Clayton H. Lewis
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"Clayton Lewis"
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Publications by Clayton H. Lewis (bibliography)
» 2007 «
Keates, Simeon, Adams, Ray, Bodine, Cathy, Czaja, Sara J., Gordon, Wayne, Gregor, Peter, Hacker, Emily, Hanson, Vicki, Kemp, John, Laff, Mark, Lewis, Clayton H. and Pieper, Michael (2007): Cognitive and learning difficulties and how they affect access to IT systems. In Universal Access in the Information Society, 5 (4) pp. 329-339
“In October 2005, the IBM Human Ability and Accessibility Center and T.J. Watson Research Center hosted a symposium on "cognitive and learning difficulties and how they affect access to IT systems". The central premise of the symposium was the recognition that cognitive and learning difficulties have a profound impact on a person's ability to interact with information technology (IT) systems, but that little support is currently being offered by those systems. By bringing together internationally renowned experts from a variety of different, but complementary, research fields, the symposium aimed to provide a complete overview of the issues related to this topic. This paper summarises the discussions and findings of the symposium.”
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Lewis, Clayton H. (2007): Simplicity in cognitive assistive technology: a framework and agenda for research. In Universal Access in the Information Society, 5 (4) pp. 351-361
“Technology offers substantial benefits to the many people with some form of cognitive disability. But the power of technology often comes in a package whose complexity is a barrier to many users, leading to calls for designs, and especially designs for user interfaces, that are "simple". This paper analyzes the idea of simplicity, and suggests (a) that simplicity in a user interface is not a unified concept, but rather has distinguishable facets, and (b) that simplicity must be defined in terms of the cognitive capabilities of a user, so that what is "simpler" for one user may be "more complex" for another. Despite (b), the prospects for universal design in this area are good, in that interface technology with the flexibility needed to produce "simple" interfaces for a range of users with different cognitive strengths will be of value in addressing the overall design space of interfaces for a broad audience. While it is possible to sketch the outlines of a useful theory of simplicity, the sketch reveals much that is not fully understood. It also reveals opportunities to rethink the architecture of user interfaces in a way that will benefit user interface development generally.”
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» 2006 «
Davies, Stephen, Allen, Scotty, Raphaelson, Jon, Meng, Emil, Engleman, Jake, King, Roger and Lewis, Clayton H. (2006): Popcorn: the personal knowledge base. In: Proceedings of DIS06: Designing Interactive Systems: Processes, Practices, Methods, & Techniques 2006. pp. 150-159. Available online
“People often use powerful tools to manage the documents they encounter, but very rarely to store the mental knowledge they glean from those documents. Popcorn is a personal knowledge base: an experimental interface and database designed to store and retrieve a user's accumulated personal knowledge. It aims to let the user represent information in a way that corresponds more naturally to their mental conceptions than simply text would, in part by making heavy use of transclusion: sharing items among multiple contexts. This paper describes the design rationale for the system, contrasting it with related efforts, and presents the results of deploying it to a group of volunteers who used it in real-world settings. The results, while revealing some limitations in the tool, and some challenges in coping with knowledge reorganization, suggest that the analysis underlying the design is useful, and that Popcorn is a powerful and effective tool for a variety of intellectual work.”
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Lewis, Clayton H. (2006): HCI and cognitive disabilities. In Interactions, 13 (3) pp. 14-15
» 2005 «
Lewis, Clayton H. (2005): Bridges for the mind: opportunities for research on cognitive disabilities. In: Seventh Annual ACM Conference on Assistive Technologies 2005. p. 1. Available online
» 2002 «
Blackmon, Marilyn Hughes, Polson, Peter G., Kitajima, Muneo and Lewis, Clayton H. (2002): Cognitive walkthrough for the web. In: Terveen, Loren (ed.) Proceedings of the ACM CHI 2002 Conference on Human Factors in Computing Systems Conference April 20-25, 2002, Minneapolis, Minnesota. pp. 463-470.
» 2000 «
Kellogg, Wendy A., Lewis, Clayton H. and Polson, Peter G. (2000): Introduction to This Special Issue on New Agendas for Human-Computer Interaction. In Human-Computer Interaction, 15 (2) pp. 69-74
» 1998 «
Lewis, Clayton H., Brand, Cathy, Cherry, Gina and Rader, Cyndi (1998): Adapting User Interface Design Methods to the Design of Educational Activities. In: Karat, Clare-Marie, Lund, Arnold, Coutaz, Joëlle and Karat, John (eds.) Proceedings of the ACM CHI 98 Human Factors in Computing Systems Conference April 18-23, 1998, Los Angeles, California. pp. 619-626. Available online
“We have adapted the programming walkthrough technique to help design computer-supported educational activities in elementary school science. We present examples from a case study which illustrate ways in which design of an educational activity is similar to and different from design of a user interface. We have found that the walkthrough approach is useful in this new setting, and that it sheds new light on the general task-centered orientation to design.”
