Due to a current lack of principle-driven multimodal user interface design guidelines, designers may encounter difficulties when choosing the most appropriate display modality for given users or specific tasks (e.g., verbal versus spatial tasks). The development of multimodal display guidelines from both a user and task domain perspective is thus critical to the achievement of successful human-system interaction. Specifically, there is a need to determine how to design task information presentation (e.g., via which modalities) to capitalize on an individual operator's information processing capabilities and the inherent efficiencies associated with redundant sensory information, thereby alleviating information overload. The present effort addresses this issue by proposing a theoretical framework (Architecture for Multi-Modal Optimization, AMMO) from which multimodal display design guidelines and adaptive automation strategies may be derived. The foundation of the proposed framework is based on extending, at a functional working memory (WM) level, existing information processing theories and models with the latest findings in cognitive psychology, neuroscience, and other allied sciences. The utility of AMMO lies in its ability to provide designers with strategies for directing system design, as well as dynamic adaptation strategies (i.e., multimodal mitigation strategies) in support of real-time operations. In an effort to validate specific components of AMMO, a subset of AMMO-derived multimodal design guidelines was evaluated with a simulated weapons control system multitasking environment. The results of this study demonstrated significant performance improvements in user response time and accuracy when multimodal display cues were used (i.e., auditory and tactile, individually and in combination) to augment the visual display of information, thereby distributing human information processing resources across multiple sensory and WM resources. These results provide initial empirical support for validation of the overall AMMO model and a sub-set of the principle-driven multimodal design guidelines derived from it. The empirically-validated multimodal design guidelines may be applicable to a wide range of information-intensive computer-based multitasking environments.

Throughout history planning codes and standards have been used to regulate the built environment for health, power, order, and economic reasons. More recently, in the urban design and planning field, planning codes and standards have emerged to become tools in the process of “placemaking”. The concept of placemaking builds from the desire of humans to create places, not spaces, which are unique, attractive, identifiable, and memorable. It is a concept that is comprised of visual and social components, recognizing the need for both in the creation of successful places. In the field of urban design and planning, form-based codes (FBCs) and design guidelines have emerged to become two types of planning tools used in the process of placemaking. This study explores the relationship between FBCs, design guidelines, and placemaking, investigating it through an extensive literature review, and then in the context of the case of Hayward, California through an update of the City’s Downtown design requirements and guidelines. To frame the update of the Hayward’s Downtown design requirements and guidelines this study used an exploratory methodology that combined quantitative and qualitative methods. Archival research was conducted to provide a historical narrative of the City and the Downtown area and a documents analysis was conducted to reveal information about existing Downtown policies and programs. Community participation through the crowdsourcing platform of MindMixer was used to collect community input and feedback about concepts of place in Downtown. The data analysis and findings from these methods were combined with findings from the literature review to formulate recommendations that were used in the update of Hayward’s Downtown design requirements and guidelines document. Keywords:

The aim of this project report is to investigate and identify the needs of the historic area (focus area) in the City of Milpitas, to positively contribute to the City’s planning process, and to make recommendations for the focus area’s future development. In the first chapters, City and focus area research results are presented. Currently, there is a lack of exclusive regulatory standards for attractive development in the City’s historic core. The project report then discusses the results of a short empirical everyday user survey, a parcel-by-parcel land use survey, and a walkability analysis. Research results indicate that the focus area could benefit from historic identity preservation, additional public open space and recreation, and economic development. The project report then identifies three case studies and analyzes each under an urban design framework regarding walkability and gateway development. Here, the project report draws on a number of sources regarding positive place making and urban design to highlight the focus area’s opportunities and constraints. In conclusion, the project report argues that the City’s location in the Bay Area and proximity to Silicon Valley requires accommodation and competition for development while coordinating current focus area development to contribute to an overall well-designed site plan with a focus on walkability and an attractive gateway image. Recommendations are provided in the form of design guidelines.

