Human Factors and Human–Machine Interaction · offline reconstruction

Design for the human loop

A self-contained course studybook for Alex: begin with how people perceive and act, connect that model to interface design, then evaluate designs with reproducible methods.

Scope warning. Priorities are evidence-based predictions, not promises about a future exam. Two supplied exams (SS25 and WS25/26), 13 lecture decks, and the supplied textbook were used. No formula sheet or official solution file was present.
731pages visually reviewed
34past-exam questions solved
16source PDFs traced
1offline HTML file

Fastest useful route

  1. Foundations: learn the vocabulary.
  2. Cognition: understand attention and perception.
  3. Visualization & dashboards: apply the rules.
  4. Evaluation: test instead of guessing.
  5. Past exams: reproduce complete answers.
🔴 reproduce🟠 apply🟡 understand⚪ recognize🗑️ ignore
Executive study roadmap

What the evidence says to prioritize

Norman interaction modelBoth exams: concepts, gulfs, seven stages, conceptual models
Cognition & visual perceptionBoth exams plus the longest repeated slide sequences
SEEV, workload & questionnairesBoth exams; calculation/interpretation required
Visualization & CRAPRepeated screenshot/chart critique in both exams
Usability-engineering loopDefinitions, design artifacts, inspection, testing
Sketching & scenariosHigh-point application questions in both exams

Evidence basis: repeated exam forms outweigh decorative slide emphasis; exercises and repeated diagrams corroborate the ranking. Later textbook business/history chapters are included only as context.

Chapter 1

Foundations: model the whole interaction loop

Software correctness asks whether the system follows its specification. HCI adds a second question: can a particular person achieve a goal effectively, efficiently, and satisfactorily in a particular context?

Usability and the iterative engineering loop

🔴 Exam-coreDefined in lecture 08 and directly tested in both Q1s.

Usability is the extent to which specified users achieve specified goals with effectiveness (accuracy/completeness), efficiency (resources such as time/effort), and satisfaction, in a specified context of use. It is not a universal property of an interface.

1 Observe & analyze2 Design & prototype3 Evaluate

The three course phases are analysis, design, evaluation. Evaluation produces evidence that updates requirements and the next prototype. Think of it as an empirical feedback loop, not waterfall.

Worked example. “Fast checkout” is underspecified. Make it testable: 90% of first-time mobile shoppers complete a five-item purchase without help (effectiveness), median time ≤ 120 s (efficiency), post-task ease ≥ 5/7 (satisfaction), on a 390 px phone while distracted (context).

Trap: UX is broader than usability; it also includes emotion, identity, anticipation, and later reflection.

Source: 08_Usability_Engineering_1_Inroduction.pdf, slides 3–16; WS26 p.2 Q1; SS25 p.2 Q1

System 1/2 and the SRK taxonomy

🔴 Exam-coreBoth exams allocate 8 points to classifying four SRK scenarios and cognitive systems.
LevelTrigger and controlCognitive systemSoftware analogy (limited)
Skill-basedAutomatic sensorimotor routine; little conscious attentionMostly System 1Cached/hot path—fast, but people are not deterministic code
Rule-basedRecognize a familiar situation and apply a learned “if–then” ruleUsually System 1, sometimes System 2 when selecting/checkingRunbook branch
Knowledge-basedNovel situation; reason, hypothesize, and planSystem 2Debugging without a known playbook

Decision rule: ask whether the action is an automatic routine, a known procedure, or novel problem solving. Classify the control process, not the job title.

Boundary: System 1/2 is a coarse cognitive distinction, not a one-to-one synonym for SRK. A familiar rule can still receive deliberate System-2 checking.

Source: 01_Introduction.pdf, slides 5–6; SS25 pp.2–3 Q2; WS26 pp.2–3 Q2

Affordance, signifier, mapping, feedback, constraints

🔴 Exam-coreIntroduced across lectures 01–03 and directly diagnosed in both Q3s.
Affordance
A possible relationship between an actor and an object (a button can be pressed).
Signifier
Perceivable evidence that communicates where/how to act (label, border, arrow).
Mapping
Relationship between controls and effects; spatial compatibility reduces translation.
Feedback
Perceivable information about the result and current state after an action.
Constraint
Physical, logical, semantic, or cultural restriction that narrows possible actions.
Diagnosis trace. A flat decorative-looking touch panel may afford touch physically, but lacks a signifier. A left control opening the right window violates mapping. A filename field that accepts illegal characters lacks logical constraints/error prevention.

Trap: an icon is not automatically a signifier; if its meaning/action is unclear, it merely adds pixels.

Source: 01_Introduction.pdf, slides 8–15; 02_Fundamental_Principles.pdf, slides 4–17; 03_Gulf_and_Constraints.pdf, slides 9–21; both exams Q3

Conceptual models and the system image

🔴 Exam-coreSS25 Q12 explicitly asks for designer model, user model, and system image.
Designer modelhow it should workSystem imageUI, behavior, docsUser modelhow it seems to work

The designer cannot transmit a mental model directly. The product’s visible structure and behavior form the system image; users infer their model from it. Good design makes the inferred model predict state transitions accurately.

Trap: documentation is part of the system image, but it cannot reliably rescue contradictory controls and feedback.

Source: 02_Fundamental_Principles.pdf, slides 12–16; SS25 p.11 Q12; Norman textbook PDF pp.46–55

Gulfs and Norman’s seven stages of action

🔴 Exam-coreThe seven-stage table is a 10-point question in both exams; WS26 Q12 separately asks for both gulfs.
WORLD / system state
1 Form goal
2 Form intention
3 Specify action
4 Execute
5 Perceive state
6 Interpret
7 Compare with goal

Stages 1–4 cross the Gulf of Execution: turning a goal into an allowable action. Stages 5–7 cross the Gulf of Evaluation: sensing and understanding the result. Signifiers, mappings, and constraints bridge execution; feedback and a clear conceptual model bridge evaluation.

Worked thermostat trace. Goal: warm the room at 19:00 → intend a schedule → choose “Comfort” and 19:00 → tap Save → see confirmation → interpret that 21°C is scheduled → compare it with the desired state. A hidden schedule menu harms stage 3; a missing confirmation harms stage 5.

Trap: stage 1 is the user’s goal, not “click a button.” Problems should be attached to the earliest failing stage.

Source: 03_Gulf_and_Constraints.pdf, slides 3–15; SS25 p.4 Q5; WS26 p.5 Q5 and p.12 Q12
Chapter 2

Cognition: perception, attention, and workload

Three stages of visual perception

🔴 Exam-coreRepeated over three lecture slides and a 6-point question in both exams.
1 Parallel feature extractionFast, preattentive detection of color, orientation, size, motion
2 Pattern/structure perceptionGroup features into regions and objects using Gestalt organization
3 Sequential goal-directed processingFocus attention, identify meaning, relate to task and memory
Example. In a mail icon with a red badge: red/round features pop out (1); badge and envelope become two grouped objects (2); the user interprets “unread message” and decides whether to open it (3).

Trap: preattentive does not mean “always noticed.” Competing salience, expectations, and goals still matter.

