Number of co-authors:17
Number of publications with 3 favourite co-authors:Elizabeth H. Nutter:2Hank Ruck:1Richard B. Wright:1
Sharolyn A. Converse's 3 most productive colleagues in number of publications:Philip J. Smith:29James C. Lester:13Mark S. Sanders:11
... there are no simple 'right' answers for most web design questions (at least not for the important ones). What works is good, integrated design that fills a need--carefully thought out, well executed, and tested.
-- Steve Krug, Don't Make Me Think, p. 136
Read the fascinating history of Wearable Computing, told by its father, Steve Mann
Read Steve's chapter !
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
Sharolyn A. Converse
Has also published under the name of:
Publications by Sharolyn A. Converse (bibliography)
Lester, James C., Converse, Sharolyn A., Kahler, Susan H., Barlow, S. Todd, Stone, Brian A. and Bhogal, Ravinder (1997): The Persona Effect: Affective Impact of Animated Pedagogical Agents. In: Pemberton, Steven (ed.) Proceedings of the ACM CHI 97 Human Factors in Computing Systems Conference March 22-27, 1997, Atlanta, Georgia. pp. 359-366.
Animated pedagogical agents that inhabit interactive learning environments can exhibit strikingly lifelike behaviors. In addition to providing problem-solving advice in response to students' activities in the learning environment, these agents may also be able to play a powerful motivational role. To design the most effective agent-based learning environment software, it is essential to understand how students perceive an animated pedagogical agent with regard to affective dimensions such as encouragement, utility, credibility, and clarity. This paper describes a study of the affective impact of animated pedagogical agents on students' learning experiences. One hundred middle school students interacted with animated pedagogical agents to assess their perception of agents' affective characteristics. The study revealed the persona effect, which is that the presence of a lifelike character in an interactive learning environment -- even one that is not expressive -- can have a strong positive effect on student's perception of their learning experience. The study also demonstrates the interesting effect of multiple types of explanatory behaviors on both affective perception and learning performance.
© All rights reserved Lester et al. and/or ACM Press
Converse, Sharolyn A. (1994): Operating Procedures: Do They Reduce Operator Errors?. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 205-209.
Computerized operating procedures have been suggested as a mechanism for reducing human error in nuclear power plants. The Computerized Procedures Manual (COPMA-II) is an electronic procedure system that can be used to execute procedures, to track progress through plant procedures, and to automatically monitor plant parameters. To evaluate the effectiveness of COPMA-II, eight teams of two licensed reactor operators operated a scaled pressurized water reactor under normal and accident conditions, using both COPMA-II and traditional paper procedures. Error rates, times to initiate procedures, times to complete procedures, and subjective estimates of workload were collected for each scenario. The most interesting finding of the study was that, for one accident scenario, performance with COPMA-II was twice as accurate as performance with paper procedures. However, operators initiated responses to both accident scenarios fastest with paper procedures. Procedure type did not moderate time to complete procedures.
© All rights reserved Converse and/or Human Factors Society
Wright, Richard B. and Converse, Sharolyn A. (1992): Method Bias and Concurrent Verbal Protocol in Software Usability Testing. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1220-1224.
Concurrent verbal protocols are gaining wide acceptance in software usability testing. In this study, the impact concurrent verbalization has on task performance during a software usability test was investigated. Subjects randomly assigned to two levels of verbalization were asked to complete four tasks of varying difficulty using a disk utility package. Subjects in the verbalization condition were asked to provide an explanation for each step taken to complete a task. Subjects in the control condition were allowed to complete each task silently. Dependent variables were task time, error frequency, and responses to subjective measures of mental workload and ease-of-use. Subjects in the verbalization condition committed fewer errors and consumed less task time than subjects in the silent condition. Further, the mean difference in error frequency and task time between conditions increased with task difficulty. These results were extremely important in revealing a potential method bias in usability tests.
© All rights reserved Wright and Converse and/or Human Factors Society
Griffith, Doug, Ruck, Hank, Converse, Sharolyn A., Smith, Philip J. and Brock, John (1992): Training and Human Factors: Implications for Work Force Competitiveness & National Educational Problems. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1361-1362.
Nutter, Elizabeth H. and Converse, Sharolyn A. (1992): Analogue and Digital Displays for the Detect, Diagnose, and Correct Phases in Fault Management. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1460-1463.
Performance effects of using different display information formats for the detect, diagnose and correct task components of fault management were evaluated in this preliminary study. Data for accuracy and response times were collected for a detect task, a detect and diagnose task, and a detect, diagnose and correct task across three levels of display information format. Levels of display information format included a digital format, an analogue format, and a combined (digital and analogue) format. Predictions for the appropriate level of display information format for the fault mangement tasks were based on the multiple information format concept. In general, the results obtained in this study failed to support the predictions of the multiple information format concept.
© All rights reserved Nutter and Converse and/or Human Factors Society
Converse, Sharolyn A., Kozar, Sandra and Batten, David (1992): Color Coding to Facilitate Performance of Focused Attention Tasks with Object Displays. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1493-1497.
A study was performed to test the hypothesis that color coding can be used to enhance the speed and accuracy of performance on a focused attention task when object displays are employed. Subjects performed both a focused attention and an integration task while viewing a rectangle display that represented the readings of four system parameters. The object displays were presented to subjects in one of four color coding conditions: (1) monochrome; (2) parameter type; (3) parameter state; or (4) system state. Study results indicated that the system state color code significantly reduced integration task response time without degrading integration task accuracy. For the focused attention task, there was no significant difference between monochrome and the remaining color code conditions for either response time or accuracy.
© All rights reserved Converse et al. and/or Human Factors Society
Nutter, Elizabeth H., Converse, Sharolyn A., Koppa, Rodger, Montero, R. Craig, Sanders, Mark S. and Sind, Paula M. (1990): Student Participation in HFS: Benefits to Students, Benefits to the Society. In: D., Woods, and E., Roth, (eds.) Proceedings of the Human Factors Society 34th Annual Meeting 1990, Santa Monica, USA. pp. 518-519.
Show list on your website
Join the technology elite and advance:
Changes to this page (author)26 Jun 2007: Modified26 Jun 2007: Modified
26 Jun 2007: Modified
26 Jun 2007: Modified
26 Jun 2007: Modified
26 Jun 2007: Added
28 Apr 2003: Added
Page maintainer: The Editorial Team