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Outline

Title
Abstract
Results and Discussion
Background and Significance of This Research
Objectives of the Research
Background
Overview of Studies
Summary
Theoretical Background
Experimental Study
Methodology
Preliminary Results
Conclusions
Expertise in Design
Conclusion
From Requirements to Design -The Dynamo System
Conclusions & Future Work
Related Areas of Research
Research Methods
Questions
Introduction
Designing the Motivational Reactive Module
New Framework for the Design
Conclusions and Work for the Future
References

Human Centred Technology Workshop 2003

Profile image of Ben du BoulayBen du Boulay

2003

Abstract

This paper reports on a study of individual differences in the external representation (ER) selection behavior of participants on a range of database query tasks like comparing, ranking and clustering. Participants were provided with a choice of information-equivalent data representations and selected one of these for use in answering an individual database query task, having previously been divided into two groups on the basis of a pre-experimental task (card sort) designed to assess knowledge of external ERs. The results show that the groups differ most in terms of representation selection on difficult tasks like clustering. Participants in the low group tended to change from more ‘graphical’ to less complex representations. In contrast, high ER knowledge group were able to successfully use a wider range of ER types. Introduction External representations (ERs) such as diagrams (graphs), text (notes, lists) and hybrid forms (tables, concept maps) are powerful aids to reasoning and ...

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The mental organisation of external representations.
Richard Cox

This paper examines the ways in which people organise their knowledge of external representations (ERs). These include diagrams, graphs, charts, textual forms such as lists and notations, maps, tables, pictures etc. We focus upon the kinds of ERs that are used in reasoning and problem solving. Twenty-eight subjects were given an untimed card-sorting task. Cluster analysis of the card- sort data revealed that the cards were classified into 9 ma- jor categories of ER - maps, set diagrams, logic/math no- tations, tables & graphs, lists, music, pictures of objects and scientific diagrams. The card sorts of two sub-groups of subjects were compared. The first group was selected on the basis of skilled (upper quartile) performance on ER reasoning tasks and the second was a group of sub- jects who performed in the lower quartile on ER reason- ing tasks. The card-sort behaviour of the better perform- ing subjects differed from that of their poorer performing peers in that they had fewer but more distinct categories. Their ER naming accuracy was also significantly better. The upper-quartile subjects tended to use structural char- acteristics and ER semantics as a basis for classifying rep- resentations to a greater extent than their lower-quartile peers. The results are discussed in relation to theories of category formation and the graphic-linguistic distinction.

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Tools for Thought: Communicating and Learning Through Digital Technology
CLAUDIA GAMA

2002

Over the last few years, the number of large volume databases has increased dramatically. Consequently, it is much more difficult to understand the retrieved often multivariate information. User-adaptive visualization systems could assist this process. This paper presents data from a pilot study of user preferences for different types of information visualizations under experimental conditions where they were allowed to choose between alternative informationequivalent representations in order to answer given questions. The results are being used to inform the design of a user modeling component of AIVE, an adaptive system for information display.

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Effects of Knowledge Representation on Knowledge Acquisition and Problem Solving
Mohamed khalifa

The way knowledge is represented influences the effectiveness with which that knowledge can be shared and reconstructed. Of particular interest to this study is the hypertext knowledge representation. Based on the schema theory, we propose a model explaining the effect of the hypertext knowledge representation on the user's problem solving performance. The sophistication of the knowledge structure that the user can construct from the hypertext knowledge representation is proposed as an intervening variable mediating the effect of hypertext on the problem solving performance. According to our model, the hypertext representation of the "collective schemata" of a group of experts allows the user to acquire a more complex and better integrated knowledge structure that is more similar to the experts' than does a linear representation. The model further hypothesizes that the complexity, integration and degree of similarity of an individual's schemata to that of do...

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Supporting the use of external representation in problem solving: the need for flexible learning environments
Paul Brna

Artificial Intelligence in Education, 1995

External representations (ERs) are effective in reasoning due to their cognitive and semantic properties. We investigated subjects' use of ERs in their solutions to analytical reasoning problems. Two sources of data were analysed. The first consisted of a large corpus of ERs ('workscratchings') used by students in their solutions to problems administered via paper and pencil tests. The second source of data was collected using switchER, a computer-based system that administered the problems, provided a range of ER construction environments for the subject to choose between and which dynamically logged user-system interactions. SwitchER was developed in order to study the process and time-course of ER use and to investigate the mechanisms (such as ER switching) by which subjects resolve impasses in reasoning. The results showed great diversity of ER use across subjects, allowing the utility of various ERs under differing task conditions to be studied. The range of ERs used by subjects included plan diagrams, various tabular representations, directed graphs, set diagrams, logic, lists, and natural language. Subjects' prior knowledge of ER formalisms was shown to be an important determiner of effective ER use. A review of research on individual differences in problem solving with ERs is also provided. The conclusions indicate the importance of a number of issues relevant to support both for analytical reasoning and for problem solving in general. These results are currently being used to inform the design of the coaching component of switchER II-an interactive learning environment that offers limited learner support in the use of ERs and which is intended to facilitate learning via ER switching.

