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Titolo:
THE INFLUENCE OF THE USER-INTERFACE ON SOLVING WELL-DEFINED AND ILL-DEFINED PROBLEMS
Autore:
SCHAR SG;
Indirizzi:
NORWEGIAN COMP CTR,FORSKINGSVEIEN 1B,POSTBUS 114 N-0314 OSLO NORWAY
Titolo Testata:
International journal of human-computer studies
fascicolo: 1, volume: 44, anno: 1996,
pagine: 1 - 18
SICI:
1071-5819(1996)44:1<1:TIOTUO>2.0.ZU;2-K
Fonte:
ISI
Lingua:
ENG
Soggetto:
DIRECT MANIPULATION; STRUCTURED PROBLEMS; INTERACTIVE TASKS; TACIT KNOWLEDGE; IMPLICIT; MODES;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
CompuMath Citation Index
CompuMath Citation Index
Science Citation Index Expanded
Citazioni:
30
Recensione:
Indirizzi per estratti:
Citazione:
S.G. Schar, "THE INFLUENCE OF THE USER-INTERFACE ON SOLVING WELL-DEFINED AND ILL-DEFINED PROBLEMS", International journal of human-computer studies, 44(1), 1996, pp. 1-18

Abstract

It is well documented that people can learn in two different modes. An explicit mode is recognized by a conscious and selective attention towards the problem, while in the implicit mode, the learning is more unconscious and trial and error based. According to Hayes and Boradbentthe success of employing each of these modes depends on characteristics of the problem. By applying the theory to human-computer interaction the users of conversational interfaces are predicted to be induced to an explicit learning mode, while users of direct manipulation interfaces would be induced to an implicit mode. The ability of the user interface to induce a learning mode makes it important to identify problems which can be optimally solved with each of the interfaces. Two experiments were designed to test if problems characterized as well- or ill-defined can predict which of the interfaces would be more successful. Well-defined problems were expected to be better solved by a conversational interface, and ill-defined problems with direct manipulation interfaces. The experiments demonstrate that the interfaces can induce the two different learning modes as predicted. The results only partlysupport that problem definition can predict which interface would be more successful. The problem definition concept is therefore not recommended as a criterion to select interface. (C) 1996 Academic Press Limited

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 22/09/20 alle ore 12:27:01