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This thesis is about the design of technology for children from five to eight years of age. The majority of available guidelines and principles for design or evaluation of technology support the design of products aimed at adults. The limited guidelines available for design of young children's technology do not focus sufficiently on age-related requirements or they offer high-level advice that is only useful in the planning stages of design. Working from the assumption that knowledge available in the literature provides sufficient information to support this process, my aim with this study was to demonstrate how a dependable and useful set of guidelines for the design of technology for children aged five to eight years could be derived from an existing body of knowledge. Development of the guidelines firstly involved research into the psychological theories of children's development to identify those elements of development and the characteristics of children that may have bearing on children's use of technology. Secondly, the literature on children's development of specific skills such as literacy and mathematics was investigated. The available literature on young children's use of technology was studied next and, finally, the applicability of existing design guidelines and principles for children's products evaluated. Throughout this literature investigation the researcher gathered design-relevant factors that could potentially become design guidelines. Using qualitative data analysis techniques, more than five hundred such data elements were systematically coded, processed, analysed and categorised. The result is three hundred and fifty guidelines organised into a framework of six categories and twenty-six subcategories that integrates the relevant theoretical fields and provides practical support for designers. To demonstrate the credibility and usefulness of the emerging guidelines they were used to do an evaluation and re-design of an existing product aimed at the target group. The thesis reports in detail on the different stages of the research, and systematically takes the reader through the process of deriving guidelines from existing theory and research findings, and integrating them into a useful framework. / School of Computing / PhD. (Computer Science)

Motor and communication disabilities are common conditions that may implicate restrictions in daily life. With development of eye tracking technology, a solution referred to as eye-gaze interaction has been generated to support people with their limiting conditions to solve communication and computer access issues. By using eye tracking technology, which calculates the user’s eye-gaze location on a computer screen, user’s are able to control computers with their eyes as an input. This interaction method is quite unique and complex since the eyes serves both as an input and output source. Usability aspects revolving human information processing are therefore important to consider when designing user interfaces. In collaboration with Tobii AB, the study evaluated two separate eye-gaze interaction systems for controlling computers. 7 participants conducted user tests, one for each application, and answered interview questions during the tests regarding their usability experience. Based on the collected data,17 design guidelines was established with a purpose to enhance usability for eye-gaze interaction systems.

Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an online course: individual learners and collaborative learners. Designing for learner satisfaction and learning effectiveness for both types of learners is challenging. In fact, previous research has noted that many online courses fail due to poor design. As a solution, researchers have identified instructional design principles that can guide the design of successful online courses. However, these principles lack detailed information to apply them in contexts different from where they had been identified. This consideration raises a question: how does one adapt the existing design principles to design online courses that promote both individual and collaborative learning, particularly in contexts where online courses are supposed to be conducted with minimal teacher support? In the present research, this question is addressed via two sub-research questions: (1) which course components and their design features can promote learners’ satisfaction, perceived learning, and learning effectiveness, and (2) which course components and their design features can stimulate inquiry-based learning and peer-teaching? The research was carried out in the field of educational design research with sets of students and instructional designers of a virtual learning environment prepared for a university-level degree programme in Sri Lanka. Referring to the findings of this research, the thesis discusses how to design online courses that promote both individual and collaborative learning. Further, based on the findings, the thesis presents a set of design principles and guidelines to promote both individual and collaborative learning in online courses that are on information technology related subjects and prepared for distance learning programmes. / SIDA Funded National e-Learning Centre Project at the University of Colombo School of Computing, Sri Lanka

Industrial design is a profession almost entirely dedicated to the design and development of physical goods and material culture. It is a practice that has thrived since industrialization, when the mass production of goods allowed average people the chance to afford products that improved their life style. Industrialization has chosen the path of least resistance and focused on the sheer volume of growth and high net profits without regard to efficiency or conservation on a macro level; especially in regards to energy use including fossil fuels. Companies are likely to choose to focus efficiencies in production and supply chain management on a micro-level within the company itself in order to help improve their bottom line profits. Nature has mastered the philosophy of doing more with less in order to survive, and soon designers will be encouraged to follow suit. With population increasing, energy prices rising and non-renewable resources being consumed at higher rates designers will have to adapt their industry to fit a more conservative, responsible model. The power of designers is catalytic and the impacts of our decisions multiply exponentially with every manufactured product. Unfortunately the decisions we make are not always focused on the welfare of the environment, in fact they rarely ever are. This research project aimed to determine the effectiveness of design guidelines and a product evaluation tool in helping to facilitate environmental design principles for practicing industrial designers.