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» 1997 «
Rader, Cyndi, Brand, Cathy and Lewis, Clayton H. (1997): Degrees of Comprehension: Children's Understanding of a Visual Programming Environment. In: Pemberton, Steven (ed.) Proceedings of the ACM CHI 97 Human Factors in Computing Systems Conference March 22-27, 1997, Atlanta, Georgia. pp. 351-358. Available online
“A new generation of innovative, highly visual children's programming environments is under development. In this paper, we consider the instructional requirements for children learning to program in a visual environment. Based on our year-long experience using Apple Computer's KidSim/Cocoa prototype [2] and the results of a year-end assessment, we conclude that the children failed to grasp many aspects of the program operation. The children readily mastered drawing and animating characters in imaginary worlds, but struggled to achieve more complex behaviors. Lack of explicit instruction on program functionality hindered these children in their attempts to create more sophisticated science programs. We explore the prospects for more effective instruction and suggest some guidelines for designing visual programming environments.”
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» 1995 «
Rudisill, Marianne, Lewis, Clayton H., Polson, Peter G. and McKay, Tim (eds.) (1995): Human-Computer Interface Design: Success Stories, Emerging Methods, and Real-World Context. Morgan Kaufmann Publishers
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» 1994 «
Rieman, John, Lewis, Clayton H., Young, Richard M. and Polson, Peter G. (1994): "Why is a Raven Like a Writing Desk?" Lessons in Interface Consistency and Analogical Reasoning from Two Cognitive Architectures. In: Adelson, Beth, Dumais, Susan and Olson, Judith S. (eds.) Proceedings of the ACM CHI 94 Human Factors in Computing Systems Conference April 24-28, 1994, Boston, Massachusetts. pp. 438-444. Available online
“Users who have worked with just a few pieces of application software on a computer system are often faced with the need to use a new program on the same system. Consistency between program interfaces is intended to make the new program easier to learn in this situation, but how "consistency" should be defined is not always clear. We present a model of analogical reasoning that describes how users rely on interface consistency to induce correct actions in a new situation. Versions of the model are implemented in ACT-R and Soar. The model yields a clearer and more principled understanding of design guidelines that recommend interface consistency.”
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» 1993 «
Stasko, John T., Badre, Albert N. and Lewis, Clayton H. (1993): Do Algorithm Animations Assist Learning? An Empirical Study and Analysis. In: Ashlund, Stacey, Mullet, Kevin, Henderson, Austin, Hollnagel, Erik and White, Ted (eds.) Proceedings of the ACM CHI 93 Human Factors in Computing Systems Conference April 24-29, 1993, Amsterdam, The Netherlands. pp. 61-66. Available online
“Algorithm animations are dynamic graphical illustrations of computer algorithms, and they are used as teaching aids to help explain how the algorithms work. Although many people believe that algorithm animations are useful this way, no empirical evidence has ever been presented supporting this belief. We have conducted an empirical study of a priority queue algorithm animation, and the study's results indicate that the animation only slightly assisted student understanding. In this article, we analyze those results and hypothesize why algorithm animations may not be as helpful as was initially hoped. We also develop guidelines for making algorithm animations.”
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Shneiderman, Ben and Lewis, Clayton H. (1993): Building HCI Partnerships and Infrastructure. In Behaviour and Information Technology, 12 (2) pp. 130-135
“As policymakers and technology planners respond to the growing activity in human-computer interaction, a broad perspective may be helpful. This article offers a top-down view of current activities and suggests opportunities and challenges for the continued growth of HCI. Partnerships among universities, corporations, government agencies, and professional societies are proposed. Infrastructure needs to support this new discipline are outlined.”
