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.
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.
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.
🔴 Exam-coreBoth exams allocate 8 points to classifying four SRK scenarios and cognitive systems.
Level
Trigger and control
Cognitive system
Software analogy (limited)
Skill-based
Automatic sensorimotor routine; little conscious attention
Mostly System 1
Cached/hot path—fast, but people are not deterministic code
Rule-based
Recognize a familiar situation and apply a learned “if–then” rule
Usually System 1, sometimes System 2 when selecting/checking
Runbook branch
Knowledge-based
Novel situation; reason, hypothesize, and plan
System 2
Debugging 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.
🔴 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.
🔴 Exam-coreSS25 Q12 explicitly asks for designer model, user model, and system image.
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.
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.
🟠 Exam-practicalLecture 04 devotes 20 slides to grouping and both exams require labeled application in a sketch.
Law
Design use
Failure mode
Proximity
Place label beside its field
Equal gaps make groups ambiguous
Similarity
Same style means same role
Decorative similarity implies false function
Common region
Card/border binds related content
Too many boxes add noise
Continuity
Align steps/rows for scanning
Broken alignment hides sequence
Closure
Let the eye complete a simple form
Over-subtle icons become uncertain
Figure–ground
Separate interactive foreground from background
Low contrast loses controls
Common fate
Elements moving together appear grouped
Unrelated 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(attend) ∝ salience − 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.
Raw 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.
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 quantity
Use carefully
Position on common scale → position on unaligned scales → length
Angle/slope → area → volume → color saturation
Prefer direct labels, a zero baseline for bars, honest scales, and a visible question-answer relationship.
🔴 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.
Suitability for the user’s tasks: supports goals without unnecessary work.
Self-descriptiveness: state and next actions are understandable.
Conformity with user expectations: consistent with conventions and context.
Learnability: supports gaining competence.
Controllability: user can initiate, pace, interrupt, and reverse.
Use error robustness: prevents, tolerates, and helps recover from errors.
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.
🟠 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)
Focus
Broad conformance to usability principles
Learnability for a specified task and novice
Inputs
Interface + heuristic list + evaluators
Persona, goal, exact action sequence, system responses
Questions
Which heuristic is violated? severity?
Will user form the right goal, see action, associate action, understand feedback?
Output
Issue list with evidence/severity
Breakdowns 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.
🟠 Exam-practicalLecture 11 contains worked numerical examples; useful calculation support though absent from the two exams.
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.
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.
🔴 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.
Test early and regularly; a half-day each month is better than waiting.
Recruit loosely enough to keep momentum, while matching critical characteristics.
Make it a spectator sport so the team shares evidence.
Find a small number of serious problems.
Debrief immediately and choose fixes.
Use the least change that actually removes the observed obstacle, then retest.
Trap: telling a participant how to proceed destroys evidence about discoverability.
Semantic differentials; reverse items before dimension means
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.
🔴 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.
Scale
Permitted interpretation
Example
Nominal
Identity/equality
interface type
Ordinal
Order
single Likert item
Interval
Equal differences; arbitrary zero
often composite questionnaire convention
Ratio
Equal differences + meaningful zero
time, 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.
🟠 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.
Why poor: arbitrary mapping forces recall; no immediate burner-state feedback at the control; identical knobs weaken selection.
Improvement: arrange controls in a 2×2 spatial map, place a status light beside each burner, use an off detent and heat scale.
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.
Goal: remove one bad photo.
Intention: delete the currently selected photo.
Specify: choose trash icon; ambiguity if selection is unclear.
Execute: tap; target may be too small.
Perceive: image disappears, but no message.
Interpret: unclear whether deleted, archived, or hidden.
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.
Balances contrast; repeated transaction rows; decimal alignment; date grouping
Move destructive actions away from routine transfer
Chat
Sender contrast; repeated bubbles; time alignment; conversation proximity
Increase 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.
(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.
Position on a common y-scale encodes ratio values.
Direct labels remove legend lookup.
Distinct line styles preserve grayscale access.
Zero baseline and units prevent exaggeration.
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.
🟠 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.
🟠 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.
🟠 Exam-practicalDirect exercise or past-exam evidence; complete application is required.
Evaluated app: the alarm prototype above.
Finding
Method/evidence
Severity (0–4)
Fix
Save gives no next-trigger confirmation
HE: visibility of status
3
Persistent confirmation with date/duration
Delete alarm has no undo
HE: user control/error prevention
3
Undo snackbar
Novice misses repeat selector
CW: action not visible at “set weekdays” step
2
Label “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.
🟠 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
Instrument
Illustrative participant scores
Mean
SUS overall
70, 82.5, 65, 77.5, 72.5
73.5
PSSUQ overall
2.1, 1.8, 2.6, 2.0, 2.3
2.16
AttrakDiff pragmatic
1.2, .8, 1.5, 1.0, 1.3
1.16
AttrakDiff hedonic
.9, 1.1, .7, 1.4, 1.0
1.02
4. Descriptive measures and boxplots
Sample standard deviation uses . 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.
Rule-based / mainly System 1: nurse follows displayed dosage instructions, a known rule/procedure; deliberate verification may engage System 2.
Knowledge-based / System 2: novel erratic machine requires hypotheses.
Skill-based / System 1: practiced cruise-control routine is automatic.
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.
No visual response after Post: missing feedback / visibility of system status.
🔴 Exam-coreDirect exercise or past-exam evidence; complete application is required.
Salience: loud alarm + blinking red is perceptually conspicuous.
Effort: value is on the main screen, so access/eye movement effort is low.
Value: reactor temperature is safety-critical despite weak salience.
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
As a job seeker, I want each recommendation to show matched/missing criteria so that I can judge relevance.
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.
Clock, pencils, hand, and fragments are decorative ink unrelated to a common quantitative scale.
Irregular wedges use angle/area/perspective, so 70%, 67%, etc. cannot be compared accurately.
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.
Test early and on a regular schedule.
Recruit sufficiently representative people without blocking progress.
Observe realistic tasks one participant at a time; do not coach.
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.
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.
Rule/System 1: known reset procedure for familiar error.
Skill/System 1: practiced login sequence; selecting/recovering credentials could become rule/knowledge behavior.
Knowledge/System 2: developing reusable prompts requires exploration and reasoning (after routinization it may become rule-based).
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
As a line operator, I want critical defects ranked with part/camera evidence so I can stop the correct line quickly.
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.
Overlapping translucent 3D mountain areas cause occlusion and perspective distortion.
No shared readable baseline/axis; triangle height/area does not support exact comparison.
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.
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.
Suitability for the user’s tasks
Self-descriptiveness
Conformity with user expectations
Learnability
Controllability
Use error robustness
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.
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.
All sources are local. Exact page-level visual audit: .studybook_work/visual_review.md. Extraction paths and page metadata: .studybook_work/source_map.json.
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.