This thesis is about the design of technology for children from five to eight years of age. The majority of available guidelines and principles for design or evaluation of technology support the design of products aimed at adults. The limited guidelines available for design of young children's technology do not focus sufficiently on age-related requirements or they offer high-level advice that is only useful in the planning stages of design. Working from the assumption that knowledge available in the literature provides sufficient information to support this process, my aim with this study was to demonstrate how a dependable and useful set of guidelines for the design of technology for children aged five to eight years could be derived from an existing body of knowledge. Development of the guidelines firstly involved research into the psychological theories of children's development to identify those elements of development and the characteristics of children that may have bearing on children's use of technology. Secondly, the literature on children's development of specific skills such as literacy and mathematics was investigated. The available literature on young children's use of technology was studied next and, finally, the applicability of existing design guidelines and principles for children's products evaluated. Throughout this literature investigation the researcher gathered design-relevant factors that could potentially become design guidelines. Using qualitative data analysis techniques, more than five hundred such data elements were systematically coded, processed, analysed and categorised. The result is three hundred and fifty guidelines organised into a framework of six categories and twenty-six subcategories that integrates the relevant theoretical fields and provides practical support for designers. To demonstrate the credibility and usefulness of the emerging guidelines they were used to do an evaluation and re-design of an existing product aimed at the target group. The thesis reports in detail on the different stages of the research, and systematically takes the reader through the process of deriving guidelines from existing theory and research findings, and integrating them into a useful framework. / School of Computing / PhD. (Computer Science)

This research involves the study of the short term loaded behaviour of mechanically degraded reinforced concrete (RC) flexural elements, which are strengthened with fibre reinforced polymer (FRP) composites. The two main objectives have been: (a) to conduct a series of realistic tests, the results of which would be used to establish the design criteria, and (b) to carry out analytical modelling and hence develop a set of suitable design equations. It is expected that this work will contribute towards the establishment of definitive design guidelines for the strengthening of reinforced concrete structures using advanced fibre composites. The experimental study concentrated on the laboratory testing of 30 simply supported, and 4 two-span continuous full size RC beams, which were strengthened by either FRP plates or fabric sheets. The failure modes of these beams, at ultimate limit state, were examined and the influencing factors were identified. A premature and extremely brittle collapse mechanism was found to be the predominant type of failure for beams strengthened with a large area of FRP composites. A modified semi-empirical approach was presented for predicting the failure load of such over strengthened beams. Despite the lack of ductility in fibre composites, it was found that the FRP strengthened members would exhibit acceptable ductile characteristics, if they were designed to be under strengthened. A new design-based methodology for quantifying the deformability of FRP strengthened elements was proposed, and its difference to the conventional concept of ductility was discussed. The available techniques for ductility evaluation of FRP strengthened concrete members were reviewed and a suitable method was recommended for determining ductility level of FRP strengthened members. A non-linear material based analytical model was developed to simulate the flexural behaviour of the strengthened and control beams, the results were seen to match very well. The parametric study provided an insight into the effects of various factors including the mechanical properties and cross sectional area of FRP composites, on the failure modes and ductility characteristics of the strengthened beams. Based on the findings of the experimental and analytical studies, design equations in the BS 8110 format were developed, and design case studies have been carried out. It was concluded that fibre composites could effectively and safely strengthen mechanically degraded reinforced concrete structures if appropriately designed. The modes of failure and the degree of performance enhancement of FRP strengthened beams depend largely on the composite material properties as well as the original strength and stiffness of the RC structure. If the FRP strengthened elements were designed to be under-strengthened, then the premature and brittle failure mode could be prevented and ductile failure mode could be achieved. It was also found that existing steel reinforcement would always yield before the FRP composite reached the ultimate strength. Furthermore, a critical reinforcement ratio, above which FRP strengthening should not be carried out, was defined. It was concluded that FRP strengthening is most suitable for reinforced concrete floor slabs, bridge decks, flanged beams and other relatively lightly reinforced elements. The study also revealed that to avoid a brittle concrete failure, existing doubly reinforced members should not be strengthened by FRP composites.