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

Martina Angela Sasse, Graham I. Johnson, Pamela Briggs

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 publication'Ergonomics giving quality to life'
Subtitle of host publicationproceedings of the Ergonomics Society's 1988 Annual Conference, Manchester, England, 11-15 April 1988
EditorsE.D. Megaw
Place of PublicationLondon
PublisherTaylor & Francis
Pages426-431
Number of pages6
ISBN (Print)9780850664102, 0850664101
Publication statusPublished - 1988
Externally publishedYes

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Sasse, M. A., Johnson, G. I., & Briggs, P. (1988). Introducing word processing to novice users: a study of 'procedural' and 'conceptual' approaches. In E. D. Megaw (Ed.), 'Ergonomics giving quality to life': proceedings of the Ergonomics Society's 1988 Annual Conference, Manchester, England, 11-15 April 1988 (pp. 426-431). Taylor & Francis.