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» 1992 «
Polson, Peter G., Lewis, Clayton H., Rieman, John and Wharton, Cathleen (1992): Cognitive Walkthroughs: A Method for Theory-Based Evaluation of User Interfaces. In International Journal of Man-Machine Studies, 36 (5) pp. 741-773
“This paper presents a new methodology for performing theory-based evaluations of user interface designs early in the design cycle. The methodology is an adaptation of the design walkthrough techniques that have been used for many years in the software engineering community. Traditional walkthroughs involve hand simulation of sections of code to ensure that they implement specified functionality. The method we present involves hand simulation of the cognitive activities of a user, to ensure that the user can easily learn to perform tasks that the system is intended to support. The cognitive walkthrough methodology, described in detail, is based on a theory of learning by exploration presented in this paper. These is a summary of preliminary results of effectiveness and comparisons with other design methods.”
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» 1991 «
Bell, Brigham, Rieman, John and Lewis, Clayton H. (1991): Usability Testing of a Graphical Programming System: Things We Missed in a Programming Walkthrough. In: Robertson, Scott P., Olson, Gary M. and Olson, Judith S. (eds.) Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference April 28 - June 5, 1991, New Orleans, Louisiana. pp. 7-12. Available online
“Traditional programming language design has focussed on efficiency and expressiveness, with minimal attention to the ease with which a programmer can translate task requirements into statements in the language, a characteristic we call "facility." The programming walkthrough is a method for assessing the facility of language design before implementation. We describe the method and its predictions for a graphical programming language, ChemTrains. These predictions are contrasted with protocols of subjects attempting to write their first ChemTrains program. We conclude that the walkthrough is a valuable aid at the design stage, but it is not infallible. Our results also suggest that it may not be enough for programmers to know how to solve a problem; they must also understand why the solution will succeed.”
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Rieman, John, Davies, Susan, Hair, D. Charles, Esemplare, Mary, Polson, Peter G. and Lewis, Clayton H. (1991): An Automated Cognitive Walkthrough. In: Robertson, Scott P., Olson, Gary M. and Olson, Judith S. (eds.) Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference April 28 - June 5, 1991, New Orleans, Louisiana. pp. 427-428. Available online
Lewis, Clayton H., Reiman, John and Bell, Brigham (1991): Problem-Centered Design for Expressiveness and Facility in a Graphical Programming System. In Human-Computer Interaction, 6 (3) pp. 319-355
“This article presents a case study in the use of problems in design. Problems -- concrete examples of user goals whose accomplishment a system is intended to support -- were used to describe the intended functions of a graphical programming system and to manage the growth of the space of design alternatives for the system. Problems were also used to evaluate alternative designs: They served as bench marks for comparing both the solutions offered by differing designs and the work required of users to reach these solutions. The problem-centered design process includes a representation of design rationale in which the strengths and weaknesses of design alternatives in dealing with specific problems, rather than abstract connections among design issues, are central.”
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» 1990 «
Wilde, Nicholas and Lewis, Clayton H. (1990): Spreadsheet-Based Interactive Graphics: From Prototype to Tool. In: Carrasco, Jane and Whiteside, John (eds.) Proceedings of the ACM CHI 90 Human Factors in Computing Systems Conference 1990, Seattle, Washington,USA. pp. 153-159.
“The NoPumpG prototype suggested that the spreadsheet model of computation could simplify the creation of some types of interactive graphical application when compared with other approaches. We report here experience in developing an enhanced follow-on system, NoPumpII, and describe three applications developed using it. We conclude that (1) the potential advantages of the spreadsheet model are realized in this application experience, (2) revisions to the prototype design have permitted an increase in the complexity and scale of applications, and (3) there remain limitations in the current design which, if redressed, would further enlarge the scope of application. More generally we conclude that alternative computational models are an important area of exploration for HCI research.”
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Lewis, Clayton H., Polson, Peter G., Wharton, Cathleen and Rieman, John (1990): Testing a Walkthrough Methodology for Theory-Based Design of Walk-Up-and-Use Interfaces. In: Carrasco, Jane and Whiteside, John (eds.) Proceedings of the ACM CHI 90 Human Factors in Computing Systems Conference 1990, Seattle, Washington,USA. pp. 235-242.
“The value of theoretical analyses in user interface design has been hotly debated. All sides agree that it is difficult to apply current theoretical models within the constraints of real-world development projects. We attack this problem in the context of bringing the theoretical ideas within a model of exploratory learning to bear on the evaluation of alternative interfaces for walk-up-and-use systems. We derived a "cognitive walkthrough" procedure for systematically evaluating features of an interface in the context of the theory. Four people independently applied this procedure to four alternative interfaces for which we have empirical usability data. Consideration of the walkthrough sheds light on the consistency with which such a procedure can be applied as well as the accuracy of the results.”
