Proceedings of the Fourth Conference of the British Computer Society on People and computers IV
The Nurnberg funnel: designing minimalist instruction for practical computer skill
The Nurnberg funnel: designing minimalist instruction for practical computer skill
Communications of the ACM
External cognition: how do graphical representations work?
International Journal of Human-Computer Studies
Planning and the user interface: the effects of lockout time and error recovery cost
International Journal of Human-Computer Studies
Usability Engineering
Macintosh human interface guidelines
Macintosh human interface guidelines
The paradox of the assisted user: guidance can be counterproductive
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Learning and performance with gesture guides
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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Motivation -- Previous research has shown that a "guided" interface where relevant task information is shown on screen (externalization) can result in worse performance than an "unguided" interface where users have to think more for them selves (internalization). In this study we investigate transfer of task performance. We will investigate whether switching from an "unguided" to a "guided" interface results in better performance than if it were the other way around. We also investigate whether the unguided interface enhances performance on a (near) transfer task. Research approach -- We conducted an experimental study in two phases: an initial phase, and a transfer phase. In the initial phase, 45 students divided in a "guided" and "non-guided" condition solved a series of problems with the respective interfaces. After, in the transfer phase, they were presented with the opposite interface. This could happen during the first transfer task, or during the second one. Findings -- The unguided interface resulted in more effcient performance than the guided interface. We attribute this to the fact that the unguided interface provokes more active thinking and contemplation. Furthermore, switching from an unguided to a guided interface had no effect on efficiency, while the other way around, it had a negative effect on efficiency. Finally, performance on a first transfer task with an unguided version after having worked with a guided version caused worse performance than other combinations. Take away message -- Deeper levels of thought instigated by the unguided interface, causes more solid knowledge and stronger, more flexible strategies. This is also reflected when doing a transfer task. This can be important in situations where learning itself is the aim, but one can also think of situations where making errors generates a high cost.