Software ergonomics for multimedia user interfaces - Part 3: Media selection and combination
Some standard content:
ICS13.180
National Standard of the People's Republic of China
GB/T 20527. 3—2006/ISO 14915-3:2002 Software ergonomics for multimedia user interfaces-Part 3: Media selection and combination(ISO 14915-3:2002,IDT)
Published on October 9, 2006
General Administration of Quality Supervision, Inspection and Quarantine of the People's Republic of China Administration of Standardization of the People's Republic of China
Implementation on March 1, 2007
Normative references
3 Terms and definitions
Application of this part of GB/T 20527
and use of the standard group
approved use
4.3 Reporting in accordance with this part of GB/T 20527 5 General guidance on media selection and integration
Support user tasks
Support communication objectives
Ensure compatibility with user understanding
Choose media that suits user characteristics
Support user preferences
Consider the context of use
Use static media for key information
Avoid perceptual conflicts
Avoid semantic conflicts·
Simplify the design
Combine media from different perspectives
Choose media combinations to elaborate on the information
Prevent degradation·
Preview media selection
Use static media for important information
6Media selection for information types
Consider multiple information types
5,3Consider multiple information types
6. 4 Selecting and combining media
7.1 General
7.2 Design issues
7.3 Media integration guidelines
8 Drawing users’ attention
8.1 General
8.2 Direct contact points for linking to related topics
GB/T 20527.3—2006/1SO 14915-3:200210
GB/T 20527.3—2006/LSO 14915-3:2002 8.3 Direct contact points for linking components 8.4 Indirect contact points
8.5 Order of contact points for connecting theme elements
8,6 Guidelines for contact points between media pairs -
Appendix A (Informative Appendix) Type classification quick decision tree, Appendix D (Informative Appendix)
Guidelines for media pairings
Appendix C (Informative Appendix) Examples of media combination patterns Appendix D (Informative Appendix) Design issues and cognitive background References
Figure A.1 Information type classification decision tree
Figure A,2 Dimensions for media source classification
|Figure A.3 Decision tree for media type classification
Figure D.1 Approximate model of human information processing, which uses the analogy of "considering people as computer systems" and is based on the human information processing model
Table 1 is a summary of examples for selecting and combining media for information types Table 2 is a summary of examples for implementing design effects for contact points between media Table B.1 Summary and examples of media combination
(B/T 20527 Software Ergonomics of Multimedia User Interfaces" is divided into: Part 1: Design principles and framework; Part 2: Multimedia navigation and control; Part 3: Media selection and combination.
This part is Part 3 of GB/T 20527. GB/T20527.3—2006/IS0 14915-3:2002 This part is equivalent to ISO14915-3:2002 "Software ergonomics for multimedia user interfaces - Part 3: Media selection and combination" (English version). It is drafted based on the translation of ISO14915-3:2002. Appendices A to 1) of this part are informative appendices. This part was proposed by the China National Institute of Standardization. This part is under the jurisdiction of the National Technical Committee for the Promotion of Human Ergonomics Standards. Drafting units of this part: China National Institute of Standardization, Lenovo Group, Air Force Aviation Medical Research Institute, General Logistics Department Military Equipment Research Institute, Tsinghua University.
