310313 REQUIREMENTS CAPTURE 1 ASU Course Registration System User Interface Specifification UI...

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310313 310313 REQUIREMENTS CAPTURE REQUIREMENTS CAPTURE 1 ASU Course Registration System ASU Course Registration System User Interface Specifification UI Elements Register for courses Use Case

Transcript of 310313 REQUIREMENTS CAPTURE 1 ASU Course Registration System User Interface Specifification UI...

Page 1: 310313 REQUIREMENTS CAPTURE 1 ASU Course Registration System User Interface Specifification UI Elements Register for courses Use Case.

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ASU Course Registration SystemASU Course Registration System

User Interface Specifification

UI Elements

Register for courses Use Case

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ASU: REGISTER FOR COURSES UI ELEMENTS

To register for a course, a student actor needs to supply the

following information:

– semester

– year

– course code

– offering id

– priority (i.e., primary or alternate choice)

To find these UI elements, we consider the Register for courses use case and determine what information passes between the

user and the system when performing the use case.

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ASU Course Registration SystemASU Course Registration System

User Interface Specification

UI Layout

Register for courses Use Case

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ASU UI SPECIFICATION: UI LAYOUT — OPTION I

Register for CoursesRegister for Courses

Cancel RegisterDone

Year: 2007 Semester: Spring

Alternate?: Yes NoCourse offering:

Course code:

Course title:

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ASU UI SPECIFICATION: UI LAYOUT — OPTION I

Consider the first option for the UI layout. The semester and year default to the current semester and year, which is

the most likely case and so the student will not have to change these valu - es in most cases, but can use the drop down lists if necessary.

For each course, the student needs to select the course code and course - offering from the drop down lists (the course title is retrieved by the syste

m and displayed to the student) and indicate whether it is a primary or alt ernate course selection using the radio buttons (with the default being a p rimary course selection).

The student keeps selecting courses and clicking the “Register” button u ntil the last course has been selected, after which the “Done” button is cli

cked. The good aspect of this design is that it minimizes “keystrokes”; since onl

y selection is required, the user cannot enter incorrect data.

Problem: In how many primary and alternate courses has the student

registered?. The interface does not show this information; the

student needs to remember it!

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SPECIFICATION: UI LAYOUT — OPTION II

Register for CoursesRegister for Courses

Cancel Done

Year: 2007 Semester: Spring

Course code: Course title: Course offering:

Alternate choices:Course code: Course title: Course offering:

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ASU UI SPECIFICATION: UI LAYOUT — OPTION II

Consider the second option for the UI layout.

Selection of semester, year, course and course offering is similar to theprevious interface.

However, in this interface, it is clear that there are four primary and twoalternate selections possible.

Furthermore, the system can easily display the courses in which the stu dent is already registered in the interface.

Which design has better usability?

Note that these designs were done using only PowerPoint.

No implementation was needed!

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ASU Course Registration SystemASU Course Registration System

User Interface Specification

Dialog Description

Scenario of Creating a Student’s Schedule

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ASU UI SPECIFICATION : DIALOG DESCRIPTION

1. The system displays the Register for Courses form with the current

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2. , .If necessary the user selects a semester and year

3. For each primary course the user wishes to select

31. . The user selects a primary course code.

32. . The system displays the course title.

33. . The user selects a course offering.

4. For each alternate course the user wishes to select

41. . The user selects an alternate course code.

42. . The system displays the course title.

43. . The user selects a course offering.

5. .The user clicks the Done button

6. The system displays the status of the course registration (/).

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