Learning and transfer for text and graphics editing with a direct manipulation interface

Ziegler, Jürgen; Hoppe, H. Ulrich; Fähnrich, Klaus-Peter

doi:10.1145/22339.22351

Cited by 13 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The NGOMSL method length, transfer measures, and the number of memory chunks were excellent predictors of this more realistic training time, although the prediction coefficients were different than those in Kieras [1988]. Finally, even in learning situations that are naturalistically unstructured, at least the ordinal predictions of learning time should hold true, as suggested by results such as in Ziegler et al [1986]. It seems reasonable that regardless of the learning situation, systems whose methods are longer and more complex will require more time to learn, because more procedural knowledge has to be acquired, either by explicit study or inferential problem solving.…”

mentioning

confidence: 81%

The GOMS family of user interface analysis techniques

John

Kieras

1996

ACM Trans. Comput.-Hum. Interact.

540

266

View full text Add to dashboard Cite

Since the publication of The Psychology of Human-Computer Interaction, the GOMS model has been one of the most widely known theoretical concepts in HCI. This concept has produced several GOMS analysis techniques that differ in appearance and form, underlying architectural assumptions, and predictive power. This article compares and contrasts four popular variants of the GOMS family (the Keystroke-Level Model, the original GOMS formulation, NGOMSL, and CPM-GOMS) by applying them to a single task example.

show abstract

mentioning

confidence: 81%

The GOMS family of user interface analysis techniques

John

Kieras

1996

ACM Trans. Comput.-Hum. Interact.

540

266

View full text Add to dashboard Cite

show abstract

“…This prediction has been experimentally confirmed in several laboratory experiments (e.g. Poison, Muncher and Engelbeck, 1986;Ziegler, Hoppe and Fahnrich, 1986). Typically, the subjects of these experiments are explicitly trained step by step in performing the various unit tasks (Card, Moran and Newell, 1983), such as deleting a word.…”

Section: Introductionmentioning

confidence: 71%

The Psychological Processes of Constructing a Mental Model when Learning by being Told, from Examples, and by Exploration

Schmalhofer

Kühn

1991

Mental Models and Human-Computer Interaction 2

View full text Add to dashboard Cite

The current paper presents a detailed description of an integrative simulation model, which specifies the psychological knowledge acquisition process in learning by being told (learning from text), in learning from examples (learning from a demonstration) and in learning by exploration. A learner's prior domain knowledge, which may consist of domain specific knowledge and general heuristics, has a critical influence in what is being learned. For various degrees of prior knowledge, the simulation specifies the different ways by which a mental model may be formed. Consequently, it can be applied for evaluating the effectiveness of the different learning methods and instruction materials as well as the influence of a learner's prior knowledge.

show abstract

“…The NGOMSL operators and the number of memory chunks were excellent predictors of this more realistic training time, although the prediction coefficients were different than those given in Kieras (1988a). Furthermore, even in learning situations that are realistically unstructured, at least the ordinal predictions of learning time should hold true, as suggested by results such as Ziegler, Hoppe, & Fahnrich (1986). It seems reasonable that regardless of the learning situation, systems whose methods are longer and more complex will require more time to learn, because there is more procedural knowledge to be acquired, either by explicit study or inferential problemsolving.…”

Section: Move-mouse-to-pastementioning

confidence: 91%

The GOMS Family of Analysis Techniques: Tools for Design and Evaluation,

John¹,

Kieras²

1994

View full text Add to dashboard Cite

Since the seminal Card, Moran, & Newell (1983) book, The psychology of humancomputer interaction, the concept of the GOMS model has been one of the few widely known theoretical concepts in human-computer interaction. This concept has spawned much research to verify and extend the original concept and has been used in real-world design and evaluation situations. The original presentation of the GOMS concept left substantial room for interpretation and subsequent researchers and practitioners have applied the idea in a variety of ways. While this variety shows that the GOMS concept is fruitful, there is some confusion about the GOMS concept and the various approaches that share this label yet appear to be radically different. This paper synthesizes the previous work on GOMS to provide an integrated view of GOMS models and how they can be used in design. The major variants of GOMS that have matured sufficiently to be used in real-world design and evaluation situations are described and related to the original GOMS proposal and to each other. A single example is used to illustrate all of the techniques. Guidance is provided to practitioners who wish to use GOMS for their design and evaluation problems, and examples of actual applications of GOMS techniques are presented. ZL-. B~y D ri AbstractSince the seminal Card, Moran, & Newell (1983) book, The psychology of human-computer interaction, the concept of the GOMS model has been one of the few widely known theoretical concepts in human-computer interaction. This concept has spawned much research to verify and extend the original concept and has been used in real-world design and evaluation situations. The original presentation of the GOMS concept left substantial room for interpretation and subsequent researchers and practitioners have applied the idea in a variety of ways. While this variety shows that the GOMS concept is fruitful, there is some confusion about the GOMS concept and the various approaches that share this label yet appear to be radically different. This paper synthesizes the previous work on GOMS to provide an integrated view of GOMS models and how they can be used in design. The major variants of GOMS that have matured sufficiently to be used in real-world design and evaluation situations are described and related to the original GOMS proposal and to each other. A single example is used to illustrate all of the techniques. Guidance is provided to practitioners who wish to use GOMS for their design and evaluation problems, and examples of actual applications of GOMS techniques are presented.

show abstract

Learning and transfer for text and graphics editing with a direct manipulation interface

Cited by 13 publications

References 7 publications

The GOMS family of user interface analysis techniques

The GOMS family of user interface analysis techniques

The Psychological Processes of Constructing a Mental Model when Learning by being Told, from Examples, and by Exploration

The GOMS Family of Analysis Techniques: Tools for Design and Evaluation,

Contact Info

Product

Resources

About