Main drafters of this part: Chen Yuanqiao, Yang Tingli, Zhang Xin, Chen Baihong, Ye Sheng, Guo Xiaochao, Zai Linghua, Jin Yuhong, Li Zhizhong. CB/T20527.3--2006/ISO14915-3:2002 Introduction
Compared to traditional user interfaces based on text and graphics, the design of multimedia application software user interfaces involves a wider range of design and evaluation issues, and there are many different technologies and design options available. Multimedia closed interfaces allow different media (static media such as text, graphics and images: dynamic media such as audio, animation, video or other sensory forms) to be merged, integrated and synchronized. Within each type of media, further distinctions can be made, for example: graphics can be divided into two-dimensional and three-dimensional graphics according to different presentation formats: audio can be further classified according to sound quality levels or by mono, stereo and surround. Ergonomic design can improve the effectiveness, efficiency and satisfaction of users operating multimedia application software (see B/T18978.11). In terms of user characteristics, the services to be performed (for example: work, education and training or performance support) and the system application environment, the above-mentioned capabilities can be improved by carefully designing multimedia application software. Multimedia application software is often used for communication purposes. Ergonomic design of multimedia user interfaces can also improve the safety of system operation (for example, warnings can be issued using both visual and auditory media). For users of multimedia applications, the range of available media and the interaction of these media are different in terms of perception, cognition and other human ergonomics. Multimedia has the characteristics of potentially high perceptual load, complex structure and semantics, and the transmission of a large amount of information through the system. Processing the data or information presented in multimedia applications is also often part of user activities. This part of ISO 14915-2 provides guidance on media selection, combination and integration. It focuses on the presentation of multimedia (i.e., presentation from the system to the user), rather than control and navigation issues (control and navigation issues are discussed in ISO 14915-2:2002). In logical order, this part first discusses the design issues of selecting media combinations based on information needs, starting with information needs, and then explains the guidance on how to guide the user's reading and (or) browsing sequence through design effects to ensure that the user obtains the desired information. Informative Appendices A to D provide additional design guidelines for different media combinations and integrations. 1 Scope
GB/T 20527.3—2006/ISO 14915-3;2002 Software ergonomics of multimedia user interfaces Part 3 Media selection and combination
This part of G3/T20527 gives recommendations and guidelines for the design, selection and combination of interactive user interfaces that integrate and synchronize different media. It is aimed at the user interface of application software that merges, integrates and synchronizes different media. Media includes static media (e.g. text, graphics, images) and dynamic media (e.g. audio, animation, video or media related to other sensory forms). Detailed design issues within a single media (e.g. the graphic design of an animation sequence) are addressed only when they have ergonomic consequences for the user. This part of GB/T 20527 applies to:
General presentation technology for multimedia application software for basic computers, including stand-alone software and network software (when the main purpose is to support the user's work tasks or provide information): - Design of software user interfaces;
- Training and teaching multimedia (when the recommendations in this part are related to the effective delivery of information). This part does not cover didactic design issues for teaching application software, nor does it cover hardware issues (e.g. input or output devices). The recommendations in this part are not specifically for applications whose main purpose is entertainment. Software (e.g. games). This part focuses primarily on the early emergence of multimedia. Multimodal input using different media (e.g. inputting information by combining voice and click) is not considered in the recommendations presented.
2 Normative referenced documents
The following documents have clauses that become clauses of this part through reference in this part of GB/T 20527. For any referenced document with a date, all subsequent amendments (excluding errata) or revisions are not applicable to this part. However, parties to agreements based on this part are encouraged to study whether the latest versions of these documents can be used. For any referenced document without a date, the latest version applies to this part.
GB/T 20527. 1—2006
(ISO 14915-1:2002, IDT)
Software ergonomics of multimedia user interfaces Part 1: Design principles and framework1S014915-2:2003Software ergonomics of multimedia user interfaces Part 2: Multimedia navigation and control3 Terms and definitions
The following terms and definitions apply to this part of GB/T 20527. 3. 1
medium, sing.
media, pl.
Different specific forms of presenting information to the user. Example: Media includes text, video, graphics, animation, audio. [GB/T [GB/T 20527.1—2006]
Multimedia
A combination of static and/or dynamic media that can be interactively controlled and presented simultaneously in one application. Examples: Multimedia includes the combination of text and video, and the combination of audio and animation. [GB/T 20327.1-—2006]
GB/T20527.3-2006/IS014915-3.20023.3
Static media
static media
Media whose content presented to the user does not change over time. Examples: Static media also includes text and images. [GB/T 20527.1--2006]
Dynamic media
Media whose content presented to the user changes over time. Examples: Dynamic media includes video, music and animation. [GB/T 20527.1—2006]
Content
Information transmitted from an information source to a user via a multimedia application for some communication purpose. [GB/T20527.1--2006]
Information class
infotmationtype
A media-neutral description of the types of information that constitute content and components. Note: Information type can be used to describe messages transmitted in multimedia applications. Like content type, the information type string contains dimensions and types. Informative Appendix A gives a method for classifying information components according to information type. The decision tree (Figure A1) first determines whether the information component is physical or conceptual, then determines whether it is static (unchanging) or dynamic, and finally determines the type of information content. 3.6.1
Causal information
Categorical informatior
Information describing the cause and effect of an event, including the sequence of events that describe causal relationships. Examples: heating a liquid to evaporate; the behavior of an algorithm that results in a desired goal. 3.6.2
coneeptual information
conceptual information
facts, opinions, or information about non-physical objects. Examples, classes of animals and plants, political opinions. 3.6.3
continuous action information
contingotsactioninformation
information describing a movement or other behavior perceived to occur over a period of time. Examples, cooking, driving.
