Current Projects
Menu Selection
Menu selection is one of the most prevalent modes of human/computer interaction.
We continue to follow several lines of research suggested in the book "The
Psychology of Menu Selection: Designing Cognitive Control at the Human/Computer
Interface," by Kent Norman.
For example, it has been argued that broad menus offer faster selection and better
comprehension of the selection process than deep menus. However, the utility of
very large, broad menus has been limited by lack of structure needed to guide
search. Methods are being investigated for conveying structure using graphical
and chromatic cues. "Splay" menus are being developed to convey a sense of spreading
out or extending the passageway through the window of menu options. The graphic
tablet and mouse cursor control devices are also being examined in terms of their
advantages as selection tools.
- Participants:
- Ben Harper, Graduate Research Assistant
- Kent L. Norman, Department of Psychology
Research Issues in the Electronic Classroom
Not the SwOC?(QuickTime 3.6MB) and The Real SwOC!(QuickTime 4.9MB)
We are evaluating electronic classrooms used to support collaborative strategies for learning. The classrooms feature a network of 20 workstations built into the desks to support as many as 40 students. Two large screen projectors enable instructors to show computer demonstrations, student workstations, video, or other images. Text, graphics, and video are shared on the network, thereby enabling instructors to distribute class notes, homework assignments, etc. The AT&T Teaching Theater and the IBM-TQM Teaching Theater provide an unusual opportunity to investigate the application of hypermedia and collaborative groupware to lecture and college seminar environments. Educational issues involve the appropriate mix of multimedia materials, anonymity and disclosoure of ideas, and learning to navigate versus navigating to learn.
- Participants:
- Kent Norman, Department of Psychology
- Diane Alonso, Graduate Research Assistant
To facilitate the application of hypermedia and electronic collaboration in the classroom, a model of instructional interaction has been developed based on mental models of classroom activities. Objects such as the course syllabus, lecture notes, the class roll, etc. are instantiated in graphic form on the computer network. The concept of hypermedia is used to link the objects together and allow students to navigate from the syllabus to the lecture to the textbook and so on. Thus, HyperCourseware is a system of interlocking programs and files that serves as an electronic infrastructure for classroom and distal learning. HyperCourseware is currently being prototyped using Object Plus to create on a computer network what had previously been in notebooks, on the blackboard, and in textbooks. At present, materials have been developed and used in a variety of different courses.
Currently we are investigating the effects of passive versus active interaction on learning and attention. Instructor control of displaying materials and showing simulations is being compared with student control allowing the positive benefits of exploration and hypothesis testing but requiring additional cognitive demands on part of the students.
- Participants:
- Kent Norman, Department of Psychology
- Diane Alonso, Graduate Research Assistant
QUIS: The Questionnaire for User Interaction Satisfaction
Subjective evaluation is an important component in the evaluation of workstation usability. We have developed and standardized a general user evaluation instrument for interactive computer systems. The methods of psychological test construction were applied in order to ensure proper construct and empirical validity of the items and to
assess their reliability. A hierarchical approach was taken in which overall usability was divided into subcomponents which constituted independent psychometric scales. For example, subcomponents include character readability, usefulness of online help, and meaningfulness of error messages. Evaluation on these scales is assessed by user ratings of specific system attributes such as character definition, contrast, font, and spacing for the scale of character readability.
The purpose of the questionnaire is (a) to guide in the design or redesign of systems, (b) to give managers a tool for assessing potential areas of system improvement, (c) to provide researchers with a validated instrument for conducting comparative evaluations, and (d) to serve as a test instrument in usability labs. Validation studies continue to be run. It was recently shown that mean ratings are virtually the same for paper versus computer versions of the QUIS, but the computer version elicits more and longer open-ended comments.
The QUIS is licensed through the Office of Technology Liaison. Short and long paper versions are available as well as online versions that run in Windows and Macintosh environments. The QUIS is currently licensed to dozens of usability labs and research centers around the world.
- Participants:
- Kent Norman, Department of Psychology
- Ben Shneiderman, Computer Science
- Ben Harper, Graduate Research Assistant
- Laura Slaughter, Graduate Research Assistant