Introducing word processing to novice users: a study of 'procedural' and 'conceptual' approaches

M. A. Sasse*, G. I. Johnson, P. Briggs

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish
Title of host publicationContemporary ergonomics 1984-2008
Subtitle of host publicationselected papers and an overview of the Ergonomics Society Annual Conference
EditorsPhilip D. Bust
PublisherCRC Press
Pages146-151
Number of pages6
ISBN (Print)9780415804349
DOIs
Publication statusPublished - 1 Dec 2009
Externally publishedYes

Publication series

NameContemporary Ergonomics 1984-2008: Selected Papers and an Overview of the Ergonomics Society Annual Conference

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Sasse, M. A., Johnson, G. I., & Briggs, P. (2009). Introducing word processing to novice users: a study of 'procedural' and 'conceptual' approaches. In P. D. Bust (Ed.), Contemporary ergonomics 1984-2008: selected papers and an overview of the Ergonomics Society Annual Conference (pp. 146-151). (Contemporary Ergonomics 1984-2008: Selected Papers and an Overview of the Ergonomics Society Annual Conference). CRC Press. https://doi.org/10.1201/9781439847565