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Representation still matters: Cognitive engineering and user interface design
chris stary

Behaviour & Information Technology, 1998

With the increased utilization of cognitive models for designing user interfaces several disciplines started to contribute to acquiring and representing knowledge about users, artifacts, and tasks. Although a wealth of studies already exists on modeling mental processes, and although the goals of cognitive engineering have becom e quite clear over the last decade, essential epistemological and methodological issues in the context of developing user interfaces have remained untouched. However, recent challenging tasks, namely designing information spaces for distributed user comm unities, have led to a revival of well known problem s concerning the representation of knowledge and related issues, such as abstraction, navigation through information spaces, and visualization of abstract knowledge. All of these issues are associated with mental processes and thus, might becom e part of cognitive models. In this paper we reveal epistemological and methodological assumptions in the ® eld of cognitive modeling as well as their implications for user interface design. It turns out that in order to achieve the goal of developing hum an-oriented (in contrast to technology-driven) hum an-computer interfaces developers have to develop knowledge of the structure and the representational dynam ics of the cognitive systems which are interacting with the computer. We show that in a ® rst step it is necessary to study and investigate the diOE erent levels and forms of representation that are involved in the interaction processes between computers and human cognitive systems. We propose a hybrid user modeling approach as part of the task-based development procedure in TADEUS (Task Analysis/Design/End User Systems). The hybrid approach does not only enable the representation of functional roles end users have to perform, but also how end users perform these roles, i.e. the representation and re¯ection, if not prediction of their behavior. This way, holistic system developm ent that equally takes into account the organizational requirem ents and the end user reality at work places is facilitated.

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The effectiveness of data presentation formats: An exploratory study
Anna Mette Fuglseth

This paper contributes to the understanding of how data presentation formats may affect decision-making. We report on two experiments, one using verbal protocols and one including eye tracking as methods for data collection. Compared to previous studies, our experiments were characterised by complex tasks with a requirement for accuracy (problem tasks) and by allowing our subjects to use decision aids. We found that decision-makers used both verbal and perceptual processes to handle the task. Furthermore, we found that the subjects needed both tables and graphs to support their decision-processes. The tables facilitated the subjects' calculations, while the graphs gave overviews when studying the trends in the development of the solutions.

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Facilitating End User Database Development by Working with Users' Natural Representations of Data
Diarmuid Pigott

2001

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Supporting the Use of External Representations In Problem Solving: The Need for Flexible Learning Environments
Paul Brna

Journal of Artificial Intelligence in Education, 1995

External representations (ERs) are effective in reasoning due to both their cognitive effects and semantic properties. Educational hypermedia systems frequently use graphically-based approaches to structure information and several intelligent educational systems have employed graphics or graphical interfaces. However, no system to date, of which we are aware, has attempted to offer learner support in the construction, selection and use of a range of representations during reasoning. Those stages are the central concerns of this paper. We argue that they are important for analytical problem solving and a mechanism is proposed whereby learners may resolve impasses in reasoning via switching ER modalities.

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Usability of Visual Information Retrieval Metaphors for Object-Oriented Databases
Kazimierz Subieta, Mariusz Trzaska

Lecture Notes in Computer Science, 2004

The methods for information retrieval must be adequate to a kind of data that are to be queried, as well as to a kind of target users. This observation is especially important in case of naive users (computer non-professionals), who are not able (or just do not want) to learn sophisticated methods requiring significant learning effort and high computer education. In contrast to retrieval engines addressing raw text data such as Google (that are indeed very easy for naive users), a lot of novel technologies address structured data (e.g. XML/RDF repositories or object-oriented databases). Thus there is a need for user interfaces allowing querying and browsing such structured data. However naive users cannot deal with sophisticated retrieval methods and metaphors, especially using keyboard-oriented languages such as SQL, OQL or XQuery, and script languages for formatting retrieval output. Usually, such users prefer working with some kind of a userfriendly visual interface. The problem is amplified by the fact that the amount of data to work with and nowadays users' expectations regarding application's functionalities and easiness of use, are much bigger than in the past.

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Seeking information with an information visualization system: A study of cognitive styles
Xiaojun Yuan

Information Research, 2011

Introduction. This study investigated the effect of cognitive styles on users' informationseeking task performance using a knowledge domain information visualization system called CiteSpace. Method. Sixteen graduate students participated in a user experiment. Each completed an extended cognitive style analysis wholistic-analytic test (the Extended CSA-WA test) on cognitive style, and then conducted eight tasks in the CiteSpace system. Results. Results demonstrated that users' cognitive styles did impact their search performance. The wholistic-Analytic ratio obtained from the cognitive test is significantly correlated with result correctness. After dividing the subjects into two groups based on the median wholistic-analytic ratio, analysis showed that subjects with wholistic preference felt significantly more satisfied with results than those with analytic preference. Additionally, subjects with analytic preference found significantly more correct answers than those with wholistic preference. Conclusions. These results indicated that cognitive style is an important factor in the study of information science and human-computer interaction. Research in this area provides valuable indication of future information system design.

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