind of first discussed back in what, 2000 till 2001, it's a snowbird in Utah, where you've got a number of sort of software engineering deliveries getting together and writing down what they thought software engineering should be about. And they've got very little agreement apart from these four things and 12 overriding principles that go with them, okay? So these four things, individuals and interactions over processes and tools. Now this thing here is right for user experience, quite obviously because it's about, it's about people, straight out, it's about what is the people, what's their expectation. Working software, so this is kind of this iterative prototyping which we do in user experience, okay? Customer collaboration, so this is about collaborative design, participatory design, which we're going to be looking at a little bit later on. So this kind of thing here is better than just contract negotiation, is what they're saying. And respond to change over following a plan. Well of course that's great for our kind of work because we need to respond to change a lot. How many companies do you know, do you think actually do this agile scenario? Yes, okay, that's very good, very good. Any other ideas? Yeah, I think a lot of companies will be trying to bring in and obviously moving away from all the technologies at the same time, especially if they've got some like the banquets as soon as refuse to move from their more rigid structures. That's true. I think they at least have at least one team in a big company if not more of a site to introduce them. Okay, yeah, that's true, yeah. Any more ideas, thoughts? Yes? That's one of the main things people like to say we do agile, blah blah blah, but who's doing management in here as well? Okay, so those of you doing management in here as well, the problem sometimes managers get into is that they like to see things in a nice audit trial with definite steps and completion points and completion times, and agile doesn't fit that. It's quite, because it's so flexible, it's very difficult to put it into that kind of box, okay? So even though it's good for software engineering, the managers who are sort of saying, well we want this kind of outcomes, we want these kind of contracts, we want these endpoints, so we know it's definitely done. Oftentimes you don't realise that it isn't definitely done, it's a constant process of iteration, and so the problem that the manager of people who do management here, if you can be on any of your technical management at all, needs to realise is that, not just now but in the future, you need to be real like responding to the change which is real in the software engineering process and not fake, which is things that make you feel better about how software has been developed, but actually it doesn't say anything about what software really is being developed, okay? There's a subtle differentiation between those two points, so it's absolutely right. You can't put agile in the gap chart very easily, okay? It's just one big line in there. Interactive development, yeah? So that's the problem. Okay, I'm not going to be able to do these, but we all know things like model view controller, do we? Service-oriented architectures, okay? So these things allow us to have this thing called the separation of concerns. Now separation of concerns is quite large in user experience, not just in development, but in all the testing that you're going to do. Who knows anything about line trials, double line trials, triple line trials? So all these trials are to do with the separation of concerns. So what they say is, a double line trial says that me, the person who wants to know the information, can't enact the trial, can't be the experiment, can't ask you the questions, because you all know what I want just by my body language and give it to me, yeah? Triple blind means that the person who's gathering the data can't be the person who wants the data, and it also means that the person who's doing the data analysis also can't be the person who wants the data or knows what the correct answer is because the answer they want is, yeah? And the reason why that is is because we can manipulate the statistical process. We can manipulate the analysis process to kind of come out with the answers we want if we really want them enough, okay? Even if we think we don't. So the idea of these separation of concerns through all of user experience and not just user experience, all mostly in the fact that it's the same with clinical trials or drugs, it's the same with psychological trials, okay? All this kind of stuff, you can have this separation of concerns, which is really important. And it's important in the software engineering process, and that's why we've got a model for your control of service or inter-architectures. Okay, and I'm going to follow back on those. Separation types. So these ones are mainly not explicitly coming directly in the notes, certainly part of two of the three parts. So we know about remote procedure calls, and we know about flexible interfaces really, yeah? Okay, so we need to, well we don't need to, but we ought to be aware of those, because certainly web services, we know about this one, yeah? Web services description moment, whereby you can give a description in data, and it will generate your interface, okay, for web service. Yeah, so that's a real separation, because, you know, you've got this