The Nurnberg funnel: designing minimalist instruction for practical computer skill
The Nurnberg funnel: designing minimalist instruction for practical computer skill
Visualization ability as a predictor of user learning success
International Journal of Man-Machine Studies
Cellular phone manuals: users' benefit from spatial maps
CHI '03 Extended Abstracts on Human Factors in Computing Systems
Tinkering and gender in end-user programmers' debugging
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Exploring exploring a word processor
Human-Computer Interaction
Errors in training computer skills: on the positive function of errors
Human-Computer Interaction
Human-Computer Interaction
Understanding age differences in PDA acceptance and performance
Computers in Human Behavior
Instruction Formats and Navigation Aids in Mobile Devices
USAB '08 Proceedings of the 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for Education and Work
Effects of age, cognitive, and personal factors on PDA menu navigation performance
Behaviour & Information Technology
Spatial Cues in Small Screen Devices: Benefit Or Handicap?
INTERACT '09 Proceedings of the 12th IFIP TC 13 International Conference on Human-Computer Interaction: Part I
Which Factors Form Older Adults' Acceptance of Mobile Information and Communication Technologies?
USAB '09 Proceedings of the 5th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for e-Inclusion
Chances of increasing youth health awareness through mobile wellness applications
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
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Which kind of instruction helps children aged 9-14years interact efficiently with a mobile phone? Due to analogies between navigation in menu structures and the natural environment, three instructions providing different forms of spatial knowledge were under study: A step-by-step instruction featuring landmark knowledge of the menu functions to be selected, a diagram of the menu structure providing survey knowledge and a free exploration of the menu, also giving the children the opportunity to develop survey knowledge. Results show a superiority of the two instructions that provide survey knowledge, except for the youngest children aged 9-10years. This group showed to have lower spatial abilities and is therefore presumably not able to understand and integrate this type of knowledge. For those very young children, the landmark information given in traditional step-by-step instructions is more helpful. It is concluded, that simple diagrams of the menu structure can help children from 11years on to significantly ease their interaction with small menu driven devices.