Characterizing browsing strategies in the World-Wide Web
Proceedings of the Third International World-Wide Web conference on Technology, tools and applications
How people revisit web pages: empirical findings and implications for the design of history systems
International Journal of Human-Computer Studies - Special issue: World Wide Web usability
Proceedings of the thirteenth ACM conference on Hypertext and hypermedia
Designing Web Usability: The Practice of Simplicity
Designing Web Usability: The Practice of Simplicity
Integrating back, history and bookmarks in web browsers
CHI '01 Extended Abstracts on Human Factors in Computing Systems
Pushing back: evaluating a new behaviour for the back and forward buttons in web browsers
International Journal of Human-Computer Studies
Influencing mental models of security: a research agenda
Proceedings of the 2011 workshop on New security paradigms workshop
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This study explored the issue of how web users understand how the back button works on a standard web browser. Sixty participants were divided into two groups: those who were taught the correct mental model (stack-based) vs. those who did not receive any mental model information. The participants were then given a scenario-based task in which they were required to predict which pages would be available with a back button and those which would not be. The participants were then required to perform a standardised web browsing task and the amount of page traverses and back button usages were measured. Results showed that there were significantly fewer page traverses as a result of the mental model condition, suggesting a more efficient web page browsing resulted from the mental model training. In addition, there were surprisingly very few incorrect usages of the back button, possibly due to floor effects caused by demand characteristics. These data suggest that there is clearly an effect on web browsing navigation as a function of being taught the correct mental model.