Contemporary Ergonomics 1984-2008
2009
An experimental study of word processor (WP) tutoring is described. Conceptual (top-down') and procedural (bottom-up) tutoring approaches were evaluated. These different approaches were compared with respect to time spent on training and performance tasks and verbal protocol data. Users errors were also analysed in order to identify areas in training and system design for improvement. Generally, the results demonstrated that conceptual approaches to WP tutoring are more efficient than procedural approaches.