A 4th semester classroom project done under the subject of Cognitive Ergonomics. Its focus was to understand the pattern of human interaction with a newly learned interface.
Duration: A lockdown week of May

Abstract

This study examined cognitive capabilities to observe, understand and analyze how well the human brain is able to interact with a screen-based application. The paper consists of various subparts where the experiment, the cognitive tools used for the understanding and the observations, outcomes, insights and observations are mentioned. The experiment was done for a better understanding of the human cognition when it is exposed for learning a new interface. The study focuses on the learning pattern of the human brain, and further maps and analyzes the interaction of the subject with the interface. The study uses cognitive tools to understand human behavior and its interaction. The insights and research are further used to come up with solutions for the same.

Introduction

This research paper includes the criteria that one should focus while developing digital applications that are easy to use by the quadragenarian. The activity involved selecting a participant and observing the behavior and the cognition of the person while exposing the participants brain to a new digital application. Different cognitive processes and methodology were gone through and the most appropriate were chosen to use in this context.

The sample size of the experiment was limited to one because of the global pandemic going on. But all efforts were taken to analyze the participants behavior and cognitive load. This is an attempt to justify the accessibility criteria for different digital interfaces.

The main goal of the activity was to observe, understand and analyze how well the human cognitive capabilities are able to interact with a screen based application. The research paper includes both qualitative and quantitative data of the participant who performed the activity.

Methodology

The experiment was done for a better understanding of the human cognition when it interacts with a mobile based application to compile pictures in form of a video and add some effects like music, text, transitions, etc. The subject chosen was a 43 year old homemaker who is well versed with the use of a mobile and some mobile application interfaces. The subject was asked to use the chosen mobile interface with a time gap of five days, each time changing the constraints. The process was observed and the pain points, gain points and insights were analyzed.

1.1 Choosing the Participant

Name: Nidhi Singh
Age: 43
Occupation: Homemaker

Nidhi Singh is a homemaker who lives in South Delhi. She was previously a teacher and taught the subject of computers. At present she looks after the home and takes care of her family. She is well versed with the use of technology and owns an android smartphone. Her goals are to outshine in her social circle, maintain healthy relationships and keep discovering and learning. Some of the frustrations are; not getting recognized for her work, spending too much time with the screen, frequent advancement in technology.

1.2 Choosing the Application

The participant was asked to select an application that she would like to learn. She was open to choosing any application from playstore to download and use it. Since she wanted to make videos for wishing the people on their special occasions, an application named Filmigo was downloaded. On further observation, it was noticed the application had quite a lot mixed reviews but the rating was high as 4.6 out of 5. Some other factors that attracted the user were the use of clear keywords in the introduction of the application.

1.3Understanding the Task

The task is to use a mobile application to make a video by compiling images or videos and adding effects. The application chosen comprises the basic functions that are: selecting pictures, adding theme, adding and editing music, adding filters, editing the resolution, adding and editing texts in the video and exporting the video.

1.4 Choosing the method of Task Analysis

Kolb’s four stage model is a simple description of the learning cycle which shows how experience is translated through reflection on concepts, which could be guides for active experimentation and the choice of new experiences.

The four stages that constitute the learning process are:

1. Concrete Experience
2. Reflective Observations
3. Abstract conceptualization
4. Active experimentation

These follow each other in a circular experience which includes thinking, practice, doing and reflection can be further divided into two different cycles Perception and Processing.

1.Perception:
The process of receiving information

2.Processing:
The process of making meaning of the information we receive

Stages of Learning

The process of learning involves human perception, mental processing and memory. After analysing the above model of learning the process of analysis was divided and conducted into four different stages.

Stage 1: Observing and taking notes
This was the stage where the focus was on receiving information that is creating a perception of the newly introduced interface.

Stage 2: Using the notes as an instruction manual
Here the emphasis was focused on how the subject has processed the information provided at the earlier stage.

Stage 3: Speak Aloud Method
The subject was asked to use the interface and speak aloud the steps being followed. Here the focus was how the subject is using prior information and previously attained perceptions for the task.

Stage 4: Using the interface in a comfortable environment
This task was done to evaluate the cognitive load, pain points, gain points etc.

Cognitive Task Analysis

Cognitive Task Analysis can be defined as “A collection of different approaches or methods that are related by their common goal of understanding the mental activities used by experts in completing the task being analyzed.” It provides a detailed view of the subject and how the task is completed from start to finish by understanding what the subject is thinking and observing their decision making. Different assessment tools were used for the cognitive analysis and these included:

2.1 Hierarchical Task Analysis

HTA is a systematic analysis of the task. It breaks down the task into different smaller components. It helps us to understand how the subject interacts with the equipment and performs in the provided working environment.​​​​​​​

Observing the different components in the Hierarchal Task Analysis, the final task of making a video can be further divided into two main subtasks, namely:
1. Importing
2. Editing
3. Exporting

2.2 User Task Flow

Retrospective speak aloud protocol focuses on the attempt to trace the cognitive events that occur between the subject’s brain and the actions taken. This method attempts to capture and identify the choice process. It gives us a better understanding of the consumer judgement and the decision-making process. Here this protocol was used to understand how the user is thinking and how she is performing.

