Toward a theory of curriculum for use in designing intelligent instructional systems
Learning Issues for Intelligent Tutoring Systems
The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
Task-related information analysis
International Journal of Human-Computer Studies
SIGCPR '98 Proceedings of the 1998 ACM SIGCPR conference on Computer personnel research
Goal-driven task analysis: improving situation awareness for complex problem-solving
Proceedings of the 16th annual international conference on Computer documentation
Depth of processing and design-assessment of ecological interfaces: task analysis
International Journal of Human-Computer Studies
A toolkit for strategic usability: results from workshops, panels, and surveys
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Measuring usability: are effectiveness, efficiency, and satisfaction really correlated?
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Handbook of Usability Testing: How to Plan, Design, and Conduct Effective Tests
Handbook of Usability Testing: How to Plan, Design, and Conduct Effective Tests
A Curriculum Planning Model for an Intelligent Tutoring System
Proceedings of the Twelfth International Florida Artificial Intelligence Research Society Conference
The Design of Everyday Things
Application of Markov chains in an interactive information retrieval system
Information Processing and Management: an International Journal
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Curriculum planning is undertaken by University students at least once a year. Some Universities allow students to study part-time and to make up their degree in successive years by accumulating a few modules each year. The curriculum-planning process becomes far more complicated in this case since students can enrol for modules at different levels concurrently. Exacerbating factors are phased-out modules, complicated module requirements and inexperienced advising staff. When these factors are taken into account the planning process becomes far more error-prone.A prototype advisor support tool, named Zazu, was developed to address the problems related to paper-based advising. In evaluating the tool a marked difference between the user-satisfaction of expert and novice advisors emerged. This paper discusses the differences between experts and novices in using the advisory support tool, and draws conclusions about how best to structure user interfaces for each advisor category based on the results obtained from the Zazu study.