Source: 04_Cognitive_Basics.pdf, slides 13–18; SS25 p.3 Q4; WS26 p.4 Q4

Gestalt grouping laws

🟠 Exam-practicalLecture 04 devotes 20 slides to grouping and both exams require labeled application in a sketch.
LawDesign useFailure mode
ProximityPlace label beside its fieldEqual gaps make groups ambiguous
SimilaritySame style means same roleDecorative similarity implies false function
Common regionCard/border binds related contentToo many boxes add noise
ContinuityAlign steps/rows for scanningBroken alignment hides sequence
ClosureLet the eye complete a simple formOver-subtle icons become uncertain
Figure–groundSeparate interactive foreground from backgroundLow contrast loses controls
Common fateElements moving together appear groupedUnrelated animation falsely binds

Sketch rule: mark the exact elements and the relationship; merely naming “proximity” earns little evidence.

Source: 04_Cognitive_Basics.pdf, slides 19–39; both exams Q8

CRAP: contrast, repetition, alignment, proximity

🔴 Exam-coreApplication exercises and screenshot identification appear in both exams.
Contrast
Make different roles visibly different; establish hierarchy.
Repetition
Reuse styles and patterns to communicate consistency.
Alignment
Place elements on shared visual lines to create order.
Proximity
Space encodes grouping.

CRAP is a diagnostic set, not a scoring formula. For every claim, point to a concrete element and explain the effect on scanning or grouping.

Source: 05_Cognitive_Basics_2.pdf, slides 3–10 and 32; both exams Q11

SEEV model of attention

🔴 Exam-coreFour-way scenario classification appears in both exams and is practiced in lecture 05.
P(A)wSSwEE+wXX+wVVP(attend) ∝ salience − effort + expectancy + value
ATTENTIONSalience +Effort −Expectancy +Value +

Meaning: visual/auditory salience, low movement/access effort, learned expectancy, and task value influence where attention goes. Weights are empirical and context-dependent; the course uses SEEV primarily as a qualitative classifier, so do not invent numeric weights.

Substitution as a qualitative check. Bright flashing alarm: high S. Hidden popup: high E, reducing attention. Expected 08:00 calibration: high X. Safety-critical temperature: high V even without salience.

Terminology: the two E’s are Effort and Expectancy; distinguish them explicitly.

Source: 05_Cognitive_Basics_2.pdf, slides 17–20; both exams Q6

Workload and NASA-TLX

🔴 Exam-coreNASA-TLX is asked in SS25 Q7 and calculated/compared in WS26 Q17.

Workload is the demand placed on limited human resources, not simply task duration. NASA-TLX records six subjective dimensions on 0–100 scales: mental, physical, and temporal demand; performance; effort; frustration.

TLX¯=i=16xi6Raw TLX mean = sum of six ratings / 6

Inputs are six unitless ratings; output is a unitless mean on 0–100. Use the raw mean only when the study specifies unweighted scoring. Performance scale direction must be checked because some forms label endpoints differently.

Worked A/B example. A: (55+15+70+70+55+45)/6 = 310/6 = 51.67. B: (60+20+50+70+55+50)/6 = 305/6 = 50.83. B is slightly lower overall, but its physical/frustration ratings are worse; the 0.84-point gap is too small to claim practical superiority without uncertainty data.

Limitations: retrospective/self-report bias, context dependence, scale-interpretation differences, and no diagnosis of the design cause by itself.

Source: 05_Cognitive_Basics_2.pdf, slides 24–33; SS25 p.6 Q7; WS26 p.15 Q17
Chapter 3

Information visualization and dashboards

Visual variables, scales, and perceptual accuracy

🟠 Exam-practicalLecture 06 uses repeated redesigns and exam questions require chart critique.

Choose an encoding that matches the measurement scale. Nominal data support identity (hue/shape); ordinal data require ordered magnitude (position/lightness/size); interval data support meaningful differences; ratio data also have a meaningful zero and support ratios.

More accurate for quantityUse carefully
Position on common scale → position on unaligned scales → lengthAngle/slope → area → volume → color saturation

Prefer direct labels, a zero baseline for bars, honest scales, and a visible question-answer relationship.

Source: 06_Information_Visualisation.pdf, slides 22–38

Chart junk, data–ink, and lie factor

🔴 Exam-coreBoth exams use a 3-point chart-junk image; lecture 06 repeats before/after critiques.

Chart junk is non-informative or misleading decoration that competes with the data. Tufte’s data–ink idea asks whether each mark carries information. A lie factor compares the visual magnitude of an effect with the numerical magnitude; values far from 1 suggest distortion.

Three exam-ready reasons. (1) 3D/area perspective distorts magnitudes; (2) decorative objects and saturated colors consume attention without encoding data; (3) irregular shapes/overlap prevent comparison on a common baseline. Add specifics from the pictured chart.

Trap: “ugly” is not an analytical reason. Name the encoding defect and its consequence.

Source: 06_Information_Visualisation.pdf, slides 10–21; both exams Q10

Dashboard design: overview, priority, action

🔴 Exam-coreLecture 07 includes two dashboard exercises; both exams ask three improvements and one strength.

A dashboard is a consolidated, glanceable display of information needed to monitor objectives. It should answer: what is the current state, what changed, what needs attention, and what action follows?

Safety overviewLast updated 10:42 · all systems live
2 criticalAct now
87%capacity
−4%week trend
Throughput▁▂▃▅▆▅▇▆
  • Put high-value exceptions first; use salience sparingly.
  • Remove redundant legends and colors; directly label data.
  • Preserve context, units, time window, and update time.
  • Use one screen when monitoring, but allow detail-on-demand.

Trap: a single screen is a design goal, not permission to make everything tiny.

Source: 07_Information_Dashboards.pdf, slides 2–27; both exams Q14
Chapter 4

Usability engineering: from evidence to prototype

Contextual inquiry, requirements, personas, scenarios, user stories

🔴 Exam-coreHigh-point context-scenario/user-story questions recur in both exams; lectures 09–10 assign full exercises.

Contextual inquiry observes representative people doing real work using context, partnership, interpretation, and focus. Convert evidence into requirements and design artifacts—not invented demographics.

Persona
Evidence-backed archetype with goals, behaviors, constraints, and context; not a job description.
Context scenario
Narrative of why/when a persona pursues a goal, emphasizing activity and context more than UI detail.
User story
“As a [role], I want [capability], so that [benefit].” Add acceptance criteria for testability.
Use case
Structured actor–system interaction with preconditions, main flow, alternatives, postconditions.
Example story. As a night-shift quality operator, I want defect alerts sorted by severity so that I can stop the line before defective parts propagate. Acceptance: critical defect appears within 2 s, identifies camera/part, and supports acknowledge/escalate.
Source: 09_Usability_Engineering_Analysis_Design.pdf, slides 3–19; 10_Usability_Engineering_Analysis_Design_2.pdf, slides 3–31; both exams Q9

ISO 9241-110 dialogue principles

🔴 Exam-coreWS26 Q16 asks for the complete set; lecture 10 devotes individual slides to each principle.
  1. Suitability for the user’s tasks: supports goals without unnecessary work.
  2. Self-descriptiveness: state and next actions are understandable.
  3. Conformity with user expectations: consistent with conventions and context.
  4. Learnability: supports gaining competence.
  5. Controllability: user can initiate, pace, interrupt, and reverse.
  6. Use error robustness: prevents, tolerates, and helps recover from errors.
  7. User engagement: invites interaction and sustains motivation appropriately.

Terminology note: this course’s 2020 wording differs from older “suitability for individualization” lists. Use the instructor’s seven terms for exam alignment.

