03 Jan Learning to Use a Computer: A Metaphor for Understanding UX Process and Cognitive Theories
What happens when users have no prior experience with the product or tool we are designing for? How can we help them build a mental model of how it works and make informed predictions about what will happen when they interact with it?
One approach to this problem is to draw on psychological and cognitive theories of learning and problem-solving. In this article, we will explore how concepts, such as pattern recognition and metacognition, can be applied to the UX process. Using the example of a person trying to use a computer for the first time, we will examine how these concepts can help us to understand the challenges and strategies that users might encounter when trying to build a mental model of a new tool or product.
CONTEXT
To build a mental model of how a computer works, it is beneficial to seek information and experiences that can help you to understand it. A person’s mental model of how a computer works may be influenced by their prior knowledge and experiences with computers.
In the UX design process, this is comparable to conducting user research, gathering data and insights about the target audience and their needs and behaviours.
In psychology, this concept is related to the idea of prior knowledge and its influence on learning and memory. For example, research by Karpicke and Roediger has shown that people are more likely to remember and understand new information when it is related to their existing knowledge and experiences.
This point relates to the cognitive theory of schema, which refers to the mental structures that people use to organize and represent their knowledge about the world. (e.g., Posner & Snyder).
FAMILIARITY
To better understand a computer, finding analogies or comparisons to other tools or products that you are already familiar with can be useful. By doing this, you can relate the concepts and principles of a computer to your previous knowledge and experiences. In the UX design process, this could involve looking for inspiration or best practices from other products or designs to inform your own design choices.
In psychology, this concept is related to the idea of schema theory, which suggests that people use their prior knowledge and experiences to structure and organize new information. Brewer and Treyens conducted a study in which they found that people’s expectations about the contents of a room were influenced by their schema or mental model of what typically goes in a room.
This point further relates to the cognitive theory of analogy, which refers to the process of using similarity or comparison to understand new concepts or ideas. (e.g., Fauconnier & Turner).
PREDICTABILITY
To build a mental model of how a computer works, it is useful to try to identify patterns or regularities in the way that the computer behaves. By looking for patterns or regularities, you may be able to build your understanding of how the computer works and make more informed predictions about what will happen when you interact with it. In the UX design process, this is comparable to identifying patterns in user behaviour or identifying common user needs and goals.
In psychology, this concept is related to the idea of pattern recognition, which is the ability to identify patterns or regularities in information or stimuli. Ashby has argued that pattern recognition is a fundamental cognitive process that underlies many other cognitive functions, such as learning, problem-solving, and decision-making.
This point also relates to the cognitive theory of pattern recognition, which refers to the process of identifying and organizing information into meaningful patterns. (e.g., Miller).
LEARNABILITY
To build a mental model of how a computer works, it is advantageous to interact with it in different ways, while paying attention to the results of your actions. This can help you to build your understanding of how the computer responds to different inputs. In the UX design process, this is comparable to testing prototypes or conducting usability evaluations to see how users interact with the interface and identify areas for improvement.
In psychology, this concept is related to the idea of experiential learning or learning by doing. Kolb has argued that people learn best when they actively engage with the material and reflect on their experiences.
Moreover, this point relates to the cognitive theory of incremental learning, which refers to the process of building new knowledge or skills through small, incremental steps, rather than trying to learn everything at once. (e.g., Bransford & Johnson).
STRUCTURED LEARNING
To build a mental model of how a computer works, it can be effective to break down the actions of the computer into smaller, more manageable pieces and focus on understanding one piece at a time. This can help you to build your understanding of the computer in a more incremental and structured way. In the UX design process, this is comparable to creating user flows or wireframes to break down the user journey into smaller steps, thus, focus on one piece at a time.
In psychology, this concept is related to the idea of chunking, which is the process of grouping information into smaller, more manageable units. Miller has argued that people can more easily process and remember information when it is presented in small chunks rather than as a single, large mass.
This point also relates to the cognitive theory of scaffolding, which refers to the idea that a knowledgeable individual can provide support and guidance to a less knowledgeable one, helping him or her to perform tasks she or he wouldn’t be able to do alone. The support gradually decreases over time, promoting learning and development, until the individual is able to perform the task independently (e.g., Vygotsky).
GOAL-SETTING
To build a mental model of how a computer works, it can be productive to set clear and specific goals for each piece of a task. By setting specific and measurable goals, you can more easily determine whether you have achieved success in that particular piece of the task, and can then move on to the next piece with a better understanding of what you need to work on. In the UX design process, this is comparable to setting clear objectives and metrics for user testing or design iterations.
In psychology, this concept is related to the idea of goal-setting, which is the process of setting specific and measurable objectives for oneself. Locke and Latham have argued that goal-setting is an important part of motivation and performance, as it helps people to focus their efforts, as they strive for specific outcomes.
This point also relates to the cognitive theory of goal-directed behaviour, which refers to the process of setting and pursuing specific objectives in relation to a unique, or particular, goal (e.g., Gollwitzer).
SEEKING FEEDBACK
To build a mental model of how a computer works, seeking feedback from others can be beneficial. Having someone with more experience in using computers observe your interactions and provide feedback on your progress, can help identify areas of strength and areas for improvement. In the UX design process, this can be achieved through conducting user testing or by gathering feedback from stakeholders.
In psychology, this concept is related to the idea of feedback, which is information about the results of an action or behaviour that can be used to modify or improve future performance. Bandura has argued that feedback is an important part of learning and motivation, as it helps people to see the consequences of their actions, thus, adjust their behaviour accordingly.
This point further relates to the cognitive theory of metacognitive knowledge, especially Strategy knowledge which refers to “conditional knowledge,” or one’s ability to use strategies to learn information, as well as for adapting these strategies to new situations. This is related to the age or developmental stage of the individual. (e.g., Flavell).
REVISING MENTAL MODELS
To build a mental model of how a computer works, it is important to keep an open mind and be willing to revise your mental model as you learn more. Your mental model of how a computer works will likely change and evolve as you gain new experiences and insights. It is important to be open to new ideas and to be willing to revise your mental model in light of new information. In the UX design process, this is comparable to iterating on the design, based on user feedback or new insights.
In psychology, this concept is related to the idea of metacognition, also called “cognition about cognition,” which plays a top-down regulatory role in various cognitive processes, such as learning, memory, decision-making, and other high-level cognition (Son, Metcalfe, Ariel).
This point also relates to the cognitive theory of self-regulated learning, which refers to the process of monitoring and adjusting one’s learning processes. (e.g., Zimmerman).
PRACTICE
To build a mental model of how a computer works, practicing and applying your understanding of how it works can help you build and improve your mental model and ability to predict its behaviour. In the UX design process, this can involve conducting user testing or gathering feedback from stakeholders in order to identify areas for improvement and iterate on the design.
In psychology, this concept is related to the idea of deliberate practice, which is the idea that people can improve their performance through structured and focused practice. Ericsson et al. have argued that deliberate practice is an important part of developing expertise, as it allows people to focus on specific skills or knowledge areas, so as to build their proficiency over time.
This point also relates to the cognitive theory of skill acquisition, which refers to the process of developing proficiency or expertise in a particular task or domain. (e.g., Anderson).
References
The Critical Importance of Retrieval for Learning
Attention and Cognitive Control
Similarity, identification, and categorisation
Learning Styles and Experiential Learning Cycle
Contextual prerequisites for understanding
The Zone of Proximal Development and Scaffolding
Self-regulated learning and the allocation of study time