The Effect of Keyboard Key Spacing on Typing Speed, Error, Usability, and Biomechanics

Pereira, Anna; Lee, David L.; Sadeeshkumar, Harini; Laroche, Charles; Odell, Dan; Rempel, David

doi:10.1177/0018720812465005

Cited by 22 publications

(12 citation statements)

References 11 publications

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“…The findings on key pitch are consistent with our first prior study (Pereira et al, 2013) where performance and usability were reduced for keyboards with a 16-mm horizontal pitch compared to a 17-mm pitch. However, there are notable methodological differences between the studies.…”

Section: Resultssupporting

confidence: 89%

“…The majority (72%) reported sometimes looking at their hands while typing. Right-hand finger width, hand length, and hand width were measured on each participant (Pereira et al, 2013). The mean middle-finger width (distal interphalangeal joint) was 1.6 cm (range 1.5 to 2.0 cm; 1st to 56th percentile); mean hand length (palmar distal wrist crease to end of middle finger), 18.1 cm (range 17.9 to 21.5 cm; 5th to 97th percentile); and mean palm width (radial edge to ulnar edge), 8.1 cm (range 8.1 to 9.6 cm; 1st to 57th percentile) for the male participants.…”

Section: Participantsmentioning

confidence: 99%

“…Most laptop and desktop keyboards follow the key pitch specification of 19 mm. However, as discussed in the previous two papers in this series (Pereira et al, 2013;Pereira, Hsieh, Laroche, & Rempel, 2014), the recommended key pitch has been driven largely by design convention, not by empirical data on typing performance. The first two studies in our series showed that key pitch could be reduced to 17 mm without a reduction of typing speed, accuracy, or subjective usability.…”

Section: Introductionmentioning

confidence: 99%

“…In Parts 1 and 2 of this series, we primarily evaluated the effects of horizontal and vertical key pitch on keyboard performance and preference (Pereira et al, 2013(Pereira et al, , 2014. However, since the key top size was the same in the test conditions, gap varied with the pitch.…”

Section: Introductionmentioning

confidence: 99%

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Mind the Gap

et al. 2015

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Section: Resultssupporting

confidence: 89%

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mind the Gap

et al. 2015

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“…Students must thus divide their attention across listening to the lecture and writing their notes. Furthermore, since people can take notes faster typing than writing (Graham, Berninger, Weintraub, & Schafer, 1998;Pereira et al, 2013), the speed with which people can take notes matters more when taking notes during a video lecture. Given the speed benefit of laptop note-taking, laptop note-taking may thus be the best note-taking style to deal with the requirement of parallel note-taking during a video lecture.…”

Section: Methods Of Note-takingmentioning

confidence: 99%

An integrative review of the cognitive costs and benefits of note-taking

Jansen

Lakens

IJsselsteijn

2017

Educational Research Review

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List of most important changes made:-Definition of research aim and research questions in the Introduction.-Explanation of the origination of the analytic criteria in the description of the literature review. -Shortening of the sections on lecture speed, individual differences, and type of questions.-Addition/rewriting of concluding paragraph for lecture speed, structure of lecture material, note-taking style, and structure of note-taking. -Inclusion of several recent articles: Svinicki (2017), Reed, Rimel, and Hallett (2016), Olive and Barbier (2017). Abstract. Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of notetaking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. Our review highlights the fragmented nature of the current literature. In the second part of this review we distinguish five forms of cognitive load that are induced by notetaking. Cognitive load theory is used to integrate the divergent results in the literature. We conclude that cognitive load theory provides a useful framework for future theory development and experimental work. Keywords.Cognitive load, encoding effect, note-taking, memory, information processing.An integrative review of the cognitive costs and benefits of note-takingThe density of information presented to students increases as they proceed from primary school to secondary school to university. Students are required to comprehend and acquire more information in the same amount of time. To cope with this increasing demand on their information-processing capabilities, students frequently engage in note-taking to improve how much information they remember (Christopoulos, Rohwer, & Thomas, 1987). For decades, notetaking has been an analogue activity, with students taking notes using pen and paper (i.e.longhand note-taking). The increasing availability of portable electronic devices has changed the way in which students take their notes. Longhand note-taking is now considered 'traditional' note-taking (Lin & Bigenho, 2011;Reimer, Brimhall, Cao, & O'Reilly, 2009), while typing is a more modern form of note-taking.Memory benefits of note-taking have been classified into two groups (Di Vesta & Gray, 1972). On the one hand, note-taking offers long term benefits by having notes available for review and rehearsal. This is known as the external storage effect of note-taking. On the other hand, note-taking offers immediate benefits as students taking notes engage in a deeper level of processing. This is known as the encoding effect of note-taking. The beneficial effects of notetaking have been well-established (e.g. Barnett, Di Vesta, & Rog...

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