Towards modelling exploratory learning in the context of direct manipulation interfaces

Abstract

The characteristics of direct manipulation interfaces (DMIs) are examined. The main purpose of this examination is to provide ideas for future research on modelling exploratory learning in the context of using DMIs. Four topics are discussed: the perceptual characteristics of DMIs, exploratory learning and display-based problem-solving in general, modelling human-computer interaction in the context of DMIs, and the consequences of DMIs for modelling the interaction by means of a production system. Specifically, the questions that are discussed are: first, how do DMIs afford, encourage and support exploratory learning, and how can typical DMI characteristics such as the objects on the screen be included in models of user behaviour? Second, what are the characteristics of problem-solving and exploratory learning in the context of visual displays? Third, how is novice behaviour and, more generally, problem-solving modelled in the context of human-computer interaction? In the final section, suggestions are made based on the topics discussed, with the aim of presenting some steps towards developing a model consisting of production rules that can simulate human interaction with DMIs more adequately than has been the case thus far. Two important consequences of DMIs for modelling human interaction are discussed. First, the external display of DMIs allows recognition instead of recall. Consequently, production rules can be more recognition-based. Second, with regard to the structure of production systems, the mechanism of partial matching is proposed to account for errors during performance. Constraints and affordances can be accounted for by proposing production rules to fire contextdependently, and by assuming that production rules can be meaningfully grouped and actively scanned for a match.