Source: 10_Usability_Engineering_Analysis_Design_2.pdf, slides 18–29; WS26 p.14 Q16

Prototype fidelity and method choice

🟠 Exam-practicalLecture 10 exercise requires selecting and justifying a prototype method.

A prototype answers a question. Paper sketches cheaply test structure and flow; wireframes test information architecture; clickable prototypes test navigation and wording; high-fidelity prototypes test visual details but can provoke false confidence.

Decision rule: use the lowest fidelity that can produce the needed evidence. State what is simulated, what is real, and what cannot be concluded.

Source: 10_Usability_Engineering_Analysis_Design_2.pdf, slides 13–17 and 31; Norman textbook PDF pp.245–249
Chapter 5

Evaluation: inspect, test, measure

Heuristic evaluation versus cognitive walkthrough

🔴 Exam-coreSS25 asks heuristics; WS26 compares both methods; lecture 11 includes an inspection exercise.
Heuristic evaluation (HE)Cognitive walkthrough (CW)
FocusBroad conformance to usability principlesLearnability for a specified task and novice
InputsInterface + heuristic list + evaluatorsPersona, goal, exact action sequence, system responses
QuestionsWhich heuristic is violated? severity?Will user form the right goal, see action, associate action, understand feedback?
OutputIssue list with evidence/severityBreakdowns at individual task steps

Classic Nielsen heuristics include visibility of status, match to real world, user control/freedom, consistency/standards, error prevention, recognition over recall, flexibility/efficiency, minimalist design, error recovery, and help/documentation.

Trap: neither method supplies behavioral prevalence; evaluator findings should be validated with users where risk matters.

Source: 11_Usability_Engineering_Evaluation_1.pdf, slides 8–28; SS25 p.13 Q16; WS26 p.12 Q13

KLM and evaluator-coverage formulas

🟠 Exam-practicalLecture 11 contains worked numerical examples; useful calculation support though absent from the two exams.
T=(tK+tP+tH+tM+tR)KLM time = sum of keystroke, point, home, mental, response operators

Course values: K=0.28 s, P=1.1 s, H=0.4 s, M=1.35 s, R=system response. Assumes an expert, error-free routine and a known method; do not use it for discovery or novice learning.

Substitution. H+P+H+K = 0.4+1.1+0.4+0.28 = 2.18 s. Units remain seconds.
G=N[1(1p)i]Expected unique problems G = N[1 − (1 − p)^i]

N is the total discoverable problems, p the probability one evaluator finds a given problem, and i evaluator count (dimensionless). Example N=100, p=.3, i=5: G=100(1−.7⁵)=83.19 ≈ 83 problems. Independence and equal-p assumptions are strong simplifications.

Source: 11_Usability_Engineering_Evaluation_1.pdf, slides 5–7

DIY usability testing

🔴 Exam-coreSS25 Q13 asks four principles; lecture 12 repeats them across seven slides.

Observe one representative participant at a time attempting realistic tasks; listen and record breakdowns. A focus group asks opinions and is not a behavioral usability test.

  1. Test early and regularly; a half-day each month is better than waiting.
  2. Recruit loosely enough to keep momentum, while matching critical characteristics.
  3. Make it a spectator sport so the team shares evidence.
  4. Find a small number of serious problems.
  5. Debrief immediately and choose fixes.
  6. Use the least change that actually removes the observed obstacle, then retest.

Trap: telling a participant how to proceed destroys evidence about discoverability.

Source: 12_Usability_Engineering_Evaluation_2.pdf, slides 3–29; SS25 p.11 Q13

SUS, PSSUQ, AttrakDiff

🔴 Exam-coreSUS calculation appears in SS25; WS26 asks SUS/AttrakDiff characteristics; lecture 13 assigns analysis.
InstrumentMeasuresInterpretation
SUS10 alternating items; perceived usability0–100 transformed score, not a percentage
PSSUQSystem usefulness, information quality, interface qualityLower agreement-scale scores usually indicate better experience; verify version/coding
AttrakDiffPragmatic quality, hedonic identity/stimulation, attractivenessSemantic differentials; reverse items before dimension means
SUS=2.5[i odd(xi1)+i even(5xi)]SUS = 2.5 × [sum(odd response−1) + sum(5−even response)]

Responses x are 1–5; contributions are 0–4. Assumes all ten answered and correct item polarity. Report uncertainty and sample size; a benchmark is contextual, not a universal pass/fail law.

Source: 13_Usability_Engineering_Evaluation_3.pdf, slides 8–15; SS25 pp.14–15 Q17; WS26 p.7 Q7

Experimental variables, scales, and hypotheses

🔴 Exam-coreA 6-point variable/hypothesis question occurs in both exams.

The independent variable (IV) is manipulated or compared; the dependent variable (DV) is measured; control variables reduce alternative explanations. A directional hypothesis predicts which condition is higher/lower.

ScalePermitted interpretationExample
NominalIdentity/equalityinterface type
OrdinalOrdersingle Likert item
IntervalEqual differences; arbitrary zerooften composite questionnaire convention
RatioEqual differences + meaningful zerotime, error count, accuracy proportion
Operationalization. “Voice leads to better task completion than text.” IV: interface modality (nominal). DV must be made observable: completion rate = completed tasks / attempted tasks (ratio, 0–1), or completion time in seconds among successful trials (ratio). State which one.
Source: 13_Usability_Engineering_Evaluation_3.pdf, slides 3–7; both exams Q15
Solution manual A

Lecture exercises — complete worked solutions

Original numbering and subparts are retained in each heading/body. Where a prompt requires choosing an object or collecting unavailable data, assumptions are explicit and the chosen instance is solved fully.

01_Introduction.pdf, slide 14, items 1–5

L01 — Discoverability and understanding

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Task. Find a good and bad everyday design and argue using course concepts.

Solution

Good: a kettle with a handle-shaped grip, MAX line, one distinct switch, and illuminated state. The handle and switch signify actions; water scale constrains fill; light provides feedback; the model “switch closes heater until boil” predicts behavior.

Bad: a glass door with identical vertical bars on both sides. Bars signify pulling even on the push side, so stage 3 selects the wrong action. Add a flat push plate on the push side, a graspable handle only on pull, and visible PUSH/PULL labels.

Final answer / conclusion

The redesign aligns signifier, mapping, constraint, and feedback with the intended action. Check: a first-time user can predict the operation before acting.

Source: Related theory: #principles and #action-cycle
Independently generated solution; not represented as an official instructor solution.
02_Fundamental_Principles.pdf, slide 17, items 1–4

L02 — Poor-design poster

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Selected object: four identical stove knobs in a horizontal row controlling a 2×2 burner layout.

  1. Why poor: arbitrary mapping forces recall; no immediate burner-state feedback at the control; identical knobs weaken selection.
  2. Improvement: arrange controls in a 2×2 spatial map, place a status light beside each burner, use an off detent and heat scale.
  3. Verification: ask five first-time users to activate a named burner; record wrong-burner selections and time.
Final answer / conclusion

Natural spatial mapping removes a translation step; feedback makes the resulting state perceivable.

Independently generated solution; not represented as an official instructor solution.
03_Gulf_and_Constraints.pdf, slide 22, items 1–5

L03 — Improve software with the seven stages

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Selected software: a photo app whose Delete icon immediately removes an image with no confirmation or undo.