descriptive information
descriptive information
information describing an object, entity, or subject. Examples: red apple, texture of stone.
note: descriptive information includes the state and history of an object. 3.6.5
discrete action information
discrete action information
information describing a movement or other behavior perceived to occur at a point in time. Example: Turn on the computer, close the door!
To: Discrete behavior is a set of steps. 3.6.6
Event information
Event information
Information about a change of state, indicating that a behavior has occurred or conveying a message of a major change in the world. 2
Example: The phone rings: An email arrives or is sent. Note: Event information can come from the environment or from an object. 3.6.7
Physical informationphysical informationinnGB/T20527.3—2006/IS014915-3:2002Information about tangible phenomena; it is an object, subject or scene with physical existence. Example: Chair, table, wind element.
Procedural informationprocedural informationlanInformation about the sequence of activities organized to achieve a goal or task. Example: Instructions for assembling a bookshelf using ready-made components. 3.6.9
Relationship information Information about the relationship between an object or subject. Example: The seat and legs of a chair are both components of a product that is made in a factory. 3.6.10
Spatial information
Information about the properties of a space, such as the dimensions of a structure, the distribution of paths, and the location. Example: The layout of the furniture in a room, the location of a subway station. 3.6.11
State information
Properties of an environment, object, or subject that remain unchanged over a period of time. Example: Music is playing, a person is sleeping. 3.6.12
Value information
Quantitative information describing the properties of an object.
Example: The height of a person is 1.80 m.
Note: A diagram can be used to show the relationship between multiple characteristics (see 3.6.9). 3.7
Media type mediayp
The type of media used to present information to the user. Note: The media type reflects the psychological attributes of the user when perceiving the media. The decision tree (Figure A.3) in Figure A.2 of Informative Annex A helps to classify the media using the following glandular subtype definitions. 3.7. 1
Audio media audimedium
Any media that can be heard (received by the auditory channel). Examples; dog sounds, music, noise, speech. 3.7.2
Language-based medium Language-based medium is a medium that contains content that is not derived from a native language or format. Examples include literary and mathematical texts, spoken language, and symbols that are considered to be based on terminology, such as pictograms, mathematical equations, and chemical formulas.3
moving image mediumWww.bzxZ.net
moving image medium
visual medium judged by the observer as a series of images delivered at a certain rate. 3
GB/T20527.3—2006/1SO14915-3:2002Examples: video, film, animated graphics, reality. Note: For example, a refresh rate higher than or similar to a refresh rate of thirty per second. 3.7.4
non-realistic mediumMedia that the user perceives as not being a faithful representation of the natural world. Examples: graphics, graphs, cartoons.
realistic medium
Media that the user perceives as being a faithful representation of the natural world. Examples: natural sounds, photographic images, and films that present people and natural scenes. Note: Realistic media can be designed to create the illusion of the natural world, such as a life-like animation of dinosaurs. 3.7.6
Still-image mediumVisual media that can be presented sequentially but not continuously, either by the user or by a system with a time delay. Examples: photographs, drawings, graphics.
