Showing papers by "Pamela Briggs published in 1990"

Do they know what they're doing? An evaluation of word-processor user's implicit and explicit task-relevant knowledge, and its role in self-directed learning

Abstract: Many people teach themselves how to use word-processing systems, but how successful are they in their endeavor? This study investigates a number of theoretical and practical issues associated with self-directed learning Users of differing experience were asked to perform a simple task, using an unfamiliar word-processing system However, they were given no information about the new system, prior to task commencement, save information they explicitly requested An analysis of users' questions revealed that only the most experienced had a suitable mental task description available to them Others relied upon visible components of the task to cue their questioning strategy in a manner which suggested reliance upon a recognition, rather than a recall strategy A clear dissociation was noted between users' procedural knowledge of a task, reflected in their performance ability; and their metaknowledge of the task, ie their awareness of what procedural knowledge would be required in order to complete the task The implications of these findings for the design of user support systems, and for user modelling are discussed