The effects of sign symbol function, computer experience, and context on the interpretation of pictorial sign symbols used in a human-computer interface.

摘要

This study was conducted to determine whether types of computer-related experience, viewing context and sequence affect the ability to interpret different functional types of pictorial sign symbols used in human-computer interfaces. Groups of teacher education students viewed and attempted to interpret sets of pictorial sign symbols representing common word processing menu commands, constructed according to Knowlton's taxonomy of functional picture types. The statistical analysis used a four-way ANOVA based on a 3 x 2 x 3 x 3 factorial design with repeated measures. Factors measured included computer experience type (three levels), context (two levels), pictorial sign symbol (PSS) type (three levels), and sequence of viewing (three levels).; Main effects were observed for computer experience type, pictorial sign symbol type, and sequence. A significant interaction was observed between the sequence and pictorial sign symbol variables. There was no statistically significant effect due to context as operationalized for this study.; Analogical PSSs were more effectively interpreted by subjects with all types of previous experience, and logical PSSs were the least well interpreted by all subjects. Realistic PSSs were interpreted more accurately during the second and third sequence of viewing positions than during the initial presentation. Prior experience with a graphic user interface positively affected the ability to interpret PSSs.; This study generated evidence that may be useful to those engaged in designing visual messages within human-computer interfaces for teacher education students. The results of this study provide support for the systematic use of Knowlton's taxonomy in the design and evaluation of pictorial sign symbols, and the limitations of this study indicate appropriate directions for further research. This provides empirical information that should be useful to designers of computer systems, designers of computer-based instructional systems, designers of educational media, and educators using computers as tools to improve learning.