Systematic selection and implementation of graphical user interface metaphors

The effects of metaphors on learning have been proved by many studies. Learners naturally invoke metaphors when learning new concepts because metaphors stimulate them to generate models of the domain to be learned. However, little evidence has been seen of metaphors' effect on developing learners' mental models. Since metaphors function by providing familiar concepts that help learners to construct new knowledge, metaphors' effects may be more apparent to novice learners.This study explores the effects of metaphors on both novice and expert learners' performance and their mental-model development as documented by three different measurement methods. It also examines the relationship between subjects' performance and their mental models. The results indicate that metaphors may facilitate novices' construction of integrative knowledge but not simple knowledge. In addition, metaphors may possibly have lasting effects on expert learning but the effects may not be seen immediately after learning. q

Section: Content and Metaphors Of The Learning Systemmentioning

confidence: 99%

The effects of metaphors on novice and expert learners' performance and mental-model development

Hsu

2006

“…In other words, one metaphor cannot be a secondary (subordinate) metaphor to the other one (the primary metaphor). Cates (2002) notes that the trick for combining two metaphors is "to select auxiliary metaphors that are consonant with the underlying metaphor . we need to look for auxiliary metaphors that exhibit a fairly high measure of affinity and do not exhibit excessively contrasting properties."…”

Section: Selecting Metaphorsmentioning

confidence: 99%

“…3 provides an example of the interface with structural cues taken from the book and folder metaphors. By using this method, the selection and combining of metaphors have achieved what Alty et al (2000) call 'between-metaphor consistency' and 'within-metaphor consistency'; that is, the auxiliary metaphors complement the underlying metaphor and the interface metaphors are consonant with real world metaphors (Cates, 2002). The design also corresponds to Hulley's (1990) claim that "the methods chosen for structuring information need to be the most suitable for the user's needs; they must support the tasks that the user wants to carry out and provide an interface which can be easily understood or learned."…”

Section: Combining Metaphorsmentioning

confidence: 99%

The long-term effects of integral versus composite metaphors on experts' and novices' search behaviors

Hsu

2005

For years, metaphors have been used extensively to facilitate multiple user tasks on Web sites. Nonetheless, research examining metaphor's effects in facilitating user tasks, not to mention the proposal of the design methodology, is limited. There is disagreement about using single or multiple metaphors in designing computer systems. Regarding metaphor's long-term effects, Carroll and Thomas [Carroll, J.M., Thomas, C.J., 1982. Metaphor and the cognitive representation of computing systems. IEEE Transactions on Systems, Man, and Cybernetics, SMC 12, 107-116] claim that metaphors lose utility once users are familiar with the system. Furthermore, little evidence exists about metaphor's effects on users with differing computer experience.This researcher proposes a metaphor design methodology to examine the long-term effects of integral (single) versus composite (mixed) metaphors on subjects' information search behaviors and their effects on Internet novices and experts. Ninety-eight college students participated in this study. The findings suggest that metaphor's effects decrease over time as users become more experienced. Moreover, composite metaphors facilitate experts' searching better than novices'. q

“…According to Cates's (2002) POPIT model (Properties, Operations, Phrases, Images, and Types) for visual-metaphorical interface design, three secondary metaphors ''Applying for Dormitory,'' ''The Furnishing and Design Tools,'' and ''Starting Room Improvement'' were developed to correspond to ''Getting Accounts,'' ''Getting the Tools,'' and ''Getting Started'' respectively . By entering the ''Student Dormitory'' building, participants explored the concept of constructing personal homepages.…”

Section: Interface Layouts: Hyperlink Vs Visual-metaphormentioning

confidence: 99%

The effects of visual metaphor and cognitive style for mental modeling in a hypermedia-based environment

Lee¹

2007

With the exponential growth of Internet technology, the notion of users' cognition when navigating such a vast information space has gained prominence. Studies suggest that metaphors can serve as effective tools to scaffold users' mental modeling processes. However, how users conceive of the metaphorical aid (as opposed to simply how they perceive it) remains questionable. Cognitive style, or the user's preferred way of information processing, has thus been posited as a possible factor affecting the success of the metaphorical approach in a hypermedia environment.This study explores the effects of visual metaphors and cognitive styles on users' learning performances in terms of structural knowledge and feelings of disorientation. The results indicate that a visual metaphor could improve the quality of mental formation, yet simultaneously increase users' mental load during navigation. In addition, cognitive style is a crucial factor that can significantly affect users' learning performance.