Textual and visual access to a computer by people who know nothing about it

Baggett, Patricia; Ehrenfeucht, Andrzej

doi:10.1145/358922.358943

Cited by 3 publications

(2 citation statements)

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“…The minority instructions may promote FI learners and impair FD learners, while the typical instructions may impair FI learners and promote FD learners. Baggett and Ehrenfeuch's (1990) type of ill‐structured environment was preferred by the FI learner, which thus enhanced the overall performance of this group when using the minority instructions. On the other hand, it could be that FI learners' poor performance decreased the overall achievement of the group using the well‐structured instructions.…”

Section: Resultsmentioning

confidence: 98%

“…The same rationale can be applied to explain the effects of minority instruction strategy (Baggett & Ehrenfeucht, 1990). While the minority (ill‐structured) instructions could yield typical conceptualizations as typical (well‐structured) instructions did, it could be because of the conflicts between learners' cognitive styles and received instructional strategies.…”

Section: Resultsmentioning

confidence: 99%

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Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Lee

Boling

2008

J. Am. Soc. Inf. Sci.

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The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.

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Section: Resultsmentioning

confidence: 98%

Section: Resultsmentioning

confidence: 99%

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Lee

Boling

2008

J. Am. Soc. Inf. Sci.

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Britt

Berry

Browne

et al. 2008

J. Am. Soc. Inf. Sci.

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Building physical and mental models in assembly tasks

Baggett

Ehrenfeucht

1991

International Journal of Industrial Ergonomics

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Two videotapes were designed which showed how to assemble an 80-piece object, a lift. The lift had a hierarchical structure (breakdown into subassemblies, subsubassemblies, etc.), which was used as the basis for the units in the videotapes. One tape showed the structure top-down, breadth first, so that actions were not always shown in an executable order. The second combined a top-down approach with a sequential execution of actions. Individuals watched one of the two tapes and then performed the assembly from memory. On a measure of similarity of structure to the correctly built lift, less experienced individuals (females) performed significantly better after viewing the second tape than after viewing the first, while for more experienced subjects (males) there were no differences between the tapes. A principle for instructional designers is suggested: When preparing procedural instructions, combine the task hierarchy and the step-by-step execution as was done here, and less experienced individuals will perform as well as more experienced individuals. Relevance to industry The question addressed here is how to design instructions that show and describe a procedure, when the procedure has a hierarchical structure. We show that combining a top-down approach with a sequential execution of actions yields the best performance for inexperienced individuals. The techniques given here should be useful in industry for preparing materials for new or inexperienced workers.

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Textual and visual access to a computer by people who know nothing about it

Cited by 3 publications

References 3 publications

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

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Building physical and mental models in assembly tasks

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