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vi Preface

eration of the issues, and that they need to learn to weigh-up the pros and cons and
be prepared to make trade-offs. We particularly want readers to realize that there
is rarely a right or wrong answer although there are good designs and poor designs.
This book is accompanied by a website, which provides a variety of resources
and interactivities, The website offers a place where readers can learn how to design
websites and other kinds of multimedia interfaces. Rather than just provide a list of
guidelines and design principles, we have developed various interactivities, includ-
ing online tutorials and step-by-step exercises, intended to support learning by
doing.

Special features
We use both the textbook and the web to teach about interaction design. To pro-
mote good pedagogical practice we include the following features:

Chapter design
Each chapter is designed to motivate and support learning:
Aims are provided so that readers develop an accurate model of what to ex-
pect in the chapter.
Key points at the end of the chapter summarize what is important.
Activities are included throughout the book and are considered an essential
ingredient for learning. They encourage readers to extend and apply their
knowledge. Comments are offered directly after the activities, because peda-
gogic research suggests that turning to the back of the text annoys readers
and discourages learning.
An assignment is provided at the end of each chapter. This can be set as a
group or individual project. The aim is for students to put into practice and
consolidate knowledge and skills either from the chapter that they have just
studied or from several chapters. Some of the assignments build on each
other and involve developing and evaluating designs or actual products.
Hints and guidance are provided on the website.
Boxes provide additional and highlighted information for readers to reflect
upon in more depth.
Dilemmas offer honest and thought-provoking coverage of controversial or
problematic issues.
Further reading suggestions are provided at the end of each chapter. These
refer to seminal work in the field, interesting additional material, or work
that has been heavily drawn upon in the text.
Interviews with nine practitioners and visionaries in the field enable readers
to gain a personal perspective of the interviewees' work, their philosophies,
their ideas about what is important, and their contributions to the field.
Cartoons are included to make the book enjoyable.