Abstract
An experimental study of word processor (WP) tutoring is described. Conceptual (top-down') and procedural (bottom-up) tutoring approaches were evaluated. These different approaches were compared with respect to time spent on training and performance tasks and verbal protocol data. Users errors were also analysed in order to identify areas in training and system design for improvement. Generally, the results demonstrated that conceptual approaches to WP tutoring are more efficient than procedural approaches.
| Original language | English |
|---|---|
| Title of host publication | Contemporary ergonomics 1984-2008 |
| Subtitle of host publication | selected papers and an overview of the Ergonomics Society Annual Conference |
| Editors | Philip D. Bust |
| Publisher | CRC Press |
| Pages | 146-151 |
| Number of pages | 6 |
| ISBN (Print) | 9780415804349 |
| DOIs | |
| Publication status | Published - 1 Dec 2009 |
| Externally published | Yes |
Publication series
| Name | Contemporary Ergonomics 1984-2008: Selected Papers and an Overview of the Ergonomics Society Annual Conference |
|---|
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Introducing word processing to novice users : a study of 'procedural' and 'conceptual' approaches. / Sasse, M. A.; Johnson, G. I.; Briggs, P.
Contemporary ergonomics 1984-2008: selected papers and an overview of the Ergonomics Society Annual Conference. ed. / Philip D. Bust. CRC Press, 2009. p. 146-151 (Contemporary Ergonomics 1984-2008: Selected Papers and an Overview of the Ergonomics Society Annual Conference).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Introducing word processing to novice users
T2 - a study of 'procedural' and 'conceptual' approaches
AU - Sasse, M. A.
AU - Johnson, G. I.
AU - Briggs, P.
PY - 2009/12/1
Y1 - 2009/12/1
N2 - An experimental study of word processor (WP) tutoring is described. Conceptual (top-down') and procedural (bottom-up) tutoring approaches were evaluated. These different approaches were compared with respect to time spent on training and performance tasks and verbal protocol data. Users errors were also analysed in order to identify areas in training and system design for improvement. Generally, the results demonstrated that conceptual approaches to WP tutoring are more efficient than procedural approaches.
AB - An experimental study of word processor (WP) tutoring is described. Conceptual (top-down') and procedural (bottom-up) tutoring approaches were evaluated. These different approaches were compared with respect to time spent on training and performance tasks and verbal protocol data. Users errors were also analysed in order to identify areas in training and system design for improvement. Generally, the results demonstrated that conceptual approaches to WP tutoring are more efficient than procedural approaches.
U2 - 10.1201/9781439847565
DO - 10.1201/9781439847565
M3 - Conference contribution
AN - SCOPUS:84864644112
SN - 9780415804349
T3 - Contemporary Ergonomics 1984-2008: Selected Papers and an Overview of the Ergonomics Society Annual Conference
SP - 146
EP - 151
BT - Contemporary ergonomics 1984-2008
A2 - Bust, Philip D.
PB - CRC Press
ER -