Agent
A person or machine that performs an action or produces an event. Examples: user, designer, computer program. 3.9
Concurrent media
Two or more media that are juxtaposed and/or used simultaneously for a period of time during presentation. Example: in a video, a voice-over describing an action. 3.10
Direct contact pointdirectcontactpointA thematic link between two media achieved by design effects that are present in both the source and target media. Example: a text description is linked to a highlighted image by an arrow. 3.11
Indirect contact pointindirectcontactpointA thematic link between two media achieved by design effects that are present only in the source media. Example: The text refers to a figure by indicating "see Figure 1". 3.12
Media combination
fmedia combination
Sequential or parallel combination of two or more mediaExample: Video is presented in another window embedded in a window containing a still image, and the video is introduced by voice first, followed by the video. 3.13
l sequential presentation
The arrangement in which two or more media are presented one after the other in time sequence and without delivery to each other. Example: Video is played first, followed by the main text. 3.14
thematic link
Thematic link
Requirement to guide the user's reading and/or browsing order between two media. Note: Refer to 3.10 and 3.11 of the relevant contact points for implementation. 4
4 Application of this part of GB/T 20527
4.1 Target user groups
The target user groups for this part of GB/T 20527 are as follows: GB/T 20527.3—2006/1SO14915-3:2002—user interface and multimedia designers who apply this part of GB/T 20527 during the development process; —quality assurance evaluators who ensure that products comply with the recommendations of this part of GB/T 20527; —selection of appropriately designed multimedia products. Potential purchasers: Designers of user interfaces and multimedia development tools used by multimedia developers. 4.2 Recommended application
The design guidelines provided in this part of ISO/IEC 10527 extend the principles described in ISO/IEC 10527.1. Multimedia user interfaces should be designed in accordance with both the principles in ISO/IEC 10527.1 and the guidelines described in this part of ISO/IEC 10527. For some contexts (e.g. certain tasks or user groups), the designer may be forced to avoid certain principles at the expense of others in order to achieve an optimal design. Another principle. 4.3 Report on compliance with this part of GB/T 20527 If a product or application claims compliance with this part of GB/T 20527, it shall describe in detail the procedures used to determine the requirements for concurrent and/or evaluation of multimedia user interfaces. The level of detail of the procedures shall be determined by negotiation among the parties concerned. GB/T 20527 is a national standard consisting of multiple parts, therefore, compliance is only related to a single part, not to the national standard as a whole. 5 General guidelines for media selection and combination
5.1 General
This chapter contains General guidelines for media selection and combination: followed by more specific guidelines for mapping information types to appropriate media types for effective information delivery. The principles of CB/T 20527.1 provide the basis for users to interpret the following guidelines. If two or more media are presented simultaneously, they are considered to be combined: when the content is closely related, or when multiple connected windows on a display are displayed in groups or in sequence, they can also be considered to be combined or connected, for example: a picture is presented first, followed by a text description. For users, combined media has many advantages. First, the interface created can present information in a way that is close to the real world. Depending on the intended use, this can make the user's task easier or more natural, especially if the characteristics of the information match the user's real-world experience. For example, a picture of an island accompanied by the sound of waves can provide greater subject matter emphasis than a single picture or statement. Second, combining media can help cater to a user's preference for information to be presented in a particular format. For example, presenting text and images together can satisfy a user's preference for either.
5.2 Supporting User Tasks
Media should be selected and combined to support user tasks. Example: An architect's sketch showing the side and front views of a building and its corresponding photographs are presented together to compare two drawings. Note: Some tasks benefit more from a combination of media than others. If the task involves learning or directing the user's attention to specific information, then the user may benefit from a combination of media that presents the rest of the information. However, if the task is primarily focused on one media (e.g., visual inspection of a diagram), then the benefit from a combination of media will be minimal. User expectations also affect the order of presentation and (or) parallel presentation, e.g., if a comparison is required, two images may be presented in parallel.
5.3 Supporting communication objectives
Media should be selected to achieve the communication objectives of the application. Example: In a safety-critical application, the purpose of communication is to inform users and protect them from danger. In an aviation emergency evacuation drill, speech is used to guide instructions. Diagrams are used to show evacuation routes. 5.4 Ensuring compatibility with user understanding
Media should be selected to convey content information in a way that is compatible with the user's existing knowledge. Example: Symbols are used to convey hazard information to users with appropriate knowledge. Architectural diagrams are used to convey the structural layout of a building to architects and design engineers.
The user's ability to understand the message conveyed by a particular medium should influence the choice of media. This is particularly important for non-realistic image media (charts, graphics) when the interpretation depends on the user's knowledge and culture. 5
GB/T20527.3—2006/ISO 14915-3:2002Interpretation 5.5 Selecting media that suits the characteristics of the user group
When selecting media, the characteristics of the user group should be considered. Example: For educational users, text can be used instead of literature; for elderly users, large font text can be used with a voice presentation of the text. In the past, according to psychology-based surveys, users can be divided into two categories: visual and blind. This information can be used to help choose between image-based media and speech-based media.
