The Information Content of Picture-Text Instructions

Bieger, George R.; Glock, Marvin D.

doi:10.1080/00220973.1985.10806364

Cited by 38 publications

(11 citation statements)

References 4 publications

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“…4. Instructions for the two tasks, prepared and analyzed according to the procedures described by Glock (1984/1985). Instructions were designed to convey various combinations of operational, spatial, and contextual information.…”

Section: Methodsmentioning

confidence: 99%

“…Some recent attempts to address that problem (Pine & Bieger, 1980;Stone, 1980) have used modifications of text analysis procedures to develop a list of that can represent the semantic content of materials comprised of texts and pictures in a way that it is somewhat comparable. Most recently, a taxonomy of information categories, developed by Glock (1984/1985), has been used to describe the semantic content of pictures and texts in terms of functional categories of information. The categories of information in this taxonomy include spatial, operational, descriptive, inventory, contextual, chariant, temporal, qualifying, and emphatic information.…”

mentioning

confidence: 99%

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Comprehending Spatial and Contextual Information in Picture-Text Instructions

Bieger

Glock

1986

The Journal of Experimental Education

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Comprehending Spatial and Contextual Information in Picture-Text Instructions

Bieger

Glock

1986

The Journal of Experimental Education

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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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“…The guidelines are also based on research reports of the effective use of graphics, video, and text in procedural instruction (Baggett, 1987(Baggett, & 1989Bieger & Glock, 1982;Mayer & Anderson, 1992;Nugent, 1988;Palmiter & Elkerton, 1993;Palmiter, Elkerton, & Baggett, 1991;Park & Gittelman, 1992;Wetzel et al, 1994) and the use of simulation as an instructional tool (Alessi, 1988;Bennett, 1992;Reigeluth & Schwartz, 1989;Thurman, 1993;Towne & Munro, 1991). We have attempted to relate these references to the literature on cognitive imaging involving mental rotation of objects (Brown & Gallimore, 1995;Cooper & Shepard, 1984) and mental assembly of objects (Finke, 1990;Kosslyn, Reisser, Farah, & Fliegel, 1983).…”

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confidence: 99%

Using three-dimensional interactive graphics to teach equipment procedures

Hamel

Ryan-Jones

1997

ETR&D

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This report focuses on how 3-D graphical and interactive features of computer-based instruction can enhance learning and support human cognition during technical training of equipment procedures (where procedural training tasks are often highly spec~c to a piece of equipment). Studies of the effects of graphics, motion, and interactivity in technical training, and reports of success~y-ul instruction using state-of-the art graphics and animation were reviewed to extract a set of guideUnes for using 3-D interactive graphics to teach equipment procedures.

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The Information Content of Picture-Text Instructions

Cited by 38 publications

References 4 publications

Comprehending Spatial and Contextual Information in Picture-Text Instructions

Comprehending Spatial and Contextual Information in Picture-Text Instructions

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

Using three-dimensional interactive graphics to teach equipment procedures

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