  1. Goal: remove one bad photo.
  2. Intention: delete the currently selected photo.
  3. Specify: choose trash icon; ambiguity if selection is unclear.
  4. Execute: tap; target may be too small.
  5. Perceive: image disappears, but no message.
  6. Interpret: unclear whether deleted, archived, or hidden.
  7. Compare: cannot know whether the intended file alone was removed.

Redesign: visible selection count, descriptive action “Delete 1 photo,” reversible trash/Undo snackbar, and persistent state feedback.

Final answer / conclusion

The execution gulf is reduced by explicit selection/signifiers; the evaluation gulf is reduced by status and reversible feedback.

Independently generated solution; not represented as an official instructor solution.
04_Cognitive_Basics.pdf, slide 39, items 1–3

L04 — Doctor-appointment app sketch

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Requirements: search by specialty/name/availability/reviews; choose a free slot; day/week/month calendar.

Find a doctor
CardiologyAvailable today4★+
Dr. Kaya · Cardiology4.8 ★ · next: 14:30
Tue 14 May09:0014:3016:00

Annotations. Proximity binds each doctor to rating/action; common region creates the doctor card; similarity makes all filter chips behave alike; contrast marks the selected slot; alignment supports scanning. The labeled buttons are signifiers, unavailable slots are disabled constraints, and confirmation supplies feedback.

Final answer / conclusion

All functional requirements are represented; the exact Gestalt and interaction principles are tied to visible elements.

Independently generated solution; not represented as an official instructor solution.
05_Cognitive_Basics_2.pdf, slide 32, items 1–3

L05a — CRAP audit of three apps

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.
App typeEvidenceImprovement
MapsHigh route contrast; repeated pin styles; controls aligned; route details groupedReduce competing sponsored-pin salience
BankingBalances contrast; repeated transaction rows; decimal alignment; date groupingMove destructive actions away from routine transfer
ChatSender contrast; repeated bubbles; time alignment; conversation proximityIncrease muted metadata contrast to accessible level
Final answer / conclusion

Each recommendation changes a concrete CRAP relation rather than merely changing aesthetics.

Independently generated solution; not represented as an official instructor solution.
05_Cognitive_Basics_2.pdf, slide 33, parts Setup a–c, Evaluation a–c, Bonus a–b

L05b — Workload experiment and NASA-TLX

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Setup (a–c). System: rail-booking app. Task: book Berlin→Rome, 15 May, for one adult with one change maximum. Participant completes without coaching; observer records time/errors, then raw TLX: MD 70, PD 5, TD 65, Performance 40, Effort 75, Frustration 60.

Evaluation (a). Mean=(70+5+65+40+75+60)/6=315/6=52.5. Highest: effort 75, mental 70, temporal 65.

(b). Physical demand is negligible; the workload is cognitive/time-related, consistent with comparing many fares and constraints.

(c). Persist filter state, show change count and total travel time together, and compare fares in aligned rows.

Bonus (a). Useful for aviation, healthcare, driving, complex monitoring, and comparing prototypes after standardized tasks. (b). Self-report/recall bias, contextual scores, endpoint ambiguity, and no causal diagnosis.

Final answer / conclusion

Raw TLX = 52.5/100 under an explicitly unweighted scoring assumption; design changes target the dominant dimensions.

Independently generated solution; not represented as an official instructor solution.
06_Information_Visualisation.pdf, slides 39–40, items 1–6 and design items 1–3

L06 — Information visualization

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Chosen topic: programming-language prevalence. Data assumption: a tidy table of yearly percentages from one consistently sampled survey; because no dataset is supplied, values below are illustrative: Python 30→45%, JavaScript 40→42%, Java 35→25% from 2020→2025.

Python 45%JavaScript 42%Java 25%20202025
  1. Position on a common y-scale encodes ratio values.
  2. Direct labels remove legend lookup.
  3. Distinct line styles preserve grayscale access.
  4. Zero baseline and units prevent exaggeration.
  5. Title must name population/survey; annotations flag method changes.
Final answer / conclusion

The visual answers trend comparison without 3D, area distortion, or redundant decoration. Actual conclusions require a real cited dataset and stable survey method.

Independently generated solution; not represented as an official instructor solution.
07_Information_Dashboards.pdf, slide 16, parts 1–2

L07a — DIT student dashboard

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

User stories (5). As a student, I want today’s room changes so I avoid the wrong room; imminent deadlines so I can prioritize; next timetable item and travel time; unread instructor announcements; and current cafeteria/library status.

Today · Mon 13 JulNext: HMI · B205 · 14:00
Room changedAI Lab → C112
2deadlines this week
12 minto next room
Later16:00 Project · 18:00 Library closes

Design reasoning. Safety/time-critical change receives SEEV value+salience; common region groups time blocks; proximity binds labels/values; contrast is reserved for exception state; normal states stay quiet.

Final answer / conclusion

Priority follows action urgency, not database availability; every widget answers a student decision.

Independently generated solution; not represented as an official instructor solution.
07_Information_Dashboards.pdf, slides 26–27, steps 1–2

L07b — Domain dashboard

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Chosen domain: healthcare analysis. Overview: occupancy, waiting time, critical bed shortage, medication availability, patient flow. The default shows current state and 24-hour trend; selecting a ward reveals detail.

  • Directly label values and units; show update time/source.
  • Use aligned small multiples for wards instead of 3D charts.
  • Reserve red for actionable threshold breaches, not branding.
  • Show denominator and confidence/coverage for outcomes.
  • Do not follow the prompt’s “more detail” literally when it harms monitoring; provide detail on demand.
Final answer / conclusion

The dashboard balances Tufte’s useful detail with Few’s warning against clutter by progressive disclosure.

Independently generated solution; not represented as an official instructor solution.
09_Usability_Engineering_Analysis_Design.pdf, slide 18, subparts 1–4

L09 Exercise 1 — Campus-app requirements

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

1. Stakeholders

Students (timely personal schedule/navigation); lecturers (accurate changes); registrar (authoritative course data); facilities (room/map data); library/cafeteria staff (service status); IT/privacy staff (reliability, security, compliance).

2. Functional requirements

  1. The system must show a student’s lecture schedule and changes.
  2. The system must route from current/selected location to a room.
  3. The system must show library availability/opening hours, cafeteria menu, and opt-in push notifications.

3. Non-functional usability requirements

  1. 95% of first-time students find the next room without help.
  2. Median next-lecture lookup ≤5 s on a 390 px phone.
  3. Schedule changes are visually distinguishable without color alone.
  4. All functions support keyboard/screen-reader operation.
  5. A notification links to the changed event and supports undo of dismissal.

4. Use case: View lecture schedule

ActorsStudent; timetable service
PreconditionsApp installed; schedule imported or program selected
FlowOpen Schedule → system loads current week → highlights today/next item → student selects event → system shows time, room, lecturer, change state
PostconditionsNone required; optional calendar state retained
AlternativesOffline: cached schedule + stale timestamp. Conflict/cancelled event: prominent state and details. No schedule: import guidance.
Final answer / conclusion

Requirements are observable/testable and the use case includes all requested fields.

Independently generated solution; not represented as an official instructor solution.
09_Usability_Engineering_Analysis_Design.pdf, slide 19

L09 Exercise 2 — Structured analysis

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Chosen option 1: alarm-clock app. Users: shift worker, student, hearing-impaired sleeper. Goals: set a trustworthy alarm quickly, distinguish weekday/weekend, recover after missed/dismissed alarms. Context: dark room, sleepy, one-handed, phone muted/offline.

