Richard J. Koubek

Review and reappraisal of adaptive interfaces: Toward biologically inspired paradigms

The field of Adaptive Interfaces has been an active area of research for over 10 years. While there have been great advances, unresolved issues remain. The paper presents a reappraisal of adaptive interfaces with an eye toward addressing these issues using biologically inspired methods. We first define a general and theoretical model of adaptive interfaces based on a survey of existing research. Using our generalized adaptive interface model, we then proceed to build taxonomies of variables used for adaptation. The aim is to provide researchers, designers and builders a better understanding of the underlying mechanisms, processes and outcomes of adaptive interfaces. From our review, we propose design rules that address three primary elements of a generalized adaptive interface: the identification of variables that call for adaptation, the determination of necessary modifications to the interface, and the selection of the decision inference mechanism. We then turn to the investigation of an alternative method for adaptive interface design. To find a method that corresponds better to human decision-making, which has been characterized as situated and recognition-primed, we explored biologically inspired techniques. In particular, we focus on the correspondence between human decision-making behaviour and the concepts of emergence and self-organization. While our ruminations are speculative, the future of biologically inspired interfaces seems promising.

An empirical evaluation of knowledge, cognitive style, and structure upon the performance of a hypertext task

In an effort to reduce navigation difficulties, recent research suggests that user characteristics need to be considered when designing a hypertext document. This study evaluated the effects of an individuals cognitive characteristics in conjunction with the nature of the hypertext task. Subjects of varying levels of knowledge and cognitive style, specifically field independence/field dependence, utilized a hypertext document to answer explicitly and inherently structured questions. Among other findings, experienced field‐dependent subjects’ performance was less than that of experienced field‐independent subjects’, specifically when explicit structure was provided. The results suggest that the existing knowledge structure of experienced field‐dependent subjects may conflict with explicitly structured hypertext. Implications for the appropriate design of hypertext systems are discussed.

Modelling of menu design in computerized work

Abstract The objective of the research was to propose and validate a theoretically meaningful link between three constructs of hierarchical menu design: menu dimension, task complexity, and user knowledge structure. Twenty-four subjects participated in a nested factorial experiment. The subjects performed a menu retrieval task using a hierarchical menu system constructed for use in the domain of utility boiler control. The dependent variables were time to respond and accuracy. The independent variables were menu dimension, task complexity and user knowledge structure. Four hypotheses were tested. The foundation of the hypotheses was based upon the premise that when task complexity is low, the short-term memory requirements of the menu retrieval task are low. Thus, the users knowledge structure will not affect performance because it is not required for the chunking of visual information. The objectives of this research were met and are presented in the context of an information processing model for psychomotor tasks.

Cognitive, social, and environmental attributes of distributed engineering collaboration: A review and proposed model of collaboration

The objective of this article is to review the attributes that influence distributed collaboration groups engaged in engineering tasks in order to guide the research into the development of new tools and methods to support engineering groups. Three comprehensive areas of literature that describe the cognitive, social, and environmental factors influencing collaboration are covered including task characteristics, collaborative technology, and group/individual development. A model is proposed that can contribute to the understanding of the engineering collaboration process, distributed group interaction, and the role of the task within this environment. The relationships between the attributes included in the model are hypothesized to affect the distributed collaboration process. This article discusses the attributes and suggests that further research is required to validate the models relationships.

Cognitive performance of super-experts on computer program modification tasks

Abstract The present research attempts to identify factors which account for cognitive skill acquisition beyond the experienced worker standard, and understand differences between expert (E) and super-expert (SE) skill levels on the cognitive-oriented task of computer program modification. The current literature identifies automatization, problem representation, learning mechanisms, and cognitive abilities as factors affecting skill acquisition. In an effort to test these approaches, five SE programmers (rated among the top 95th percentile in their field) and five E programmers (70th to 80th percentile) were asked to enhance a fairly standard database program. A variety of performance and behavioural variables were collected from the analysis of verbal reports on the program modification session. Results indicate the SE subjects utilized a global search strategy to obtain abstract information while experts used a minimal ‘directed’ search to obtain task specific information. No differences in the level of...

Distributed collaboration for engineering design: A review and reappraisal

Collaborative manufacturing is aimed to increase the flexibility of design and production processes through multiple organizations pooling strengths on a product-by-product basis to create distributed collaborative corporations. These collaborations involve multidisciplinary, geographically dispersed teams of engineers who often communicate only through voice, video, or computer-mediated interfaces. Utilizing sociotechnical theory as a framework, this article reviews multiple sources of literature on collaboration and interprets them in light of the collaborative engineering design process. A conceptual model of distributed engineering collaboration based on a sociotechnical theory framework is proposed to understand how technology changes both the social interaction and the technical design process.

Distributed Collaborative Design Teams: Media Effects on Design Processes

Collaborative manufacturing, a growing competitive structure for manufacturing companies and government agencies, is based on flexible design and production processes, with multiple companies pooling strengths on a product-by-product basis to create distributed collaborative corporations. This experimental research uses a sociotechnical theory as a framework to explore differences in engineering design team decision making as a function of various media of communication. Results indicate that design teams communicating via an electronic medium perceive an increase in mental workload and interact less frequently, but for a greater total amount of time. No evidence was found to suggest that face-to-face teams spend a greater proportion of their time discussing design issues or alternatives than do their dispersed counterparts. Realizing that critical decisions throughout design have a tremendous effect on cost, time to production, and overall quality, the studys results lead to broad implications and suggestions for the management of distributed design teams.

Predicting performance in computer programming courses

Abstract Currently available methods for selecting computer programmers are reviewed. The academic achievement, in high school and in the university, of over 3000 students is reviewed and correlated with their performance in the different computer programming courses. The results revealed that performance in high school and college mathematics and science courses account for up to 50 per cent of the variance in computer programming course performance. The implications of these results for training and selection are discussed.

Cognitive issues in the process of software development: review and reappraisal

The current information age has brought about radical changes in workforce requirements just as did the industrial revolution of the 1800s. With the presence of new technology, jobs are requiring less manual effort and becoming more Cognitiveoriented. With this shift, new techniques in job design and task analysis are required. One area which will greatly benefit from effective task analysis procedures is software development. This paper attempts to lay a groundwork for developing such procedures by discussing important methodological issues, and examining current theories and research findings for their potential to identify the cognitive tasks of computer programming. Based on the review, this paper suggests guidelines for development of a methodology suitable for knowledge elicitation of the programming process.

The training of knowledge structures for manufacturing tasks: an empirical study

Abstract Knowledge structure refers to the manner in which a human organizes knowledge with a given domain. Research has identified knowledge structure as a determinant of the human ability to perform cognitive-oriented tasks. Yet uncertainty still exists about how to improve an individuals cognitive task performance through the controlled utilization of the individuals knowledge structure. The purpose of this study is to investigate whether the development of individuals knowledge structure in a particular domain can be manipulated through training. The experiment utilized the manufacturing domain of plastic extrusion machine operation. Sixteen subjects, having no previous knowledge of the domain, were randomly assigned to one of two experimental groups. Each of the experimental groups corresponded to a distinct training condition. Over a three-day period, both training groups received the same instructional content; however, the sequence in which the training material was presented differed. One grou...