Number of co-authors:12
Number of publications with 3 favourite co-authors:Richard E. Mayer:2Janan Al-Awar Smither:2Mark A. Wise:1
Jennifer L. Dyck's 3 most productive colleagues in number of publications:Richard E. Mayer:16Brent Auernheimer:10Janet J. Turnage:9
Computer programs emerge as the outcome of complex human processes of cognition, communication and negotiation, which serve to establish the meaningful embedding of the computer system in its intended use context.
-- Floyd, 1992, p. 24
Read the fascinating history of Wearable Computing, told by its father, Steve Mann
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The Social Design of Technical Systems: Building technologies for communities
by Brian Whitworth and Adnan Ahmad
The Encyclopedia of Human-Computer Interaction, 2nd Ed.
by Mads Soegaard and Rikke Friis Dam
Jennifer L. Dyck
Publications by Jennifer L. Dyck (bibliography)
Muller, John K., Wise, Mark A. and Dyck, Jennifer L. (1994): The Effect of Type of Instruction and Help Systems on Learning the Macintosh Operating System. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. p. 972.
The value of personal and office computer systems is measured by their contribution to productivity, and justified by their ability to reduce costs. This premise is confounded by a visit to any bookstore, which reveals hundreds of texts devoted to providing needed guidance for wayward users. Universities and businesses alike spend millions of dollars hiring computer support personnel to aid in performing such basic tasks as installing commercial software and formatting floppy disks. The prevailing assumption in current interface design, is that the graphical-user-interface based operating systems provide an "intuitive" means by which novice users can effectively and efficiently perform basic functions. But, what is really required of an interface for it to be truly and completely intuitive? The present study examined the effect that on-line help and different levels of instruction have on novice user performance within the Apple Macintosh operating system. Naive computer users were assigned to one of six instructional conditions in a 3 x 2 (type of instruction x on-line help system) between-subjects design. Subjects received either 1) no instruction, 2) a manual covering basic mouse skills, or 3) a manual covering basic mouse and file manipulation skills. Balloon Help (on-line help) was either turned on or off in each condition. Subjects were then asked to solve a series of 14 tasks which included mouse/icon manipulation, file manipulation, and transfer tasks. The transfer tasks required the subject to relate previously learned skills to novel situations. The benefits gained from this research will aid in future interface design by revealing the benefits and limitations of on-line assistance and the impact of level of instruction on novice user performance. The scope of these results, however, is not limited to personal computers, but may be applicable to other situations in which users are introduced to novel computer systems (e.g., air traffic control workstations).
© All rights reserved Muller et al. and/or Human Factors Society
Turnage, Janet J., Walker, Bonnie J., Kirk, Linda J., Greenis, Jennifer L., Dyck, Jennifer L. and Smither, Janan Al-Awar (1993): Individual Differences in Technology Stress. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 930-934.
Two years ago, we convened a panel discussion at the Annual Meeting of the Human Factors Society (Turnage&Howell, 1991) to examine the possible negative effects of advanced computerized technologies. The session, titled "Technostress: Fad, Fallacy, or Fact?", explored whether or not the concept of technostress could be sufficiently well-defined and operationalized to lend itself to scientific scrutiny. The consensus of those in attendance was that the concept of technostress does deserve further research attention, particularly by human factors specialists who can offer a unique perspective to an area which heretofore has been treated from clinical and organizational psychology perspectives. Recognizing that the main goal in studying the phenomenon is to develop interventions to ameliorate technology stress through understanding the interrelationships among individual, organizational, and human-computer components, Turnage (1992) proposed an integrative model of technology stress. The model, like many other models of job stress, depicts technology stress as a multi-determined, multi-symptomatic construct that is composed of objective and subjective stressors which lead through various decision processes to stress responses. Stress responses are largely shaped by both individual and situational moderators and are translated by performance processes into individual and organizational consequences. Intervention strategies may be directed toward alleviating the stressors themselves, various components of the stress response, or symptomatic consequences of the stress response.
© All rights reserved Turnage et al. and/or Human Factors Society
Dyck, Jennifer L., Abbott, David W. and Wise, John A. (1993): HCI in Multi-Crew Aircraft. In: Proceedings of the Fifth International Conference on Human-Computer Interaction 1993. pp. 151-156.
The HCI issues in automation of corporate jets were examined. Pilots completed a questionnaire on programming procedures, crew coordination, understanding, cockpit design and general attitudes about automation. Results indicated that pilots had difficulties making programming changes, and understanding the outcome of their programming. Pilots also disliked the lack of consistency in keyboard design, and indicated a high degree of verbal communication was necessary in an automated cockpit. System design issues are considered and some recommendations are made.
© All rights reserved Dyck et al. and/or Elsevier Science
Dyck, Jennifer L. and Smither, Janan Al-Awar (1992): Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 185-189.
Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.
© All rights reserved Dyck and Smither and/or Human Factors Society
Dyck, Jennifer L. and Auernheimer, Brent (1990): Comprehension of Pascal Statements by Novice and Expert Programmers. In ACM SIGCHI Bulletin, 21 (3) pp. 20-23.
Mayer, Richard E., Dyck, Jennifer L. and Vilberg, William (1986): Learning to Program and Learning to Think: What's the Connection?. In Communications of the ACM, 29 (7) pp. 605-610.
Dyck, Jennifer L. and Mayer, Richard E. (1985): BASIC versus Natural Language: Is There One Underlying Comprehension Process?. 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. 221-223.
This study determined the response time (RT) for subjects to comprehend eight different BASIC statements and eight corresponding English procedural statements. First, there was no significant interaction between language and statement, and there was a high correlation (r = .85) between English and BASIC RT performance. Second, the microstructure of each statement (the number of actions required) and the macrostructure (the number of other statements in the program) were strongly related to RT performance for both BASIC and English. Apparently, comprehension of procedural statements is related to underlying structural characteristics common to both languages.
© All rights reserved Dyck and Mayer and/or ACM Press
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