Functional: create/edit/repeat alarm; preview sound/vibration; snooze/dismiss; show next trigger. Quality: next trigger visible within 1 s; set a one-off alarm within 20 s; controls meet touch-size/accessibility; alarm survives app closure; destructive “delete all” reversible.

Risk: 12-hour ambiguity and silent-volume state. Mitigate with absolute next-trigger text (“Tomorrow, 07:30 · 8 h 12 min”) and preflight warning.

Final answer / conclusion

This analysis identifies users, context, goals, requirements, and failure risks before choosing UI details.

Independently generated solution; not represented as an official instructor solution.
10_Usability_Engineering_Analysis_Design_2.pdf, slide 31, parts 1–2

L10 — Personas, scenarios, prototype

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Persona: Mina, 24, rotating nursing shifts; goal is a dependable alarm after variable sleep; often configures one-handed in low light; constraint: cannot risk an inaudible alarm.

Context scenario: After an evening shift Mina learns tomorrow starts at 06:30. On the bus she schedules a 05:15 alarm for one day, checks that vibration and volume are adequate, then later verifies the next trigger from the lock screen.

Key-path scenario: Open → Add → time 05:15 → One time → label Early shift → preview → Save → confirmation “Tomorrow 05:15.”

Prototype: clickable mid-fidelity phone prototype. It is sufficient to test flow, labels, visibility, and error recovery; actual background alarm reliability is simulated and cannot be concluded.

Final answer / conclusion

The method matches the learning question and explicitly limits inference.

Independently generated solution; not represented as an official instructor solution.
11_Usability_Engineering_Evaluation_1.pdf, slide 28

L11 — Heuristic evaluation and walkthrough

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Evaluated app: the alarm prototype above.

FindingMethod/evidenceSeverity (0–4)Fix
Save gives no next-trigger confirmationHE: visibility of status3Persistent confirmation with date/duration
Delete alarm has no undoHE: user control/error prevention3Undo snackbar
Novice misses repeat selectorCW: action not visible at “set weekdays” step2Label “Repeat” and show selected days

CW trace: goal “weekday alarm” is plausible; Add is visible; time field maps to goal; Repeat is initially ambiguous; confirmation after Save is insufficient.

Final answer / conclusion

HE finds broad principle violations; CW locates a learnability breakdown in a concrete sequence.

Independently generated solution; not represented as an official instructor solution.
12_Usability_Engineering_Evaluation_2.pdf, slides 27–29, domains 1–2 and tasks 1–3

L12 — DIT website usability tests

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Domain 1: Further Education

Scenario: a working engineer wants the next part-time AI certificate, admission requirements, schedule, price, and application route. Tasks: find an eligible offering; compare two; locate application deadline; begin application.

Domain 2: Business

Scenario: an SME manager wants a university collaboration contact and funding/technology-transfer information. Tasks: find collaboration options; identify the right contact; locate one relevant project/service.

Test plan and justification

Five participants per domain matching role, moderated remote or in-person, one at a time. Metrics: completion, critical errors, time, confidence, and observed breakdowns. Think aloud, neutral prompts, no coaching. Consent and no sensitive form submission. Counterbalance task order; use the same browser/device class.

Example report

Illustrative finding: 3/5 further-education users confuse degree study with short courses; 4/5 business users search for “cooperation” but navigation says “Transfer.” Severity 3. Fix labels/landing-page signposts; retest.

Final answer / conclusion

Both specified domains have plausible scenarios, a justified plan, and an evidence-form report. Live participant data were not supplied, so findings are explicitly illustrative.

Independently generated solution; not represented as an official instructor solution.
13_Usability_Engineering_Evaluation_3.pdf, slide 15, items 1–4

L13 — Questionnaire evaluation

🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.

Missing input. The referenced iLearn files are not in the course folder. To solve every requested operation without inventing course results, use this labeled illustrative dataset.

1–2. Mapping and preprocessing

Check missing values, permitted ranges, item polarity, participant IDs, and version. SUS contributions must be 0–4; reverse negative AttrakDiff items before dimension means.

3. Overall/dimensional scores

InstrumentIllustrative participant scoresMean
SUS overall70, 82.5, 65, 77.5, 72.573.5
PSSUQ overall2.1, 1.8, 2.6, 2.0, 2.32.16
AttrakDiff pragmatic1.2, .8, 1.5, 1.0, 1.31.16
AttrakDiff hedonic.9, 1.1, .7, 1.4, 1.01.02

4. Descriptive measures and boxplots

Sample standard deviation uses s=(xix¯)2n1. Results: SUS s≈6.75; PSSUQ s≈0.30; pragmatic s≈0.27; hedonic s≈0.26. A boxplot shows median, quartiles, whiskers, and outliers; preserve the instrument direction in labels.

Final answer / conclusion

All requested operations are demonstrated; exact course-dataset scores remain unknowable until the missing iLearn files are supplied.

Independently generated solution; not represented as an official instructor solution.
Solution manual B

Past exams — every question solved

SS 2025

AIN-B-HumanFactors-SS25.pdf, p.2, Q1

SS25 Q1 — Usability and phases

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Usability is specified users achieving specified goals effectively, efficiently, and satisfactorily in a specified context. The three phases are analysis → design → evaluation, repeated iteratively.

Final answer / conclusion

Definition includes users, goals, three outcomes, and context; phases are named.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, pp.2–3, Q2 items 1–4

SS25 Q2 — SRK classification

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Rule-based / mainly System 1: nurse follows displayed dosage instructions, a known rule/procedure; deliberate verification may engage System 2.
  2. Knowledge-based / System 2: novel erratic machine requires hypotheses.
  3. Skill-based / System 1: practiced cruise-control routine is automatic.
  4. Skill-based / System 1: routine Linux status commands are fluent learned sequences; if command choice required a runbook diagnosis, it would be rule-based.
Final answer / conclusion

Classification follows control process; ambiguity in item 1/4 is stated rather than hidden.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.3, Q3 items 1–3

SS25 Q3 — Violated concepts

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. No visual response after Post: missing feedback / visibility of system status.
  2. Plain tappable tasks: missing signifiers (poor discoverability).
  3. Unlabeled minimalist + upload button: ambiguous/weak signifier; the perceived affordance does not communicate upload.
Final answer / conclusion

Use the most specific term: feedback for result visibility; signifier for action discoverability.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.3, Q4 stages 1–3

SS25 Q4 — Three perception stages

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Parallel feature extraction—red color pops out.
  2. Pattern/structure organization—red circle and number are grouped as a badge.
  3. Sequential goal-directed interpretation—the badge is read as “three unread messages.”
Final answer / conclusion

Each stage is named, described, and exemplified.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.4, Q5 stages 1–7

SS25 Q5 — Espresso and seven stages

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
#Stage/descriptionPotential problem
1Goal: drink espressoGiven: no issue
2Intend to use espresso programSpecialties/strength choices confuse intention
3Specify “Espresso,” strength, startMenu hierarchy or icon unclear
4Tap selections/StartSmall target or disabled control unexplained
5Perceive brewing stateNo progress/confirmation
6Interpret state as brewing/readySpinner/error code ambiguous
7Compare drink with desired espressoNo summary of chosen size/strength
Final answer / conclusion

Execution problems attach to stages 2–4; evaluation problems to 5–7.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, pp.5–6, Q6 situations 1–4

SS25 Q6 — SEEV plant monitoring

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Salience: loud alarm + blinking red is perceptually conspicuous.
  2. Effort: value is on the main screen, so access/eye movement effort is low.
  3. Value: reactor temperature is safety-critical despite weak salience.
  4. Expectancy: repeated 08:00 calibration is temporally expected.
Final answer / conclusion

S, Effort, Expectancy, and Value are each used once with causal justification.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.6, Q7

SS25 Q7 — NASA-TLX

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Two dimensions: mental demand = cognitive processing required; effort = how hard the participant worked to reach performance. Context: after a standardized task when comparing workload across systems/prototypes, especially complex monitoring, driving, healthcare, or aviation. Two limitations: retrospective self-report/response bias; dimension scores do not identify which interface feature caused workload. Context and scale-direction differences also limit comparison.