5,6 Support user preferences
If appropriate for the task, it is advisable to provide users with alternative media options, that is, users can choose a preferred media or suppress a certain media. For example: users choose to display text descriptions instead of voice annotations on pictures, or suppress voice dialogue in a noisy environment. The user chooses voice instead of text.
Note: Some users prefer to interact with the system using a particular media. The user's capabilities and the characteristics of the user's device are very important. For this reason, users can be given the option of low or high resolution graphics display.
5.7 Consider the context of use
Media selection and combination should be appropriate to the context of use. Example: An audio and visual display showing bank account details may compromise the user's privacy and is an inappropriate combination. An audio description accompanying a training video describing a behavior may not be effective if the audio is not audible in a noisy environment. Note: Certain environments may prevent users from accurately perceiving the information presented by a particular piece of media, for example, a product announcement may not be audible if in a noisy environment.
5. 8 Use redundancy for key information
If important information is to be presented, it is appropriate to use multiple media products for the same topic. Example: A clock function in a language learning application is presented both visually and aurally. The single reader is read out loud and displayed as text. Note: Presenting similar but different content in different media in a redundancy combination is particularly useful for training and educational applications. 5.9 Avoid Conflict Between Perceptual Channels
It is not advisable to use the same perceptual channel (e.g., auditory or visual) in dynamic media presented simultaneously if the user needs to extract information from both media.
Example: Playing two or more unrelated videos simultaneously should be avoided because it will cause interference between the videos and divide attention. Note: Unless the information is easy to integrate, presenting two or more dynamic media in parallel will make it difficult for the user to perceive the information from each source. This guideline can be exempted for entertainment applications + Example: Playing two unrelated videos during a pop music announcement. 5.10 Avoid Semantic Conflict
It is advisable to avoid presenting conflicting information in any one media combination, Example: Avoiding audio prompts "press the button" while video is displayed in black and white. Note: Users may not understand or fully understand conflicting information between different media, especially when presented in parallel. 5.11 Simplified Design
It is advisable to use the smallest possible combination of media to convey the information necessary for the task. Example: In music teaching, the combination of music sounds and a textual presentation of the score. If the content of the music performance is added, only a small amount of extra information will be added, but it will distract the user's attention.
Note: As the number of media involved increases, the effort required for the user to pay attention to and process each media also increases, as does the effort required to cross-media. The balance between simple and more complex media combinations depends on the user and the task (see 5.2 and 5.3). 5.12 Combining Media of Different Specifications
In any case, different views of the same topic should be combined as long as they are appropriate to the task. The points are provided through the combination of media. Example: The notes in the diagram give the composer's insights into the structure of a symphony + the voice commentary gives the musicians' insights into the structure of the piece. Music provides aesthetic insights in the sound channel. The video effects are played in separate windows to show different viewpoints of a game, one showing a long shot in a football match, the other showing a close-up of a foul between two players in a long shot. Note: Presenting different viewpoints through the combination of media helps users absorb information related to the same topic or theme. 5.13 Selecting media combinations to describe information in detail Whenever appropriate to the task, it is advisable to select a combination of media to expand the content of the information. 5
GB/T 20527.3—2006/1IS0 14915-3:2002 Example: A diagram showing a planet orbiting the sun is accompanied by a voice-over explaining the forces of gravity and the effects of motion. Note: Media combinations can be used to add information to an existing subject. However, combinations do not necessarily represent different aspects of the same subject. 5.14 Prevention of degradation
When selecting media for delivery, the limitations of the technology should be considered to avoid degradation or unacceptable responsiveness. Example: To avoid delays in downloading a web page, a moving image is split into a storyboard and static images and displayed as a slideshow. Reducing the area displayed for a moving image is preferred over reducing the refresh rate. Using simple images with narrow bandwidth is preferred. Faster images of correct quality. Warn the user of transmission delays. Note: Visual media, especially moving images, are susceptible to degradation if bandwidth or network limitations exist in distributed multimedia. The results of degradation are poor image quality, unacceptably low refresh rates for moving images, and poor audio quality. 5.15 Previewing Media Selection
If appropriate for the task, the media choices should be visible to the user in the preview tool. Example: A web page that links to a video allows the user to view a thumbnail of the video before downloading it. Note: When the user has media selection controls, the preview can be combined with controls to select whether to download the media in high or low resolution. [S( ) 14915-2 gives guidance on controls. 5.16 Use static media for important information
For important information, static images and text should be used, except for time-sensitive advertising. Example: Key points in an engine assembly task are presented as static images and text with subtitles. Although only minimal details can be captured from video and audio, dynamic media can be used to inform users and direct their attention to the main message conveyed by static media.
