Philip Barker and Paul van Schaik

University of Teesside, UK

The objectives of the workshop are as follows:

1. to acquaint participants with the study of mental models;
2. to develop their skills in the use of measuring techniques; and
3. to discuss the implications of mental models for end-user interface design and for the development of teaching and learning resources.

The intended audience for the workshop will be people who meet one or more of the following criteria:

1. educators having a working knowledge of word-processing using Microsoft's Word for Windows;
2. teachers of word processing and other types of software application; and
3. interface designers and/or HCI researchers.

Length: 3 hours

Mental models are fundamental to all human activity. Indeed, the mental model hypothesis states that human performance in a given task domain is strongly influenced by the richness of the mental models that a person develops as a result of his/her learning activities. Mental models are created as a result of exposure to new experiences and, in the context of computer systems, are strongly influenced by the nature of the human-computer interfaces. The knowledge gained from the study of mental models (in relation to task performance) can be used to steer the design of computer interfaces and the development of computer-based teaching and learning resources. This workshop will discuss the nature of mental models and it will outline some of the techniques used for their study. Participants will use some of these techniques in order to assess the mental models that are developed as a consequence of their exposure to particular software packages such as word-processors. They will be able to transfer their knowledge of mental models and skills in the use of these techniques to other domains. Participants will gain an understanding of how the mental model hypothesis can be investigated and of the possible implications for the design of teaching and learning resources.

The following five items illustrate the content of the workshop and the types of activity that it will involve.

• End-user interfaces and mental models
• The Mental Model Hypothesis

• Sorting
• Rating
• Laddering
• Concept Mapping
• Teach Back

• Use of the Laddering Technique
• Discussion
• Assessment of Mental Models

• Task Performance Scenario
• Discussion
• Assessment of Task Performance

• Testing the Mental Model Hypothesis
• Implications for Design
• Implications for Teaching and Learning

Philip Barker is Professor of Applied Computing and Director of Research into Human-Computer Interaction at the HCI Laboratory in the University of Teesside. He has a First Class BSc Honours Degree and PhD from the University of Wales and is a Fellow of the British Computer Society. He is an active member of the UK's Association for Learning Technology and is editor of a well-established journal entitled 'Innovations in Education and Training International'.

Paul van Schaik is a Senior Lecturer in Psychology at the University of Teesside. He has a MSc degree in Cognitive Psychology and a PhD in Educational Technology. He also has a PGDip in Teaching and Learning in Higher Education