web service acting something, and then you've got your requirements going into that. And certainly we know about the grid. The grid computing. Anybody? No? Yes, Bob, yes. Grid computing, tell me about grid computing. So there are many machines to... Okay, so grid computing is many machines to process data, but not just that. Grid computing publishes a list of functionality that says, these are the things I can do, okay? And then it's up to the interface or the interaction that you're having to decide what you need and how to process it. So there's a massive separation of concern there, from processing to the what's required and getting the data through to that process. You don't care where the process is occurring. It can occur somewhere across the world. Why do we care as long as the process occurs? So that's part of this separation of concerns. Okay, so I would rather develop an open source, okay? So that's something that should go right now. I'm not very much into this cathedral aspect, okay? So has anybody read this book? Cathedral of the Bazaar, okay? And what did we think of it? Yeah, good. What was your view in the end? I liked the... I don't think it worked quite well. Cool. Well, yeah. That are quite pretentious. He thinks to place a lot of steam on the pachyculture and the open source culture, I think. I don't know. I think it was pretentious that it was valuable at the same time. Pretentious but valuable in place of a lot of sorts on the pachyculture. The open source culture. Yeah, well, I mean, I do that. I'd replace a lot of emphasis on that too. But the reason why I think this is a great... these are good lessons is that with open source, with openness, you get the literature to extend from something that... and we'll see that from our principles of the user experience because we want to extend beyond something that we didn't originally intend the design to work for. So by having open source, we allow ourselves to have some... to have some... to see something called emergent behavior. So we'll see this as well through user experience. This concept of emergent behavior is everywhere, is emergent because when it was designed, we didn't expect it to work like it does now. It's kind of gone off on its own and does its own thing, really, by all the people trying to do their own thing in it. So the timber has really detected that to happen. And you'll see that in the model for websites, emergence is now written into the actual cycle because we just can't tell what's going to happen when we put lots of people... we won't give lots of people the technology and we'll use it as they kind of like. So if it was a closed model, then that means that because it doesn't... because that model might not be conforming, the usage of that model might not be conforming to the expectations of the people who have closed that model, the corporation, then there's a problem with looking for that emergent behavior because the emergence is not working. So that's one thing why it's good for user experience, but it might not be good for everyone that it's good for user experience. OK, we're not going to have to break, obviously, and we're going to go on to people in computers. So this is something that we should not have no support now, and this is a part that we're hoping to have and getting about a bit more. People in computers, this is, again, a background, if you like, lecture. So it's about... so this is more about letting you understand that there's lots and lots of different needs and abilities out there. OK. We need to look at those user experience. The first thing is Geoff Raskin. Geoff Raskin. I've mentioned him before. Who wants to prove that they were listening last time and, you know, tell me what they were listening to. Nobody wants to tell me. Nobody was listening at all. Nobody knows, yes, he was the apple guy. He was the apple guy. Good job. Excellent. What's your name? Doug. Doug. Excellent. Excellent. Right. So, yes, he was the apple guy. So Geoff Raskin designed lots and lots of bits of software, bits and bits of hardware, actually, and the most famous of it is the apple, OK, where we looked at the interface for the apple, OK. It wasn't a big... it didn't like that much, Gwys in the end, because he said that they sectioned the locus of attention, there's this idea of attention, and where you put the locus of that attention. So, for instance, in most user tasks in software, in devices, we're looking for an attempt, we attend to a certain point on the screen or a certain activity, OK, or a certain process. We're often not multitasking, we don't multitask very well, OK. It takes us a bit too long to section out the multitasking, which we do in real life quite well, OK, but not when it comes to technology very easily. Now, we also can see this in that basketball playing video that I showed you earlier on in the course. You know the one where it's about attention blinders, when you're focused on one thing, you're so focused on one thing that you just don't see any other stuff around you, and that's all about this locus of attention. We also did some other work, and we did some work here, actually, which looked at automatic update on websites, OK. So you know the JavaScript kind of Ajax update whereby you do something and little things pop up, little coloured widgets or little coloured notifications pop up as you're doing things. And reality is that unless