Assessing problem solving in expert systems using human benchmarking

O’Neil, Harold F.; Ni, Yujing; Baker, Eva L.; Wittrock, M. C.

doi:10.1016/s0747-5632(02)00028-6

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Moreover, attempts to regard user strategy as invariant are at odds with the many studies reporting individual flexibility and creativity in scheduling (Crawford & Wiers, 2001; Sanderson, 1989; van Wezel & Jorna, 2001). Mental flexibility also depends on expertise (Bi & Salvendy, 1994; Mietus, 1994; O’Neil, Ni, Baker, & Wittrock, 2002), cognitive styles (Cegarra & Hoc, 2006; Schilhavy, 2003), the department the person works in (Kiewiet, Jorna, & van Wezel, 2005), cultural differences (Jorna, 2006), and the nature of the situation (Cegarra, 2008). At the same time, some authors have noted individual differences in strategies in very comparable contexts, highlighting the creativity that may emerge when looking for innovative solutions to scheduling problems (e.g., Cowling, 2001; Mietus, 1994; Taatgen, 1999; Wiers, 1996).…”

Section: Field Studies: a Cognitive Readiness Perspective On Schedulingmentioning

confidence: 99%

Revisiting Decision Support Systems for Cognitive Readiness

Cegarra

Wezel

2012

Journal of Cognitive Engineering and Decision Making

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In this article, the authors focus on scheduling situations. Because of their unstructured nature and hard combinatorial complexity, scheduling situations have always been a predominant application area for decision support systems (DSSes). After setting out the generic characteristics of a DSS, the authors summarize some of their known limitations in scheduling situations. They argue that scheduling situations focus excessively on performance and effectiveness and neglect the potential of human schedulers. The authors then review field studies to understand the way in which humans perform scheduling, demonstrating the importance of cognitive readiness if schedulers are to schedule efficiently. On the basis of design issues and field studies, the authors go on to refine three factors that influence cognitive readiness that therefore need to be taken into account when designing a DSS, namely, adaptability, flexibility, and acceptability. Finally, the authors show how these concepts can be used to assess DSS user interfaces and algorithms from a cognitive readiness perspective.

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Section: Field Studies: a Cognitive Readiness Perspective On Schedulingmentioning

confidence: 99%

Revisiting Decision Support Systems for Cognitive Readiness

Cegarra

Wezel

2012

Journal of Cognitive Engineering and Decision Making

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Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Mooij

2007

Computers in Human Behavior

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Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are reconunended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.

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A cognitive typology of scheduling situations: a contribution to laboratory and field studies

Cegarra

2008

Theoretical Issues in Ergonomics Science

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Assessing problem solving in expert systems using human benchmarking

Cited by 3 publications

References 21 publications

Revisiting Decision Support Systems for Cognitive Readiness

Revisiting Decision Support Systems for Cognitive Readiness

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

A cognitive typology of scheduling situations: a contribution to laboratory and field studies

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