Prior experience in the use of domestic product interfaces
Prior experience in the use of domestic product interfaces
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有国内产品接口使用经验
DOI：
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发表时间：
2010
影响因子：
2.4
通讯作者：
P. Clarkson
中科院分区：
文献类型：
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作者：
P. Langdon;T. Lewis;P. Clarkson
交互设计和可用性关注的是即时交互，但先前体验的影响显然也很重要。现有的理论对心智模型或知识结构的本质及其内容进行了争论，但对各种“无意识”先验经验的影响以及它们在实时使用产品时与能力的相互作用的强调较少。作为理解包容性设计的产品学习的第一步，本文考察了先前经验，年龄和认知能力在个人日常生活产品表现中的作用。测试的两台微波炉具有相同的基本功能，但界面上有刻度盘或按钮控制的不同。在性能上的差异如此之大，以至于研究人员发现，无论是年轻用户还是认知能力较高的用户，表盘都更容易使用。这与在产品知识问卷中测量的先前经验无关。然而，用户可能对特定的界面元素及其用法有一定程度的经验。因此，在DAB无线电的第二次训练转移实验中，参与者接受了使用共同基础产品的低误差标准的训练，以调查切换到两个已知界面属性不同的进一步接口随后产生的性能影响。迁移导致完成既定任务的时间显著增加，这与差异程度成正比。界面功能和外观的微小变化导致了特定的耗时的误解和对界面功能的试错探索。详细的误差分析进一步表明了原始训练中学习到的特定序列的误用。两项研究都清楚地表明，随着年龄的增长和认知能力的下降，用户的表现普遍下降，但它们也表明，当用户拥有更高的认知能力时，他们能够更有效地学习新的界面序列。结果与日常生活产品潜在功能的基于知识的心理模型主导交互效果的解释不一致。然而，他们与交互的说法是一致的，即在缺乏足够的先前获得的心智模型的情况下，用户主要依靠基于技能或基于规则的模式来实现日常产品的任务目标（Freudenthal在学习使用交互设备：推理过程中的年龄差异）。埃因霍温理工大学，埃因霍温，1998；Blackler在与复杂人工制品的直观交互中。昆士兰科技大学，布里斯班，2006；《大学》中的兰登等人。接入信息。生态学报，6(2):179-191,2007)。
Interaction design and usability has focussed on instantaneous interaction, but the effects of prior experience are evidently important. Extant theories debate the nature of mental models or knowledge structures and their content, but less emphasis has been given to the effects of the various contributors to “unconscious” prior experience and their interaction with capability during real-time use of products. As a first step towards understanding product learning for inclusive design, this paper examines the role of prior experience, age and cognitive capability in individuals’ performance with daily living products. Two microwave ovens were tested that had the same underlying functionality, but with the interface variations of dial or button control. The differences in performance were such that dials were found to be easier to use for both younger users and also those with higher cognitive ability. This was not related to prior experience as measured in a product knowledge questionnaire. However, it was possible that users possessed some degree of prior experience with specific interface elements and their use. Hence, in a second training-transfer experiment with DAB radios, participants were trained to a criterion of low error with a common base product to investigate the performance impact that subsequently resulted from switching to two further interfaces that varied in known interface properties. Transfer gave rise to a significant increase in time to complete set tasks proportional to the degree of difference. Small variations of interface function and appearance led to specific time-consuming misperceptions and trial-and-error exploration of interface functionality. Detailed error analysis further suggested the misapplication of specific sequences learnt with the original training. Both studies clearly indicate a general reduction of performance with increasing age and with reduced cognitive capability, but they also suggest that users were able to learn new interface sequences more effectively when they possessed higher cognitive capability. The results were not consistent with an interpretation in which knowledge-based mental models of the underlying functions of daily living products were dominating interaction effectiveness. They are, however, consistent with accounts of interaction that propose that in the absence of an adequate previously acquired mental model, users primarily resort to the application of skill-based or rule-based schemas to achieve task goals with everyday products (Freudenthal in Learning to use interactive devices: age differences in the reasoning process. Eindhoven University of Technology, Eindhoven, 1998; Blackler in Intuitive interaction with complex artefacts. Queensland University of Technology, Brisbane, 2006; Langdon et al. in Univers. Access Inf. Soc., 6(2): 179–191, 2007).