they're very big and unless you've actually initiated them, when you're concentrating on something, you don't notice that they've even happened, OK. So we get a massively statistically significant score for that, but people just don't look at these things unless they're 400 pixels across, OK, and that they've actually got executed. They're expecting it, if you like, for expecting what happens. So the locus of attention, which is Jeff Rashford's thing, really, is something that you should consider when you're concentrating all of your software, OK, and all of your hardware. Are there multiple points where you're expecting somebody to divide their attention on screens, on pads, on iPhones, those kind of things? Because if you are, then you'll need to do it and you'll need to think about how to notify that person that something's happening because their locus of attention won't really be, will be focused on the job at hand, not on stuff that's happening around, OK. OK, so the bit on this point is that we're variously skilled, OK, so humans are variously skilled. We've got lots of different skills. We're heterogeneous society, which is good because otherwise, if we were all the same, then we'd all be dead high now, I imagine, OK, because we wouldn't be able to survive right now. So the great benefit is that it's heterogeneous, OK. So that also means that we're variously skilled. So, technology is not an individual skill, it matches up well with the requirements of operating technology. So this is what we're trying to do. Your user experience would have. It's all about making sure that the skills of the individual and what their skills are and what their natural abilities are match well to the software, OK, to the devices that you're creating. And that's very difficult because obviously you're creating one device for everybody, not, you know, you're not creating 400 devices, 400 different groups of people, yeah. OK, so there are two components to this, training the human to accommodate the needs of the technology and designing the technology to meet the needs of the human. Now, these things will occur, but the better we do better, the less we need to perform it. So if we actually design the technology to meet the needs of the human, the human has to train us. There's always going to be some need for the human to actually train or be trained or to understand the device or to understand the technology, but you need to reduce that massively, OK. So if you're thinking that you're going to create a software system and stick out a manual, a great big manual, you know, there's obviously a great big thing in software engineering is RTFM, yeah, do you know what that means? Yes? No? Read the Effing Manual? That's the response for most. OK. Right. Yeah, no one needs a manual. OK, nobody really does read the manual, but that was the thing that we thought would occur, OK, that you can create a great big manual with everything in it and then pay the fees and you just understand how to drive the software by reading the manual and the device. You can see that that's now shrunk, shrunk down massively, but still there's a need for training and that's why there's lots of training courses in computers, OK, and devices and how to use your iPad and the missing iPad book. I don't know why there would be a missing iPad book, but there is one. Somebody's written all the things that you wouldn't normally realise. What I'm trying to get across is that you need to think about these. Is it something that you know that seems obvious to you when you build your software, but isn't obvious to somebody who's not skilled at this software because they're just even buying this as a piece of consumer device, say. OK? Or a piece of consumer software that they're not interested in reading a manual or anything else. They just want it to work and you want it to work with as little hassle as possible. Yeah? So you've got to think about these things. So, if you're creating... This bit is key. Training the humans will accommodate and use the technology and design the technology to meet the needs of the human. So you need to really do a good design to meet the needs of the human and forget about the training because it's never going to happen, really. Yeah? OK. So there are a number of different... I don't understand that. There are a number of different ways that we get information in, that we perceive the information. Just to find out what those ways are. So first of all, what's one of the first ways... What do you think is one of the most primary ways we perceive information? Vision? Tactile, OK? So, vision, tactile, any more. What are the ways we perceive information? Auditory, hearing, yeah? They're all senses. Touching or something? Touching, OK. We've had touching, yeah? Any more? Yes, smelling, good. And what's also linked to smell? Taste. And do you think there's been interfaces built for all of those senses? Yes, there's been factory interfaces. There's interfaces for smell, interfaces for taste, interfaces, haptic interfaces for the feedback and for touch, for gestures. There's obviously... Auditory and obviously vision. All of those things, OK? So, how many of those come to that? As well as some others. So, when you think about your designs and your creations, you can't just think that the work you're going to be doing is always going to be in a nice operating system framework where you're going