Semantic analysis during exploratory learning

Authors:
Andrew Howes;Stephen J. Payne
Affiliations:
MRC Applied Psychology Unit, 15 Chaucer Rd., Cambridge, CB2 2EF, UK and Departments of Computing and Psychology, University of Lancaster, Lancaster LA1 4YF, UK;IBM Thomas J. Watson Research Center, Box 704, Yorktown Heights, NY and Departments of Computing and Psychology, University of Lancaster, Lancaster LA1 4YF, UK
Venue:
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Year:
1990

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Abstract

This paper addresses the problem of how a novice computer user, engaged in exploratory learning, accounts for the behaviour of the device. Exploratory learning is the norm for many users who encounter computers in the work place. Exploratory learners must acquire methods from a suboptimal stream of task directed behaviour and its observable effects.A candidate model of analysis, EXPL [9] is taken as the baseline for the development of a new model, called Explor, which employs semantic knowledge of the lexical items used in the interface to relate user actions to system responses. The strengths and weaknesses of Explor are illustrated and discussed.