Beyond "One-Size-Fits-All"

Kiani, Kimia; Cui, G.; Bunt, Andrea; McGrenere, Joanna; Chilana, Parmit K.

doi:10.1145/3290605.3300570

Cited by 31 publications

(28 citation statements)

References 42 publications

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“…The adults in our study did not seem to struggle very much. We do not interpret this as inconsistent with prior work, but rather complementary -OneNote with approximately 90 features is not likely as feature-rich as applications such as Photoshop that has over 200 features 1 , with which adults have been shown to have difficulty [20,54]. In addition, the nature of our tasks might not have been as complex for the adults as those studied before.…”

Section: Chapter 6 Discussion and Implications For Designmentioning

confidence: 56%

“…Studies from back in the 1980s and 1990s to the late 2000s have shown that people often have difficulties learning a new application due to different past experiences with technology [9,4,5]. Despite the availability of online learning resources, built-in help, and manuals, people often tend to be reluctant to read and prefer to learn via self-directed exploration [8,20,9]. Although learning an application through interface exploration is a preferred strategy for many, users make more errors in the early stages of learning that can cause them to feel confused and frustrated [4].…”

Section: Users' Approaches To Learning New Applicationsmentioning

confidence: 99%

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Learning Through Exploration: How Children, Adults, and Older Adults Interact with a New Feature-Rich Application

Mahmud

Alvina

Chilana

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Feature-rich applications such as word processors and spreadsheets are not only being used by working adults but increasingly also used by children and older adults in highly varied contexts. Learning these applications is challenging as they offer hundreds of commands throughout the interface. We investigate how newcomers from different age groups explore the user interface of a feature-rich application to determine, locate and use relevant features. We conducted an in-lab observational study with 10 children (10-12), 10 adults (20-35) and 10 older adults (60-75) who were all first-time users of Microsoft OneNote. Our results illustrate key exploration differences across age groups, including that children were careful and performed as efficiently as the adults, although they struggled to locate contextual menus, whereas older adults spent a longer time and repeated sequences of failed selections. Further, older adults' exploration style was negatively influenced by their past knowledge of similar applications. We discuss design interventions for HCI to better accommodate the age-related differences in exploration styles when users interact with a feature-rich application for the first time.

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Section: Chapter 6 Discussion and Implications For Designmentioning

confidence: 56%

Section: Users' Approaches To Learning New Applicationsmentioning

confidence: 99%

Learning Through Exploration: How Children, Adults, and Older Adults Interact with a New Feature-Rich Application

Mahmud

Alvina

Chilana

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

Self Cite

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“…Further studies found recalling (Andrade et al, 2009) and asking colleagues (Kiani et al, 2020;Novick and Ward, 2006) to enhance software use and learning. Regarding different online resources like videos or forums (Kiani et al, 2020; Informal learning Kiani et al, 2019;Novick and Ward, 2006), built-in help (Novick et al, 2009;Andrade et al, 2009;Kiani et al, 2019) and trial-and-error (Novick et al, 2009;Novick and Ward, 2006;Andrade et al, 2009), empirical evidence on the frequency of use and usefulness for software use and learning is ambiguous. These few conducted studies share several limitations.…”

Section: Empirical Research On Solving Software-related Problemsmentioning

confidence: 99%

Informal learning from dealing with software-related problems in the digital workplace

Leiß,

Rausch

2023

JWL

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Purpose This paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work. Design/methodology/approach To measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis. Findings Results revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning. Research limitations/implications Major limitations of the study concern the convenience sample and the disregard for the sequence of the activities. Originality/value This study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.

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“…Learning Approach. For the final dimension, we consider different learning approaches that have been long discussed in HCI literature [5,23,39]. On one end of this dimension is passive learning, i.e.…”

Section: Design Dimensionsmentioning

confidence: 99%

“…from mobile to PC). Furthermore, forming a query can indeed be an issue [23], as raised by P16 who did not use a PC everyday. The Keyword Search Bar was his least preferred concept, because he would not be sure he knew what to type as a query if he did not have much exposure to the full set of features in the PC version.…”

Section: Abstractearch Bar Is Efficientmentioning

confidence: 99%

Where is that Feature?

Alvina

Bunt

Chilana

et al. 2020

Proceedings of the 2020 ACM Designing Interactive Systems Conference

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People increasingly access cross-device applications from their smartphones while on the go. Yet, they do not fully use the mobile versions for complex tasks, preferring the desktop version of the same application. We conducted a survey (N=77) to identify challenges when switching back and forth between devices. We discovered significant cross-device learnability issues, including that users often find exploring the mobile version frustrating, which leads to prematurely giving up on using the mobile version. Based on the findings, we created four design concepts as video prototypes to explore how to support cross-device learnability. The concepts vary in four key dimensions: the device involved, automation, temporality, and learning approach. Interviews (N=20) probing the design concepts identified individual differences affecting cross-device learning preferences, and that users are more motivated to use cross-device applications when offered the right crossdevice learnability support. We conclude with future design directions for supporting seamless cross-device learnability.

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Beyond "One-Size-Fits-All"

Cited by 31 publications

References 42 publications

Learning Through Exploration: How Children, Adults, and Older Adults Interact with a New Feature-Rich Application

Learning Through Exploration: How Children, Adults, and Older Adults Interact with a New Feature-Rich Application

Informal learning from dealing with software-related problems in the digital workplace

Where is that Feature?

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