to be banging out for Windows or Mac or something else. What happens if you're employed by a family? OK? And you need to make sure that pilots have a good situation where they're in. What happens if you're employed by you've just got a little bit of say in American levels? Lots of work done when you're making apples on your interfaces. OK? What happens if you're employed by, you know, one of these footworks that wants you to think differently about how we can actually make interfaces better? Before gestures, people didn't really think much about gestures. Gesture interfaces. OK? But now that's all we do. So, if somebody had to have that thought, oh, we could use gestures. It seems it's simple now. It seems easy now. But that wasn't a convention 10 years ago. Why would it be just talking to you about vision and sound? And that's it. Because there's nothing much more going on. So you need to think differently about the kinds of expectations of input and output that people have. And we're going to do, we're going to look at that in a bit more detail next week. But for instance, how do you get input if you're, say, deafblind? How do you get input from a computer? How do you stick out? Yeah, that's something that would be difficult to understand, maybe. But similarly, what happens if you were in a fighter aircraft with lots of smoke in the cockpit? You don't have, you know, you might be deaf. Sorry, you might be deaf because of the noise. You might be, because your headset is not working properly. You might be blind because there's lots of smoke in the, you know, in the cockpit, what you do. So how can you get input? Yeah, I can't play it good, do you? But that's millions of pounds worth of the... How do you know you're about to die? Can you just smoke? Can you put it out? Can you put it out? We're all down the window. We're all down the window. You can just park up. OK, so you need to stop it. So think a bit differently about the kinds of input and the kind of output. So there's over 50 different areas of the brain that deal with vision, OK? So with vision, we've got lots and lots of data input really well, OK, obviously. That's one of our key points, that's one of our key features. Obviously we've got blind spots which are filled in by the eyes because we've obviously got the nerve input that goes out at the back of the retina. So there's no cones, there's no sensory cells where that nerve input goes out. Yet we still see. We don't see a big hole, OK? We're dragging processes of the data and fills it in for us, OK? So that's a blind spot that we have. OK, so if you can see here that it's an equal it's an equal division between the eyes, OK? So if you've got, if you've got eyesight that allow, if you've got one eyesight then obviously you're not going to see quite the same. You also aren't going to have depth perception. If you've got some kind of macular degeneration then you might only have peripheral vision. OK? Or you might have tunnel vision where you can see a very small spot in front of you, OK? Now these things, you might think a lot of you are talking about these things these things are like for the same people that are well done because there's not so similarities between seeing a very small spot of an application or information on the front of a small mobile phone. OK? So that's why that there's applications in mainstream computer science, mainstream user experience. So that's the first thing. Now what we're looking at now is we've got we've got the inputs coming through the eyes here and the eyes are actually joined directly into the brain through the nerve bundle so that's why that the updates are very fast, OK? Normally updates coming up the spine are actually quite slow, OK? Comparatives speaking. But the closer everything gets to your brain, obviously the better it is, the faster it is. Now there is no actually of the brain, where the most direct connection is to the brain from your senses. No? Yeah. Is it yours? OK? You've got a direct nerve going straight from your brain down into your nose, OK? And that's exactly what smells on the mucus that's in your nose is there to protect specifically that nose nerves, OK? And to transfer the actual data, OK? Transfer the molecules that is, OK? OK. Let's move on. So hearing is quite obvious, OK? It seems to us that you've got these ears on the side of your each side of your head and incomes the sound, OK? And by a sequence well actually it's a sequence of very small bones three small bones the anvil, the hammer and the stirrup, OK? Stirrup is the last one. So the stirrup looks like this, OK? And then you've got the anvil which looks kind of like this but not the anvil, the hammer and then you've got the anvil as well which is kind of a bizarre shape to bone. I can't move my shape around. Anyway, it's like a bizarre solid shape bone looks good, I can't move my shape around. But this thing here, the stirrup is important because it connects to the copier, OK? Which is the bit where all the data where you're going to sense the data of the sound. Now, why don't you think that there are this set of bones doing the connection? No, it's not quite that. You can't get in there but not quite any of this. Yes? Do you mean by break with the sound that comes in? Yeah, so they vibrate with the sound that comes in here but what they're to do is to cut out the very high noises and to amplify the very small noises