Presenting numbers to: | Application of Information Design 2008, Mälardalen University, Eskilstuna and IIID,25-28 June 2008,Last update March 2014 Contact. |
Once upon a time the interface to control numerical values had four options: one, two, three and many. Today we have an infinite number of values. In addition, the very same numbers are used for very different professions such as: teaching, train driving and travelling. From a psychological point of view there are many similarities in the way professionals use numerical values performing these different tasks. | Having so many similarities in human functions and tasks, shouldn't the interfaces for these professionals be more similar, not only on the lower physiological levels (readability), but on higher cognitive levels too? | ![]() One graphical presentation. Three professional interpretations: |
1 Task analysis | A common professional action is comparing current performance against a target performance. In all cases, the actions of the professionals are: |
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2 Obtain information2.1 Readable numbers | Perceptual psychology has specified how to present numbers in a readable way. This includes how to use leading zero's, capitals, underline, fonts and digitally presented characters (segment and matrix fonts). With these specifications it is easy to find the best design to present a student’s score, train speed and the time of departure. | For all professionals leading zero's, underlining, non-serif characters and digitally characters, should not be used. These characteristics impair readability. | All professionals need to know the difference between the current value and the target value. Analysis of interfaces shows that it is often not understood that it is the computer who should perform this computing. |
Train driver Difference between current train speed (white hand, 130 km/h) and maximum train speed (white border, 150 km/h) is indicated in such a way that the high speed train driver does not need to calculate the difference (see figure immediate below). ![]() Interface for train speed and safety, ETCS, 1995 | Traveler![]() Indicator for trains and buses, Amsterdam Arena, 2008 Time to departure for metro's, no calculation for passengers. |
2.2 Obtain information, presentation using graphics | The conclusion of perceptual psychology is clear: human eyes and human brains are not built for processing numbers. For instance, it is easy to survive in nature without being able to notice the difference between the character 8 and the character 9. | Cognitive psychology learns that the visual presentation of a concept should be compatible with the concepts that the user has in mind. Seven is more that one and consequently it is better to present 7 larger. However, the visual difference (form and size) between 1 and 7 is small. Content and visual compatibility can be increased values numbers and their relations using graphics. |
Teacher![]() Graphical presentation of a complex multi-dimensional overview of student performance. | Traveler![]() Hurry up (graphics: orange half circle), train will depart in 30 seconds. | Train driver![]() Experimental graphical design for high speed and safety information. |
Car driverExperimental graphical design for high speed and safety control by a (self driving) car driver |
3 Evaluation | The difference between the current value and the target value has to be evaluated. | All professionals do this in the same way: no problem, take care, immediate action! |
Evaluation: no attentionThe variable is within limits. No attention required, no unexpected information, user can consult information whenever he wants. |
Teacher
Pupil Bill passed the test (green background) and acquired the learning aim counting to 100 (Teacher examples here are simplifications of a more complex Learning Object Control System). | Train driver
| Traveler
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Evaluation: attention shortly!The variable has reached a level at which attention is required within a short period. |
Teacher
Pupil George's performance not OK (yellow background), yet, but acceptable. | Train driver![]() Train speed OK now, but braking required within a few moments. | Traveler![]() Sufficient time, go to train from this point(30 sec.), but too little time left for buying coffee. |
Evaluation: attention now!The variable has reached a level which is not OK , unacceptable, action now! |
Teacher
| Train driver![]() Train speed is too high, train might pass next signal at danger, brake now! | Traveler![]() Train will depart shortly (10 seconds), run now! |
Evaluation: game overThe variable exceeded it's acceptable level. Despite warnings no action has been taken by the professional. Disaster will occur. |
Teacher
Pupil Mary will not finish this course (red backgrounds). She has to start again or abort this course. | Train driver![]() The train will pass the signal at danger. However, probably the train's safety system performs a system safety stop. The system assumes that the driver is incapable of performing his task. The ticket collector checks the driver. | Traveler![]() Train departed 1 minute ago without the passenger. |
4 Next step | The examples given were from real live projects and had to take account of traditional practice and available technology. We only could show that the interfaces for these professionals are similar in the way colour was used to control attention. | When designed from a psychological top, to a professional bottom, there would be much more similarities between interfaces for different professionals. | Finding these similarities would reduce interface design effort substantially. However, this will not lead to unemployment of designers. So far the tasks discussed were one dimensional. There is one dimension of learning objects, only a safe train speed is taken into account and the traveler focuses only on catching this train. Tasks are becoming more and more complex and so will the interfaces supporting professionals performing their task. |
Teachers Teaching arithmetic is not sufficient anymore. The pupil has to be taught to do it creative and in harmony with other pupils. | Train driver Driving safely is not the only aim of a train driver. There also is a timetable and he should keep energy consumption low. | Travelers The number of routes and options for a specific public transport trip increases too as well as the options for payment, price and services. |
References | Keuning en Roding, (2008). DRIS: lezen en wegwezen, Verkeerskunde, no 4, 27 mei.
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