Buch, Englisch, 218 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 409 g
Reihe: Project 385. HUFIT
A Review of the Literature
Buch, Englisch, 218 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 409 g
Reihe: Project 385. HUFIT
ISBN: 978-3-540-18391-4
Verlag: Springer Berlin Heidelberg
In the beginning of the 1980's it became evident that the European IT industry needed a substantial collaborative effort in the area of pre-competitive research and development. At that time several studies indicated that in the 90's and later a strategic lack in the economic power of European industry as a whole might result from the lack.of a competitive position in the key area of information technology. Therefore a strategic research program in this area was initiated by the Commission of the European Communities. This program was carefully planned and several hundred experts were involved in the process of definition and implementation. The program was named ESPRIT - European Strategic Programme for Research and Development in Information Technologies. At a very early phase of the program it was obvious that a substantial collaborative multinational effort in the direction of human factors in information technology should be undertaken. It became clear that only with the incorporation of human-factors-oriented knowledge into the product design technologies of the 90's could later success in the market be assured. Moreover, it was felt that Europe especially is well equipped to deal thoroughly with user issues in relation to information technology.
Zielgruppe
Research
Autoren/Hrsg.
Weitere Infos & Material
1. Introduction.- 1.1. Objectives.- 1.2 Perspectives for application.- 2. The Problem.- 2.1 The concept of ‘User-Friendliness’ — What is the ideal information-processing system from the user’s point of view?.- 2.2 Does the ideal system require no learning?.- 2.3 Theoretical foundations.- 2.4 Representation of knowledge.- 2.5 Prior knowledge of the user.- 2.6 Design options: Requirements for learning-support systems.- 2.7 Three faces of the user-model.- 2.8 Cost and benefit of training and practice.- 2.9 Objectives for further research.- 3. Modelling the Human-Computer System.- 3.1 The components of man-computer systems: Task / Device / User.- 3.2 Are separate descriptions of Task / Device / User knowledge possible?.- 3.3 Human information processing and cognitive modelling.- 3.4 Learning processes and learning-theories.- 3.5 Definitions of knowledge, skill and learning.- 3.6 Motivation, needs and decision-making.- 3.7 Known user needs and motivation.- 3.8 Formal modelling of the user.- 4. Methodological Considerations.- 4.1 Empirical methods for the description and analysis of knowledge and learning of computer users.- 4.2 Describing learning processes by learning curves.- 4.3 Estimation of expenditure for learning.- 4.4 Benchmark-tests.- 4.5 Methods for data collection.- 5. Empirical Studies.- 5.1 System variables in empirical studies.- 5.2 Command language (input language).- 5.3. Input devices.- 5.4 Format of output to the user and system modes.- 5.5 User support functions.- 6. Users.- 6.1 User classification.- 6.2 Education and training for computer use.- 7. Areas of Application.- 7.1 Text-editing.- 7.2 Training for CAD.- 7.3 Learning to program.- 7.4 Other areas of applications.- 7.5 Resumee.- 8. Perspectives for Modelling.- 8.1 Basic assumptions anddefinitions.- 8.2 Formal structure of our model.- 8.3 Validation of cognitive models.- 8.4 Scenario for the use of a model based evaluation methodology.- 8.5 User models in MCI.- 8.6 Motivation in user-models.- References.- A Classification.- B Literature.
