Structured walkthroughs: 4th edition
Structured walkthroughs: 4th edition
The Nurnberg funnel: designing minimalist instruction for practical computer skill
The Nurnberg funnel: designing minimalist instruction for practical computer skill
Unified theories of cognition
Cognitive walkthroughs: a method for theory-based evaluation of user interfaces
International Journal of Man-Machine Studies
The cognitive walkthrough method: a practitioner's guide
Usability inspection methods
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A model of the acquisition of menu knowledge by exploration
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
International Journal of Human-Computer Studies
End-user training and learning
Communications of the ACM
Learning strategies and exploratory behavior of interactive computer users
Learning strategies and exploratory behavior of interactive computer users
Turning research into practice: characteristics of display-based interaction
CHI '95 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A dual-space model of iteratively deepening exploratory learning
International Journal of Human-Computer Studies - Special issue: the role of cognitive science in human-computer interaction
A field study of exploratory learning strategies
ACM Transactions on Computer-Human Interaction (TOCHI)
A comprehension-based model of exploration
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Relationships between users' and interfaces' task representations
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Learning to use word processors: problems and prospects
ACM Transactions on Information Systems (TOIS)
Natural Training Wheels: Learning and Transfer Between Two Versions of a Computer Application
VCHCI '93 Proceedings of the Vienna Conference on Human Computer Interaction
LICAI+: a comprehension-based model of learning for display-based human-computer interaction
CHI EA '97 CHI '97 Extended Abstracts on Human Factors in Computing Systems
Learning and performing by exploration: label quality measured by latent semantic analysis
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
The user interface as an agent environment
AGENTS '00 Proceedings of the fourth international conference on Autonomous agents
On the effective use and reuse of HCI knowledge
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 2
Cognitive walkthrough for the web
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Repairing usability problems identified by the cognitive walkthrough for the web
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The human-computer interaction handbook
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
LICAI+: a comprehension-based model of learning for display-based human-computer interaction
CHI EA '97 CHI '97 Extended Abstracts on Human Factors in Computing Systems
Introduction to this special issue on cognitive architectures and human-computer interaction
Human-Computer Interaction
Human-Computer Interaction
IHM '07 Proceedings of the 19th International Conference of the Association Francophone d'Interaction Homme-Machine
CogTool-Explorer: a model of goal-directed user exploration that considers information layout
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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The linked model of comprehension-based action planning and instruction taking (LICAI) simulates performing by exploration tasks using applications hosted on systems with graphical user interfaces. The tasks are given to the user as written exercises containing no information about the correct action sequences. LICAI's comprehension and action-planning processes are based on Kintsch's construction-integration (C-I) theory for text comprehension. The model assumes that comprehending instructions is a strategic process; instruction texts must be elaborated using specialized strategres that guide goal generation. LICAI comprehends the instructions and generates goals that are then stored in memory. The action-planning processes are controlled by goals retrieved from memory. Representations of goals that can guide exploration are restricted by the C-I architecture. The model predicts that successful exploration requires linking of the goal representation with the label on the correct object. The model is evaluated by comparing its predictions with results from an experimental study of learning by exploration by Franzke (1994, 1995). We discuss the implications of LICAI for designing instruction materials and interfaces that facilitate exploration.