Final answer / conclusion

Two defined dimensions, application context, and two limitations are explicit.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.7, Q8

SS25 Q8 — Sightseeing app sketch

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
Deggendorf tours
TodayEnglishUnder €30
Old Town Walk90 min · €18 · Town Hall · 10:00Highlights: riverside, old town
Bike Tour2 h · €28 · Station · 14:00

Gestalt: common region groups each tour; proximity binds facts; similarity makes cards/buttons predictable. Other principles: labeled buttons signify actions, aligned fields give mapping, disabled full sessions constrain, booking confirmation gives feedback, cards support a tour conceptual model.

Final answer / conclusion

All requirements appear and 2+ Gestalt plus 3+ interaction principles are visibly marked.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.8, Q9 (a)–(b)

SS25 Q9 — Job app scenario and stories

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

(a) Context scenario

After work, Lea—an experienced backend engineer seeking a remote role—has ten minutes on the train. She wants a small set of relevant openings without re-entering her skills. She reviews why each match was suggested, dismisses an irrelevant seniority/location, saves two roles, and expects future recommendations to reflect that feedback. She avoids applying until home because her connection is unreliable.

(b) Two user stories

  1. As a job seeker, I want each recommendation to show matched/missing criteria so that I can judge relevance.
  2. As a job seeker, I want to dismiss a role with a reason so that future recommendations improve.
Final answer / conclusion

The scenario contains persona, context, goal, constraints, activity, and outcome; both stories use role–capability–benefit.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.9, Q10

SS25 Q10 — Chart junk

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Clock, pencils, hand, and fragments are decorative ink unrelated to a common quantitative scale.
  2. Irregular wedges use angle/area/perspective, so 70%, 67%, etc. cannot be compared accurately.
  3. Scattered labels, many colors, overlap, and no ordered baseline create visual search and imply parts of a whole even though percentages need not sum to 100.
Final answer / conclusion

Replace with sorted horizontal bars on a common 0–100% axis and direct labels.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.10, Q11

SS25 Q11 — CRAP screenshot

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  • Contrast: red Search/price badge and dark text create action/hierarchy.
  • Repetition: navigation typography and form-control styles repeat.
  • Alignment: origin, destination, swap, and Search share a row/grid.
  • Proximity: date, return, passenger, and class controls are grouped below the connection fields; offer copy sits in one card.
Final answer / conclusion

All four principles have screenshot-specific evidence.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.11, Q12

SS25 Q12 — Conceptual models

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

The designer’s conceptual model is the intended structure/operation. The user’s conceptual model is what the person believes. They interact only through the system image—visible UI, behavior, labels, feedback, documentation. If that image faithfully expresses the design, the user’s model predicts outcomes; if not, errors follow.

Final answer / conclusion

Designer model → system image → inferred user model.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.11, Q13

SS25 Q13 — DIY usability testing

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Test early and on a regular schedule.
  2. Recruit sufficiently representative people without blocking progress.
  3. Observe realistic tasks one participant at a time; do not coach.
  4. Make observation shared, identify a few critical issues, fix the minimum effective change, and retest.
Final answer / conclusion

Four principles include cadence, recruitment, observation, and action.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.12, Q14

SS25 Q14 — Calories dashboard

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Improve 1: remove 3D/shadows; they add chart junk and distort length. Improve 2: one hue is enough; labels already identify food, so rainbow colors/legend are redundant—highlight Pizza alone if it is the query. Improve 3: sort bars or isolate the queried food and directly label “300 kcal per 100 g”; shorten axes (“Calories, kcal/100 g”) and remove heavy borders. Good: bar baseline begins at zero and the quantitative unit/food categories are present, enabling length comparison.

Final answer / conclusion

Three changes and one strength are each justified by encoding/attention.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.13, Q15

SS25 Q15 — Voice versus text hypothesis

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Type: directional alternative hypothesis. IV: interface modality, voice vs text (nominal). DV: task completion. Operationalize as proportion of assigned smart-home tasks completed correctly (ratio, 0–1 or 0–100%) and optionally time in seconds for successful trials (ratio). Hold tasks, device, environment, and experience constant or counterbalance.

Final answer / conclusion

Voice condition is predicted to have higher completion proportion than text.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, p.13, Q16

SS25 Q16 — Two heuristics and use

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Visibility of system status: timely feedback keeps users informed; use it to flag a missing upload/progress confirmation. Error prevention: remove dangerous conditions or check before commitment; use it to disable illegal filenames and add reversible deletion. During HE, evaluators independently inspect screens/tasks, record concrete violations, assign severity, consolidate, then redesign and validate.

Final answer / conclusion

Two heuristics are defined, exemplified, and placed in the evaluation process.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-SS25.pdf, pp.14–15, Q17 (a)–(b)

SS25 Q17 — SUS calculation and interpretation

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

(a) Calculation

Marked responses: 4,2,5,3,4,2,4,2,3,1. Odd contributions (x−1): 3+4+3+3+2=15. Even contributions (5−x): 3+2+3+3+4=15. Sum=30; SUS=30×2.5=75.

(b) Interpretation

On the supplied curve, 75 lies around the upper-middle range (roughly the 70th percentile) and in grade B. It indicates above-average perceived usability, not “75% usable,” and does not prove absence of critical task failures.

Final answer / conclusion

SUS = 75/100 transformed score; approximately B and above average on the supplied benchmark.

Independently generated solution; not represented as an official instructor solution.

WS 2025/26

AIN-B-HumanFactors-WS26.pdf, p.2, Q1

WS26 Q1 — Iterative usability engineering

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Analyze users, goals, tasks, and context → derive testable requirements → design/prototype → evaluate with inspection/users/measures → feed findings into the next analysis/design cycle until acceptance criteria and risk are satisfied.