that's why we've got the hearing range of between 5 and 20 metres, OK? So it's so that you don't destroy this bit, the sensitive bit, OK? That's one of the main reasons why we're there. Now, this thing here, the copier is spun on. It's like the copier is like this. Is it going to look a bit wrong? Is it going to look a bit wrong? OK. With a stirrer just here, OK? Now, this is when it's been pulled out, extended. Normally it gets a spiral, OK? There's no point in saying that. So normally it's a spiral. So this thing here, which is called the basal membrane is the thing that does the actual it's got the actual nerve cells connected to it. They're going to your brain. What happens is that all this is filled with fluid and there's little hairs on this basal membrane and these hairs, as the sound waves go this way, the hairs agitate, OK? So the basal membrane looks like it has a base and an apex and the high frequency sounds are detected here. Think of it as an oscilloscope. Low frequency sounds at the top. Yes. Well, they get, they can get in parallel, OK? And then the nerve waves go off into the great, into the auditory cortex which is there specifically different parts of the auditory cortex process different frequencies of sound, OK? So that you can hear in parallel. Now, the thing that's important that if you do have an just a lot of this terribly, terribly part of the auditory organ they won't know what would what they just couldn't see. So the thing to think about for this is that it's not just about sound going into your ears. When you put your headsets on does that sound, does the sound coming out sound like speakers? Does the sound on your headsets sound like free-standing speakers? No, why not? What's missing? Is the space around you there? Is the space around you there? Noise or the noise? That's true. Reflections. Reflections, yeah? What about for our heads? What about for our heads in general? Directionality. So, but one of the main things that it also misses is that you can see you've got these direct sound paths and indirect sound paths, reflective sound paths which you don't get on the headset because obviously it's mostly directed right into your ears. The other thing is bone sound. OK, that's a big component of sound, bone sound. So that's where the sound waves are hitting your head, creating a vibration and that adds in to your hearing which is called the bone sound. So therefore you can actually hear things in different levels of detail. You can do better spatial isolation because you're not just picking up from your ears you're picking up from the bone the vibrations through your bone and through your body, mostly through your head. But you can feel it clearly so these are the things to think about that if you're trying to do something that's really good auditory by audio speak headsets they're going to get you so far but not that far. You might want to have some other kind of vibration system. Maybe we have a little vibration system that comes out onto the head from the headset to aid better 3D spatialisation. That kind of thing. So these are the kind of things you need to think about. So we've got touch and there's also with touch we've also got other things called haptics. Haptic information feedback. So touch is about actually obviously understanding what touch is. Here we can see that obviously you've got a probe going to be stuck in and you can obviously feel that. So this is because various nerve fibres and nerve cells are being deformed. So the way that this works at a small level is that you have a nerve fibre and in that you have what's called channels. On this side you have fluid. This side you have a different fluid. So normally these might be so human potassium channels. You might have a positive charge and a negative charge fluid. What happens is when you actually touch something this deformed so that at this point that might be one of the molecules that needs to go through it. When it's deformed it opens up slightly. So you get a lot of these going down into a negative or positively charged fluid which is the actual which transmits itself which transmits signals. So that's how it works. What I'm doing when I'm touching my thumb now is that all I'm doing is deforming this nerve channel so that more of these positive or negative charged ions can come through. That extends a signal from my nerve into my spine to my brain to say there's been a change. Something's been depressed. Now there's lots of other ways of doing this and there's lots of other chemical sensors. So ones whereby you have chemicals that are differently charged and only certain types of the chemical can come through into it to give you that response that there's a chemical change. That's generally how it works. It's quite slow. It's quite slow. So that's why there's a sense of sensitivity for the perception of the touch. So for instance, if you're vibrating fingers on your hand if you vibrate these two fingers at the same frequency it feels like it's this finger that's vibrating. Just because that's the way the senses work the perception of these work. So what you need to think about is that even though you might have say a touch that might be doing some various kinds of vibration or maybe working as you would expect it to the combinatorial aspect might not be the case. You might have to do modify the vibrations but it's not the vibrations but you might have to