DDQ THU 2021-09-16

12. Three Levels of Processing¶

12.1. Agenda¶

General Announcements
Discussion & Activity

Table 12.1 Current Assignments for Everyone¶
Category	Assignment	Day	Date
Paper Presentations	Pick a Paper	SUN	2021-09-19
Exams	Prepare for Exam 11^,2	FRI	2021-09-17
Exams	Exam 1 2	THU	2021-09-23
Term Project	Milestone 2: Definition & Related Work	FRI	2021-10-08

1: The “Prepare for Exam 1” assignment is available on the course eLC website under the “Exams” tab. It is not an assignment that is worth any points. Its sole purpose is to provide you with an assignment that you can use to test your computer setup prior to the first exam. Please utilize it.
2(1,2): The exam is online and requires the Respondus LockDown Browser and a webcam. If you are unable or unwilling to install this software on your computer (or you do not have access to a webcam), then you may request to borrow a laptop (with webcam) online from the Miller Learning Center through the MLC Technology Lending Program. When making your request, be sure to let them know that you need it to work with Respondus LockDown Browser and Respondus Monitor.

12.2. Activity¶

12.2.1. Introduction¶

Duration: TBD

In a prior discussion, we discussed the Norman’s Seven Stages of Action, an explanatory theory and theoretical framework for human-computer interaction based on a feedback loop: users turn their goals into actions, then use changes in the world around them to determine if they’ve met those goals.

Representing interaction between a person and a dynamic system as a simple feedback loop is a good first approximation. It forefronts the role of information looping through both person and system. Perhaps more important, it asks us to consider the user’s goal, placing the goal in the context of information theory […]

—Dubberly, Pangaro, and Haque. 2009.

Each stage in Norman’s theory can be mapped to one of three levels of cognitive and emotional processing: visceral, behavioral, and reflective.

three levels of processing¶: Part of Norman’s theory, the three levels of processing are visceral, behavioral, and reflective; they provide an approximate model of human cognition and emotion [DOET].
visceral level¶: The lowest level of cognitive and emotional processing in Norman’s theory, including the control of simple muscles and sensing the state of the world and body [DOET].

Engineers and other logical people tend to dismiss the visceral response as irrelevant. Engineers are proud of the inherent quality of their work and dismayed when inferior products sell better “just because they look better.”

—Don Norman
behavioral level¶: The middle level of cognitive and emotional processing in Norman’s theory, including learned skills. It’s sensitive to the expectations of the action sequence and interpretations of the feedback [DOET].
reflective level¶: The highest level of cognitive and emotional processing in Norman’s theory, including conscious cognition, goals, task planning, and our evaluations of what actually happened [DOET].
flow¶: An emotional state that accompanies complete immersion into an activity.

All three levels of processing work together to determine a person’s cognitive and emotional state. High-level reflective cognition can trigger lower-level emotions. Lower-level emotions can trigger higher-level reflective cognition.

—Don Norman

In Fig. 12.1, we see the Seven Stages of Action mapped to each of the three levels of processing.

illustration of the three levels of processing mapped to the :term:`Seven Stages of Action`;

Fig. 12.1 Levels of Processing and the Stages of the Action Cycle¶

12.2.2. Breakout Groups¶

Important

RANDOMIZE: Please move around to different tables and form a random group for this activity.

Important

EQUAL-COLUMN SEATING PREFERRED: Make every effort to have the same number of groups in each of the three columns of tables that are present in Dawson Hall 116.

[PROJECTOR]   [DOOR]

[====] [====] [====]
[====] [====] [====]
        ...
[====] [====] [====]

 ~n/3   ~n/3   ~n/3
groups groups groups

Quickly introduce yourselves to each other, if you don’t already know each other.
Pick a group representative. This person will be responsible for posting your breakout group’s response on Piazza before breakout group work ends for this activity.
Help your group representative respond to the following in a followup discussion to Piazza @32.
1. List the names of your breakout group members.
2. Depending on where your group is sitting, your group will be assigned a letter (one of A, B, or C) by the instructor. Respond to the prompt(s) that corresponds to your group’s letter.
```
[PROJECTOR]   [DOOR]

  C      B      A
[====] [====] [====]
[====] [====] [====]
        ...
[====] [====] [====]
  C      B      A
```
  A. Visceral
  According to Norman, the visceral responses that are important for designers pertain to users’ immediate perceptions of a design. With that in mind, discuss notable situations and tasks that were so good or bad that each of you remember or acknowledge your visceral response to them.
  - Describe at least one good example and one bad example among those your group discussed.
  - Provide pictures or illustrations, if possible (and appropriate), to help others understand your examples.
  B. Behavioral
  According to Norman, the most critical aspect of the behavioral level for designers is that every action be associated with an expectation. In general, it’s good when user expectations are met and bad when they’re not; however, the precise classification can differ depending on if a mismatch between expectation and interpretation leads to learning. With that in mind, discuss notable situations and tasks that were so good or bad that each of you remember or acknowledge your behavioral response to them.
  - Describe at least one good example and one bad example among those your group discussed.
  - Provide pictures or illustrations, if possible (and appropriate), to help others understand your examples.
  C. Reflective
  According to Norman, reflection is cognitive, deep, and slow, and it’s where users evaluate circumstances, actions, and outcomes, often assessing blame or responsibility. With that in mind, discuss notable situations and tasks that were so good or bad that each of you remember or acknowledge your reflective response to them. In your discussion, consider whether any of you accepted or assigned responsibility for the success or failure of a related action, and whether the action caused any one to feel guilt or pride.
  - Describe at least one good example and one bad example among those your group discussed.
  - Provide pictures or illustrations, if possible (and appropriate), to help others understand your examples.
Look at and reply to the posts that other groups made.

12.2.3. After Breakout Groups¶

Duration: TBD

Look at some of the Piazza posts as a class.

12.2.4. After Class¶

Before 11:55PM today, individually comment on another group’s post by replying to their followup discussion in Piazza @32.

Important

You may comment more than once, and at least one of your comments needs to be for a post that covered a different level of processing than your own breakout group covered in class.

Comments

Please keep the comments polite and constructive. In addition to whatever else you want to write, please comment on: one aspect of a group’s post that you like and one aspect that you think needs improvement (e.g., you find that something is unclear or you don’t understand a justification). If you can over a different interpretation than what a group described in their post, then please include that too. As always, be sure to provide a brief justification for each.
Continue reading the Usability module, and make sure you’re aware of current assignments and their due dates.