2.3 Cognitive Walkthrough

Cognitive walkthrough is a method to practically evaluate the usability of a product. A final goal is set which is to be performed by the user. The user is left to figure out the interface and the correct action to perform the task. Next the user performs the selected actions and progresses towards completing the goal.

2.4 System Usability Scale

John Brooke’s, System Usability Scale (SUS) is a 10 item Likert scale questionnaire that provides an at a glance look at the ease of use of a product. The subject answers the questions on a scale that ranges between strongly agree and strongly disagree.​​​​​​​

2.5 GOMS Analysis

This model is based on GOMS (Goals, Operators, Methods, Selection rules) and can be used to measure aspects of website usability for different users. The model evolved from different findings of user observations and field studies. The similar model with a personal interpretation is used in this experiment to analyze the actions, their selection and use in completion of the task.

Final Goal: Compile the selected pictures in form of a video, add background music and do the necessary edits.

Operators & Operator Score:

Search (4)
Search by Scrolling (5)
Tap (1)
Using Keypad (4)
Scroll and select (3)
Choose and Tap (2)

Insights and Observations

The analysis was gone through and observations were understood. After this some insights including pain points, gain points and cognitive load were noted.

3.1 Insights and Observations

The following are some graphical representations of the usage difference of the application by the subject, as compared with a person well versed with the interface.

3.1(a): Radar graphs showing the different stages of a task and the cognitive load in each of them. The scale decreases the cognitive load as we move towards the outer ring.

Stages of each task:

Understanding the task
Searching for operators
Choosing the correct operators
Executing the task
Satisfaction with the task​​​​​​​​​​​​​​

3.1(b): Graph showing the relation between the subtasks and scale of difficulty.

3.1(c) Graph showing the relation between the operation and scale of difficulty.

3.2 Subject’s Analysis​​​​​​​

Radar Graph showing the cognitive load for each activity

From the graph, it can be observed that the subject has a maximized cognitive load while searching for the correct operator and making the choice of selecting the correct operator.

Graph showing the cognitive load for each operator (From 1 being the easiest and 5 being the most difficult).

From the graph, shows that the subject has a maximized cognitive load while performing the operators those include scrolling.

Graph showing the comparison of the usage of different features in the interface. The graph, shows us that the user is able to understand and perform the functions which are written as words and she gets confused for the icons that have an icon or graphical representations.

Comparing the insights with suitable UX laws

Miller’s Law states that average person can only keep 7 (plus or minus 2) items in their working memory.

The subject had a cognitive load remembering the different actions to be taken for successfully completing the task. For instance, switching off the epilogue and prologue or selecting the time frame for music or the text. The main reason behind this was due to the fact that these steps required the user to perform the task by tapping on unrecognizable icons and then sub icons.

4.2 Hick’s Law

The time it takes to make a decision increases with the number and complexity of choices.

There were times when the subject got confused and had trouble in taking the decision for eg. choosing the theme or the suitable music. Though there were a variety of choices but the lack of clear choices lead to an increase in the frustration level.

4.3 Fitt’s Law

The time to acquire a target is a function of the distance to and size of the target.

The subject took longer time to perform the tasks that required performing various functions which in return needed the user to tap on various icons. These icons were not only confusing but also small and did not convey their purpose.
Another icon that increased the subject’s physical and cognitive load was the slider icon for the time frame, as it was really small and difficult to operate.

Conclusion

By all counts I believe that while performing any digital task on an application a quadragenarian would require assistance with every use. The fact that the
person has already used the application does not change the anxious behavior
of the person. The reason for this could be the vast number of actions needed to perform a certain task. So a few points that need to be remembered whenever designing any application for this age group is to provide an alternate interface that guides the user throughout the application whenever it is used. A few other points to remember are that the interface should not be confusing. Bigger and lesser icons, clear text could solve the problem.

References:

1. McLeod, S. A. (2013). Kolb — Learning Styles. Retrieved from www.simplypsychology.org/learning-kolb.html

2. Morgeson, F. P., & Dierdorff, E. C. (2011). Work analysis: From technique to theory. In S. Zedeck (Ed.), APA handbooks in psychology®. APA handbook of industrial and organizational psychology, Vol. 2. Selecting and developing members for the organization (p. 3–41). American Psychological Association.

3. https://web.mit.edu/16.459/www/CTA2.pdf

4. https://www.researchgate.net/publication/294699964_Cognitive_-
task_analysis/link/56c4a66208aea564e304c3b9/download

5. https://psycnet.apa.org/record/2010–06018–001

6. https://dl.acm.org/doi/pdf/10.1145/223355.223735

7. https://blog.hubspot.com/service/system-usability-scale-sus