Why do New Interfaces Scare Me? Exploring Affective Design Principles in User Interface Design

Why do some of us experience excitement when we approach new digital interfaces, whereas others experience caution or even fear? The isoBrowser project begins with an investigation into our initial reactions to interface, examining the area of affective design in relation to computer interface. These findings then contribute towards the development of a prototype Web-history browser. Testing focuses on initial user experience, and the results are used to inform subsequent development. This project, which also draws on other sources, suggests an alternative framework for designing computer interfaces. The familiar computer graphic user interface (GUI) makes extensive use of visually representative devices such as folders and files. These symbols interpret computer data and operations that otherwise have no physical form. The computer’s underlying complexity is symbolised for the user, who is then able to manipulate the computer by interacting with the interface. How the user interprets the icons and controls on the screen is determined by a multitude of factors, including user’s prior experience, the effectiveness of the interface, and the eventual success of the operation. These and other factors create an “engagement” between the interface and the user, and it is at this point that this study begins. Affective Design Over recent years, aspects of affective psychology have been considered as significant contributors to the success of product design, including computer interfaces. This term has been adopted by researchers to refer to the emotion, feelings and moods experienced by users when dealing with a product. Norman (2004) describes how a relaxed state of mind enables a user to solve problems more easily, thus contributing to greater usability of a system. An anxious user, however, is more likely to focus intently on a problem to the point of tunnel vision, perhaps repeating an operation several times, just in case the computer didn’t “get it” the first time. After repeated failure, the anxious user gives up, avoids the issue, or tries alternative solutions. Though debate continues in fields of psychology as to whether we are motivated chiefly by emotion or rational thought, it is accepted that emotion plays a significant part in decision making. Key research supporting this finding comes from Damasio (1994), who found that patients who had emotional impediments, had an inability to make decisions, even very inconsequential ones. As supported by Picard (1995), “Emotion does not merely play a tiebreaking role in making certain decisions; rather, it appears to be essential in learning the biases required to construct rational responses”. Picard concludes that there is no part of the brain that is purely rational. The emotional activities of the brain play a vital part in all cognitive activities. Ashby et al (1999) refer to research showing that positive emotion can also systematically affect cognitive processing and improve creative problem solving. This is largely due to the effects of the neurotransmitter chemical dopamine in the anterior cingulate part of the brain. The anterior cingulate provides a mediation type of communication between the prefrontal cortex and the limbic, connecting, if you like, cognition with emotion. Amongst other roles, dopamine “mediates the cognitive effects of pleasant feelings that may be denoted by self reports of pleasure, happiness, or satisfaction” (Ashby et al, 1999). The same chemical, dopamine, also improves cognitive flexibility (Ashby et al, 1999), as well as attention and focus, by protecting “goal related delay activity against interfering stimuli” (Marr, 2001, citing Durstewitz et al, 1990). This means that if our user is of positive disposition, their problem solving abilities increase, they feel good about it, and their focus increases, to the benefit of solving the problem. A win-win cycle. These behaviours form a very interesting sequence of learning events (see diagram below “The Affective Flow”). Step 1. User encounters interface Shultz (Holleram and Shultz, 1998) has been involved with several studies that demonstrate how dopamine levels vary according to the prediction of the reward. It is the body’s way of highlighting the best outcome, and setting up a memory, or somatic marker (Damasio 1994). “This was good, let’s do it again”. As summarised by Marr, (2002) it is the new knowledge, or surprise reward that produces the greatest pleasure and therefore most encourages learning. In relation to the interface, the user’s first reaction may be to recall their own background knowledge, which could encompass several emotions, such as success, indifference, or failure. If the past experience was pleasurable in some way, the recalling of the reward will induce reward anticipation. Step 2. User encounters interface challenge This is the stage where the user is challenged and will need to make decisions. Increased focus improves cognitive ability and increases the likelihood of achieving a successful outcome (Donahue 1993). This approach is tending to replace the “flight or fight” theory. Flight or fight implies that the increased focus impedes lateral thought and reduces the likelihood of finding a solution. However, this increased focus state, including muscle tension, can also mean “readying the body for action”, in this case, a decision making action. The state of increased focus therefore can be seen as a state of increased cognition, increased problem solving ability, all together with excited anticipation of success and reward. Step 3. User achieves solutions and feels good If the user is successful, their decisions are confirmed, and the experience of these are reinforced, both emotionally and rationally. A cycle of decision and reward has been established, and the user anticipates this continuing. All is good. Step 4. User does not achieve solutions and feels unfulfilled However, if the user is unsuccessful, the neurophysiological boost is not experienced. All of the positive reinforcement has been for nought, and the user, in essence, has to start again. Furthermore, the user now has negative reinforcement of the failed process. Reward Visualisation Recall of past experience Initial positive or negative emotions Increased focus, cognition, creativity and problem solving ability Neurotransmitters increase dopamine levels © 2007 Gray Hodgkinson The Affective Flow User does not achieve solutions & does not feel good User encounters interface User encounters interface challenge