摘要:

This paper discusses the prospects of psychology playing a significant role in the progress of human-computer interaction. In any field, hard science (science that is mathematical or otherwise technical) has a tendency to drive out softer sciences, even if the softer sciences have important contributions to make. It is possible that, as computer science and artificial intelligence contributions to human-computer interaction mature, this could happen to psychology. It is suggested that this trend might be prevented by hardening the applicable psychological science. This approach, however, has been criticized on the grounds that the resulting body of knowledge would be too low level, too limited in scope, too late to affect computer technology, and too difficult to apply. The prospects for overcoming each of these obstacles are analyzed here.

ISSN:0737-0024    

DOI:10.1207/s15327051hci0103_1

出版商:Lawrence Erlbaum Associates, Inc.    

年代:1985

数据来源: Taylor

摘要:

University researchers need to use computers in their work yet they are not computer professionals and are not able to progress efficiently without adequate guidance. All British universities make such computer-use guidance available, the most important source of information being the advisory service of the local computer center. However, little is known of the structure and effectiveness of advisory interactions. The analysis of advisory conversations requires some method for representing their structure. This paper reports such a method based on a scheme devised by a research team at the University of Birmingham, UK (Sinclair & Coulthard, 1975) for the study of teaching discourse. Using this system, we are able to define the problem-solving nature of advisory discourse, along with a number of limitations inherent in the way advisers currently conduct interactions. Various coding extensions are suggested, along with proposals for the application of the system to the development of improved advisory strategies.

ISSN:0737-0024    

DOI:10.1207/s15327051hci0103_2

出版商:Lawrence Erlbaum Associates, Inc.    

年代:1985

数据来源: Taylor

摘要:

Studies of people learning to use contemporary word-processing equipment suggest that effective learning is often "active," proceeding by self-initiated problem solving. The instructional manuals that accompany current word-processing systems often penalize and impede active learning. A set of instructional materials was constructed for a commercial word processor, specifically designed to support and encourage an active learning orientation. These "guided exploration (GE) materials are modular, task oriented, procedurally incomplete, and address error recognition and recovery. Learners using the GE materials spent substantially less time yet still performed better on a transfer of learning posttest than learners using commercially developed self-study materials. Qualitative analysis of aspects of the learning protocols of participants suggested that active learning mechanisms may underlie this advantage.

ISSN:0737-0024    

DOI:10.1207/s15327051hci0103_3

出版商:Lawrence Erlbaum Associates, Inc.    

年代:1985

数据来源: Taylor