Towards Reducing Cognitive Load and Enhancing Usability Through a Reduced Graphical User Interface for a Dynamic Geometry System: An Experimental Study

被引：12

作者：

Reis, Helena M. ^{[1
]}

Borges, Simone S. ^{[1
]}

Durelli, Vinicius H. S. ^{[1
]}

Moro, Luis Fernando de S. ^{[1
]}

Brandao, Anarosa A. F. ^{[1
]}

Barbosa, Ellen F. ^{[1
]}

Brandao, Leonidas O. ^{[1
]}

Isotani, Seiji ^{[1
]}

Jaques, Patricia A. ^{[2
]}

Bittencourt, Ig I. ^{[3
]}

机构：

[1] Univ Sao Paulo, BR-05508 Sao Paulo, Brazil

[2] Univ Vale Rio dos Sinos, Leopoldo, RS, Brazil

[3] Univ Fed Alagoas, Rio Largo, Brazil

来源：

2012 IEEE INTERNATIONAL SYMPOSIUM ON MULTIMEDIA (ISM) | 2012年

基金：

巴西圣保罗研究基金会;

关键词：

Dynamic Geometry Systems; iGeom; Graphical User Interface; Cognitive Load Theory;

D O I：

10.1109/ISM.2012.91

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

The interface is the main mechanism of communication between user and system features. In educational software, successful user interface designs minimize the cognitive load on users, thereby users can direct their efforts to maximize their understanding of the educational concepts being presented. We investigated whether a reduced interface make few cognitive demands on users in comparison to a complete interface. In this context, this research aims at analyzing a reduced and a complete interface of an interactive geometry software, and verify the educational benefits they provide. To this end, we designed the interfaces and carried out an experiment involving 69 undergraduate students. The experimental results indicate that an interface that hides advanced and extraneous features helps novice users to perform slightly better than novice users using a complete interface. After receiving proper training, however, a complete interface makes users more productive than a reduced interface.

引用

页码：445 / 450

页数：6

共 13 条

[1]

[Anonymous], 1994, USABILITY INSPECTION, DOI [10.5555/2821575, DOI 10.5555/2821575]

[2]

Coyne JT, 2009, LECT NOTES ARTIF INT, V5638, P469, DOI 10.1007/978-3-642-02812-0_55

[3] The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students' achievements in polygons [J].