Using structural theory to make a word-processing manual more understandable

Hagmann, Stefan; Mayer, Richard E.; Nenniger, Peter

doi:10.1016/s0959-4752(96)00031-x

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…In addition, cognitive load was not controlled for in the material, which also seems to have an impact in software training (e.g. Chandler & Sweller, 1996; Hagmann et al 1998 ; Martin‐Michiellot & Mendelsohn, this issue). What is probably most interesting from an educational point of view is the integration of information about metacognitive strategies in software learning material (e.g.…”

Section: Discussionmentioning

confidence: 99%

The effects of training wheels and self‐learning materials in software training

Bannert

2000

Computer Assisted Learning

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The role of software training is becoming increasingly important due to the growing variety and complexity of modern software products. This paper focuses on the effectiveness and feasibility of two different kinds of individual learners' support in software training in classroom settings. This research question was investigated by analysing 11 text‐processing courses which were conducted on the basis of a quasi‐experimental research design. Firstly, the user interface was varied, i.e. half of the courses used the regular standard user interface of the software, whereas the other half used a training wheels interface in which all irrelevant functions were blocked. Secondly, in half of the courses all instruction was given by a human tutor whereas the participants in the other half received written self‐learning material. A total of 72 university students majoring in different fields participated. Dependent measures were learning time, learning outcome, and learner satisfaction.

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Section: Discussionmentioning

confidence: 99%

The effects of training wheels and self‐learning materials in software training

Bannert

2000

Computer Assisted Learning

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“…37 Another way to minimize intrinsic load also includes using the mental model. 38 The designer can provide a conceptual model or outline for each unit in the form of a map or flowchart on the introductory side to help participants develop good mental models by understanding the learning process in each unit of the module. 33 On the other hand, the navigation function of the website was rated low, and, as a result, the participants had less trouble using the website.…”

Section: Discussionmentioning

confidence: 99%

Web-Based Nutrition and Physical Activity Education Intervention to Ameliorate Cardiometabolic Risks: A Single-Arm and Non-Randomized Feasibility Study

Ab Hamid,

Buhari,

Md Noor

et al. 2023

J Prim Care Community Health

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Objective: This study aimed to evaluate the feasibility of the D-PATH website to improve dietary and physical activity management for patients with cardiometabolic risk. Methods: A website called D-PATH was developed, consisting of 6 learning units for managing hypertension. A 4-week program was implemented, and a pre- and post-intervention assessment was conducted to measure acceptability and changes in knowledge, attitude and practice, dietary intake, physical activity, and anthropometric status. Results: The D-PATH website was acceptable in terms of understandability, actionability and cognitive load. Knowledge, attitude and practice, and physical activity levels were improved, but no changes were noted for dietary intake and blood pressure level. Conclusion: The D-PATH website was accepted and feasible for the intervention study. This study has shed light on using the website to promote behavioral change in patients with cardiometabolic risks.

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“…A particular method that can be used to aid learners in the development of proper mental models is to provide conceptual models (Hagmann, Mayer, & Nenniger, 1998). While a mental model exists in the learner's mind, conceptual models are devices that can be incorporated into instructional material through the use of different media such as animations, diagrams, and video presentations.…”

Section: Mental Modelsmentioning

confidence: 99%

Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

Nicholson

Valacich

2008

JITE:Research

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Executive SummaryIn today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was developed to investigate the influence of vividness, interactivity, task complexity, and learning style on performance, satisfaction, interest, and perceived mental effort in the context of learning how to use an office productivity tool via a computer-mediated learning environment.It was hypothesized that vividness and interactivity would increase satisfaction and interest and that the affects of vividness and interactivity on performance and perceived mental effort would vary depending on the complexity of the task. It was also hypothesized that vividness and learning style would interact to influence performance and perceived mental effort when a task was more complex. A laboratory experiment was employed to test the research model. The experiment manipulated two levels of vividness, interactivity, and task complexity, resulting in six unique treatment conditions. In each of these treatment conditions, subjects viewed a computerbased tutorial on how to complete a task using a specific tool in Microsoft Excel. Subjects were then asked to complete a similar task using this same Excel tool.Overall, strong support was found in support of the hypotheses. Findings indicate that presenting information in a more vivid or more interactive learning environment will significantly increase satisfaction with the learning environment as well as interest in the topic. Furthermore, strong support was found for utilizing a more vivid or more interactive presentation to increase performance and reduce perceived mental effort when a task is more complex. Mixed support was found regarding the influence of vividness and learning style on performance and perceived mental effort for a more complex task.This research contributes to our theoretical understanding of instructional design and the influence of technology characteristics on learning outcomes. These findings also serve to guide those who design and disseminate information in computer-mediated contexts. MoreMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublisher@InformingScience.org to request redistribution permission. ...

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Using structural theory to make a word-processing manual more understandable

Cited by 6 publications

References 23 publications

The effects of training wheels and self‐learning materials in software training

The effects of training wheels and self‐learning materials in software training

Web-Based Nutrition and Physical Activity Education Intervention to Ameliorate Cardiometabolic Risks: A Single-Arm and Non-Randomized Feasibility Study

Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

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