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Lewis, Clayton H. (1990): A Research Agenda for the Nineties in Human-Computer Interaction. In Human-Computer Interaction, 5 (2) pp. 125-143
“Although the practical importance of user interface technology is now well established, the proper role of research in the development of the technology and the kind of research that is appropriate remain in question. This article takes stock of some of the competing positions and proposes an agenda, identifying areas of work that might command some consensus despite the widely varying viewpoints represented in the research community. The major initiatives proposed are understanding goals and preferences, broadening applied cognitive theory, supporting innovation, and credit assignment.”
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Polson, Peter G. and Lewis, Clayton H. (1990): Theory-Based Design for Easily Learned Interfaces. In Human-Computer Interaction, 5 (2) pp. 191-220
“Many important computer applications require that users be able to use them effectively with little or no formal training. Current examples include bank teller machines and airport information kiosks. Today successful systems of this kind can only be developed by iteration using costly empirical testing. This article aims to provide a theoretical foundation for the design of such systems, a model of learning by exploration, called CE+. The theory incorporates assumptions from (a) the GOMS model and cognitive complexity theory (CCT) on the representation of procedural knowledge as productions, (b) the EXPL model on learning from examples, and (c) research on problem-solving processes for simple puzzlelike problems. Design guidelines for systems that can be learned by exploration, "design for successful guessing," are derived from the theory. These principles are compared to those developed by Norman (1988).”
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» 1989 «
Bice, Ken and Lewis, Clayton H. (eds.) Proceedings of the ACM CHI 89 Human Factors in Computing Systems Conference April 30 - June 4, 1989, Austin, Texas.
Lewis, Clayton H., Hair, D. Charles and Schoenberg, Victor (1989): Generalization, Consistency, and Control. In: Bice, Ken and Lewis, Clayton H. (eds.) Proceedings of the ACM CHI 89 Human Factors in Computing Systems Conference April 30 - June 4, 1989, Austin, Texas. pp. 1-5.
“Easy learning of a user interface depends in part on users being able to generalize successfully about it. Philosophical doctrine, and some recent work in human-computer interaction, argues that causal analysis of interactions can support generalization. But neither the philosophical literature nor the HCI literature provides a rigorous theory of causal analysis adequate for problems in human-computer interaction. We propose such a rigorous theory here, and show how it accounts for two robust generalizations, using certain general assumptions. We then present evidence that these assumptions are accepted by people. Finally we compare this theory with other treatments of consistency.”
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» 1988 «
Olson, Gary M., Borning, Alan, diSessa, Andrea A., Lewis, Clayton H., Sherwood, Bruce and Smith, Randall B. (1988): Making Interactive Graphics Accessible: Comparison of Approaches. In: Soloway, Elliot, Frye, Douglas and Sheppard, Sylvia B. (eds.) Proceedings of the ACM CHI 88 Human Factors in Computing Systems Conference June 15-19, 1988, Washington, DC, USA. p. 249.
“The participants have all created systems designed to make it easier to build interactive graphics applications such as animated physics demonstrations: Borning, ThingLab; DiSessa, BOXER; Lewis, NoPumpG; Sherwood, CMU Tutor; Smith, Alternate Reality Kit. These systems represent a wide variety of technical approaches, including spreadsheet extensions, object-oriented programming, constraint management, and procedural languages. In preparation for the panel, the panelists have exchanged problems selected to demonstrate the strengths and weaknesses of their systems, and each has undertaken to solve all of the problems. Based on this experience the panelists will discuss general issues raised by the problems, the advantages and limitations of their systems, and what suggestions can be made about the value of particular approaches to making interactive graphics accessible to a wide audience.”
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» 1987 «
Lewis, Clayton H. and Olson, Gary M. (1987): Can Principles of Cognition Lower the Barriers to Programming?. In: Olson, Gary M., Sheppard, Sylvia B. and Soloway, Elliot "Empirical Studies of Programmers: Second Workshop". Ablex Publishing pp. 248-263
Smolensky, Paul, Bell, Brigham, Fox, Barbara, King, Roger and Lewis, Clayton H. (1987): Constraint-Based Hypertext for Argumentation. In: Weiss, Stephen and Schwartz, Mayer (eds.) Proceedings of ACM Hypertext 87 Conference November 13-15, 1987, Chapel Hill, North Carolina. pp. 215-245.
