Training adult novices to use computers: Effects of different types of illustrations

Kehoe, E. James, Bednall, Timothy C., Yin, Leon, Olsen, Kirk N., Pitts, Claudia, Henry, Julie D. and Bailey, Phoebe E. (2009) Training adult novices to use computers: Effects of different types of illustrations. Computers in Human Behavior, 25 2: 275-283. doi:10.1016/j.chb.2008.12.005

Author Kehoe, E. James
Bednall, Timothy C.
Yin, Leon
Olsen, Kirk N.
Pitts, Claudia
Henry, Julie D.
Bailey, Phoebe E.
Title Training adult novices to use computers: Effects of different types of illustrations
Journal name Computers in Human Behavior   Check publisher's open access policy
ISSN 0747-5632
Publication date 2009-03
Year available 2008
Sub-type Article (original research)
DOI 10.1016/j.chb.2008.12.005
Volume 25
Issue 2
Start page 275
End page 283
Total pages 9
Place of publication East Park, Kidlington, Oxford, U.K.
Publisher Pergamon
Collection year 2010
Language eng
Formatted abstract
Two experiments examined the acquisition of word-processing skills (Experiment 1) and internet usage skills (Experiment 2) by novice adults using three types of illustration, specifically, full-screen illustrations with the text superimposed, icons embedded in the text, and a control, text-only condition. Training with the full-screen or embedded icons yielded significant improvements in performance relative to the text-only condition only in tests that simply required the participants to repeat the step-by-step directions. When tests required that the participants themselves retrieve and reproduce the sequence of steps, the training with illustrations – especially the full-screen illustrations – repeatedly had a negative effect on performance. The results suggest that the illustrations, by making it easy to execute each step of a procedure during training, encouraged superficial processing, which in turn yielded a set of stimulus-response associations rather than a well-linked sequence of actions in long-term memory.
Keyword Computer training
Adult learning
Cognitive load
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Available online 25 December 2008. Special Issue: "State of the Art Research into Cognitive Load Theory".

Document type: Journal Article
Sub-type: Article (original research)
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Created: Wed, 20 Apr 2011, 10:00:53 EST by Lucy O'Brien on behalf of School of Psychology