guidance in the interface and transfer of task performance
Motivation -- Previous research has shown that a "guided" interface where relevant task information is shown on screen (externalization) can result in worse performance than an "unguided" interface where users have to think more for them selves (internalization). In this study we investigate transfer of task performance. We will investigate whether switching from an "unguided" to a "guided" interface results in better performance than if it were the other way around. We also investigate whether the unguided interface enhances performance on a (near) transfer task. Research approach -- We conducted an experimental study in two phases: an initial phase, and a transfer phase. In the initial phase, 45 students divided in a "guided" and "non-guided" condition solved a series of problems with the respective interfaces. After, in the transfer phase, they were presented with the opposite interface. This could happen during the first transfer task, or during the second one. Findings -- The unguided interface resulted in more effcient performance than the guided interface. We attribute this to the fact that the unguided interface provokes more active thinking and contemplation. Furthermore, switching from an unguided to a guided interface had no effect on efficiency, while the other way around, it had a negative effect on efficiency. Finally, performance on a first transfer task with an unguided version after having worked with a guided version caused worse performance than other combinations. Take away message -- Deeper levels of thought instigated by the unguided interface, causes more solid knowledge and stronger, more flexible strategies. This is also reflected when doing a transfer task. This can be important in situations where learning itself is the aim, but one can also think of situations where making errors generates a high cost.
guidance in the interface transfer of skill externalization of information visualization problem solving