“In this paper we describe a hypertext system we are developing for the support of reasoned argumentation: the EUCLID project. We use the project to address two general problems arising with hypertext: the problems of controlling user/document interaction, and the problem of controlling the screen. We suggest that guiding users' interaction with hypertext is difficult because of the unique form of discourse that hypertext represents, and that structuring user/document interaction can be achieved through specializing to a particular type of material and designing the hypertext system to respect the particular discourse structure characteristic of that material. EUCLID's design is tuned to the structure of reasoned discourse. The problem of screen management in EUCLID is a serious one, because our presentation of complex arguments requires mapping the complex logical relations between parts of realistic arguments onto complex spatial relations between items in the display. We describe a general system we are developing which provides this high degree of control for hypertext screen management. This system represents a constraint-based approach to hypertext, in which the items from the underlying database that are to be displayed may each contribute a number of constraints on the layout; a general constraint-satisfier then computes a screen layout that simultaneously satisfies these constraints. Each time an item is to be added to or deleted from the screen, the constraint set is adjusted and the screen layout is recomputed; thus the spatial relationships on the screen provide at all times a veridical representation of the underlying relations between displayed database items. This kind of strong screen control is demanded by hypertext applications which, like ours, are fine grained: the number of nodes and links being displayed number in the hundreds.”
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Lewis, Clayton H., Casner, Stephen, Schoenberg, Victor and Blake, Mitchell (1987): Analysis-Based Learning in Human-Computer Interaction. In: Bullinger, Hans-Jorg and Shackel, Brian (eds.) INTERACT 87 - 2nd IFIP International Conference on Human-Computer Interaction September 1-4, 1987, Stuttgart, Germany. pp. 275-280.
“A model based on recent advances in machine learning can shed light on how people learn about unfamiliar systems from demonstration. The model uses simple heuristics to assign causal roles to user actions in a demonstration, and then forms new procedures for related goals using this analysis. Empirical studies have provided support for the general framework of the model, though many important specifics are unresolved. The model and supporting results provide some guidance for the design of systems that will be easy to learn from demonstrations.”
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Casner, Stephen and Lewis, Clayton H. (1987): Learning about hidden events in system interactions. In: Graphics Interface 87 (CHI+GI 87) April 5-9, 1987, Toronto, Ontario, Canada. pp. 197-203.
» 1986 «
Lewis, Clayton H. and Norman, Donald A. (1986): Designing for Error. In: Norman, Donald A. and Draper, Steven "User Centered System Design: New Perspectives on Human-Computer Interaction". Lawrence Erlbaum Associates
Lewis, Clayton H. (1986): A Model of Mental Model Construction. In: Mantei, Marilyn and Orbeton, Peter (eds.) Proceedings of the ACM CHI 86 Human Factors in Computing Systems Conference April 13-17, 1986, Boston, Massachusetts. pp. 306-313.
“Learning to control a computer system from limited experience with it seems to require constructing a mental model adequate to indicate the causal connections between user actions, system responses, and user goals. While many kinds of knowledge could be used in building such a model, a small number of simple, low-level heuristics is adequate to interpret some common computer interaction patterns. Designing interactions so that they fall within the scope of these heuristics may lead to easier mastery by learners.”
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» 1985 «
Gould, John D., Lewis, Clayton H. and Barnes, Vincent (1985): Effects of Cursor Speed on Text-Editing. In: Borman, Lorraine and Curtis, Bill (eds.) Proceedings of the ACM CHI 85 Human Factors in Computing Systems Conference April 14-18, 1985, San Francisco, California. pp. 7-10.
“Nine participants used a full screen computer text-editor (XEDIT) with an IBM 3277 terminal to edit marked-up documents at each of three cursor speeds (3.3, 4.7, and 11.0 cm/sec.). Results show that 9% of editing time was spent controlling and moving the cursor, regardless of cursor speed. The variations in cursor speed studied did not seem to act as a pacing device for the entire editing task.”
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Lewis, Clayton H. (1985): Extending the Spreadsheet Interface to Handle Approximate Quantities and Relationships. In: Borman, Lorraine and Curtis, Bill (eds.) Proceedings of the ACM CHI 85 Human Factors in Computing Systems Conference April 14-18, 1985, San Francisco, California. pp. 55-59.
“Conventional spreadsheet programs offer a very convenient user interface for many quantitative tasks, but they are restricted to handling precisely-specified quantities and calculations. ASP is a generalized spreadsheet that extends the basic spreadsheet paradigm to encompass quantities which are not known exactly, and functions which are not known well enough to permit calculation. ASP works by propagating assertions about quantities and functions through the network of relationships that the spreadsheet defines.”