6 Media selection for information types
6.1 General
This clause provides recommendations for media selection. Information requirements can be specified logically without reference to the physical media that conveys the information to clarify user needs.
The steps for media selection are as follows:
Based on the task and user needs, divide the content into information components; assign information types to each information component using the decision trees in Figures A.1 and A.2 of informative annex A and the definitions in 3.6:
Use the guidance in Tables 1, 6.2 to 6.1 to select media types for each information type. In many cases, multiple media types can be selected for a single information type. Table 1 provides examples of possible media combinations for a particular information type. The guidelines in 6.2 to 6.4 give the main mappings between a particular information type and multiple media types. The notes give possible mappings. Table 1 illustrates the selection guidelines, with the rule: select the preferred media type, select other possible media types.
6.2 Consider information types
Consider information types when selecting and combining media. Note: When selecting media, also consider user characteristics and user tasks (see 5.2 and 5.5 of G13/I20527.1). 6.3 Consider multiple information types
If the information to be used is composed of multiple information types, media combinations should be considered. Example: A program to explain a physical task; first select the real image media, then select a series of images and text. Note: Information types are divided into physical and conceptual information, static and dynamic information. Media Combination See also 5.8 and 3.12. 6.4 Selecting and Combining Media
6.4.1 Physical Information
Realistic still or moving images should be considered for physical information, unless the characteristics of the user or the task prohibit this choice. Example: Photographs are used to depict the scenery of a national park. Note: \When accurate physical details (e.g., the dimensions of a building) need to be conveyed, language-based media can be added to the image. When local physical information needs to be extracted, non-realistic images (e.g., sketches, diagrams) can be used. 7However, it will distract the user.
Note: As the number of media increases, the effort required to focus on and process each media also increases, as does the effort required to cross-media. The trade-off between simple and more complex media combinations depends on the user and the task (see 5.2 and 5.3). 5.12 Combining Media of Different Sizes
In any case, different perspectives on the same topic can be provided through a combination of media, as long as it is appropriate for the task. Example: The notes in the diagram give the composer's insights into the structure of a symphony + the voice commentary gives the musicians' insights into the structure of the piece. Music provides aesthetic insights in the sound channel. The video effects are displayed in separate windows to show different viewpoints of a game. One shows a long shot in a football match, while another shows a close-up of a foul between two players in a long shot. Note: Presenting different viewpoints through media combinations helps users absorb information related to the same topic or theme. 5.13 Selecting media combinations to describe information in detail Whenever appropriate to the task, select media combinations to expand the content of the information. 5
GB/T 20527.3—2006/1IS0 14915-3:2002 Example: A diagram showing a planet orbiting the sun is accompanied by a voice explaining the forces of gravity and the effects of motion. Note: Media combinations can be used to add information to an existing topic. However, combinations do not necessarily mean that different aspects of the same topic can be presented. 5.14 Prevention of degradation
When selecting media for delivery, the limitations of the technology should be considered to avoid degradation or unacceptable response times. Example: To avoid delays in downloading a web page, a moving image is split into a storyboard and static images and displayed as a slideshow. , reducing the display area of moving images is better than reducing the refresh rate, and using simple images with narrow bandwidth is better than fast images with good quality. Warn users of transmission delays. Note: Visual media, especially moving images, are prone to degradation if bandwidth or network limitations exist in distributed multimedia. The results of degradation are poor image quality, unacceptably low refresh rates for moving images, and poor audio quality. 5.15 Preview Media Selection
If appropriate for the task, the media available for selection should be visible to the user in the preview tool. Example: Linking Video A web page allows the user to view a thumbnail of the video before downloading it. Note: When the user has media selection controls, previews can be combined with controls to select high or low resolution or download the media. [S( ) 14915-2 gives guidance on controls. 5.16 Use static media for important information
For important information, except for time-sensitive advertising: static images and text should be used. Example: Key points in an engine assembly task are presented with static images and text with emphasis. Although only video and text can be viewed, static images and text with emphasis are used. Although minimal detail is recorded in the text, dynamic media can be used to inform users and direct their attention to the main message conveyed by static media.
