I__. - International Military Testing Association

Analyzing User Interactions
With Instructional Design Software
J. Michael Spector
Daniel J. Muraida
Air Force Human Resources Laboratory
Brooks AFB, TX 78235-5601
Abstract
Many researchers are attempting to develop
automated instructional design systems to guide subject
matter experts through the courseware authoring
process. What appears to be lacking in a number of
existing research and development efforts, however, is
a systematic method for analyzing the interplay between
user characteristics, the authoring tool's structure
and organization, and the resulting quality of
computer-based instruction (CBI). This paper describes
the initial application of a particular approach that
focuses on the analysis of inputs, processes, and
outputs that occur in human-computer interactions (HCI)
between end users and a prototype of a CBI design tool.
Instructional Systems Design (ISD) is an established process
for designing and developing instructional materials. ISD models
were first elaborated in the 1950's using a behavioral learning
paradigm and have since undergone many revisions and refinements
(Andrews & Goodson, 1980). Traditionally, ISD has,been viewed as
the practical application of knowledge about learning and tasks
to be learned to the design of instruction (Gagne, 1985).
Many Researchers have pointed out the need to provide an
update of ISD based on the findings of cognitive science
(Tennyson, 1989). What is also needed is an update of ISD that
takes into account computer-based interactive methods for
presenting instruction (Muraida, Spector, & Dallman, 1990).
Using computers to design, develop, and deliver instruction
complicates ISD considerations. Some instructional strategies
appropriate for certain classroom-based settings are not
appropriate for certain computer-based settings. For example,
some common classroom strategies involve the teacher making
provocative statements and asking leading questions. Likewise,
it is possible to construct alternate computer models of various
devices and simulate their performance; this is not easily
possible in a classroom. As a result, instructional strategy
differences exist between classroom and computer settings.
In addition, the design of computer-based instruction (CBI)
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