It is concluded that HCI could gain significant predictive power if individual differences research was related to the analysis of users in contemporary systems design.
The current emphasis on user-centered design for interactive technologies (see e.g., Norman and Draper 1986, Karat 1991) places great emphasis on understanding the user in attempting to develop more usable artifacts.
Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first.
Second, it attempts to utilize and develop the capabilities that an individual brings to the alternatives for his or her learning and to adjust to the learner's particular talents, strengths, and weaknesses.
Third, it attempts to strengthen an individual's ability to meet the demands of available educational opportunities and develop the skills necessary for success in the complex world.
User analysis requires the design team to identify characteristics of the user population that are likely to influence their acceptance and effective use of an application.
In current situations this often means distinguishing users broadly in terms of expertise with technology, task experience, educational background, linguistic ability, gender and age.
These are the people who will work from lists and written directions and instructions.
Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.
A central and persisting issue in educational technology is the provision of instructional environments and conditions that can comply with individually different educational goals and learning abilities.
Instructional approaches and techniques that are geared to meet the needs of the individually different student are called adaptive instruction (Como & Snow, 1986).
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