6 Media selection for information types
6.1 General
This clause gives advice on media selection. Information requirements can be specified logically without reference to the physical media that conveys the information to clarify user needs.
The steps for media selection are as follows:
Based on the task and user needs, separate the content into information components; assign information types to each information component using the decision trees in Figures A.1 and A.2 of informative annex A and the definitions in 3.6:
Use the guidance in Tables 1, 6.2 to 6.1 to select media types for each information type. In many cases, more than one media type can be selected for an information type. Table 1 provides examples of possible media combinations for a particular information type. The guidelines in 6.2 to 6.4 give the main mappings between a particular information type and multiple media types. The notes give possible mappings. Table 1 illustrates the selection guidelines, with the rule: select the preferred media type, select other possible media types.
6.2 Consider information types
Consider information types when selecting and combining media. Note: When selecting media, also consider user characteristics and user tasks (see 5.2 and 5.5 of G13/I20527.1). 6.3 Consider multiple information types
If the information to be used is composed of multiple information types, media combinations should be considered. Example: A program to explain a physical task; first select the real image media, then select a series of images and text. Note: Information types are divided into physical and conceptual information, static and dynamic information. Media Combination See also 5.8 and 3.12. 6.4 Selecting and Combining Media
6.4.1 Physical Information
Realistic still or moving images should be considered for physical information, unless the characteristics of the user or the task prohibit this choice. Example: Photographs are used to depict the scenery of a national park. Note: \When accurate physical details (e.g., the dimensions of a building) need to be conveyed, language-based media can be added to the image. When local physical information needs to be extracted, non-realistic images (e.g., sketches, diagrams) can be used. 7However, it will distract the user.
Note: As the number of media increases, the effort required to focus on and process each media also increases, as does the effort required to cross-media. The trade-off between simple and more complex media combinations depends on the user and the task (see 5.2 and 5.3). 5.12 Combining Media of Different Sizes
In any case, different perspectives on the same topic can be provided through a combination of media, as long as it is appropriate for the task. Example: The notes in the diagram give the composer's insights into the structure of a symphony + the voice commentary gives the musicians' insights into the structure of the piece. Music provides aesthetic insights in the sound channel. The video effects are displayed in separate windows to show different viewpoints of a game. One shows a long shot in a football match, while another shows a close-up of a foul between two players in a long shot. Note: Presenting different viewpoints through media combinations helps users absorb information related to the same topic or theme. 5.13 Selecting media combinations to describe information in detail Whenever appropriate to the task, select media combinations to expand the content of the information. 5
GB/T 20527.3—2006/1IS0 14915-3:2002 Example: A diagram showing a planet orbiting the sun is accompanied by a voice explaining the forces of gravity and the effects of motion. Note: Media combinations can be used to add information to an existing topic. However, combinations do not necessarily mean that different aspects of the same topic can be presented. 5.14 Prevention of degradation
When selecting media for delivery, the limitations of the technology should be considered to avoid degradation or unacceptable response times. Example: To avoid delays in downloading a web page, a moving image is split into a storyboard and static images and displayed as a slideshow. , reducing the display area of moving images is better than reducing the refresh rate, and using simple images with narrow bandwidth is better than fast images with good quality. Warn users of transmission delays. Note: Visual media, especially moving images, are prone to degradation if bandwidth or network limitations exist in distributed multimedia. The results of degradation are poor image quality, unacceptably low refresh rates for moving images, and poor audio quality. 5.15 Preview Media Selection
If appropriate for the task, the media available for selection should be visible to the user in the preview tool. Example: Linking Video A web page allows the user to view a thumbnail of the video before downloading it. Note: When the user has media selection controls, previews can be combined with controls to select high or low resolution or download the media. [S( ) 14915-2 gives guidance on controls. 5.16 Use static media for important information
For important information, except for time-sensitive advertising: static images and text should be used. Example: Key points in an engine assembly task are presented with static images and text with emphasis. Although only video and text can be viewed, static images and text with emphasis are used. Although minimal detail is recorded in the text, dynamic media can be used to inform users and direct their attention to the main message conveyed by static media.
