Relative Comprehensibility of Pictorial Information and Printed Words in Proceduralized Instructions

Booher, Harold R.

doi:10.1177/001872087501700306

Cited by 111 publications

(20 citation statements)

References 5 publications

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“…Booher [9] implemented a programmable task simulator for exploring information presentation techniques, and applied it to procedural tasks. Systems developed by Feiner [14], and Seligmann and Feiner [40], demonstrated techniques and design heuristics for the automated generation of explanatory illustrations.…”

Section: Related Workmentioning

confidence: 99%

Augmented reality in the psychomotor phase of a procedural task

Henderson¹,

Feiner²

2011

2011 10th IEEE International Symposium on Mixed and Augmented Reality

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Figure 1: AR assistance for psychomotor phase of a procedural task. (Left) Dynamic 3D arrows and labels overlaid on aircraft engine components (center) respond to ongoing user activity to provide assistance in achieving (right) alignment of components. (Captured by a video camera looking through optical-see-through display used in study. A post-render filter was applied to remove camera distortion and vignetting.) ABSTRACTProcedural tasks are common to many domains, ranging from maintenance and repair, to medicine, to the arts. We describe and evaluate a prototype augmented reality (AR) user interface designed to assist users in the relatively under-explored psychomotor phase of procedural tasks. In this phase, the user begins physical manipulations, and thus alters aspects of the underlying task environment. Our prototype tracks the user and multiple components in a typical maintenance assembly task, and provides dynamic, prescriptive, overlaid instructions on a see-through head-worn display in response to the user's ongoing activity. A user study shows participants were able to complete psychomotor aspects of the assembly task significantly faster and with significantly greater accuracy than when using 3D-graphics-based assistance presented on a stationary LCD. Qualitative questionnaire results indicate that participants overwhelmingly preferred the AR condition, and ranked it as more intuitive than the LCD condition.

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Section: Related Workmentioning

confidence: 99%

Augmented reality in the psychomotor phase of a procedural task

Henderson¹,

Feiner²

2011

2011 10th IEEE International Symposium on Mixed and Augmented Reality

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“…This may answer the question of whether the unique type of information required for a trouble-shooting task is different to the information-types described by Booher (1975) and Bieger and Glock (1984-85) as fundamental for the successful completion of an assembly task; that is, contextual, focus and action-step information. Multimedia literature (Garnier 2001) suggests that arrows contain contextual, structural and movement information and thus would help individuals process information faster and more effectively.…”

Section: Discussion Limitationsmentioning

confidence: 92%

“…Participants' behaviours were the dependent variables for the study, A task analysis of the assembly and operating procedure was conducted by observing and recording the procedures performed by a technician on the design team and the designer. Instructions were developed from the task analysis and the aid of existing guidelines (Bieger & Glock, 1984-85;Booher, 1975;Braby, Kincaid, & McDaniel, 1982;Dixon, 1982;Hegarty, 1992;Hodgkinson & Hughes, 1982;Horton, 1994;Krull & Sharp, 2006;Kurata & Egenhofer, 2005;Nailen, 1981;Resnick, 1976;Stone & Glock, 1981;Szlichcinski, 1979;Tversky, et al, 2000). Six different instruction manuals were produced to coincide with the six experimental conditions in the study Appendix 1 shows an example of the text format in the first six pages of the manuals.…”

Section: Methodsmentioning

confidence: 99%

“…Therefore, they can function as a cognitive aid for learning and instruction (Friedman & Stevenson, 1980;Hagen, 1980;Mayer 2005a;Watt, 1991). Numerous studies have explored the value of pictures in instruction as well as the information contained in them (e.g., Bieger & Glock, 1984-85;Booher, 1975;Houts, Doak, Doak, & Loscalzo, 2006;Szlichcinski, 1979). However, only a few have actually examined how pictorial information conveys functional information for actions.…”

Section: Introductionmentioning

confidence: 99%

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Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

Pekerti

2013

AJET

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The use of information and communication technology (ICT) in education is now central to facilitating links between learners, resources and instructors. Regardless of whether it is used in distance education or educational objects, ICT enables educators to package education opportunities in an increasing number of alternative ways so as best to meet the varying needs of the end user. Currently, one of the challenges that face instructors is to develop materials that enhance the learner-content interaction by reducing extraneous cognitive load while at the same time facilitating learning. This study explored the effectiveness of pictorial information and augmentation in instructions and educational objects. Dual coding theory is used to suggest that information that can be processed via separate but interconnected systems will facilitate faster processing and deeper learning of the information. University students were randomly assigned to six experimental conditions to perform a novel task using six different instruction manuals. A 3 (text, text-pictorial, text-pictorial-arrows) X 2 (picture of object vs. no picture of object) design was used to test whether augmenting text with pictorial information provided additional valuable information in instructional settings. Results partially support this multimedia effect; participants exhibited superior performance in a Text-Pictorial and Text-Pictorial-Arrows format over Text format. A picture of the object also facilitated superior performance on both the assembly and operating tasks, especially in a text format. Overall, combinations of text-pictorial and text-pictorial-arrows facilitated faster assembly and operation; they reduced errors, extra procedures, and unsuccessful assemblies (uncorrected errors). Results also support the idea that arrows convey unique types of information and function. In particular, arrows may attune people to important information and/or convey information movement that guides actions during tasks. Practical implications are discussed in relation to the type of information combinations that may lead to superior instructional design of instructional objects and research, including how to reduce errors of omission.

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“…Further, displaying information based largely on graphics and animation can transcend language-induced barriers. Though, if language is not likely to be a concern, the combination of graphics and text produces superior results to either alone (Booher, 1975). Animation has the advantage of allowing the novice to mimic expert behavior simply through observation.…”

Section: Information Presentationmentioning

confidence: 99%