Individual differences and the user interface.

Individual differences in cognitive functions are relevant in introducing novioes to computing. The interaction between the user and the computer may be improved if these psychological characteristics are taken into account in the design of the user interface and in the design of introductory courses. In.section 1 of this paper an analysis is made of individual differences and of the possibilities of adaptation. The user interface is described as an opportunity for adaptation. Methods of adaptation are systematically related to the changeability of individual differences. Illustrated by an overview of previous experimental work, some principles of adaptation are demonstrated in relation to individual differences on variables that are relevant in human-computer interaction. Prior knowledge of mathematics has been shown to be related to success and failure in learning a programming language, and to motivation for using computers. In section 2 ways to prevent the course drop-out rate by structuring the teaching method are illustrated. Strategies of information processing in the user interface, in relation to metacommunication and teaching, are described in section 3 as another example of an individual difference variable that may be attended to in teaching, resulting in reduction of problem solving time. Some cognitive styles are related to success in programming. The choice of adequate educational examples may improve programming habits, as illustrated in section 4. Style of representation and spatial ability are relevant for the development of mental models of computer system. In section 5 some field studies on teaching novices to work with office systems illustrate these relations. Teaching strategies, educational examples, and metaphors, may neutralize the handicap some novices have because of these variables.