6 Media selection for information types
6.1 General
This clause gives advice on media selection. Information requirements can be specified logically without reference to the physical media that conveys the information to clarify user needs.
The steps for media selection are as follows:
Based on the task and user needs, separate the content into information components; assign information types to each information component using the decision trees in Figures A.1 and A.2 of informative annex A and the definitions in 3.6:
Use the guidance in Tables 1, 6.2 to 6.1 to select media types for each information type. In many cases, more than one media type can be selected for an information type. Table 1 provides examples of possible media combinations for a particular information type. The guidelines in 6.2 to 6.4 give the main mappings between a particular information type and multiple media types. The notes give possible mappings. Table 1 illustrates the selection guidelines, with the rule: select the preferred media type, select other possible media types.
6.2 Consider information types
Consider information types when selecting and combining media. Note: When selecting media, also consider user characteristics and user tasks (see 5.2 and 5.5 of G13/I20527.1). 6.3 Consider multiple information types
If the information to be used is composed of multiple information types, media combinations should be considered. Example: A program to explain a physical task; first select the real image media, then select a series of images and text. Note: Information types are divided into physical and conceptual information, static and dynamic information. Media Combination See also 5.8 and 3.12. 6.4 Selecting and Combining Media
6.4.1 Physical Information
Realistic still or moving images should be considered for physical information, unless the characteristics of the user or the task prohibit this choice. Example: Photographs are used to depict the scenery of a national park. Note: \When accurate physical details (e.g., the dimensions of a building) need to be conveyed, language-based media can be added to the image. When local physical information needs to be extracted, non-realistic images (e.g., sketches, diagrams) can be used. 7The guidelines in 6.1 are used to select media types for each information type. In many cases, multiple media types may be selected for an information type. Table 1 provides examples of possible media combinations for a particular information type. The guidelines in 6.2 to 6.4 give the main mappings between a particular information type and multiple media types. The possible mappings are given in the notes. Table 1 illustrates the selection guidelines, which are expressed as follows: the selected media type is selected, and the other possible media types are selected.
6.2 Consider information types
In selecting and combining media, consider information types. Note: When selecting media, also consider user characteristics and user tasks (see 5.2 and 5.5 of G13/I20527.1). 6.3 Consider multiple information types
If the information to be used is composed of multiple information types, media combinations should be considered. Example: A program to explain a physical task; first select the real image media, then select a series of images and text. Note: Information types are divided into physical and conceptual information, static and dynamic information. Media Combination See also 5.8 and 3.12. 6.4 Selecting and Combining Media
6.4.1 Physical Information
Realistic still or moving images should be considered for physical information, unless the characteristics of the user or the task prohibit this choice. Example: Photographs are used to depict the scenery of a national park. Note: \When accurate physical details (e.g., the dimensions of a building) need to be conveyed, language-based media can be added to the image. When local physical information needs to be extracted, non-realistic images (e.g., sketches, diagrams) can be used. 7The guidelines in 6.1 are used to select media types for each information type. In many cases, multiple media types may be selected for an information type. Table 1 provides examples of possible media combinations for a particular information type. The guidelines in 6.2 to 6.4 give the main mappings between a particular information type and multiple media types. The possible mappings are given in the notes. Table 1 illustrates the selection guidelines, which are expressed as follows: the selected media type is selected, and the other possible media types are selected.
6.2 Consider information types
In selecting and combining media, consider information types. Note: When selecting media, also consider user characteristics and user tasks (see 5.2 and 5.5 of G13/I20527.1). 6.3 Consider multiple information types
If the information to be used is composed of multiple information types, media combinations should be considered. Example: A program to explain a physical task; first select the real image media, then select a series of images and text. Note: Information types are divided into physical and conceptual information, static and dynamic information. Media Combination See also 5.8 and 3.12. 6.4 Selecting and Combining Media
6.4.1 Physical Information
Realistic still or moving images should be considered for physical information, unless the characteristics of the user or the task prohibit this choice. Example: Photographs are used to depict the scenery of a national park. Note: \When accurate physical details (e.g., the dimensions of a building) need to be conveyed, language-based media can be added to the image. When local physical information needs to be extracted, non-realistic images (e.g., sketches, diagrams) can be used. 7
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