Final answer / conclusion

Iteration is evidence-driven refinement across analysis, design, and evaluation.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, pp.2–3, Q2 items 1–4

WS26 Q2 — SRK classification

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Rule/System 1: known reset procedure for familiar error.
  2. Skill/System 1: practiced login sequence; selecting/recovering credentials could become rule/knowledge behavior.
  3. Knowledge/System 2: developing reusable prompts requires exploration and reasoning (after routinization it may become rule-based).
  4. Knowledge/System 2: unknown crash requires diagnosis.
Final answer / conclusion

Labels and justifications distinguish current task familiarity.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.3, Q3 items 1–4

WS26 Q3 — Violated concepts

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Flat decorative-looking touchscreen: missing signifier/discoverability.
  2. Left button opens right window: poor mapping.
  3. Unhinted swipe: missing signifier.
  4. Illegal filename characters accepted: missing logical constraint/error prevention.
Final answer / conclusion

Each symptom maps to the most specific interaction concept.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.4, Q4 stages 1–3

WS26 Q4 — Perception icon

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Extract primitive color/edge/orientation features in parallel.
  2. Group them into the icon’s shapes/object using similarity, closure, figure–ground.
  3. Attend and interpret the icon’s learned meaning in the current task.
Final answer / conclusion

Feature → object/pattern → semantic task interpretation.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.5, Q5 stages 1–7

WS26 Q5 — Thermostat and seven stages

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
1 GoalEvening temperature change; problem: vague comfort target/time
2 IntentionUse schedule/Eco/Comfort; unfamiliar modes conflict
3 SpecifyChoose mode, temperature, 19:00; schedule control hidden
4 ExecuteTap fields/Save; small target or app/device conflict
5 PerceiveSee saved schedule; no confirmation
6 InterpretUnderstand next trigger/mode; icon/time zone ambiguous
7 CompareVerify 19:00 and target; summary omits override
Final answer / conclusion

Every stage contains the concrete thermostat action and a plausible stage-specific breakdown.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.6, Q6 situations 1–4

WS26 Q6 — SEEV AI writing tool

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Effort: small icon + long popup increases access/reading cost.
  2. Salience: bright yellow draws bottom-up attention.
  3. Expectancy: experience predicts jargon errors, guiding checking.
  4. Value: SEO headline may substantially improve readership.
Final answer / conclusion

Each dimension is tied to why attention increases or decreases.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.7, Q7

WS26 Q7 — SUS and AttrakDiff

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

SUS: quick 10-item alternating questionnaire, transformed to a global 0–100 perceived-usability score suitable for comparisons/benchmarks. AttrakDiff: semantic-differential pairs measuring pragmatic quality, hedonic quality (identity/stimulation), and attractiveness; it captures experience beyond task usability. Both efficiently standardize subjective feedback but remain self-report and must be interpreted with context/sample.

Final answer / conclusion

SUS answers “how usable overall?”; AttrakDiff separates pragmatic and hedonic experience.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.8, Q8

WS26 Q8 — FitWell sketch

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
FitWell sessions
Yoga≤45 min≤€20Beginner
Morning Yoga45 min · €16 · Beginner · 3 spots
Meditation Reset30 min · €10 · All levels · Full

Gestalt: proximity/common region per session; similarity for filter chips/cards. Interaction: button labels signify; selected filters give feedback; full status constrains; filter layout maps to requested attributes; card model matches a session.

Final answer / conclusion

Requirements plus 2 Gestalt and 3 other principles are explicitly applied.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.9, Q9 (a)–(b)

WS26 Q9 — AI Quality Inspector

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

(a) Context scenario

During a noisy night shift, operator Sam monitors two production lines. The inspector detects a high-confidence crack and shows the affected camera, part ID, severity, and image region. Sam pauses the line, compares the live part, confirms the defect, and routes it to rework; uncertain detections enter review without stopping production.

(b) Stories

  1. As a line operator, I want critical defects ranked with part/camera evidence so I can stop the correct line quickly.
  2. As a quality engineer, I want confirmed/overridden detections logged with reasons so I can audit and improve the model.
Final answer / conclusion

Scenario includes physical context, safety/time constraint, human authority, and outcome; stories cover operation and learning/audit.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.10, Q10

WS26 Q10 — Carmaker chart junk

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Overlapping translucent 3D mountain areas cause occlusion and perspective distortion.
  2. No shared readable baseline/axis; triangle height/area does not support exact comparison.
  3. Seven saturated hues, leader lines, icons, and two measures produce visual clutter and difficult lookup.
Final answer / conclusion

Use two sorted aligned dot/bar charts—one per index—with direct labels.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.11, Q11

WS26 Q11 — CRAP screenshot

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  • Contrast: large white headline and blue Search button stand out on dark background.
  • Repetition: news tiles repeat date/category/title style.
  • Alignment: navigation, news columns, headline, and search controls sit on shared grids.
  • Proximity: each story’s metadata/title are grouped; search topic/input/button form one unit.
Final answer / conclusion

Each CRAP principle is supported by a precise visible relationship.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.12, Q12

WS26 Q12 — Two gulfs

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Execution gulf: gap between goal and knowing/performing an available action. Example: user wants to share but cannot find whether the unlabeled arrow means Share. Evaluation gulf: gap between system state and perceiving/interpreting whether the goal was achieved. Example: after upload, no progress or confirmation appears. Signifiers/mapping bridge execution; feedback/conceptual model bridge evaluation.

Final answer / conclusion

Goal→action is execution; state→understanding is evaluation.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.12, Q13

WS26 Q13 — HE versus CW

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

HE: several evaluators independently compare the interface with broad heuristics, record violations/severity, consolidate. CW: analysts walk a specified novice through a task and ask at each step whether the right goal/action/association/feedback will be formed. HE finds broad consistency/status/error issues; CW finds step-specific learnability failures. Neither replaces user testing.

Final answer / conclusion

Both are analytical inspection methods with different focus and inputs.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.13, Q14

WS26 Q14 — London dashboard

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Improve 1: identify user/decision and remove unrelated stocks/news/map placeholders; the dashboard mixes incompatible goals. Improve 2: enlarge critical transport/air-quality exceptions and reduce tiny text; use salience only for actionable states. Improve 3: add consistent units, timestamps, thresholds, and trend context; align comparable metrics and reduce cyan boxes. Good: it is a single-screen overview with modular grouping and visible city/time context.

Final answer / conclusion

Three evidence-based improvements and one justified strength.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.14, Q15

WS26 Q15 — AI diagnostic hypothesis

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

Type: directional alternative. IV: assessment method, AI versus dermatologist (nominal). DV: diagnostic accuracy. Measure correct classifications / cases against histopathology/reference standard (ratio proportion, 0–1); also report sensitivity/specificity because class imbalance can hide harm. Use the same blinded cases; account for repeated measures and dermatologist/model versions.

Final answer / conclusion

Prediction: AI accuracy proportion is higher than human assessment under the defined reference standard.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.14, Q16

WS26 Q16 — ISO 9241-110 principles

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
  1. Suitability for the user’s tasks
  2. Self-descriptiveness
  3. Conformity with user expectations
  4. Learnability
  5. Controllability
  6. Use error robustness
  7. User engagement

Each asks whether the dialogue supports goal work, makes itself understandable, behaves as expected, teaches, remains under user control, handles error, and appropriately engages.

Final answer / conclusion

All seven course terms are present.

Independently generated solution; not represented as an official instructor solution.
AIN-B-HumanFactors-WS26.pdf, p.15, Q17

WS26 Q17 — NASA-TLX prototypes

🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.

A mean: (55+15+70+70+55+45)/6=51.67. B mean: (60+20+50+70+55+50)/6=50.83. B reduces temporal demand by 20 points but increases mental and physical demand by 5 and frustration by 5; performance and effort are equal.

If forced, prefer B for marginally lower raw mean and much lower temporal pressure. But the 0.84-point overall difference is negligible without participant variance/significance, and safety/accessibility may make dimensional tradeoffs decisive.

