Learning to use a word processor: by doing, by thinking, and by knowing
Human factors in computer systems
Learning to use word processors: problems and prospects
ACM Transactions on Information Systems (TOIS)
Training wheels in a user interface
Communications of the ACM
Reducing manual labor: An experimental analysis of learning aids for a text editor
CHI '82 Proceedings of the 1982 Conference on Human Factors in Computing Systems
A hyperCard tutorial that accommodates different learning styles
SIGUCCS '89 Proceedings of the 17th annual ACM SIGUCCS conference on User Services
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
A survey of software learnability: metrics, methodologies and guidelines
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
End-user training methods: what we know, need to know
ACM SIGMIS Database
Exploratory inspection—a user-based learning method for improving open source software usability
Journal of Software Maintenance and Evolution: Research and Practice
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Studies of people learning to use contemporary word-processing equipment suggest that effective learning is often "active," proceeding by self-initiated problem solving. The instructional manuals that accompany current word-processing systems often penalize and impede active learning. A set of instructional materials was constructed for a commercial word processor, specifically designed to support and encourage an active learning orientation. These "guided exploration" (GE) materials are modular, task oriented, procedurally incomplete, and address error recognition and recovery. Learners using the GE materials spent substantially less time yet still performed better on a transfer of learning posttest than learners using commercially developed self-study materials. Qualitative analysis of aspects of the learning protocols of participants suggested that active learning mechanisms may underlie this advantage.