modify the fingers that vibrate because you will get a different perception. So cell and taste are very much interlinked and we do have as I've said Stephen Brewster over at University of Glasgow did a lot of work in 2006 on smell interfaces because smell is very evocative so therefore he had smell interfaces whereby there was a smell associated with a certain kind of interactive activity that he was doing and so therefore even then just creating the smell allowed you to better execute that task because you can remember it better. So yes How can you create a smell within the system because it's a by-product of a chemical reaction? That's right and so what he had was think of those horrible smell things actually those terrible kind of things that you stick into the plug and then it has this smell that comes out of it like flames of the forest or something like that to make it air freshen the kind of thing but it's done by heat so what he did was he had a very fast heating coil and he had lots of different of these chemical smells in a long strip and then whenever there was a certain interaction that he wanted to do he used to send a charge to the heat so it would heat, evaporate he actually sends those molecules chemical sends those molecules very quickly and then you know yes I need to do this next That's how it worked I mean obviously not cotton, it's a research product it's one of his school work things but it's interesting it's worth thinking about that there are different ways of interacting, the different ways we can take information okay Okay, thinking in more early this is something we're going to consider in a bit more detail in three weeks time so with this one I'm going to skip over this one memory, so you can think of memory in two different ways you can think of memory as short term memory whereby short term memory is a bit like RAM and long term memory is a bit like ROM okay so that's what we can think of or a bit like not ROM, a bit like a non volatile storage yeah okay so we're going to have a stick it in memory where as soon as you stick it in short term memory where as soon as you think about something else it goes away again and you can't remember it that well or you can put it in long term memory where we're going to write it to disk okay, non volatile yeah whereby we can do that again and what, for us, you may be thinking about is this, procedural memory skills and habits, these are the things that people do when they do an interface when they're looking at interaction in the area of interfaces and when looking at the skills they have yes they can do the actual different jobs that they can pick up not necessarily facts and events kind of less okay, so it's this stuff it's this non declarative stuff they're not remembering facts, they're remembering ways to proceed so one thing you also see which you may get to now many of them later is that when you close your eyes and you visualize something the area of the brain say for your visual cortex lights up even though you're not sitting in the room you're still using your visual cortex when you're remembering a sound listening to a sound listening to a sound you're remembering it, it still lights up even though we're not listening to anything directly so that suggests to us even though we don't know that much about the brain that suggests to us that there's some value certainly from the user experience in having some kind of way of allowing people to re-visualise before they start a task so that if you can go through in your head certain tasks, certain interfaces, certain interactions if they're easily, if you can easily bring them to mind then it's more likely that you're able to do a better job because you can actually go through those procedures in your head you're actually doing it so therefore a very complicated interface is very difficult to remember very difficult to visualise the quite simplistic one is a lot easier to visualise so it gives you this kind of learning where you're not even actually there gives you an idea of what you'll be expected to do before you actually get to do the task and this is all about this procedural memory skills and habits now talks about intuition intuitive interfaces have you ever heard of intuitive interfaces so there's all this idea about intuitive interfaces but intuition does it really exist do you have a question of things now he thinks that it's just that we're familiar they should be called familiarity interfaces or familiar interactions they're not intuitive directly so what you should also think about is when you're building this kind of stuff certainly for this memory is it intuitive really or is it really just something that's about familiarity with action familiarity with something so you might say that the big interface the big interface is intuitive because it looks exactly like Google very similar to Google it's just one of the start points seems to get to it very quickly even if they're not particularly well versed they seem to be able to pick up a way of finding the first or second time one of the games without having to talk how to use the phone that's right in some cases that's true but it's often if you look at what they're familiar with themselves anyway first of all kids don't have this idea that they're going to break it so then just keep messing with it so that's one thing is that if they're already familiar with certain types