Icon-based human-computer interaction
International Journal of Man-Machine Studies
Stereophonic and surface sound generation for exploratory data analysis
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Exvis: the exploratory visualization tool (abstract)
CSC '90 Proceedings of the 1990 ACM annual conference on Cooperation
An evaluation of earcons for use in auditory human-computer interfaces
CHI '93 Proceedings of the INTERACT '93 and CHI '93 Conference on Human Factors in Computing Systems
The design and evaluation of an auditory-enhanced scrollbar
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Children's use of mouse-based interfaces to control virtual travel
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Parallel earcons: reducing the length of audio messages
International Journal of Human-Computer Studies
Designing with auditory icons: how well do we identify auditory cues?
CHI '94 Conference Companion on Human Factors in Computing Systems
Psychological issues in the use of icons in command menus
CHI '82 Proceedings of the 1982 Conference on Human Factors in Computing Systems
Auditory icons: using sound in computer interfaces
Human-Computer Interaction
Earcons and icons: their structure and common design principles
Human-Computer Interaction
Soundtrack: an auditory interface for blind users
Human-Computer Interaction
The SonicFinder: an interface that uses auditory icons
Human-Computer Interaction
Perceptual impairments and computing technologies
The human-computer interaction handbook
A review of research methods in children's technology design
Proceedings of the 2005 conference on Interaction design and children
Interaction Design and Children
Foundations and Trends in Human-Computer Interaction
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The research explored how subjects in grade 1 (6-7 years old) and grade 3 (8-9 years old) identify auditory icons that are commonly introduced in educational software applications. The subjects were required to identify 37 auditory icons by specifying two dimensions: the object associated with producing the sound and the action which could be causing the sound. It was hypothesized that the ecological frequency versus relative uniqueness feature would be more salient for third-graders. Thus, they would be better equipped to identify the auditory cues than the first-graders. The results indicated that the third-grade subjects were better equipped to identify auditory cues based upon two dimensions of interest than the first-grade subjects. This information is useful for interface designers incorporating auditory icons into educational software for children at various developmental levels. Suggestions for future research are provided.