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Carroll, John M., Mack, Robert L., Lewis, Clayton H., Grischkowsky, Nancy L. and Anderson, Scott R. (1985): Exploring Exploring a Word Processor. In Human-Computer Interaction, 1 (3) pp. 283-307
“Studies of people learning to use contemporary word-processing equipment suggest that effective learning is often "active," proceeding by self-initiated problem solving. The instructional manuals that accompany current word-processing systems often penalize and impede active learning. A set of instructional materials was constructed for a commercial word processor, specifically designed to support and encourage an active learning orientation. These "guided exploration" (GE) materials are modular, task oriented, procedurally incomplete, and address error recognition and recovery. Learners using the GE materials spent substantially less time yet still performed better on a transfer of learning posttest than learners using commercially developed self-study materials. Qualitative analysis of aspects of the learning protocols of participants suggested that active learning mechanisms may underlie this advantage.”
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Gould, John D., Lewis, Clayton H. and Barnes, Vincent (1985): Cursor Movement during Text Editing. In ACM Transactions on Information Systems, 3 (1) pp. 22-34
“Nine participants used a full-screen computer text editor (XEDIT) with an IBM 3277 terminal to edit marked-up documents at each of three cursor speeds (3.3, 4.7, and 11.0 cm/s). These speeds occur when a user continuously holds down an arrow key to move the cursor more than one character position (i.e., in repeat or typamatic mode). Results show that cursor speed did not seem to act as a pacing device for the entire editing task. Since cursor speed is a form of system response, this finding is in contrast with the generally found positive relation between system-response time and user-response time. Participants preferred the Fast cursor speed, however. Overall, more than one-third of all keystrokes were used to move the cursor. We estimate that 9-14 percent of editing time was spent controlling and moving the cursor, regardless of cursor speed.”
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» 1983 «
Gould, John D. and Lewis, Clayton H. (1983): Designing for Usability -- Key Principles and What Designers Think. In: Smith, Raoul N., Pew, Richard W. and Janda, Ann (eds.) Proceedings of the ACM CHI 83 Human Factors in Computing Systems Conferenc December 12-15, 1983, Boston, Massachusetts, United States. pp. 50-53.
“Any system designed for people to use should be (1) easy to learn; (b) useful, i.e., contain functions people really need in their work; (c) easy to use; and (4) pleasant to use. In this note we present theoretical considerations and empirical data relevant to attaining these goals. First, we mention four principles for system design which we believe are necessary to attain these goals. Then we present survey results that demonstrate that our principles are not really all that obvious, but just seem obvious once presented. The responses of designers suggest that they may sometimes think they are doing what we recommend when in fact they are not. This is consistent with the experience that systems designers do not often recommend or use them themselves. We contrast some of these responses with what we have in mind in order to provide a more useful description of our principles. Lastly, we consider why this might be so. These sections are summaries of those in a longer paper to appear elsewhere (Gould & Lewis, 1983). In that paper we elaborate on our four principles, showing how they form the basis for a general methodology of design, and we describe a successful example of using them in actual system design (IBM's Audio Distribution System).”
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Mack, Robert L., Lewis, Clayton H. and Carroll, John M. (1983): Learning to Use Word Processors: Problems and Prospects. In ACM Transactions on Information Systems, 1 (3) pp. 254-271
“Computer text editors are powerful, but complex, tools. Particularly in the early stages of learning, the complexity of these tools can cause serious problems for users who are not experienced with computers. The problems of new users were studied by asking the users to think out loud while learning to use word-processing systems. In this paper several of the most typical and debilitating problems these users had understanding and following directions in using training manuals, as well as problems understanding and using interface functions to accomplish word processing tasks, are taxonomized and analyzed. Approaches for improving design features of the interface functions and the training methods used for learning are discussed.”
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» 1982 «
Lewis, Clayton H. and Mack, Robert L. (1982): Learning to Use a Text Processing System: Evidence from "Thinking Aloud" Protocols. In: Nichols, Jean A. and Schneider, Michael L. (eds.) Proceedings of the SIGCHI conference on Human factors in computing systems March 15-17, 1982, Gaithersburg, Maryland, United States. pp. 387-392.
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Mar 19th, 2010
Changes to this page (author)
24 Feb 2010: Enabled abstracts to be shown on Clayton H. Lewis's author page.12 May 2008: Author was added to the bibliography 12 May 2008: Author was edited
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