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 | 'Ergonomics giving quality to life' |
| Subtitle of host publication | proceedings of the Ergonomics Society's 1988 Annual Conference, Manchester, England, 11-15 April 1988 |
| Editors | E.D. Megaw |
| Place of Publication | London |
| Publisher | Taylor & Francis |
| Pages | 426-431 |
| Number of pages | 6 |
| ISBN (Print) | 9780850664102, 0850664101 |
| Publication status | Published - 1988 |
| Externally published | Yes |
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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.