of games or interaction interactive scenarios always from the parents do those interactive scenarios then they can easily transfer those interactive scenarios to the phone itself so the intuition of it yes maybe it's like the fact that it's kind of intuition is more like something that developed from becoming familiar with something so because essentially you have to develop this kind of intuition from somewhere otherwise yeah yeah could it be that they get the intuition from interactions with a real world that doesn't suggest you based on interaction with those things? yes they could get it from a real world interactions but what I'm saying is that there's a thing about intuition that people will say they'll say you'll hear it or maybe you already have they'll say oh well did I need to miss this one because it's intuitive but if intuition is a factor based on familiarity it might be familiar to one person it might not be familiar to another person so to say oh it's intuitive but it might be intuitive to me but does that mean it's intuitive to you or to the users? yes a preconception comes in I think in the regards to the example of children I think they move from one thing to another if one thing's taken away they literally move to the second thing the best thing they can find to play is that they're not going to do this they just move from one place to another and the same thing for the others as well if you really want to use something regardless of how horrible that is you will see something totally different what does that preconception come in as well? preconception obviously comes in because it's kind of like familiarity that you're already familiar with something you can seem to notion of something and therefore it's a matter of actually enacting that as preconceptions even if you might not be aware that you're doing it this intuition seems to be familiarity but you're not aware that you're doing it it's the same with preconception I suggest okay exeration what I'm going to model with that I don't think we need to do it right now okay so this is just interesting to see implicit and explicit communication so we've got explicit and over it so we've got closed and open and over it and this is really just about what kinds of communicative signals that you've given in your interaction in your designs so some of these things will be closed there will be closed and obvious there will be explicit if you like so there will be like words saying an error has occurred that's really the case but what would you think if the letter of address when you've typed something in the form changes from blue to red do you think there's an error or not yeah because it's gone red but it's implicit you know it's not exactly it's not there it's not explicit it's not open for everybody to understand this because if they can't see then they can't see it's changed to red it's just the same yeah okay and that's that okay input and control we're just going to finish up with these and then we can go through a couple more so there's different kinds of input that are conventional now some kinds of input the reason why we're always telling you about the previous stuff is because you might in the future have some massive idea that allows us to add a line to this you're all at this university I'm hoping that one of you is so sure somebody of course is going to you know have a massive breakthrough be a you know ISR like character and then we can add a little bit of control to the bottom but this is but these are the kind of conventional controls and the conventional ways of getting input and controlling now so we've got keyboard obviously cursive pointing for speed back would you remember for speed back haptic stuff haptics speech touch and gesture there's a difference between gesture and touch so you need to make sure you get those correct there's a difference between the touch interface and the gesture interface now obviously some people are calling these Apple gesture touch interfaces touch gestures but gestures can be very much different whereby you're actually manipulating the actual gesture markup and then there's sort of implied control like Google's talking about doing gestures for you based on where you are in the world what you want to do ok it's actually still hot so the hotm is the head operated mouse so these are whereby you can have accelerometers etc on a helmet and so you can actually control pointing devices using your head blink switches so if you blink not because it's a autonomic response but because you actually think about it and blink then it's much slower and it's easily detectable so blink is a good way to control it gain is an eye tracking that's in a way but we can actually point haptic interfaces that are as well pressure switches now we've also got new stuff such as stuff we control in alpha waves normally from our brain so brain interfaces for people with say loctins in the room those kind of things but this we're not going to be doing it because we're going straight to the next yeah obviously I'll expect you to read by next week up to page 19 but we're going to add that in the next video okay so we're going to have a 10 minute break, well just under 10 minutes can you go back here for 12 okay we've got more to do this one hat racks for understanding which is all about e aesthetics focus because my assom my look is that no why stupid I'm I want to I'm sorry