Comprehending Spatial and Contextual Information in Picture-Text Instructions

Bieger, George R.; Glock, Marvin D.

doi:10.1080/00220973.1986.10806418

Cited by 41 publications

(20 citation statements)

References 6 publications

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“…Since there has been no previous theoretical work on knowledge maps, we have drawn on theories oriented toward the processing of statistical graphs (Pinker, 1985), geographical maps , and picture-text presentations (Bieger and Glock, 1986), as well as more general text processing theories (e.g., Kintsch, 1986) and theories of spatial cognition (e.g., Kosslyn, 1987).…”

Section: Preliminary Conceptual Frameworkmentioning

confidence: 99%

Multirelational semantic maps

et al. 1989

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Section: Preliminary Conceptual Frameworkmentioning

confidence: 99%

Multirelational semantic maps

et al. 1989

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“…To understand the type of information conveyed in instructions for object assembly, Bieger & Glock [5,6] created a taxonomy of information categories used in picture-text instructions and subsequently tested performance on assembly tasks with variations of categories represented in pictures and text. Results indicated pictures were more effective for contextual information, whereas for spatial and operational information, there were either no differences between modality, or a speedaccuracy tradeoff.…”

Section: Related Workmentioning

confidence: 99%

Identification and validation of cognitive design principles for automated generation of assembly instructions

Heiser

Phan

Agrawala

et al. 2004

Proceedings of the Working Conference on Advanced Visual Interfaces

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ABSTRACTeffective visual instructions that are informed by human cognition are lacking. As a result, instructions are often convoluted and do not convey information users need. Empirically analyzing the production, comprehension and use of visual instructions can provide not only an understanding of how we interact with such information, but also guidelines for the creation and automation of visual instructions.Designing effective instructions for everyday products is challenging. One reason is that designers lack a set of design principles for producing visually comprehensible and accessible instructions. We describe an approach for identifying such design principles through experiments investigating the production, preference, and comprehension of assembly instructions for furniture. We instantiate these principles into an algorithm that automatically generates assembly instructions. Finally, we perform a user study comparing our computergenerated instructions to factory-provided and highly rated hand-designed instructions. Our results indicate that the computer-generated instructions informed by our cognitive design principles significantly reduce assembly time an average of 35% and error by 50%. Details of the experimental methodology and the implementation of the automated system are described.In this paper, we describe an approach to identify and validate cognitive design principles for creating effective assembly instructions. We integrate empirical research on human cognition and perception of assembly instructions with the development of algorithms in an automated instruction design system. We focus on the domain of furniture. Like appliances, toys, and other consumer products, furniture has parts that must be configured appropriately in order to function properly. We believe that the cognitive design principles identified for furniture assembly instructions can be generalized to these other products, and that our approach to automatically generating effective visualizations can be generalized to other domains. Categories and Subject DescriptorsH.5.2. Information interfaces and presentation (e.g., HCI): User Interfaces. Evaluation/methodology.We identify and validate cognitive design principles for furniture assembly in five stages. General Terms1. Production: Users assemble a TV stand using only a photograph of the assembled product as a guide. These users then produce a set of instructions.

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“…Visual search of a visually known graphical target is a much less complex task than searching for a graphical object that matches a given verbal specification, even if only a part of the scene needs to be explored thanks to spatial verbal information. (Bieger and Glock, 1986) observed similar effects on the performances of subjects in an experiment that aimed at comparing the efficiency of text and graphics for presenting various types of information in instructional material. In particular, concerning spatial information 9 , Bieger and Glock found that subjects who were to use textual presentations of spatial information made fewer task execution errors than those who were given graphical presentations of the same information; on the other hand, the latter completed the prescribed tasks faster.…”

Section: P<00001mentioning

confidence: 58%