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David G. Kemp

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Publications by David G. Kemp (bibliography)

1991

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Savage, Pamela A., Kemp, David G. and Payne, David E. (1991): Auditory versus Visual Presentation of Help Messages. In: Proceedings of the Human Factors Society 35th Annual Meeting 1991. pp. 244-248.

“The primary goal of this research was to examine the relative effectiveness of help messages presented aurally versus those presented visually. Additional goals were to evaluate help messages baselined for a next-generation product and to identify improvement opportunities for these messages. Three formats were evaluated: paper instructions (user card), visual help messages presented on a computer-simulated telephone's display screen, and auditory help messages. Thirty-six subjects performed two different tasks using a computer-based on-screen simulation of a telephone. Dependent measures consisted of time to complete the tasks, error rate, and subjective measures of how easy the tasks were and how well subjects liked the instructions they received. An analysis of variance indicated that tasks performed using auditory help messages had a significantly lower error rate than did those tasks performed using visual instructions. No significant differences were found among the formats for task completion time or task ease, but there was a significantly greater preference for instructions that included display help messages accompanied by a user card.”

1990

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Savage, Pamela A., Kemp, David G., Millen, David R. and Roberts, Linda A. (1990): The Effectiveness of Traditional versus Computer-Based Training Techniques. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 234-238.

“The primary goal of this research was to examine the relative effectiveness of traditional versus computer-based training techniques. Additional goals were to assess how presentation modality and dynamic versus static presentation of material affects learning. Four training techniques were evaluated: paper instructions, computer simulations with on-screen text instructions, computer simulations with auditory instructions, and computer simulations with on-screen text and auditory instructions. Sixty subjects performed four tasks using a computer-based on-screen simulation of a display telephone. Before executing each task, subjects in each of the four treatment groups received a brief training session. Dependent measures consisted of time to complete the tasks, error rate, and subjective measures of how well the various training techniques were liked. An analysis of variance indicated that computer simulations with auditory instructions and simulations with combined modality instructions resulted in task performance times that were significantly less than those obtained following paper instructions. Tasks performed following computer-based training had a significantly lower error rate than did tasks performed without instructions. No significant differences were found among the training techniques for subjective measures of how well the training techniques were liked.”

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