Final answer / conclusion

Prototype B is a cautious preference, not evidence of a meaningful global advantage.

Independently generated solution; not represented as an official instructor solution.
Exam toolkit

Rapid-revision sheet

Memorize 🔴

  • Usability definition + analysis/design/evaluation
  • SRK and System 1/2 boundary
  • Affordance, signifier, mapping, feedback, constraints
  • Seven stages + two gulfs
  • Three visual stages; Gestalt; CRAP
  • SEEV; six TLX dimensions
  • Seven ISO 9241-110 principles

Calculate 🟠

  • SUS alternating scoring, then ×2.5
  • Raw NASA-TLX mean and dimensional tradeoffs
  • KLM operator sum
  • Evaluator coverage N[1−(1−p)^i]
  • Mean and sample standard deviation

Draw/apply 🟠

  • Action cycle with stage-specific failure
  • App sketch with 2 Gestalt + 3 interaction principles
  • Context scenario + 2 testable stories
  • Chart/dashboard critique: three fixes + one strength

Common traps 🔴

  • Affordance ≠ signifier
  • SUS score ≠ percentage
  • System 1/2 ≠ exact SRK mapping
  • “Ugly” ≠ chart-junk reason
  • Questionnaire score ≠ causal diagnosis
  • Dashboard “one screen” ≠ tiny everything

Likely question forms—based only on the two supplied exams

Definition/classification; model trace with one problem per stage; visual sketch with labeled principles; screenshot/chart critique; context scenario/user stories; questionnaire calculation/interpretation; IV/DV/scale operationalization; comparison of evaluation methods.

Reference

Glossary

TermFormal short definition / plain meaningLocationPriority
AffordancePossible actor–object action relationshipchapter🔴 Exam-core
SignifierPerceivable cue communicating where/how to actchapter🔴 Exam-core
MappingRelationship between a control and its effectchapter🔴 Exam-core
FeedbackPerceivable information about action result/system statechapter🔴 Exam-core
ConstraintRestriction that narrows possible actionschapter🔴 Exam-core
Conceptual modelMental explanation used to predict system behaviorchapter🔴 Exam-core
System imageInterface, behavior, and documentation from which users infer a modelchapter🔴 Exam-core
Gulf of executionGap from goal to discoverable/performable actionchapter🔴 Exam-core
Gulf of evaluationGap from system state to perceived/interpreted outcomechapter🔴 Exam-core
Preattentive featurePrimitive visual feature processed rapidly in parallelchapter🔴 Exam-core
Gestalt lawPrinciple describing perceptual groupingchapter🟠 Exam-practical
SEEVSalience, Effort, Expectancy, Value attention modelchapter🔴 Exam-core
NASA-TLXSix-dimensional subjective workload instrument, 0–100 ratingschapter🔴 Exam-core
SUSTen-item transformed perceived-usability score, 0–100chapter🔴 Exam-core
PSSUQPost-study questionnaire with usefulness/information/interface dimensionschapter🟡 Context
AttrakDiffSemantic differential for pragmatic and hedonic UXchapter🔴 Exam-core
Heuristic evaluationExpert inspection against usability principleschapter🔴 Exam-core
Cognitive walkthroughTask-step inspection of novice learnabilitychapter🔴 Exam-core
PersonaEvidence-backed archetype of goals, behavior, and contextchapter🔴 Exam-core
Context scenarioGoal/context narrative with limited interface detailchapter🔴 Exam-core
User storyRole–capability–benefit requirement statementchapter🔴 Exam-core
IVIndependent variable: compared/manipulated conditionchapter🔴 Exam-core
DVDependent variable: measured outcomechapter🔴 Exam-core
Chart junkNon-informative or misleading visual decorationchapter🔴 Exam-core
Traceability

Source appendix

All sources are local. Exact page-level visual audit: .studybook_work/visual_review.md. Extraction paths and page metadata: .studybook_work/source_map.json.

Source filePage/slide/exerciseTopicFinal sectionPriorityNotes
01_Introduction.pdfslides 1–16scope, System 1/2, SRK, discoverability#foundations🔴 Exam-coreRendered and reviewed page by page
02_Fundamental_Principles.pdfslides 1–17principles, conceptual models#foundations🔴 Exam-coreRendered and reviewed page by page
03_Gulf_and_Constraints.pdfslides 1–22gulfs, stages, constraints#foundations🔴 Exam-coreRendered and reviewed page by page
04_Cognitive_Basics.pdfslides 1–39perception, Gestalt#cognition🔴 Exam-coreRendered and reviewed page by page
05_Cognitive_Basics_2.pdfslides 1–33CRAP, SEEV, workload#cognition🔴 Exam-coreRendered and reviewed page by page
06_Information_Visualisation.pdfslides 1–40encodings, chart junk#design🔴 Exam-coreRendered and reviewed page by page
07_Information_Dashboards.pdfslides 1–27dashboard design#design🔴 Exam-coreRendered and reviewed page by page
08_Usability_Engineering_1_Inroduction.pdfslides 1–16usability, UX, loop#foundations🔴 Exam-coreRendered and reviewed page by page
09_Usability_Engineering_Analysis_Design.pdfslides 1–19requirements, use cases#engineering🔴 Exam-coreRendered and reviewed page by page
10_Usability_Engineering_Analysis_Design_2.pdfslides 1–31personas, scenarios, ISO, prototypes#engineering🔴 Exam-coreRendered and reviewed page by page
11_Usability_Engineering_Evaluation_1.pdfslides 1–28KLM, HE, CW#evaluation🔴 Exam-coreRendered and reviewed page by page
12_Usability_Engineering_Evaluation_2.pdfslides 1–29usability testing#evaluation🔴 Exam-coreRendered and reviewed page by page
13_Usability_Engineering_Evaluation_3.pdfslides 1–15experiments, questionnaires#evaluation🔴 Exam-coreRendered and reviewed page by page
old-exams/AIN-B-HumanFactors-SS25.pdfpp.1–15, Q1–17direct assessment evidence#past-exams🔴 Exam-coreDirect exam evidence
old-exams/AIN-B-HumanFactors-WS26.pdfpp.1–15, Q1–17direct assessment evidence#past-exams🔴 Exam-coreDirect exam evidence
The-Design-of-Everyday-Things-Revised-and-Expanded-Edition.pdfpp.1–369canonical support; ch.1–6 used, ch.7/back matter de-emphasized#foundations🟡 ContextRendered and reviewed page by page
Evidence limits

Missing, weak, disputed, or uncertain material

  • No formula sheet or official solutions were present. All solutions are independently generated and calculations were rechecked.
  • L13 iLearn questionnaire data and Krug template are missing. The requested operations are solved on a clearly labeled illustrative dataset; no course-result claim is made.
  • SRK boundary cases depend on familiarity and control process. Login/Linux/dosage scenarios can shift level; assumptions are explicit.
  • NASA-TLX performance direction depends on form wording; verify endpoints before averaging.
  • SUS benchmark uses the curve supplied in SS25. The verified score is 75 (odd subtotal 15 + even subtotal 15), roughly grade B/above average—not a percentage.
  • Dashboard and screenshot critiques are evidence-based interpretations; more than one justified answer may earn credit.
  • Textbook annotations appear on some pages but were not treated as instructor emphasis. Chapter 7, acknowledgments, references, and index are de-emphasized.