The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Human-centered design meets cognitive load theory: designing interfaces that help people think
Abstract
Historically, the development of computer systems has been primarily a technology-driven phenomenon, with technologists believing that "users can adapt" to whatever they build. Human-centered design advocates that a more promising and enduring approach is to model users' natural behavior to begin with so that interfaces can be designed that are more intuitive, easier to learn, and freer of performance errors. In this paper, we illustrate different user-centered design principles and specific strategies, as well as their advantages and the manner in which they enhance users' performance. We also summarize recent research findings from our lab comparing the performance characteristics of different educational interfaces that were based on user-centered design principles. One theme throughout our discussion is human-centered design that minimizes users' cognitive load, which effectively frees up mental resources for performing better while also remaining more attuned to the world around them.
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Citations
Cites
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“designing interfaces that effectively minimize cognitive load [5, 6, 17, 26, 31, 33-37].”
BackgroundCognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206
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“focus on their primary learning task [16, 17, 26, 31, 35].”
Interaction in 4-second bursts: the fragmented nature of attentional resources in mobile HCI
Oulasvirta, A., Tamminen, S., Roto, V., & Kuorelahti, J. (2005) · Proceedings of the SIGCHI Conference on Human Factors in Computing Systems · doi:10.1145/1054972.1055101 · Cited by 576 · cited 3×
“educational, and other interfaces [12, 18, 19, 26].”
BackgroundWhen two sensory modes are better than one.
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.3.4.257 · Cited by 559
When do we interact multimodally?: cognitive load and multimodal communication patterns
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Self-citation
Cited by
Integrating cognitive load theory and concepts of human–computer interaction
Hollender, N., Hofmann, C., Deneke, M., & Schmitz, B. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.031 · Cited by 328
Duchowski, A. T., Krejtz, K., Krejtz, I., Biele, C., Niedzielska, A., Kiefer, P., Raubal, M., & Giannopoulos, I. (2018) · Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3173574.3173856 · Cited by 228
Using task-induced pupil diameter and blink rate to infer cognitive load.
Chen, S., & Epps, J. (2014) · Human–Computer Interaction · doi:10.1080/07370024.2014.892428 · Cited by 200
“If this type of load is diagnosed, distractive interface features could be removed to minimize the extraneous complexity (Oviatt, 2006).”
InfluentialMangaroska, K., Sharma, K., Gašević, D., & Giannakos, M. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12590 · Cited by 100
The Low/High Index of Pupillary Activity
Duchowski, A. T., Krejtz, K., Gehrer, N. A., Bafna, T., & Bækgaard, P. (2020) · Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3313831.3376394 · Cited by 94
Metadata
- Authors
- Oviatt, S.
- Venue
- Proceedings of the 14th ACM international conference on Multimedia
- Publisher
- ACM
- Published
- 2006-10-23
- Pages
- 871-880
- OpenAlex
- W2161662762
- Cited by
- 315
- References
- 8
- FWCI
- 8.45
- Type
- conference paper
- Language
- en
- Open access
- closed
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